Foram encontradas 50 questões.
1396985
Ano: 2010
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Much practice material in EFL courses is tightly controlled and somewhat mechanical–necessarily so as learners cannot be expected to manipulate large quantities of language in the early stages of learning. What we need to look for in coursebooks is whether the practice material stops at the stage where language practice is there for language practice’s sake or whether it is recognized that this is only a transitional stage before the learner achieves some degree of communicative competence: the ability to use language for his own purpose, appropriately and confidently.
Which aspect of EFL teaching does the excerpt above focus on?
Provas
Questão presente nas seguintes provas
1396285
Ano: 2010
Disciplina: Direito Educacional e Tecnológico
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Direito Educacional e Tecnológico
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
- LDB: Lei de Diretrizes e BasesDa Educação e Dos Princípios e Fins da Educ. Nacional (arts. 1º ao 3º)
Dos princípios de ensino estabelecidos na Lei Federal n.º 9.394/96, relacionados a seguir, identifique aquele que se concretiza mais diretamente nas atividades do professor, na sala de aula.
Provas
Questão presente nas seguintes provas
1395407
Ano: 2010
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Choose the alternative that best completes the gap in the short paragraph below, adapted from an article by Gareth Rees, which deals with the teaching of reading using news articles
(found in www.teachingenglish.org.uk).
Read the following paragraph adapted from Mario Rinvolucri’s How useful are comprehension questions? and choose the best answer.
The list of questions could be much longer and more detailed, but you will notice they all focus on the students’ elaborated text and on their reactions to the text. None are about details of the original text. “Very nice” I can hear some readers saying “but what if the students did not understand the language during the telling?” My answer to this is that the teacher needs to make sure she gets her meaning across by using mime, drawing and L1 glosses on words or phrases that may be hard for students. It is the teacher’s job to ensure language comprehension as she tells a story, and I believe minimal, disciplined recourse to L1 is natural in this situation.
(from www.teachingenglish.org.uk – Adapted.)
Which among the following activities would the author endorse for the teaching of vocabulary?
Provas
Questão presente nas seguintes provas
1395047
Ano: 2010
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Question comprise a cloze test based on the beginning of an excerpt on lesson planning. For each of the numbered gaps in the following text, choose the alternative that best completes it. You should consider both grammatical correction as well as contextual appropriateness.
Many of the same principles that apply to the selection of materials can be used in designing daily lesson plans: that is, lessons should be planned to include contextualized and personalized practice, small-group interaction, creative language use, culturally authentic listening and reading practice, and functional tasks similar to those that might be encountered in the target culture. The following _______ may help teachers plan more effective lessons.
Consider the content that is to be taught for a given class day. Think in terms of themes, cultural contexts, and functional tasks to be ________ , as well as grammar and vocabulary. Plan a lesson that flows within the contexts you have identified, integrating the grammatical concepts, functions, vocabulary, and cultural information _______ the chapter themes. Choose to embed the practice activity in large discourse units: minidialogues, paragraphs, role-plays, and the ________ . For example, if you plan to teach interrogative words and expressions, consider how students can use questioning strategies to accomplish a real-world task that is coordinated ________ the theme of the unit or chapter.
Consider what students should be able to DO at the end of the class period. Plan activities that will help students _________ functional objectives. Make activities student-centered _______ than teacher -centered; that is, plan practice activities that involve all students actively during the class hour. Students need to use the skills they are learning ________ they are to become more proficient;watching the teacher use the language is not nearly so beneficial to ________ . Small-group work, board work, dictation, paired interviews, and active listening practice are a few of the ________ that require all students to participate simultaneously and actively.
(Adapted from Teaching Language in Context, by Alice C. Omaggio. Boston: Heinle & Heinle Publishers, 1986)
Provas
Questão presente nas seguintes provas
1394682
Ano: 2010
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Much practice material in EFL courses is tightly controlled and somewhat mechanical–necessarily so as learners cannot be expected to manipulate large quantities of language in the early stages of learning. What we need to look for in coursebooks is whether the practice material stops at the stage where language practice is there for language practice’s sake or whether it is recognized that this is only a transitional stage before the learner achieves some degree of communicative competence: the ability to use language for his own purpose, appropriately and confidently.
The word much as used in the first sentence of the text – Much practice material in EFL courses – could be correctly replaced, with no change in meaning, by
Provas
Questão presente nas seguintes provas
1394303
Ano: 2010
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Much practice material in EFL courses is tightly controlled and somewhat mechanical–necessarily so as learners cannot be expected to manipulate large quantities of language in the early stages of learning. What we need to look for in coursebooks is whether the practice material stops at the stage where language practice is there for language practice’s sake or whether it is recognized that this is only a transitional stage before the learner achieves some degree of communicative competence: the ability to use language for his own purpose, appropriately and confidently.
The conjunction whether, used twice in the excerpt above, could be correctly replaced, without any change of meaning, by
Provas
Questão presente nas seguintes provas
De acordo com as Propostas Curriculares Nacionais para o 3.º e 4.º Ciclos do Ensino Fundamental, a relação entre os Temas Transversais e as áreas do conhecimento deve se dar de forma que
Provas
Questão presente nas seguintes provas
1393241
Ano: 2010
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Of prime importance in reading is vocabulary skill. The reader must know the meanings of enough of the words in a sentence for it to make sense and also know how to combine individual word meanings within a sentence. Once the student is past the initial stages of reading, he spends a large percentage of his time encountering new vocabulary, which can be approached in a number of ways. The teacher can give the meaning for each new word, as is common in teaching reading to non-native students. Or, also common, the student may spend hours with a dictionary writing native-language glosses into his text. For the native speaker of English, the most common form of vocabulary building is guessing from context and/or word formations.
In many settings in which English is taught as a foreign language (EFL) there are high degrees of emphasis on rote memorization. Because vocabulary development skills are seldom specifically taught, the student is not aware of the skills or their benefits. Most students have been trained to panic. Their first reaction on encountering a new word in a text is to stop and ask for a definition, even if the rest of the sentence defines it. The student of English as a foreign language cannot begin to read with full comprehension until he has been taught to conquer the unknown word by using contextual aids, that is, the formation of the word itself and the environment in which it is found.
(Adapted from Vocabulary in Context, by Anna Fisher
Kruse, in Long, Michael H. and Richards, Jack (eds.), Methodology in TESOL – A Book of Readings. New York: Newbury House, 1987)
The clause from the second paragraph – the student is not aware of the skills or their benefits – expresses, in relation to the clause before it, an idea of
Provas
Questão presente nas seguintes provas
1392764
Ano: 2010
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Question comprise a cloze test based on the beginning of an excerpt on lesson planning. For each of the numbered gaps in the following text, choose the alternative that best completes it. You should consider both grammatical correction as well as contextual appropriateness.
Many of the same principles that apply to the selection of materials can be used in designing daily lesson plans: that is, lessons should be planned to include contextualized and personalized practice, small-group interaction, creative language use, culturally authentic listening and reading practice, and functional tasks similar to those that might be encountered in the target culture. The following _______ may help teachers plan more effective lessons.
Consider the content that is to be taught for a given class day. Think in terms of themes, cultural contexts, and functional tasks to be ________ , as well as grammar and vocabulary. Plan a lesson that flows within the contexts you have identified, integrating the grammatical concepts, functions, vocabulary, and cultural information _______ the chapter themes. Choose to embed the practice activity in large discourse units: minidialogues, paragraphs, role-plays, and the ________ . For example, if you plan to teach interrogative words and expressions, consider how students can use questioning strategies to accomplish a real-world task that is coordinated ________ the theme of the unit or chapter.
Consider what students should be able to DO at the end of the class period. Plan activities that will help students _________ functional objectives. Make activities student-centered _______ than teacher -centered; that is, plan practice activities that involve all students actively during the class hour. Students need to use the skills they are learning ________ they are to become more proficient;watching the teacher use the language is not nearly so beneficial to ________ . Small-group work, board work, dictation, paired interviews, and active listening practice are a few of the ________ that require all students to participate simultaneously and actively.
(Adapted from Teaching Language in Context, by Alice C. Omaggio. Boston: Heinle & Heinle Publishers, 1986)
Provas
Questão presente nas seguintes provas
1390810
Ano: 2010
Disciplina: Direito Educacional e Tecnológico
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
Disciplina: Direito Educacional e Tecnológico
Banca: VUNESP
Orgão: Pref. São Bernardo do Campo-SP
A demanda da Comunidade afro-brasileira por reconhecimento, valorização e afirmação de direitos, no que diz respeito à educação, passou a ser particularmente apoiada com a promulgação da Lei n.º 10.639/2003, que alterou a Lei n.º 9.394/96, estabelecendo a obrigatoriedade do ensino de história e cultura afro-brasileiras e africanas. Para atendê-los, o Conselho Nacional discorre sobre a necessidade de políticas de reparações e de reconhecimento, que incluem programas de ações afirmativas, isto é, conjuntos de ações políticas dirigidas à
Provas
Questão presente nas seguintes provas
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