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535 Questões de concurso encontradas

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Página 79 de 107

Questões por página:

Concurso: Prefeitura Municipal de Milagres - CE

Concurso: Prefeitura Municipal de Milagres - CE
Cargo: Professor - Inglês
Ano: 2018

Ano:

2018

Banca:

CEV-URCA

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

Using authentic material from the real world to teach English

STEFFANIE ZAZULAK

There are lots of resources available to English language teachers today: from textbooks to online teaching tools, they can all aid and enrich English lessons. Many teachers also introduce authentic English material into their lessons to expose learners to the language as it is spoken in the real world.

Authentic material is any material written in English that was not created for intentional use in the English language classroom. Using this content to teach the English language can make the learning process even more engaging, imaginative and motivating for students. It can also be useful to elicit genuine responses from learners.

The great thing about using authentic material is that it is everywhere, which makes it easy to find, and simple for learners to practice English in their own time. Remember that it isn‟t limited to articles from newspapers and magazines. Songs, TV programs and films, radio and podcasts, leaflets, menus – anything written in English constitutes authentic material. (…)

Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.

(Concurso Milagres/2018) According to the text, authentic materials:

(a)

are textbooks and worksheets developed by English teachers.

(b)

are any material intended for English classes.

(c)

are any material extracted from audiovisual resources

(d)

are any material that is not developed for English lessons, specifically.

(e)

are any material that is exclusively online.

Comentários (0)

Concurso: Prefeitura Municipal de Milagres - CE

Concurso: Prefeitura Municipal de Milagres - CE
Cargo: Professor - Inglês
Ano: 2018

Ano:

2018

Banca:

CEV-URCA

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade: Muito fácil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA

D I A N A B A U D U C C O

Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.

Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.

From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.

However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018

(Concurso Milagres/2018) In the clause that language teachers have asked themselves for ages, the verbal form is in the:

(a)

Past simple

(b)

Present continuous

(c)

Present perfect

(d)

Past Perfect

(e)

Future

Comentários (0)

Concurso: Prefeitura Municipal de Milagres - CE

Concurso: Prefeitura Municipal de Milagres - CE
Cargo: Professor - Inglês
Ano: 2018

Ano:

2018

Banca:

CEV-URCA

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA

D I A N A B A U D U C C O

Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.

Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.

From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.

However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018

(Concurso Milagres/2018) Check the alternative which contains the sound of the – ed in the verbs: moved, emphasized and proved:

(a)

/t/

(b)

/d/

(c)

/ɪd/

(d)

/əd/

(e)

/z/

Comentários (0)

Concurso: Prefeitura Municipal de Milagres - CE

Concurso: Prefeitura Municipal de Milagres - CE
Cargo: Professor - Inglês
Ano: 2018

Ano:

2018

Banca:

CEV-URCA

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA

D I A N A B A U D U C C O

Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.

Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.

From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.

However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018

(Concurso Milagres/2018) The expression target language refers to:

(a)

The student‟s first language

(b)

the teacher‟s first language

(c)

the language that a person intends to learn

(d)

a difficult language to learn

(e)

a variation of one‟s first language

Comentários (0)

Concurso: Prefeitura Municipal de Milagres - CE

Concurso: Prefeitura Municipal de Milagres - CE
Cargo: Professor - Inglês
Ano: 2018

Ano:

2018

Banca:

CEV-URCA

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA

D I A N A B A U D U C C O

Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.

Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.

From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.

However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018

(Concurso Milagres/2018) The word although expresses an idea of:

(a)

comparison

(b)

opposition

(c)

result

(d)

purpose

(e)

addition

Comentários (0)

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