Prova CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa

Questão 1441825

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Question  address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

. The three basic building blocks for successful foreign language teaching and learning may be described as Engage, Study and Activate (Harmer, 1997:32).

The main aim of Activate is to:

• A. build up the students' emotions in class
• B. arouse the students' interest in the topic of the lesson
• C. focus the students' attention on linguistic structures
• D. direct the students' attention to information construction
• E. let the students try out real language use with little or no restriction

Gabarito: E

Comentários

• e is right!

• sempre escolha a resposta mais etica. sempre dá certo.
  

  
  

  letra : E
  

• e-

   

  Engage-Study and Activate the mainstay of instructed language learning. 

   

  Engage. the objective here is to enraputure the student, causing him to become immersed in the learning process. It's the opposite of apathy and boredom when taking part in the learning process.

   

  Study - reflection on language usage. This is the part that actually exacts brain power and learning strategies. Homework, drills and assignments are all part and parcel of the study variable. Some call this focused learning.

  
  Activate - means to set up a learning environment where students are allowed to use the language however they see fit, no holds barred. Communication is the end game of the activate stage.

Questão 1441828

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Questio  address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

Match each teaching model on the left to its corresponding characteristic on the right:

Teaching models

1- Audio-lingualism teaching
2- Communicative language teaching
3- Grammar-translation
4- Task-based learning

Characteristics

( ) use of authentic texts; emphasis on the development of communication skills
( ) use of bilingual word lists; emphasis on the development of reading and writing skills
( ) use of drills; emphasis on the development of oral skills
( ) use of problem solving and situations; emphasis on the successful completion of activities

The only correct sequence is expressed by:

• A. 2 - 3 - 4 - 1
• B. 1 - 4 - 3 - 2
• C. 2 - 3 - 1 - 4
• D. 4 - 1 - 3 - 2
• E. 1 - 4 - 2 - 3

Gabarito: C

Comentários

• c-

  The average Grammar translation-based class consists of reading through classical texts and using translation into one's first language for unknown words. There's no explicit grammar teaching or communicative activities.

   

  Audio-lingual methods comprise listen and repeat drills. Many second language teaching courses nowadays still cling to this approach. 

   

  Task-based focuses on problem solving and overall cognitive activities. Although it might appear appealing on paper, if students aren't invested in the process, it means little to help them achieve higher levels of competency.

Questão 1441831

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Question  address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

According to the PCNs, one of the contributions of Cognitivism to the teaching of foreign languages is expressed by the:

• A. attention given to different learning styles
• B. focus on the teacher and the teaching process
• C. emphasis on the production of error free language
• D. role of memory in the process of learning a second language
• E. idea that learners' interaction is central to the learning process

Gabarito: A

Comentários

• Uma contribuição importante do enfoque cognitivista foi chamar a atenção para a questão dos diferentes estilos individuais de aprendizagem que as pessoas possuem, ou seja, nem todos os alunos aprendem da mesma forma. Por exemplo, há alunos que se utilizam mais de meios auditivos e outros de meios visuais da mesma forma que alguns têm mais sucesso no usos de estratégias sociointeracionais devido ao fato de serem mais extrovertidos. 

  (PCNs: terceiro e quarto ciclos do ensino fundamental: língua estrangeira / p. 56. Secretaria de Educação Fundamental. Brasília : MEC/SEF, 1998.)

• a-

  Cognitivism teaching emphasizing intelligence as an asset to evolve intellectually. The underlying basis for cognitivism is the thinking process and the psychological processes involved therein, which encompasses memory, problem solving skills, intelligence, etc.

Questão 1441834

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Question   address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

Despite the problems created by big classes, there are things which teachers can do to overcome them (Harmer, 1998:128). The author provides a list of such activities and advises teachers to avoid:

• A. using worksheets to check the answers to a given task
• B. setting pair work and group work as they can be dif?cult to control
• C. writing on the board as students at the back will probably not see it
• D. nominating a few students as group leaders as they do not always help
• E. using a considerable amount of individual repetition and controlled practice activities

Gabarito: E

Comentários

• e-

  Mindless repetition is strongly frowned upon by teaching communities as it doesn't foster a learning enviroment conducive to effective language teaching

Questão 1441837

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Question   address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

Theories, assumptions and beliefs about the nature of language and language learning are de?ned at a speci?c level, which encompasses a number of:

• A. approaches
• B. techniques
• C. methods
• D. schemes
• E. models

Gabarito: A

Comentários

• a-

  Approaches is an umbrella term to wrap up all ideas and theoretical mainstays concerning language learning. An approach provides the teaching process with the bearings necessary to give meaning to the class objectives. On the other hand, a methodology is a prescriptive means of achieving an explicit end.

Questão 1441840

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Question   address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

The use of authentic materials in the reading classroom is seen as essential for the development of learner reading skills and, according to Nuttall (1996:172), real texts provide for realistic needs of real people. This said, one of the main advantages of using authentic materials in the classroom is the effect generated on:

• A. lexical processing
• B. intrinsic motivation
• C. translation practice
• D. cultural assimilation
• E. structural patterning

Gabarito: B

Comentários

• Great question here. The correct answer is b, cause students learn better when they are paying attention, when they are motivated to learn about the subject.

• b-

  Authentic materials give a sense of meaning to students as they (supposedly) are in contact with something genuine from the target language which in turn accrues to their world knowledge and cultural point of view.

Questão 1441843

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Question   address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

According to Thornbury (1997:151), a number of factors can determine the selection of vocabulary items for teaching. One of them is Coverage, which refers to how:

• A. often the item occurs in natural language
• B. easy it is to learn and remember the item
• C. simple it is to present, teach and test the item
• D. relevant the item is to the students' needs
• E. varied the contexts in which the item may be used are

Gabarito: E

Comentários

• e-

  Coverage for vocab practice entails taking the emphasized word or expression and seeing it many examples in order for the learner to get ahold of the sign contents of the word. With online search engines and dictionaries it has become a very accessible activity

Questão 1441846

• Banca: CEPERJ
• Órgão: SEDUC-RJ
• Ano: 2013
• Provas: CEPERJ - 2013 - SEDUC-RJ - Professor - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Question   address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais (PCNs)

When choosing texts for the reading lesson, text-related concepts such as Suitability of content, Exploitability and Readability should be taken into consideration. The concept of Readability is related to the:

• A. retrieval of general meanings
• B. consideration of learner needs
• C. assessment of complexity levels
• D. purpose of classroom procedures
• E. presentation of reading strategies

Gabarito: C

Comentários

• Suitability of content : adequação do conteúdo -

  Readability : Legibilidade - assessment of complexity levels
  

  resposta letra C
  

  
  

• c-

  Readability means what one can read. Too complex a piece of text will present difficulties to process it and, subsequently, too much cognitive load whereas something that is too easy will fail to pose any challenge, causing the student to lose interest.