Questões em INGLÊS com gabarito

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Questões em INGLÊS com gabarito
1 - (2013 - SEDUC-CE - Professor Pleno I - Língua Inglesa) According to
contemporary theories on language learning assessment:
A -the teacher should bring together the range of information collected from students’
responses, and determine how to act upon it in ways that will improve students’
understanding and further learning.
B - the quality of student writing must be assessed through the use of indirect tests
of usage and mechanics.
C - language learning assessment is conceived as the process of assessing
governing language forms.
D - assessment of language learning can be understood as evaluating the product of
studying.
E - assessment for learning is any assessment designed primarily to serve the
purposes of accountability or of ranking or of certifying competence.
2 - (CESPE - 2013 - SEDUC-CE - Professor Pleno I - Língua Inglesa) Based on the
Parâmetros Curriculares Nacionais issued by the Brazilian Ministry of Education and
Culture in 1998 (Secretaria de Educação Fundamental, 1998), choose the correct
option.
A - The policies presented in the publication do not comprise the development of
critical thinking.
B - The document proposes a curriculum which provides students with opportunities
for acting in the world through discourses mainly offered by their mother tongue.
C - According to the new curricular parameters, language use is essentially
determined by its sociointeractional nature, and meaning is dialogic.
D - The document focuses on traditional pedagogies by investing in the development
of multicultural principles that can inform pedagogic work.
E - The document emphasizes skills development and focuses on standardized
content.
3 - (FCC - 2018 - SEC-BA - Professor Padrão P - Língua Inglesa) No ensino da
língua inglesa na rede pública, o elemento cultural dessa língua serve para:
A - o aprendiz falar inglês com o sotaque de um falante nativo.
B - o aprendiz entender que cada língua representa uma visão de mundo diferente.
C - enfatizar que a cultura britânica é superior às outras.
D - mostrar a falta de cultura no Brasil.
E - mostrar curiosidades dispensáveis, como comidas, costumes etc., apenas.
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4 - (VUNESP - 2019 - Prefeitura de Itapevi - SP - Professor de Educação Básica II
PEB II – Inglês) Classes which are arranged in a circle make quite a strong
statement about what the teacher and the students believe in. With all the people in
the room sitting in a circle, there is a far greater feeling of equality than when the
teacher stays out at the front. This may not be quite so true of the horseshoe shape,
where the teacher is often located in a commanding position, but, even here, the
rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place
and the potential for students to share feelings and information through talking, eye
contact or expressive body movements (eyebrow-raising, shoulder shrugging, etc.) is
far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
The classroom arrangements proposed by the author are suited for which of the
following method or approach used in language teaching?
A - Audiolingual method because it allows for better drilling.
B - Field dependent reading strategy approach because students depend on each
other to learn how to read.
C - Communicative approach, since communication is the key element in the
teaching and learning of a language.
D - Suggestopedia because it is essential that students see what everybody else is
doing in order to know how to act.
E -Grammar translation because students need to help each other so as to better
translate the texts.
5 - (Fundação CEFETBAHIA - 2019 - Prefeitura de Cruz das Almas - BA - Professor
- Inglês) “A prática secular no Brasil privilegia o estudo da língua pela língua, muita
forma gramatical que se enfeixa num colar de conhecimentos desaplicados, que se
vão de nossa memória sem aviso prévio” (ALMEIDA FILHO, 2003). Sobre o ensino
da língua inglesa, nesse contexto, é correto afirmar que:
A - a prática educacional apresentada não foca a comunicação.
B - essa prática leva em consideração os conhecimentos prévios dos alunos.
C - o foco dessa prática educacional considera a aprendizagem de natureza
dialógica.
D - essa prática contribui para a conscientização do aluno sobre a forte presença da
gramática da língua inglesa no seu cotidiano.
E - o aprendizado adquirido pelo aluno nas aulas de língua inglesa com ênfase na
gramática propicia o uso em outros contextos da sua vida social.
6 - (Instituto Tupy - 2020 - Prefeitura de Guaramirim - SC - Professor de Língua
Inglesa) De acordo com os estudos sobre a metodologia de ensino de língua
estrangeira, seus aspectos históricos e culturais no Brasil, analise as afirmações
abaixo, e assinale a alternativa verdadeira:
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A - Atualmente, a língua inglesa está sendo amplamente utilizada como ferramenta
para comunicação entre os povos no mundo globalizado.
B - O falante nativo é mais qualificado para lecionar a língua inglesa que um falante
bilíngue.
C - Ao ensinar aspectos culturais de uma língua estrangeira, a cultura da língua
nativa do aluno é enfraquecida.
D - Para aprender a falar uma língua estrangeira, primeiramente, é necessário
dominar a gramática da mesma.
E - Em escolas públicas de nosso país, não é possível ensinar a falar inglês. -
7 - (VUNESP - 2019 - Prefeitura de Cerquilho - SP - Professor de Educação Básica -
Inglês)
How monks helped invent sign language
For millennia people with hearing impairments encountered marginalization
because it was believed that language could only be learned by hearing the spoken
word. Ancient Greek philosopher Aristotle, for example, asserted that “Men that are
deaf are in all cases also dumb.” Under Roman law people who were born deaf were
denied the right to sign a will as they were “presumed to understand nothing;
because it is not possible that they have been able to learn to read or write.”
Pushback against such ideas began in the 16th-century, with the creation of the
first formal sign language for the hearing impaired, by Pedro Ponce de León, a
Spanish Benedictine monk. His idea to use sign language was not a completely new
one. Native Americans used hand gestures to communicate with other tribes and to
facilitate trade with Europeans. Benedictine monks had used them to convey
messages during their daily periods of silence. Inspired by the latter practice, Ponce
de León adapted the gestures used in his monastery to create a method for teaching
the deaf to communicate, paving the way for systems now used all over the world.
Building on Ponce de León’s work, another Spanish cleric and linguist, Juan
Pablo Bonet, proposed that deaf people learn to pronounce words and progressively
construct meaningful phrases. Bonet’s approach combined oralism – using sounds
to communicate – with sign language. The system had its challenges, especially
when learning the words for abstract terms, or intangible forms such as conjunctions
like “for,” “nor,” or “yet.”
In 1755 the French Catholic priest Charles-Michel de l’Épée established a more
comprehensive method for educating the deaf, which culminated in the founding of
the first public school for deaf children, in Paris. Students came to the institute from
all over France, bringing signs they had used to communicate with at home. Insistent
that sign language needed to be a complete language, his system was complex
enough to express prepositions, conjunctions, and other grammatical elements.
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Épée’s standardized sign language quickly spread acrossEurope and to the
United States. In 1814 Thomas Gallaudet went to France to learn Épée’s language
system. Three years later, Gallaudet established the American School for the Deaf in
his hometown in Connecticut. Students from across the United States attended, and
they brought signs they used to communicate with at home.American Sign Language
became a combination of these signs and those from French Sign Language.
Thanks to the development of formal sign languages, people with hearing
impairment can access spoken language in all its variety. The world’s many modern
signing systems have different rules for pronunciation, word order, and grammar.
New visual languages can even express regional accents to reflect the complexity
and richness of local speech.
(Inês Anton Rayas. www.nationalgeographic.com. 28.05.2019. Adaptado)
A transversalidade e a interculturalidade poderão ser parte integrante de uma
unidade sobre este texto, desde que o professor
A - produza uma sequência didática cujo foco temático recaia sobre questões
culturais e interculturais.
B - valorize a flexibilidade do programa em sua disciplina, e permita a inclusão de
conteúdos outros que não meramente linguísticos.
C - provoque uma reflexão sobre fatores que levam à dificuldade de aceitação da
diversidade, e consequências de tal atitude.
D - associe seu conteúdo a conteúdos de outras disciplinas – história e língua
portuguesa, por exemplo.
E - prepare sua unidade de ensino sobre este tema juntamente com professores de
outras áreas de saber. -
8 - (Prefeitura de Criciúma - SC) Choose the alternative which presents the correct
reason for a teacher to teach Grammar.
A - Because the structures of the language are necessary for communication to take
place.
B - Because the rules of the language provide us a meaningless form.
C - Because Grammar need to be used to help students to construct only questions
D - Because there are several ways to develop student’s reading strategies..
E - Because Grammar is no longer needed in teaching English as a second
language.
9 - (IF-BA) Considering the Communicative Approach for the English teaching, mark
the correct alternative)
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A - The functions in the language are more important than the grammar in order to
make communication effective.
B - The language teaching is concentrated in the code solely in the language
structure, making communication effective
C - The words are taught according to their dictionary meaning with no regard to the
context in which they are inserted.
D - There are artificial dialogs usually used in order to introduce grammar topics for
the purpose of making communication effective.
E - The written materials are never authentic and the oral communication is out of
context and artificial.
10 - (Prefeitura de Chapecó - SC) Devido às especificidades do ensino da língua
estrangeira, dá-se ênfase à quatro habilidades.
Assinale a alternativa que apresenta corretamente as quatro habilidades.
A - Ler • Ouvir • Falar • Escrever
B - Ler • Ouvir • Cantar • Escrever
C - Ouvir • Falar • Traduzir • Adivinhar
D - Escrever • Falar • Traduzir • Ler
E - Falar • Ler • Ouvir • Adivinhar
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GABARITO
1 - A
2 - C
3 - B
4 - C
5 - A
6 - A
7 - C
8 - A
9 - A
10 - A
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