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Prova Professor do Ensino Básico, Técnico e Tecnológico - Língua Estrangeira Inglês - IFMT
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Questão 1 de 14 Q1151016 Q46 da prova
The history of teaching and learning English for Specific Purposes (ESP) in Brazil started in the 1970s and has spread in the country throughout the Brazilian National ESP Project, which stands as a signpost for the tenets of the approach adopted. It is possible to identify some of the legacies of this Project in the way ESP has been developed in the country or what Celani (2005, p.17) called “a specifically Brazilian approach to ESP”. (RAMOS, 2008) Judge the sentences about the legacy of ESP in Brazil as (T) True or (F) False: ( ) It relates to the weight given to the knowledge teachers and students brought to the classroom that generated a crucial change in their roles: teacher and students became co-collaborators, responsible for their own development. As a consequence, this view also came to affect, in succeeding years, how the roles of teacher and learners are to be understood in English teaching and learning in general. ( ) It relates to the use of Portuguese as the classroom language. At that time this use was considered heretical by most teachers. Today it has become a well-established procedure applied in the classroom by both ESP teachers and many General English teachers. ( ) It provided conditions to optimize the teaching and learning of reading in a foreign language for students who needed to develop such a skill not only in English but also in Portuguese, as it was found afterwards. For this reason, the methodology developed by the Project brought as a contribution to English teaching and learning a course in which using authentic texts is organized to proceed from general comprehension to detailed comprehension. ( ) After almost thirty years, it is still the preferred reading course throughout the country. A proof of this is that now such “ESP” courses are seen in many current textbooks lately published in Brazil. Besides, some of the sample materials compiled in the Resource Packages are still used due to the evident usefulness they offer to the teacher who wants to argue in favor of strategies as a preliminary requirement for the teaching of reading. In this case, thus, it is not restricted to the area of ESP but English teaching and learning in general. ( ) Another merit of the Project was materials production. At the time when materials used in the classroom meant a textbook, and a textbook that generally emphasized vocabulary (or specific vocabulary), decontextualized sentences and sometimes non-authentic texts, it seems quite a victory to change from this perspective to a strategy-skill based one. This perspective guided the production of materials and the participating teachers were better prepared to produce their own materials. If it was not the case, they had to learn how to evaluate and adapt materials in order to customize them to their specific group of students. Choose the CORRECT sequence.

Choose the CORRECT sequence.

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Questão 2 de 14 Q1151017 Q47 da prova
ESP in Brazil appeared in the late 1970s as a reaction to a need. As indicated by Celani et al. (1988) and Celani (2005), many factors contributed to the need for a center of excellence in ESP equipped to offer advice, resources and teacher education for Brazilian universities. It also focuses on some myths that originated from the very nature of the needs identified in this Project. (RAMOS, 2008) According to Ramos (2008), choose the sentence that IS NOT a myth about ESP:

According to Ramos (2008), choose the sentence that IS NOT a myth about ESP:

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Questão 3 de 14 Q1151018 Q48 da prova
For many decades the predominant method of language instruction was the grammar-translation method. This method is rooted in the teaching of the nineteenth century and was widely used for the first half (in some parts of the world even longer) of the last century to teach modern foreign languages (Richards and Rodgers 2001). […] The Grammar-translation Method was not without its opponents, and the demand for oral proficiency led to several counter and parallel movements that laid the foundation for the development of new ways of teaching, as we still know them today. One such method is the Direct Method, sometimes also referred to as the Berlitz Method as it was widely used in Berlitz schools. Some reformers of the nineteenth century (e.g., Gouin and Sauveur) believed that languages should be taught in a natural way, that is, how children learn language. As Richards and Rodgers (2001) point out, believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action (p. 11). For this reason, they also strongly promoted the spontaneous use of language. According to the text, choose a procedure that WAS NOT used in the Direct Method.

According to the text, choose a procedure that WAS NOT used in the Direct Method.

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Questão 4 de 14 Q1151019 Q49 da prova
To think about meaningful learning, it is necessary to consider the reasons why it is important to know one or more foreign languages. If instead of thinking only about linguistic skills, we think about competences to be mastered, perhaps it will be possible to establish reasons that actually justify this learning. In this way, a communicative competence will only be achieved if, in a language course, other competences that comprise communicative activity are developed. (PCNs, 2008, p. 150) The text brings the discussion presented in PCNs (2008, p.150) about some skills that should be developed for achieving the competence necessary for high school students.Match the skills related to each competence. Competences: (1) Representation and communication (2) Investigation and understanding (3) Sociocultural contextualization

Choose the CORRECT sequence.

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Questão 5 de 14 Q1151020 Q50 da prova
Regarding the “Orientações Curriculares para o Ensino Médio” (Brazil, 2008), select the alternative that DOES NOT match the objectives of the document.The Orientações Curriculares for a foreign language aim to:

Regarding the “Orientações Curriculares para o Ensino Médio” (Brazil, 2008), select the alternative that DOES NOT match the objectives of the document.

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Questão 6 de 14 Q1151021 Q51 da prova
According to the Orientações Curriculares de Mato Grosso (2012, p. 86), foreign languages need a change in their teaching approach to function as a discipline in the same way they exist naturally. This involves restoring the basic objectives of foreign languages in contemporaneity.Judge as (T) True or (F) False the statements below about the aims of foreign language teaching in the Orientações Curriculares de Mato Grosso. I – To teach the language based on its practical use in speaking and writing, aiming to achieve a level of proficiency that enables the interaction with individuals that have this language as a mother tongue.

Choose the alternative that presents all TRUE statements.

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Questão 7 de 14 Q1151022 Q52 da prova
According to Jesus (2016), in the past decade, the issue of difference has been addressed from various theoretical perspectives (COPE; KALANTZIS, 2000; MONTE MÓR, 2008; MENEZES DE SOUSA; ANDREOTTI, 2008), which clearly demonstrates the need to question and understand our social lives in a supposedly globalized world. English Language Training (ELT) research has shown that the English language classroom has become a rich scenario to develop studies which focus on critical education and which reassess language teaching practices and curricula in a way that they are more responsive to diversity. […] Therefore, there are mandatory subjects in teacher education undergraduate courses. Despite the advancement of such policies, ELT teachers’ pre-service courses continue to produce curricula based on the four traditional communicative skills (reading, writing, speaking, and listening) and on well-defined grammar sequences. This type of curriculum maintains a linear view of learning, avoiding the complexity of the issue of diversity in ELT contexts. (JESUS, 2016). Choose the statement that DOES NOT represent the conception that Jesus (2016) argues for in the teaching about differences in English classes.

Choose the statement that DOES NOT represent the conception that Jesus (2016) argues for in the teaching about differences in English classes.

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Questão 8 de 14 Q1151023 Q53 da prova
In High School, the contextualization of language practices in different fields of activity allows students to explore multiple uses of the English language in digital culture, youth cultures and in studies and research, as well as broaden their perspectives in relation to their personal and professional life. Furthermore, it opens up possibilities for approaching and integrating these students with multilingual and multicultural groups in the globalized world, where the English language presents itself as a common language for interaction. (BNCC, 2017, p.485) Judge as (T) True or (F) False the following statements about the teaching of English according to the Base Nacional Comum Curricular.

Choose the CORRECT sequence.

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Questão 9 de 14 Q1151024 Q54 da prova
The English language, which is mandatory to be studied in High School (LDB, Art. 35-A, § 4), continues to be understood as a language of global character – due to the multiplicity and variety of uses, users and functions in contemporaneity –, assuming its lingua franca role, as defined in the BNCC of Elementary Education – Final Years. (BNCC, 2017, p.485) It is NOT correct to say that teaching English as a lingua franca involves:

It is NOT correct to say that teaching English as a lingua franca involves:

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Questão 10 de 14 Q1151025 Q55 da prova
Communicative Language Teaching (CLT) is generally regarded as an approach to language teaching (RICHARDS AND RODGERS, 2001). As such, CLT reflects a certain model or research paradigm, or a theory (CELCE MURCIA, 2001). It is based on the theory that the primary function of language use is communication. Its primary goal is for learners to develop communicative competence (HYMES, 1971), or simply put, communicative ability. In other words, its goal is to make use of real-life situations that necessitate communication. (…) Communicative competence is defined as the ability to interpret and enact appropriate social behaviors, and it requires the active involvement of the learner in the production of the target language (CANALE AND SWAIN, 1980; CELCE-MURCIA ET AL., 1995; HYMES, 1972). (apud BRANDL, 2008) The quotation brings some reflection about CLT. Choose the statement that DOES NOT point out a competence that guides a learner to develop their communicative competence.

Choose the statement that DOES NOT point out a competence that guides a learner to develop their communicative competence.

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Questão 11 de 14 Q1151026 Q56 da prova
Concerning multiliteracies, it is CORRECT to point out that:

Concerning multiliteracies, it is CORRECT to point out that:

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Questão 12 de 14 Q1151027 Q58 da prova
THE TEXT BELOW WILL BE USED FOR QUESTIONS 58 AND 59. “Speakers normally have a communicative purpose and listeners are interested in discovering what that purpose is. However, even if listeners have some idea about the purpose, they must listen in order to be sure. They cannot be sure, in other words, what it is before they hear what speaker says. […] We communicate when one of us has an information that another does not have. This is known as an information gap. The aim of a communicative activity in class is to get learners to use the language they are learning to interact in realistic and meaningful ways, usually involving exchanges of information.” (Harmer, 2009, p.48) Read the dialogue below. A: Excuse me. B: Yes? A: Do you have a watch? B: Yes…Why? A: I wonder if you could tell me what time it is? B: Certainly… it’s three o’clock. A: Thank you. B: Don’t mention it. Based on the dialogue, choose the CORRECT statement about it from the perspective of communicative activities.

Based on the dialogue, choose the CORRECT statement about it from the perspective of communicative activities.

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Questão 13 de 14 Q1151028 Q59 da prova
Judge as (T) True or (F) False the following characteristics of a communicative activity. ( ) Repeating sentences that the teacher says; ( ) Doing oral grammar drills; ( ) Reading aloud from a coursebook; ( ) Giving instructions so that someone can use a new machine; ( ) Giving a prepared speech;

Choose the CORRECT sequence.

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Questão 14 de 14 Q1151029 Q60 da prova
Writing is one if the four language skills. It involves producing language rather than receiving it. We can say that writing involves communicating a message by making signs on a page. To write, we need a message and someone to communicate it to. We need to be able to form letters and words, and to join these together to make words, sentences or a series of sentences that link together to communicate that message. (SPRAT, 2005, p.26) Choose the CORRECT item about teaching writing in a foreign language class.

Choose the CORRECT item about teaching writing in a foreign language class.

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