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Prova Professor do Ensino Básico, Técnico e Tecnológico - Letras Inglês - IFS/SE
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Questão 1 de 20 Q1354350 Q31 da prova
Read the Text 1 to answer questions 31 and 32.
Text 1
The concept of language as discourse leads to a perspective of language teaching as a process of teaching not only pre-existent meanings, but also a process of teaching ways in which we can create new meanings, position ourselves and construct our identities. In other words, when language is defined as discourse, teaching a foreign language becomes teaching new ways of reinventing and representing oneself and of perceiving (and constructing) the world. Language as discourse implies an understanding of our language practices as practices of constructing and assigning meanings to the world, to what happens in the world, to what we see and what we don't see in reality. A change in discourse practice therefore leads to a reconfiguration of our identity and the way we read the world (cf.: GEE, 1986). This is to say that, when learning a new language we learn new meanings, new (des)identifications (HALL, 2005) and new ways to understand ourselves and the "wor(l)d" (FREIRE; MACEDO, 1987).
JORDÃO C. M, FOGAÇA F. C. Critical literacy in the English language classroom. DELTA v. 28, n. 1, p. 69 -84, 2012. Available at: . Access on: 21 may. 2024. [Adapted].

According to the text, the concept of language teaching derived from the view of language as discourse states that language teaching

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Questão 2 de 20 Q1354351 Q33 da prova
Read the case below.
A teacher writes 5 questions on the board, then hands the learners a reading text on printed paper. Individually, the students have to read the text and find the answers as quickly as possible.
Prepared by the author.

Based on this activity description, which reading strategy is being practiced?

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Questão 3 de 20 Q1354353 Q35 da prova
Read the Cartoon Strip 1 to answer questions 35 and 36.
Cartoon Strip 1
Available at : . Access on : 21 may. 2024.

What can be inferred from the student's attitude towards learning?

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Questão 4 de 20 Q1354355 Q38 da prova
Read the Text 2 to answer questions 38 and 39.
Text 2
How English develops in the world is no business whatsoever of native speakers in England, the United States, or anywhere else. They have no say in the matter, no right to intervene or pass judgment. They are irrelevant. The very fact that English is an international language means that no nation can have custody over it. To grant such custody of the language is necessarily to arrest its development and so undermine its international status. It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language. It is not a possession which they lease out to others, while retaining the freehold. Other people actually own it (Widdowson, 1994, p. 385).
KILICKAYA, F. World Englishes, English as an International Language and Applied Linguistics. English Language Teaching, Vol. 2, No. 3, 2009. Available at: . Access on: 21 may. 2024. [Adapted].

Regarding how English develops in the world, what can be inferred from the text?

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Questão 5 de 20 Q1354357 Q40 da prova
Read the news headlines below to answer questions 40 and 41.
News Headlines
1. How will AI shape your future?
2. Will AI really take over our jobs?
3. Will AI makes us smarter?
4. How will AI impact generations to come?
Prepared by the author.

A teacher decided to work with news headlines with her students in order to discuss the potential impacts of artificial intelligence (AI) on the world of work and on the future of the job market. Regarding this topic, which headline could be used to illustrate the worry about replacement of labor functions and professional stability?

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Questão 6 de 20 Q1354358 Q42 da prova
Read the Text 3 to answer questions 42, 43 and 44.
Text 3
A teacher’s experience of using technology in language teaching
Published 29 October 2021
Using technology has always been an important part of my teaching, even in the pre-digital age. Like many early adopters, I get super-excited by the ‘wow’ factor of new technology. However, some technology (like VR – virtual reality) is still quite challenging to use successfully. In my own teaching, I’m happy to incorporate tools which are rather more familiar. (...)
Speaking
My EAP (English for Academic Purposes) students naturally use PowerPoint to deliver their presentations. The software is so familiar that they are unaware that they are using technology! Classes concentrate on strategies for making a talk effective, such as incorporating memorable images and reducing text to just key words. Many of my students have serious pronunciation difficulties, so revealing a word at the same time as saying it helps them to be understood by the audience.
Like many teachers, I like the engagement and interactivity afforded by Kahoot! My favourite voting app is Mentimeter because it is quick to create a poll, reliable and easy-to-use. Voting anonymously is significantly different from putting up your hand. Doing it remotely remains an exciting event – watching as students’ votes come in. A great way to finish a discussion lesson on controversial issues is with a class vote.
I encourage fluency in the classroom but also ask students to do more discrete practice away from the classroom using their mobile phones – recording themselves, listening and re-recording. They can try out voice searches which are hugely motivating when you achieve success! (...)
Vocabulary
Many of my new students don’t have a system to record and review the new vocabulary we cover in class. As part of their learner training, I present the app Quizlet which allows learners to create sets of digital flashcards. It’s free. Students who choose to try it can decide what to write on the back of a card – a translation or a personalised example sentence containing a new word. The app automatically creates games such as matching exercises and Pelmanism, which some learners enjoy.
I am a big fan of graphic organisers and have long encouraged students to use mind-maps. Having free versions such as Mindomo is beneficial in helping store words in concept groups and in reviewing new language.
SHARMA, P. A teacher’s experience of using technology in language teaching. World of Better Learning Blog. Available at : . Access on: 20 may. 2024. [Adapted].

In this blog post, the author

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Questão 7 de 20 Q1354360 Q43 da prova

From the activities described in the Speaking part, one can infer that the teacher

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Questão 8 de 20 Q1354361 Q44 da prova

In the context of the passage, which common characteristic do PowerPoint, Kahoot, Mentimeter, mobile phones, Quizlet, Mindomo and Pelmanism share?

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Questão 9 de 20 Q1354363 Q45 da prova

Dudley Evans and St. John (1998) in their book “Developments in ESP: a multidisciplinary approach” identify five key roles for the ESP practitioner. Among them are

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Questão 10 de 20 Q1354365 Q47 da prova

For students in specific fields, learning to write in academic genres related to their disciplines is essential and English for Specific Purposes (ESP) can help develop this skill by teaching them the relevant language and genre conventions simultaneously. A genre which can be included in an ESP course for professional, technical, or academic needs is

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Questão 11 de 20 Q1354367 Q48 da prova

Oshima and Hogue (2007) in their book “Introduction to Academic Writing” affirm that the process of writing has four main steps: prewriting, organizing, writing, and polishing. For the prewriting stage an academic writer can use the

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Questão 12 de 20 Q1354368 Q49 da prova

For Hutchinson and Waters (1987), in the context of needs analysis for ESP courses, it is important to distinguish between target needs and learning needs. A question that can be used to obtain information about what learners need to do in the context where they will use the language is:

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Questão 13 de 20 Q1354370 Q50 da prova
Observe the Image 1 to answer questions 50 and 51.
Image 1
Available at : . Access on : 20 may. 2024.

A English teacher decided to work on critical literacy with her students and chose the image above to discuss the topic of artificial intelligence and

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Questão 14 de 20 Q1354374 Q52 da prova
Read the cartoon strip below.
Available at: . Access on : 21 may. 2024.

Regarding the spread of English as a world language or Lingua Franca and also its use in the U.S., the humor conveyed by the punchline is due to

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Questão 15 de 20 Q1354375 Q53 da prova
Read the Text 4 to answer questions 53 and 54.
Text 4
It seems to me, having been involved for many years with teaching English as a so-called second or foreign language, that there are deep and indissoluble links between the practices, the theories, and the contexts of ELT and the history of colonialism. Such connections, I want to suggest, run far deeper than drawing parallels between the current global expansion of English and the colonial expansion that preceded it. Rather, I want to argue that ELT theories and practices that emanate from the former colonial powers still carry the traces of those colonial histories both because of the long history of direct connections between ELT and colonialism and because such theories and practices derive from broader European cultures and ideologies that themselves are products of colonialism.

The author's reflection on the relationships between colonialism, ideologies and the expansion of the English language around the world indicates that

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Questão 16 de 20 Q1354379 Q55 da prova
Read the Text 5 to answer questions 55 and 56.
Text 5
When I made my way to college, I was truly astonished to find teachers who appeared to derive their primary pleasure in the classroom by exercising their authoritarian power over my fellow students, crushing our spirits, and dehumanizing our minds and bodies. I had chosen to attend Stanford University, a predominantly white college (primarily because the financial aid packages were better than those offered by black institutions), but I never once considered what it would be like to study with teachers who were racist. Even though I had attended a high school with outspokenly racist teachers who were contemptuous and unkind, I had romanticized college. I believed it would be a paradise of learning where we would all be so busy studying that we’d never have time for the petty things of this world, especially not racism.

Based on the report provided, what was the author's experience attending college at Stanford University?

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Questão 17 de 20 Q1354382 Q57 da prova
Read the Text 6 to answer questions 57 and 58.
Text 6
One of the popular myths about the English language is that somewhere people are still speaking the kind of English that Chaucer or Shakespeare or Milton spoke. This myth does, of course, have some foundation in fact, though the mythical versions repeated above are gross exaggerations. The relevant fact is that some regional dialects of English retain old forms which have disappeared from the standard form of the language. This conservatism in colonial varieties is, rather unfortunately, termed 'colonial lag' - unfortunately because the term gives the impression that the colonial variety will (or should) one day catch up with the home variety, though this is unlikely ever to happen. Colonial lag is a potential factor in distinguishing colonial varieties from their home counterparts in all levels of language: phonology, morphology, syntax, semantics and lexis.

According to the text, which of the following statements reflects the concept of "colonial lag"?

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Questão 18 de 20 Q1354383 Q58 da prova

The levels of a language are mentioned in the last sentence in the text and refer to the different layers or components that make up a language, each contributing to its overall structure and function. Which level refers specifically to the arrangement of words and phrases to create well-formed sentences in a language?

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Questão 19 de 20 Q1354385 Q59 da prova
Observe the images below.
Image A
Image B
LIGHTBOWN, P. M.; SPADA, N. How languages are learned . Hong Kong: Oxford University Press, 1993 , p. 2; p. 14 .

The cartoons refer to two different theoretical views regarding language acquisition/learning that serve as the base for some well-known methods of language teaching. Comparing both images, what can be affirmed about these two theories?

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Questão 20 de 20 Q1354387 Q60 da prova
Read the text below.
If those who declare that there is no best method are asked why, the most immediate and frequent answer is likely to be "Because it all depends," meaning that what is best depends on whom the method is for, in what circumstances, for what purpose, and so on. That there is no best method therefore means that no single method is best for everyone, as there are important variations in the teaching context that influence what is best. The variations are of several kinds, relating to social situation, educational organization, teacher-related factors, and learner-related factors. There have been several attempts to categorize such variables systematically and comprehensively, but even the brief and random listing above shows that they are at different levels of generality, as well as of discreteness and tangibility.

According to the text, the main reason why there is no best method in teaching is because

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