Questões de Concurso – Aprova Concursos

Folha de respostas:

1
- a
- b
- c
- d
- e
2
- a
- b
- c
- d
- e
3
- a
- b
- c
- d
- e
4
- a
- b
- c
- d
- e
5
- a
- b
- c
- d
- e
6
- a
- b
- c
- d
- e
7
- a
- b
- c
- d
- e
8
- a
- b
- c
- d
- e
9
- a
- b
- c
- d
- e
10
- a
- b
- c
- d
- e
11
- a
- b
- c
- d
- e
12
- a
- b
- c
- d
- e
13
- a
- b
- c
- d
- e
14
- a
- b
- c
- d
- e
15
- a
- b
- c
- d
- e

16)

Q483389 - FGV - 2016 - SME - SP - Professor - Inglês

New critical literacy assessment is discussed by Duboc (2016). The only statement that does not reflect this view of assessment is:

a) Feedback is much more relevant than grading.
b) Assessment should consider several viewpoints.
c) Evaluation must be adapted to objective parameters.
d) Self-evaluation can be an adequate tool for assessing.
e) Assessment tools should be collaborative and mediated.

17)

Q483391 - FGV - 2016 - SME - SP - Professor - Inglês

As regards critical learning, the function of this cartoon is to

a) ridicule the layout of desks.
b) show that old habits die hard.
c) support the teacher’s attitude.
d) criticize the students’ passivity.
e) illustrate how teaching can be fun.

18)

Q483396 - FGV - 2016 - SME - SP - Professor - Inglês

A poststructuralist view of language teaching/learning tends to support the notion that identities are

a) rooted.
b) hybrid.
c) universal.
d) monolithic.
e) homogeneous.

19)

Q483371 - FGV - 2016 - SME - SP - Professor - Inglês

Match the strategies offered below to the different teaching perspectives. 1- Multiliteracies posture
2- The Audio Lingual method
3- The Grammar-Translation method
4- Communicative Language teaching
( ) Presenting target-language reading passages and answering questions that follow.
( ) Discussing cultural diversity through different means such as written texts and blogs.
( ) Repeating patterns until students are able to form new habits in the target language.
( ) Offering students authentic materials that may function as triggers for classroom interactions.
Mark the option which indicates the correct matching, from top to bottom.

a) 1, 3, 2 and 4.
b) 3, 1, 2 and 4.
c) 4, 1, 3 and 2.
d) 2, 4, 3 and 1.
e) 4, 3, 2 and 1.

20)

Q483376 - FGV - 2016 - SME - SP - Professor - Inglês

The following sentences present information provided in each of the passages from Text 2. Read them, add the corresponding number of each passage (1 to 4), and mark the option that presents the correct sequencing:
( ) Both perspectives attribute value to reflection.
( ) The classroom should be seen as part of a wider context.
( ) ELF teachers are stimulated to reflect on their own teaching.
( ) ELF studies have had great impact on English language teaching.

a) 4 – 3 – 2 – 1.
b) 3 – 4 – 1 – 2.
c) 2 – 3 – 4 – 1.
d) 4 – 2 – 1 – 3.
e) 2 – 4 – 1 – 3.

21)

Q483383 - FGV - 2016 - SME - SP - Professor - Inglês

Based on Siqueira (2011), analyse the statements below. I. ELF has derived from “native” speakers and is a unique variety of English.
II. Most interactions in ELF today are between “non-native” speakers.
III. ELF has become a diverse, multiple and nomad language.
IV. It is possible to codify a general variety of ELF. Choose the correct answer:

a) Only I is correct.
b) Only II is correct.
c) Only I and II are correct.
d) Only II and III are correct.
e) Only III and IV are correct.

22)

Q483388 - FGV - 2016 - SME - SP - Professor - Inglês

The following exercise, posted on the Internet, asks students to

listen, repeat the words and memorize them

This exercise illustrates

a) social exchanges.
b) dialogic teaching.
c) digital critical literacy.
d) situational approaches.
e) dissociation from interaction.

23)

Q483390 - FGV - 2016 - SME - SP - Professor - Inglês

The assessment tool that is in line with a critical literacy posture is

a) graded tests.
b) dialogue journals.
c) prescribed checklists.
d) standardized questionnaires.
e) copying texts from the Internet.

24)

Q483395 - FGV - 2016 - SME - SP - Professor - Inglês

The phrase “stunted professional growth” implies that professional growth may be

a) impeded.
b) extended.
c) promoted.
d) developed.
e) strengthened.

25)

Q483370 - FGV - 2016 - SME - SP - Professor - Inglês

The options below offer statements that agree with constructions of multiliteracies, as presented by Text 1, except:

a) They do not do away with accepted models.
b) They take into account global linguistic diversity.
c) They recognize multicultural perspectives in education.
d) They provide a toolkit designed to be used by the student.
e) They assume a variety of means and ways of communication.

26)

Q483375 - FGV - 2016 - SME - SP - Professor - Inglês

The digital age has been disrupting the normative structures of education in many ways. According to Bohn (2013, p. 97), one of the challenges language educators now face is

a) offering students means to exercise brain plasticity.
b) making sure students access the Internet from home.
c) insisting that schools provide tablets for each student.
d) designing materials that integrate written texts and oral skills.
e) paying close attention to students’ language proficiency level.

27)

Q483382 - FGV - 2016 - SME - SP - Professor - Inglês

The move from English as a Foreign Language (EFL) to English as a Lingua Franca (ELF) has promoted

a) stricter grammatical rules.
b) the eradication of local dialects.
c) focus on multicultural identities.
d) the building of territorial boundaries.
e) English native speakers’ empowerment.

28)

Q483387 - FGV - 2016 - SME - SP - Professor - Inglês

The statement that best addresses a poststructuralist view of teaching English as an International Language in Brazilian public schools is:

a) Teaching English in public schools has deteriorated beyond the point of repair.
b) “Native” speakers of English should be invited to help design more up-to-date materials.
c) Easy solutions cannot be found as practice is situated, contextual and collaborative.
d) Pre-established rules should be set so that students learn the culture of the target language.
e) New books and materials should be developed by a group of international teachers and experts.

29)

Q483394 - FGV - 2016 - SME - SP - Professor - Inglês

Text 4 focuses on identity construction. Read the statements and mark them as TRUE (T ) or FALSE (F ).

( ) Professional identity results from a specific discursive model;
( ) Developing an identity is not a simple and effortless endeavor;
( ) Professional identities, including those of new English teachers, are in a constant flux.

The statements are, respectively:

a)
F, F and T.
b)
T, T and F.
c)
F, T and F.
d)
T, F and T.
e)
F, T and T.

30)

Q483399 - FGV - 2016 - SME - SP - Professor - Inglês

From a Foucaultian perspective, classroom practice should consider as a key element

a) centralized measures.
b) pre-established models.
c) standardized parameters.
d) individual responsibilities.
e) economy-focused premises

Questões de Concurso – Aprova Concursos

Milhares de questões com o conteúdo atualizado para você praticar e chegar ao dia da prova preparado!