Questões de Inglês

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. The current state of the refl ections about language teaching is broadly associated to the idea of “postmethod”. This term was proposed by Kuramadivelu in 1994 and it includes ten macrostrategies. Three of these macrostrategies are:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. The “Currículo Mínimo – Língua Estrangeira" (2012) aims at promoting interdisciplinarity, majorly with the discipline of Portuguese language. The document suggests that this promotion be achieved by means of:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. According to the “Parâmetros Curriculares Nacionais”, communicative competence is composed of the following three types of knowledge:

This editorial is a critical response to the article “Poor schools, rookie teachers” (l. 3). The critique is built against the logical relation established between the two noun phrases of this title. This logical relation is one of:

Adverbs present a range of semantic categories. In this text, we can fi nd some of them: time, manner, degree etc. The only pair that includes adverbs of different semantic categories is:

Questions 46 through 50 present some problems English learners usually have. Mark the correct alternative for each question. Consider the following sentence from a student’s essay. “The theme of this short story make us see the beauty in another vision.” (source: a real student’s essay) The sentence should be rewritten as the following alternative:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. The conceptual difference between “method” and “approach” is an interesting point to start discussing English language teaching. According to Richards and Rogers (2001), in “Approaches and Methods in Language Teaching”, “method” and “approach” can be translated into the two following phrases, respectively:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. In language teaching studies, some attempts of modeling the reading process have been made. The approach to reading that is generally accepted today is:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. “Scaffolding” (Nuttall, 1996, p.36) is a process that “focus on enabling students to develop”. In “Teaching Reading Skills in a Foreign Language”, Nuttall suggests some steps to promote this process. The alternative that presents one of these steps is:

According to the text, the only reason that fails to justify teachers leaving the toughest schools is that they:

This text shows several examples of multiple parallel clausal structures. One example particularly shows the repetition of subordinate clauses to describe the preceding noun phrase, producing a certain dramatic effect. The example is:

Questions 46 through 50 present some problems English learners usually have. Mark the correct alternative for each question. Consider the following noun phrase: ‘the only navigable river’. Suppose a student asks you if there is a difference in meaning if ‘navigable’ is placed after ‘river’. The alternative with the correct answer and comment is:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. In the article “Ensino de Línguas: passado, presente e futuro”, Vilson Leffa (2012) predicts a certain “invisibility” to teachers in the future. According to the author, this “invisibility” means:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. In “Ofi cina de Linguística Aplicada”, Moita Lopes (1996) discusses the concept of “self-fulfi lling prophecy”, presented by Rosenthal and Jacobson in 1973. The author particularly uses this concept to tackle the belief of failure, which:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. Assuming that current language teaching tends to be eclectic in terms of approaches and that this might result in inconsistent and unfounded practice, Harmer (2007) recommends three essential elements for any teaching sequence: engage, study and activate. The alternative with a correct example of one of these elements is:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. In “Teaching Reading Skills in a Foreign Language”, Nuttall (1996, p. 39) presents some reading strategies. According to the author, some of them are obvious and some are more complex. The correct correspondence between the strategy and the type is:

According to the Longman Grammar (Biber et al., 1999), it is diffi cult to identify the intended time reference for the past perfect, because the reference depends on the context. In “All of them were loved, but most had missed many of the experiences we expect children to have in their fi rst fi ve years.” (l. 12), the time reference for the past perfect verb phrase is:

Questions 46 through 50 present some problems English learners usually have. Mark the correct alternative for each question. Suppose you are correcting some literary essays. In one essay, you fi nd the following extract. “It begins with the Giant coming back to his garden after a seven-year trip. When arriving they see that children play in his garden.” (source: a real student’s essay) The mistake that directly affects the cohesion of the extract is the/a:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. The “Parâmetros Curriculares Nacionais” claim that learning a foreign language contributes to the learning of the fi rst language. According to this document, that can be explained by the fact that learning a foreign language:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. When teaching vocabulary, teachers should be aware of the purpose of the activities they propose. Harmer (2007) presents some examples of vocabulary activities associated with a specific purpose. One example of correct association between the activity and its purpose is:

Lexical choices vary according to the different types of language: written or spoken. An example of a word in the text that is typical of American conversational English is:

One mechanism of grammatical cohesion is the use of substituting pro-forms. The only example of a pro-form is:

Questions 46 through 50 present some problems English learners usually have. Mark the correct alternative for each question. Suppose a student asks you if ‘whose’ in the following academic passage is wrong. “There is a way of proceeding in conceptual matters whose method is to defi ne away any inconvenient diffi culty.” (Biber et al, 1999, p. 617) The alternative with the correct answer and comment is:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. In “Dimensões Comunicativas no Ensino de Línguas”, Almeida Filho (2007) discusses the types of competence a language teacher should achieve. For the author, “implicit competence” is the most basic one and should be surpassed. This competence can be defi ned as a/an:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. The “Currículo Mínimo – Língua Estrangeira” (2012) has the purpose of developing the following competence in basic school education:

Questions 21 through 35 address existing theories of English teaching. Read them and mark the correct alternative. According to Harmer (2007) in “How to teach English”, the discovery approach is a possible way of teaching grammar. In this approach, teachers lead learners to build the target knowledge. One example of a discovery activity is:

In the sentence “It would be nice if teachers who work in the most challenging schools could be paid more.” (l. 43), the personal pronoun ‘it’ functions as an:

According to the Longman Grammar (Biber et al., 1999, p. 988), “collocations are associations between lexical words, so that the words co-occur more frequently than expected by chance”. This text presents several examples of collocations. The only exception is:

Modal verbs can be classifi ed into two major categories of meaning: epistemic and deontic. Epistemic modals refer to the logical status of events or states. The following alternatives are examples of epistemic modals. The only exception is:

Questions 46 through 50 present some problems English learners usually have. Mark the correct alternative for each question. Learners of English as a foreign language usually have problems in distinguishing between oral and written English. Oral language typically displays an unplanned and fragmented speech, while written language usually presents a more elaborated and planned speech. When correcting written assignments, teachers should pay particular attention to the uses that are typically oral. The alternatives below present examples of oral speech. The only exception is: