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110662 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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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:

  • a)

    promote interdisciplinarity, implement problem-based learning and favor the learning of the functional grammar

  • b)

    promote language structure memorization, integrate language skills and ensure social relevance

  • c)

    facilitate negotiating interaction, raise cultural consciousness and minimize perceptual mismatches

  • d)

    maximize learning opportunities, take profi t of the fi rst language and promote learner autonomy

  • e)

    foster language awareness, activate intuitive heuristics and introduce technologies in the educational setting

110663 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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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:

  • a)

    school projects

  • b)

    discursive genres

  • c)

    educational events

  • d)

    internet tools

  • e)

    classroom debates

110664 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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According to the “Parâmetros Curriculares Nacionais”, communicative competence is composed of the following three types of knowledge:

  • a)
    world, systemic and analytical
  • b)
    social, systemic and textual
  • c)
    cultural, world and systemic
  • d)
    systemic, world and textual
  • e)
    analytical, textual and systemic

110665 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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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:

  • a)
    contrast
  • b)
    concession
  • c)
    addition
  • d)
    cause and effect
  • e)
    sequence

110666 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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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:

  • a)
    successfully (l. 38) and reasonably (l. 23)
  • b)
    actually (l. 51) and alike (l. 56)
  • c)
    completely (l. 11) and deeply (l. 18)
  • d)
    continually (l. 59) and emotionally (l. 23)
  • e)
    often (l. 18) and sometimes (l. 19)

110667 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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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:

  • a)
    The theme of this short story makes us see the beauty from another point of view
  • b)
    The theme of this short story make us see beauty from another point of view
  • c)
    The theme of this short story makes us see beauty from another point of view
  • d)
    The theme of this short story makes us see beauty at another point of view
  • e)
    The theme of this short story makes us see beauty from other point of view

115773 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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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:

  • a)
    “an array of teaching materials” and “a theory of the nature of teaching”
  • b)
    “a set of educational resources” and “a set of principles about language”
  • c)
    “a group of teaching technologies” and “an account of the role of the language skills”
  • d)
    “a set of procedures for teaching a language” and “a philosophy of language and teaching”
  • e)
    “a single teaching technique” and “a position about the roles of teachers and learners”

115774 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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In language teaching studies, some attempts of modeling the reading process have been made. The approach to reading that is generally accepted today is:

  • a)
    interactional
  • b)
    top-down
  • c)
    bottom-up
  • d)
    logocentric
  • e)
    cognitive

115775 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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“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:

  • a)
    probing
  • b)
    summarizing
  • c)
    testing
  • d)
    repeating
  • e)
    translating

115776 CEPERJ (2015) - SEEDUC-RJ - Professor - Inglês / Inglês

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

  • a)
    prefer to work in schools where they have institutional support
  • b)
    are unable to cope with the type of problems they fi nd in those schools for much time
  • c)
    feel underpaid for the amount of challenges they encounter
  • d)
    prefer to work in a less challenging environment
  • e)
    would rather work in a school that offers psychological assistance