Questões Militares de Inglês - Ensino da Língua Estrangeira Inglesa
Foram encontradas 49 questões
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259762
Inglês
Texto associado
“It’s a very nice book and very lively, but in the section on
‘Processes’ for example all the exercises are about unusual
things for our country. We are a hot country and also have
many Muslims. The exercises are about snow, ice, cold
mornings, and making wine. I can tell you I can’t do making
wine and smoking pot in my country!” (Experienced school
teacher from the Ivory Coast, Africa)
“Previous materials were not based on life in Brazil which
is why I don’t think they worked very well …” (Brazilian teacher
of English in school)
“Sir … what is opera?” (Iraqi student in mixed nationality
class using materials designed to practise reading narrative)
The implications of these three quotations are not simply
linguistic; rather, they address the problem of appropriate
contextual realisation for materials. For the teacher in the
Ivory Coast, the materials offered would be outside the cultural
experience of his students (possibly even threatening) and
thus effectively useless; conversely, for the Brazilian teacher,
the choice of Brazilian settings and familiar mores would have clear advantages over distant foreign contexts as they are
essentially more motivating. The quote from the Iraqi student
suggests that complete unfamiliarity with the notion of opera
may reduce the efficacy of the reading exercises, but in this
case the student is curious and likely to regard the material as
exotic rather than merely alien.
(D. Jolly e R. Bolitho, A framework for materials writing.
In B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. Adaptado)
The three quotations and the subsequent comments by
the author illustrate
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259761
Inglês
Texto associado
Many assumptions of a communicative orientation
towards language teaching need questioning in a global
context. Ozóg (1989) discusses the idea of the ‘information
gap’, which is supposed to induce students to speak. ‘Are we
as Europeans’, he asks, ‘not making a cultural assumption
that speakers the world over are uneasy in silence and that
they have an overwhelming desire to fill gaps which occur
in natural discourse?’ (p.399). Silence is a salient feature of
conversation in the Malay world, he points out, a feature that
has also been noted in Japan and a number of other cultures.
Indeed, the whole question of requiring others to speak
needs to be questioned in terms of both cultural and gender
differences. The point here is not to exoticize some notion
of cultural difference, but rather to suggest that language is
a cultural practice, that both language and thinking about
language are always located in very particular social,
cultural and political contexts. How language (including
silence, paralanguage, and so on) is used, therefore, differs
extensively from one context to another, and thus any
approach to language teaching based on one particular
view of language may be completely inapplicable in another
context. If particular language teaching practices (advertised
and exported as the best, newest and most scientific) support
certain views of language, then such practices clearly present
a particular cultural politics and make the English language
classroom a site of struggle over different ways of thinking
about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International
Language.London and New York: Routledge. 2017. Adaptado)
As part of a teacher education course, the reading of this
text could most directly raise a relevant discussion on the
topic of
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259760
Inglês
Texto associado
Many assumptions of a communicative orientation
towards language teaching need questioning in a global
context. Ozóg (1989) discusses the idea of the ‘information
gap’, which is supposed to induce students to speak. ‘Are we
as Europeans’, he asks, ‘not making a cultural assumption
that speakers the world over are uneasy in silence and that
they have an overwhelming desire to fill gaps which occur
in natural discourse?’ (p.399). Silence is a salient feature of
conversation in the Malay world, he points out, a feature that
has also been noted in Japan and a number of other cultures.
Indeed, the whole question of requiring others to speak
needs to be questioned in terms of both cultural and gender
differences. The point here is not to exoticize some notion
of cultural difference, but rather to suggest that language is
a cultural practice, that both language and thinking about
language are always located in very particular social,
cultural and political contexts. How language (including
silence, paralanguage, and so on) is used, therefore, differs
extensively from one context to another, and thus any
approach to language teaching based on one particular
view of language may be completely inapplicable in another
context. If particular language teaching practices (advertised
and exported as the best, newest and most scientific) support
certain views of language, then such practices clearly present
a particular cultural politics and make the English language
classroom a site of struggle over different ways of thinking
about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International
Language.London and New York: Routledge. 2017. Adaptado)
In the last sentence of the text, the expression “such
practices” refers to language teaching practices which
reflect
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259743
Inglês
Texto associado
Um conceito essencial para o trabalho com gêneros de
texto é o de capacidades de linguagem. A primeira delas é a
de ação. A capacidade de ação trata das representações que
o agente produtor do texto tem sobre o contexto em que o
gênero será produzido.
A segunda capacidade de linguagem envolvida na produção textual é a discursiva. Pode-se dizer que ela diz respeito aos tipos de discurso e aos tipos de sequências predominantes que um determinado gênero apresenta. A terceira
capacidade é a linguístico-discursiva. É com ela que o aluno
desenvolverá seu texto lançando uso correto das coesões
nominais e verbais, da coerência ao longo da produção, da
modalização do discurso e do paralelismo presente na sua
construção.
(E. Lousada, et alii. A elaboração de material didático
para o ensino de Língua inglesa: um estudo preliminar
baseado na noção de gênero de texto. In DAMIANOVIC, M. C. (ed).
Material Didático: Elaboração e Avaliação.
Taubaté: Cabral - Editora e Livraria Universitária.
2007. pp. 204-6. Adaptado)
A “letter of complaint”, citada no segundo parágrafo do
texto de Tomlinson, é um exemplo de gênero textual.
Preocupado com o desenvolvimento de capacidades de
ação na produção de gêneros escritos, um professor de
Língua Inglesa deverá propor a seus alunos que, ao prepararem sua carta de reclamação, levem em consideração a seguinte pergunta:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259740
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
The “conventional approach” described at the end of the
third paragraph is most typically found in courses which
follow