Foram encontradas 40 questões.
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Leia o texto para responder às questões de números 38 a 40.
A significant feature in the intrinsic motivation of students will depend on their perception of what the teacher thinks of them, and how they are treated. It is no surprise, therefore, to find that what many people look for when they observe other people’s lessons, is evidence of good rapport between the teacher and the class. (…) In the best lessons we will always see a positive, enjoyable and respectful relationship. Rapport is established in part (…) as a result of the way we listen to and treat the students in our classrooms
(HARMER, Jeremy. How to teach English. Longman, 1998. Adaptado)
Raising students’ awareness of what occurs in the classroom and in their learning process is an important part of the teaching-learning process found in which alternative?
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Leia o texto para responder às questões de números 38 a 40.
A significant feature in the intrinsic motivation of students will depend on their perception of what the teacher thinks of them, and how they are treated. It is no surprise, therefore, to find that what many people look for when they observe other people’s lessons, is evidence of good rapport between the teacher and the class. (…) In the best lessons we will always see a positive, enjoyable and respectful relationship. Rapport is established in part (…) as a result of the way we listen to and treat the students in our classrooms
(HARMER, Jeremy. How to teach English. Longman, 1998. Adaptado)
There are a number of types of motivation. The author mentions intrinsic motivation which occurs when the person engages in an activity because they find it rewarding. Which alternative shows another type of motivation studied in language teaching and learning?
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Leia o texto para responder às questões de números 38 a 40.
A significant feature in the intrinsic motivation of students will depend on their perception of what the teacher thinks of them, and how they are treated. It is no surprise, therefore, to find that what many people look for when they observe other people’s lessons, is evidence of good rapport between the teacher and the class. (…) In the best lessons we will always see a positive, enjoyable and respectful relationship. Rapport is established in part (…) as a result of the way we listen to and treat the students in our classrooms
(HARMER, Jeremy. How to teach English. Longman, 1998. Adaptado)
From the excerpt, one can conclude that rapport can be defined as
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
No verbo controlled, em “is carefully controlled”, o -ed final é pronunciado como um /d/. Outras pronúncias possíveis para o -ed final em verbos são /t/ e /id/. Assinale a alternativa em que o sufixo -ed também é pronunciado como /d/ em ambos os verbos.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Read the excerpt to answer questions 35 and 36.
Oral skills have not always figured so central in second and foreign language pedagogy. In classes that utilize comprehension-based approaches to language teaching, listening skills are stressed before speaking, if speaking is stressed at all. Even in a production-based approach such as the Silent Way; student speech is carefully controlled for structure and content. And while Audiolingualism stressed oral skills (evidenced by the amount of time spent in the language laboratory practicing drills), speech production was tightly controlled in order to reinforce correct habit formation of linguistic rules.
(CELCE-MURCIA, Marianne. Teaching English as a second or foreign language. 3rd ed. HeinleCengage. Adaptado).
Besides Audiolingualism and The Silent Way, mentioned by the author, there are other methods and approaches used in language teaching environments. Mark the alternative that shows 2 of these.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Read the excerpt to answer questions 35 and 36.
Oral skills have not always figured so central in second and foreign language pedagogy. In classes that utilize comprehension-based approaches to language teaching, listening skills are stressed before speaking, if speaking is stressed at all. Even in a production-based approach such as the Silent Way; student speech is carefully controlled for structure and content. And while Audiolingualism stressed oral skills (evidenced by the amount of time spent in the language laboratory practicing drills), speech production was tightly controlled in order to reinforce correct habit formation of linguistic rules.
(CELCE-MURCIA, Marianne. Teaching English as a second or foreign language. 3rd ed. HeinleCengage. Adaptado).
Ao dizer que o método audiolingual se preocupava com a formação de hábitos relativos às regras linguísticas, a autora está informando que esse método se insere na seguinte teoria de ensino-aprendizagem:
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
- Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)
- Gramática - Língua InglesaAdjetivos | AdjectivesOposto | Opposite
In the text, the antonym of the word “formal” is made by the addition of an affix (a prefix in this case, but affixes can also be suffixes). In which alternative is the word formed solely by a suffix.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Read the excerpt below in order to answer questions 32 and 33.
Teachers and other educational professionals spend a lot of time testing, evaluating and assessing students. Sometimes, this is to measure students’ abilities to see if they can enter a course or institution. Sometimes, it is to see how well they are getting on. Sometimes it is because the students themselves want a qualification. Sometimes this assessment is formal and public, and sometimes it is informal and takes place in day-to-day lessons.
(Adaptado de Harmer, Jeremy. Testing and Evaluation. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007. p. 379)
If the teacher’s assessment procedure “(…) takes place on a day-to-day basis”, we say that it is
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Read the excerpt below in order to answer questions 32 and 33.
Teachers and other educational professionals spend a lot of time testing, evaluating and assessing students. Sometimes, this is to measure students’ abilities to see if they can enter a course or institution. Sometimes, it is to see how well they are getting on. Sometimes it is because the students themselves want a qualification. Sometimes this assessment is formal and public, and sometimes it is informal and takes place in day-to-day lessons.
(Adaptado de Harmer, Jeremy. Testing and Evaluation. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007. p. 379)
The author is describing the functions of several types of tests and other assessment instruments. Which alternative shows the names of the three assessments mentioned first in the paragraph, in the order that they are presented?
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: VUNESP
Orgão: Pref. São José Rio Preto-SP
Leia o excerto para responder às questões de números 27 a 31.
English as a Lingua Franca (ELF)
The reality of Global or World English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca – that is between two people who do not share the same language and for whom English is not their mother tongue. A number of researchers have studied such conversations. In particular Barbara Seidlhofer at the University of Vienna has noted a number of somewhat surprising characteristics, including:
• Non-use of third person present simple tense – s (She look very sad).
• Interchangeable use of relative pronouns who and which (A book who, a person which).
• Omission of definite and indefinite articles where they are obligatory in native speaker English, and insertion where they do not occur in native English. • Use of an all-purpose tag-question, such as “isn’t it? Or no?”
• Heavy reliance on some verbs of high semantic generality, such as “do, have, make, put, take”.
• Pluralisation of nouns which are considered uncountable in native speaker English (informations, staffs, advices).
Something interesting is happening here. Whereas, as Jennifer Jenkins (2006, p.171) points out ‘… the belief in native-speaker ownership persists among both native and non-native speakers’, the evidence suggests that non-native speakers are not conforming to a native English standard. Indeed, they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are better at ‘accommodating’ – that is negotiating shared meaning through helping each other in a more cooperative way (…)
(Harmer, Jeremy. The changing world of English. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007)
One of the characteristics unveiled by Jenkins’ research is the “heavy reliance on some verbs of high semantic generality, such as do, make, take.” In which alternative are the three used in appropriate collocations?
Provas
Caderno Container