Questões de Língua Inglesa da Banca não informada

#Questão 705844 - Língua Inglesa, Gramática, Banca não informada, 0000, ,

#Questão 705845 - Língua Inglesa, Gramática, Banca não informada, 0000, ,

#Questão 705931 - Língua Inglesa, Interpretação de Texto, Banca não informada, 0000, ,

Questions 36 to 42 relate to teaching skills and abilities: Thinking of teacher development, it’s good practice for any L2 teacher to:

A) show up to work on time and not to get too involved with students because that would be unprofessional pedagogic practice.

B) prepare classes as well as correct exercises based on answer keys and teach students top-down, knowing teachers have nothing to learn in class from students.

C) engage in a critical reflexive process in order to understand their pedagogic practice better, being able to describe, inform, act, confront and reconstruct it.

D) not to allow anything to prevent them from teaching the grammar / vocabulary point they have to, no matter what happens in class.

E) see their pedagogic practices as detached from social and cultural aspects and nurture the thought that the relations in class are always impartial and equal.

#Questão 705930 - Língua Inglesa, Interpretação de Texto, Banca não informada, 0000, ,

Questions 36 to 42 relate to teaching skills and abilities: In her book “Teaching Community” (2003), bell hooks claims that educators must work “so that the classroom is not a site where domination (on the basis of race, class, gender, nationality, sexual preference, religion) is perpetuated” and that it should be “a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teacher and students together work in partnership”. This is in agreement with the Parâmetros Curriculares Nacionais (PCN) because it promotes the classroom as:

A) a place that is completely isolated from the community and therefore should not allow for social life issues to be discussed in class.

B) a site where teachers and students create community and discuss social life issues, except for issues of race, class, gender, nationality, sexual preference and/ or religion.

C) a place where the majority should authoritatively rule over the minority because dialogue should not be used as a way of mediating conflicts and taking collective decisions.

D) a site that promotes attitudes of solidarity, cooperation and aversion to injustice, including in regard to issues of race, class, gender, nationality, sexual preference and/ or religion.

E) a site of hope because teachers and students may learn from each other by eliminating any possibility of having students position themselves critically, responsibly and/ or constructively.

#Questão 705932 - Língua Inglesa, Interpretação de Texto, Banca não informada, 0000, ,

Questions 36 to 42 relate to teaching skills and abilities: According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes:

A) pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, as they will be learning a lot of new words.

B) pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which (de)(re)contextualize texts.

C) a lot of graded written homework so students may copy as many text types as possible for the teacher to mark later.

D) activities that do not refer to students’ own human, social and economic condition or deals with language as having a mediating role in social life.

E) critical reading and writing activities, by giving students a certain text type and asking questions about the grammar in it.

Questões de Língua Inglesa da Banca não informada

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