Questões de Língua Inglesa do ano 2011

Based on the text above, judge the following items.

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• C. Certo
• E. Errado

¨DThe teacher stands outside a circle of students and helps them say what they want to say by translating, suggesting or amending the students¡® utterances. These utterances are recorded so that they can be analyzed later.¡¬ This paragraph describes a lesson given according to the principles of:

• A. direct method
• B. audiolingualism
• C. task based learning
• D. community language learning
• E. communicative language teaching

Role plays and simulations are popular activities in:

• A. silent way
• B. direct method
• C. audiolingualism
• D. grammar translation
• E. communicative language teaching

Put the stages of a listening lesson plan in order by numbering them 1 - 8. Then, choose the alternative that presents the correct order.

( ) The teacher tells students the title of the story – ‗A long journey‘.

( ) Students listen for gist to see if their predictions were right, and the class discuss their answers with the teacher.

( ) The teacher gives students comprehension questions to read.

( ) Students brainstorm words connected with journeys.

( ) Students listen for specific information.

( ) In pairs, students check their answers.

( ) Students use their answers to re-tell the story in pairs.

( ) The teacher gives students a list of words from a story about a journey. Students check which of their words are in the list, and then guess what the story will be about.

• A. 1– 4 – 5 – 2 – 6 – 7 – 8 – 3
• B. 1 – 3 – 4 – 2 – 6 – 8 – 5 – 7
• C. 2 – 1 – 3 – 4 – 5 – 7 – 6 – 8
• D. 3 – 4 – 2 – 5 – 1 – 8 – 6 – 7
• E. 1 – 5 – 4 – 6 – 2 – 3 – 7 – 8

The following plan describes a lesson which integrates skills and language work. Number the stages in the correct order and then choose the alternative that presents the correct order.

( ) Students read a text about a Chinese couple who lives in London.

( ) Students look for any language in the text that describes physical appearance.

( ) Students listen to a dialogue about a police line-up before role playing police officers questioning witnesses.

( ) Students answer comprehension questions about the text.

( ) Students write physical descriptions of classmates. Class has to guess who they are writing about.

( ) Students rewrite the text as if the character approved of his wife‘s appearance.

( ) Students complete a questionnaire about how they respond to physical appearance.

• A. 2 – 4 – 1 – 3 – 6 – 7 – 5
• B. 1 – 3 – 4 – 5 – 7 – 2 – 6
• C. 2 – 4 – 7 – 3 – 6 – 5 – 1
• D. 3 – 1 – 2 – 4 – 5 – 6 – 7
• E. 5 – 6 – 7 – 1 – 3 – 2 – 4

What is it that makes a text difficult to read?

• A. The length of words and sentences.
• B. The length of sentences and paragraphs.
• C. The percentage of unknown words and length of words.
• D. The percentage of unknown words and length of sentences.
• E. The length of paragraphs and percentage of unknown words.

In a writing lesson, teacher needs to deploy some or all of the usual roles. However, three of them are especially important. These roles are:

• A. observer – participant – resource
• B. machine operator – prompter – organizer
• C. motivator – resource – feedback provider
• D. participant – resource – machine operator
• E. motivator – prompter – feedback organizer

Using audio material in class has a number of advantages and disadvantages. Write "for advantage and " for disadvantage. Then choose the alternative that displays the correct sequence.

( ) Audio material is portable.

( ) Everyone has to listen at the same speed.

( ) Learners are prevented from interacting with the speakers.

( ) Audio material provides a variety of different voices and situations.

( ) Listening to a CD player is not a natural occupation.

• A. A – D – D – A – D
• B. A – A – A – D – D
• C. D – A – A – D – A
• D. A – D – D – D – A
• E. D – A – D – A – D

Which intelligences will be tackled in the activity described below?

"Teacher tells students a riddle and asks them to solve it in pairs".

• A. Interpersonal and intrapersonal.
• B. Interpersonal and verbal/linguistic.
• C. Intrapersonal and logical/mathematical.
• D. Interpersonal and logical/mathematical.
• E. Verbal/linguistic and logical/mathematical.

Tests which are designed to measure learners‘ language and skill progress in relation to the syllabus they have been following are called:

• A. achievement tests
• B. proficiency tests
• C. diagnostic tests
• D. placement tests
• E. portfolios