Inglês Publicado por Nataly Melo 17/02/2020 - 8:50 AM Comunicar erro 0 min. leitura Simulado com questões de Inglês para concursos. Prepape-se para as provas com Apostila de Língua Estrangeira. 1. (UFF/COSEAC) - According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes: (A) pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, as they will be learning a lot of new words. (B) pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which (de)(re)contextualize texts. (C) a lot of graded written homework so students may copy as many text types as possible for the teacher to mark later. (D) activities that do not refer to students’ own human, social and economic condition or deals with language as having a mediating role in social life. (E) critical reading and writing activities, by giving students a certain text type and asking questions about the grammar in it.2. (UFF/COSEAC) - Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately” and she goes on to say that “the complexity is partly captured by the fact that form is only one of three dimensions, all of which play apart in grammaring”. The other two dimensions she refers to are: (A) tense and aspect, which refer to verbs and their conjugations in general. (B) time and space, which refer to circumstances and context. (C) reception and production, which refer to the other four skills – listening, reading, writing and speaking. (D) meaning and use, which refer to semantics and pragmatics, respectively. (E) writing and speaking, which refer to graphology and phonology, respectively.3. (UFF/COSEAC) - Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:I conducting dictations.II having students brainstorm in groups.III doing a quick bingo.IV composing stories together.V finding collocations on websites or dictionaries. The alternative that best matches the exercises suggested above with their target language is: (A) single-items; all of them. (B) items in context; all of them. (C) single-items: I, III, V; items in context: II and IV. (D) single-items: IV and V; items in context: I, II and III. (E) single-items: I, II, III; items in context: IV and V.4. (FURB) - Ao se trabalhar textos diversos com os alunos, o professor de língua inglesa pode conduzi-los dando pistas para que eles encontrem significados de palavras desconhecidas, seja pelo contexto ou por seu conhecimento prévio da língua, no lugar de traduzirem palavra por palavra. Duas estratégias de leitura muitoconhecidas são Skimming e Scanning, utilizadas de acordo com o objetivo da leitura. Considerando tais estratégias, analise o que segue:I Percepção de elementos tipográficos: fotografias, números, datas, fonte do texto etc.;II Busca por informações detalhadas, já sabendo o que se procura;III Leitura rápida, sem deter-se a um ponto específico;IV Busca por palavras-chave e em destaque;V Observação da estrutura textual;VI Realização de Inferências;VII Antecipação.São estratégias referentes a Skimming as expostas em: A) I, II, III, IV, V, VI e VII. B) I, III, V, VI e VII, apenas. C) II, III, IV, V, VI e VII, apenas. D) II, IV, VI e VII, apenas. E) II, III, V e VI, apenas.5. (UFF/COSEAC) - In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student.Using the Passive Voice as mere example, LarsenFreeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that allpassive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to: (A) have students copy a few sentences from the board and sort out their similarities and differences so as to measure students’ awareness and only then start a possible sentence transformation exercise. (B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João. (C) do a three dimensional analysis of the language item and think about where the long term learning challenge lies, which in many cases may be in when / why one should choose this or that language structure. (D) take a grammar book to class and have students memorize the rules until they know them by heart and then have them orally transform sentences back and forth, according to the language item. (E) do a three dimensional analysis of the language item and think about ways to contrast it with other similar ones so students can focus on how they may put the parts of the sentences together.6. (FURB) - Em língua inglesa, são elementos articuladores do discurso:I adjetivos;II advérbios;III conjunções;IV numerais;V pronomes.Está CORRETO o que se afirma em: A) I, II, III, IV e V. B) II, III, IV e V, apenas. C) I, II e III, apenas. D) II e III, apenas. E) III e V, apenas7. (FUNRIO) - Choose the correct matching. A) jazz chants and tongue twisters t improving pronunciation B) dictation and translation t vocabulary presentation C) associated ideas and collocations t syntax D) meaningful drills and free discourse t grammar practise E) roleplays and simulations t listening comprehension8. (IFMS) - Identifying connectors can be a very useful reading strategy when using an ESP approach. As cohesion devices, they link ideas within sentences and between them. Analyze the alternatives and choose the one that is grammatically correct. A) We all have a very important decision to make today. Our sales have dropped dramatically ever since we decided to maintain the strategies we had been using before we decided to expand the services of the company. Nonetheless, we must find alternatives to recover from our big losses immediately. Nonetheless can be used to show result or consequence. B) However he tried, it was very difficult for him to speak in public. He has been through hard times trying to do it since he was a kid at school, and that is why he decided to look for professional help. He cannot lose any more opportunities because of his inability to communicate. However can be used meaning ‘no matter how’. C) The crime shocked the whole community. People still cannot understand how a human being can do something so terrible against another person. The judge listened to the lawyers and the witnesses all day long. She was able to make her decision thereupon. Thereupon indicates constrast. D) When I first came to this city, I was amazed by how organized it can be, and I decided that I wanted to live here at that moment. Hence, I have changed my mind. I believe I had a very wrong impression because I felt I needed to leave my hometown at that moment. Hence is used to add ideas. E) Patricia is always very prepared for her classes. She brings extremely interesting topics for us to discuss at the beginning. Nonetheless, she usually concludes with a written production, which makes the learning process very meaningful. Nonetheless is used to indicate that one event occurs after the other.9. (FURB) - Leia as orações a seguir:1. Preciso comprar outro mouse, pois este já está estragado.2. Por gentileza, gostaria de dois hambúrgueres da promoção.3. Vamos dar um up nos projetos nesta semana.4. Não esqueça de deletar a pasta quando terminar a tarefa no computadorPode-se afirmar que:I Há nos enunciados um tipo de estrangeirismo chamado galicismo, no qual palavras de origem inglesa são empregadas com grande frequência na língua portuguesa.II Pode-se afirmar que apenas 1 e 2 sofreram o que se pode chamar de aportuguesamento’, isto é, quando a palavra inglesa sofre uma espécie de adaptação de grafia e de pronúncia para o Português.III Em 4, há a adaptação de um verbo em Inglês para o Português, em primeira conjugação, como todos os outros verbos que passam por esse mesmo processo.Está CORRETO o apresentado em: A) I, II e III. B) I e II, apenas C) II e III, apenas. D) I, apenas. E) III, apenas.10. (IFMS) - According to Kumaravadivelu (2001), “The postmethod learner is an autonomous learner. The literature on learner autonomy has so far provided two interrelated aspects of autonomy: academic autonomy and social autonomy”. Choose the alternative that corresponds to the author’s idea of autonomy: A) Students should not be encouraged to organize their learning based on aspects that are considered myths by neuroscience, such as learning styles. Autonomy goes beyond the concept of identifying how we can learn better. B) Standardized tests have been discredited by the concept of autonomy. Students ought to be led to discuss their own realities, focusing on problems they face in their own communities. Therefore, these tests go against the idea of autonomy defended by Kumaravadivelu. C) Students should avoid their teachers’ interventions. Autonomy is a process that needs to be encouraged by activities focused on the development of self-learning. D) According to the author of ‘The post method…’, social autonomy is mostly intrapersonal, which is why students who acquire it tend to make better decisions about their learning strategies, thus being able to help their peers. E) Learners can be encouraged to reflect on their learning styles and strategies in order to achieve autonomy. Moreover, they can incorporate styles and strategies used by successful learners as a complement to their own learning process.11. (FUNRIO) - Listening is one of the four language skills and it involves understanding spoken language. Choose the set that describes some of the features of the listening process. A) speaker visibility and repetition B) direct speaker-listener interaction C) non-repetition and detecting mistakes D) noise, redundancy and brevity of chunks E) paralinguistic features and note-taking12. (IFMS) - In his attempt to find a definition for a postmethod pedagogy, Kumaravadivelu (2001) states that an option is to look at the term and consider it a “pedagogy of particularity, practicality, and possibility”. Which of the alternatives below represents the author’s idea of practicality? A) Teachers need to be better prepared by the university in order to learn how to select a method which will make teaching more practical to students, allowing them to use the language based on the models that have been used successfully worldwide. B) This dimension refers to the necessity of combining theory and practice. Teachers play a very important role in the selection of material, thus they are led to adopt materials that were designed to approach language in a global way, focusing, in his practice, on the context of native speakers. C) Practicality, according to Kumaravadivelu, is deeply rooted in Paulo Freire’s theories. Teachers should encourage students to put everything they learn into practice in a contextualized way. In order to do so, teachers need to be able to reproduce a method they have learned and that they consider appropriate. For him, practice and theory are constantly together. D) Practicality comprehends a whole new set of activities that can be designed by the teacher to promote a more practical use of the language. Among the techniques discussed by Kumaravadivelu in his text, providing spaces for students to discuss issues related to the countries where the target language is spoken seems to be the most effective one. E) Kumaravadivelu defends the idea that teachers are entitled to developing their own theories, considering that each context demands a different approach, which means students can discuss their own contexts when learning the target language. For him, there is no theory without practice.Time is Up!