Prova INSTITUTO AOCP - 2025 - SEDUC-RS - Professor - Letras/Inglês

As teachers, we need to balance English language activities that focus on accuracy and fluency. This can be done by

In English language teaching, communicative activities are 

In relation to the teaching of language skills, according to contemporary communicative approaches to language teaching it is correct to say that 

Task-based language teaching is a branch of communicative language teaching that centers around the notion of “tasks”. Which learning philosophy lies behind the concept of tasks? 

Throughout the History of language teaching, different methods were believed to be ideal for students’ language development. The audiolingual and the grammar-translation methods are two known examples. However, Kumaravadivelu (1994) argues in favor of the postmethod condition, which implies that 

From the perspective of multiliteracies, it is possible to affirm that 

Read the text below and then answer the question that follows. A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to “fill” the students with the contents of his narration—contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. “Four times four is sixteen; the capital of Pará is Belém.” The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation “the capital of Para is Belém,” that is, what Belém means for Pará and what Pará means for Brazil.
Source: https://www.historyisaweapon.com/defcon2/pedagogy/pedago gychapter2.html

The author of this excerpt 

If a teacher uses assessment instruments such as portfolios, projects, diaries; and provides students with the chance to produce different versions of their assignments after receiving feedback, what kind of assessment does the teacher follow? 

While reading a text in English, students may try to understand each single word and feel unmotivated. One possibility is to teach students about reading strategies such as skimming and scanning, which are, respectively: 

Imagine the following dialogue between a teacher and their students:
Teacher: There is a backpack on the table… repeat! Students: There is a backpack on the table. Teacher: Spoon. Students: There is a spoon on the table. Teacher: On the chair. Students: There is a spoon on the chair. Teacher: Bucket. Students: There is a bucket on the chair.
This dialogue can be understood as a representation of