Questões de Concurso Militar EsFCEx 2020 para Magistério de Inglês

Foram encontradas 70 questões

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Q1778067
Inglês Substantivos e compostos | Nouns and compounds , Plural dos substantivos | Plural of nouns ,
Ano: 2020 Banca: Exército Órgão: EsFCEx Prova: Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778067 Inglês
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    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

 Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

 Large use of certain verbs of high semantic generality, such as do, have, make, put, take.

 Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.


(Jeremy Harmer. The practice of English language

teaching. Adaptado)

As far as the teaching of standard English is concerned, the pluralization of the underlined noun is only acceptable in alternative:
Alternativas
Q1778068
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2020 Banca: Exército Órgão: EsFCEx Prova: Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778068 Inglês
   Leia o texto para responder à questão.


    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

 Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

 Large use of certain verbs of high semantic generality, such as do, have, make, put, take.

 Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.


(Jeremy Harmer. The practice of English language

teaching. Adaptado)

Do conteúdo do excerto, emerge uma relevante questão referente à educação linguística em uma cultura globalizada, qual seja:
Alternativas
Q1778070
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2020 Banca: Exército Órgão: EsFCEx Prova: Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778070 Inglês
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   A ‘dificuldade’ de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
    Um texto autêntico oferece mais oportunidades para o aluno e o professor tomarem contato com o inglês “de verdade”, aquele usado em comunicação real, no mundo real. Um texto real possui todos os defeitos e as virtudes da vida real: é complexo, rico, imprevisível, interessante e arriscado. As sequências de palavras de um texto autêntico ecoam nas vozes dos milhões de falantes de inglês no mundo. Um texto artificial, por sua vez, ecoa apenas parcialmente e não exibe o encanto e o desafio do texto autêntico.

(Tony B. Sardinha. “The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus”. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Adaptado)
A pertinent reading activity with an authentic English text for use with adult beginner students is presented in alternative:
Alternativas
Q1778071
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2020 Banca: Exército Órgão: EsFCEx Prova: Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778071 Inglês
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     Design relates to the thinking underlying materials. This will involve the consideration of areas such as the apparent aim of materials (such as the development of ‘general English’, English for Specific Purposes (ESP), or specific skills), how the tasks, language and content in the materials are selected and sequenced, and the nature and focus of the content in the materials.
(Andrew Littlejohn. “The analysis of language teaching materials: inside the Trojan House”. IN: B. Tomlinson (ed). Material Development in Language Teaching. Adaptado)
Materials designed for ESP courses should
Alternativas
Q1778072
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2020 Banca: Exército Órgão: EsFCEx Prova: Exército - 2020 - EsFCEx - Magistério de Inglês |
Q1778072 Inglês
Read the text below and answer the question.


Thought-in-Action Links

     It is important to recognize that methods link thoughts and actions, because teaching is not entirely about one or the other. As a teacher of language, you have thoughts about your subject matter – what language is, what culture is – and about your students – who they are as learners and how it is they learn. You also have thoughts about yourself as a teacher and what you can do to help your students to learn. Many of your thoughts have been formed by your own experience as a language learner. With this awareness, you are able to examine why you do what you do and perhaps choose to think about or do things differently.
    As an example, let us relate an anecdote about a teacher with whom Diane Larsen-Freeman was working some time ago. From her study of methods in Stevick (1980), Heather (not her real name) became interested in how to work with teacher control and student initiative in her teaching. She determined that during her student teaching internship, she would exercise less control of the lesson in order to encourage her students to take more initiative, and have them impose the questions in the classroom, since so often it is the teacher who asks all the questions, not the students.
    However, she felt that the students were not taking the initiative, but she could not see what was wrong. When Diane Larsen Freeman, who was her supervisor, visited her class, she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
    This pattern continued for some time. It was clear to see that Heather had successfully avoided the common problem of the teacher asking all the questions in the class. The teacher was not asking the questions – the students were. However, Heather had not achieved her goal of encouraging student initiative.

(Larsen-Freeman, D. 2000. Adaptado) 
Heather might have improved the classroom situation if she had
Alternativas
Respostas
56: C
57: E
58: A
59: B
60: E
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