Questões para Concursos

Read the text to answer question: Information and communication technology (ICT) ICT uses language to develop and apply technical computing skills. Learners practise how to find, develop, analyse and present information, and they learn how to model situations, solve problems and evaluate their solutions. There are many opportunities for CLIL ICT teachers to support their learners’ understanding of key ICT concepts and skills through the use of physical objects, visuals, demonstrations and hands-on practice. It is these visual elements of the subject that makes ICT a good one for learners who are new to CLIL. However, since ICT lessons may often concentrate on technical skills or involve learners sitting silently behind a computer, the challenge for ICT teachers is to create opportunities for CLIL learners to think for themselves, to speak and to practise communicating in writing. ICT is ideal for cross-curricular work: learners can use the content of theirsubject lessons to carry out ICT tasks in another language. As they develop ICT knowledge and skills, CLIL learners can be taught how to think, talk and write like ICT specialists. (DALE, Liz; TANNER, Rosie. CLIL activities: a resource for subjects and language teachers. Cambridge: Cambridge University, 2012)

Read the text to answer question. Based on theoretical, experimental, and experiential knowledge, teachers and teacher educators have expressed their dissatisfaction with method in different ways. Studies clearly demonstrate that, even as the methodological band played on, practicing teachers have been marching to a different drum. In this sense, the post method condition is established as a timely response. It signifies interrelated attributes. First and foremost, it signifies a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes. In practical terms, this means that we need to refigure the relationship between the theorizer and the practitioner of language teaching. If the concept of method authorizes theorizers to centralize pedagogic decision-making, the postmethod condition enables practitioners to generate location-specific, classroom-oriented innovative strategies. Secondly, the postmethod condition signifies teacher autonomy. The conventional concept of method “overlooks the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students” (Freeman, 1991). The postmethod condition, however, recognizes the teachers’ potential to know not only how to teach but also how to act autonomously within the academic and administrative constraints imposed by institutions, curricula, and textbooks. It also promotes the ability of teachers to know how to develop a critical approach in order to self-observe, self-analyze, and self-evaluate their own teaching practice with a view to effecting desired changes. (B. Kumaravadivelu, Beyond Methods: Macrostrategies for language teaching . Haven and London: Yale University Press. 2003. Adaptado)

Read the text to answer question. Making the Case: The Importance of Listening in Language Learning It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii). In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write. (Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a second or foreign language . Boston: Heinle&Heinle-Thomson, 2001. Adaptado)

Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made. She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots. The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis. Source: Encyclopedia Britannica. Adapted.

Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made. She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots. The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis. Source: Encyclopedia Britannica. Adapted.