Questões de Concurso Militar EsFCEx 2023 para Oficial - Magistério em Inglês
Foram encontradas 30 questões
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
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259741
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)
Substantial certainty is expressed by the modal verb in
bold in alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259742
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 preposition “for” can convey a variety of meanings. It
indicates a purpose in the fragment in alternative:
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 |
Q2259744
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)
The last sentence mentions the importance of
“parallelism” in the construction of texts. There is a
parallelism error as to the use of noun phrases in
alternative: