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Questões de Língua Inglesa da Banca não informada

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Listagem de Questões de Língua Inglesa da Banca não informada

#Questão 705933 - Língua Inglesa, Interpretação de Texto, Banca não informada, 0000, ,

Questions 36 to 42 relate to teaching skills and abilities:

Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:

I conducting dictations.

II having students brainstorm in groups.

III doing a quick bingo.

IV composing stories together.

V finding collocations on websites or dictionaries.

The alternative that best matches the exercises suggested above with their target language is:

A) single-items; all of them.

B) items in context; all of them.

C) single-items: I, III, V; items in context: II and IV.

D) single-items: IV and V; items in context: I, II and III.

E) single-items: I, II, III; items in context: IV and V.

#Questão 705934 - Língua Inglesa, Interpretação de Texto, Banca não informada, 0000, ,

Questions 36 to 42 relate to teaching skills and abilities: In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student. Using the Passive Voice as mere example, Larsen-Freeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to:

A) have students copy a few sentences from the board and sort out their similarities and differences so as to measure students’ awareness and only then start a possible sentence transformation exercise.

B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João.

C) sentence transformation exercise. (B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João.

D) take a grammar book to class and have students memorize the rules until they know them by heart and then have them orally transform sentences back and forth, according to the language item.

E) do a three dimensional analysis of the language item and think about ways to contrast it with other similar ones so students can focus on how they may put the parts of the sentences together.

#Questão 705935 - Língua Inglesa, Interpretação de Texto, Banca não informada, 0000, ,

Questions 36 to 42 relate to teaching skills and abilities:

According to Larsen-Freeman (2003), it’s possible to assert that focusing on the dynamics of language (grammaring) is very important and it helps improve teaching/ learning abilities because:

I it allows teachers/ learners to understand language as having an organic dynamism that renders it simultaneously flexible (real-time) and stable (over-time).

II teachers/ learners tend to perceive language as an idealized, objectified, atemporal “thing” that can be easily understood by the examination of its parts, which is very limited.

Looking at I and II, the most appropriate conclusion is that:

A) I and II are correct, and they’re both reasons for focusing on grammaring.

B) I and II are correct, but they’re not reasons for focusing on grammaring.

C) I is incorrect, but II is correct.

D) I is correct, but II is incorrect.

E) I and II are incorrect.

#Questão 705937 - Língua Inglesa, Gramática, Banca não informada, 0000, ,

It’s correct to say that “And” and “Through” in the sentences above are used, respectively:

A) as an inferential connective, because it means “as a result”; and a preposition of nonphysical relations, because it refers to “God” as a means.

B) as a logical connector, because it means both sentences are true; and a preposition of space, because it’s used in the sense of “penetrating” a region.

C) as a marker of many meanings, because it also means “but”; and a preposition of time approximation, because it refers to “duration”.

D) as a marker of speaker continuation, because it’s used by the speaker to buy time; and a preposition of degree approximation, because it refers to “intensity”.

E) as an inferential connective, because it means both sentences are true; and a preposition of physical relations, because it refers to “God” as omnipresent.

#Questão 705938 - Língua Inglesa, Gramática, Banca não informada, 0000, ,

Looking at verb “come into” above, it’s correct to say that:

A) it’s a prepositional verb, because it means literally “get inside something”; and it’s intransitive.

B) it’s a prepositional verb, because “into” always functions as a preposition; and it’s intransitive.

C) it’s a phrasal verb, because “into” never functions as a preposition; and it’s transitive.

D) it’s a phrasal verb, because “into” may function as an adverb particle; and it’s transitive.

E) it’s a phrasal verb, because it means “enter”; and it’s intransitive.

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