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Questões de Inglês da FUNDEP (Gestão de Concursos)

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Listagem de Questões de Inglês da FUNDEP (Gestão de Concursos)

#Questão 923767 - Inglês, Interpretação de texto | Reading comprehension, FUNDEP (Gestão de Concursos), 2023, Prefeitura de Sete Lagoas - MG, Professor de Educação Básica - Língua Inglesa

The author claims that

A) using students` favorite digital tools to learn and create in classroom may be helpful to provide an indication of what they know and still need to learn.

B) adopting a ‘not yet’ approach may help students see that challenging moments can be opportunities to reach their learning goals.

C) giving learners substantial time and space to explore the questions that interest them most during class may be difficult to implement.

D) focusing on many different scaffolding interventions can improve the likeliness that students will grasp new knowledge and retain what they have learned.

#Questão 923768 - Inglês, Interpretação de texto | Reading comprehension, FUNDEP (Gestão de Concursos), 2023, Prefeitura de Sete Lagoas - MG, Professor de Educação Básica - Língua Inglesa

Patty told her buddy that she

A) had even read the book.

B) has not read the book yet.

C) was currently reading the book.

D) has been reading the book.

#Questão 923769 - Inglês, Interpretação de texto | Reading comprehension, FUNDEP (Gestão de Concursos), 2023, Prefeitura de Sete Lagoas - MG, Professor de Educação Básica - Língua Inglesa

INSTRUCTION: Read the comic strip to answer question.

Available at: https://www.gocomics.com/peanuts/1970/01/26. Accessed on: Oct. 10, 2022.

Why is Patty cheerful about her book report?

A) She got a better grade than her buddy.

B) She loves reading books.

C) She really enjoyed the book plot.

D) She thinks she has excelled in her work.

#Questão 923770 - Inglês, Ensino da Língua Estrangeira Inglesa, FUNDEP (Gestão de Concursos), 2023, Prefeitura de Sete Lagoas - MG, Professor de Educação Básica - Língua Inglesa

Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.
[…]
Imagem associada para resolução da questão

Imagem associada para resolução da questão

Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on: Oct. 10, 2022.
The BNCC abilities listed above are examples of ones which reinforce the use of basic skills and systemic knowledge of the English language. In the English teaching context, it is strongly recommended that English teachers mainly help students

A) identify and label word classes and syntactic structures with decontextualised grammar activities / exercises.

B) memorize how grammatical structures function in isolated / meaningless sentences.

C) notice, make sense of, and become confident using grammar with engaging, meaning-focused activities / tasks.

D) internalise grammar through activities / exercises, involving constant repetition, manipulation and grammatical transformation.

#Questão 1020268 - Inglês, Ensino da Língua Estrangeira Inglesa, FUNDEP (Gestão de Concursos), 2022, Prefeitura de Lavras - MG, Professor Médio Língua Inglesa

Imagem associada para resolução da questão

Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment] Accessed on: April 26, 2022.

Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. Researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. To develop the BNCC ability EF06LI08, which includes recognizing cognate words, an English teacher, when working with a group of beginners, may

A) ask them to work with a partner to find as many cognates and false cognates as they can from a given list of words, then ask partners to share one example of each with the class.

B) introduce them to more sophisticated cognates and cognates that have multiple meanings in both languages, although some of those meanings may not overlap.

C) select key words which will expand students’ vocabulary and promote opportunities for incidental learning, when they talk with and listen to others, watch videos, play games, and read independently.

D) pose questions to students, receive their responses, add information, and ask them to reflect or add more information – in other words, keep the conversation going to expose them to words they would not typically read within leveled books.

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