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Questão de Inglês — Ensino da Língua Estrangeira Inglesa — UNIVALI 2025

InglêsEnsino da Língua Estrangeira Inglesa
Código
qg626640
Banca
UNIVALI
Órgão
Prefeitura de Luiz Alves - SC
Ano
2025
Nível
Superior
Cargo
Professor de Língua Inglesa - Edital nº 15
An English teacher implementing Content and Language Integrated Learning (CLIL) methodology is designing a unit on media literacy using the text "New research unveils the 'dark side' of social media influencers" as anchor material. The lesson objectives include developing critical reading skills, expanding academic vocabulary related to marketing and psychology, and fostering critical thinking about digital culture. Aligning with Base Nacional Comum Curricular (BNCC) competências gerais emphasizing critical digital literacy and the disciplina Língua Inglesa's focus on expanding students' critical repertoires regarding English-language cultural products and practices, the teacher plans to scaffold student engagement with this complex authentic text. Considering second language reading theory, particularly Krashen's Input Hypothesis requiring comprehensible input (i+1), schema theory's emphasis on activating background knowledge, and BNCC's vision of English education as tool for critical citizenship, which instructional sequence demonstrates the most theoretically sound and pedagogically effective approach?
  1. AHave students silently read the text once, immediately administer multiple-choice test on isolated grammatical structures appearing in the text without addressing content or meaning, avoiding any discussion of influencer marketing or ethical issues.
  2. BBegin with pre-reading discussion activating students' prior knowledge about social media and influencers, introduce key vocabulary through contextualized examples, facilitate guided reading with comprehension checks and scaffolding questions, engage students in critical analysis comparing text's arguments with their personal experiences, and culminate with collaborative creation of media literacy guidelines addressing issues raised in the text.
  3. CSkip the reading entirely and lecture about dangers of social media while students passively take notes, then assign memorization of vocabulary lists unconnected to meaningful context or communicative purpose.
  4. DDistribute the text without pre-reading support, require students to translate every unfamiliar word using dictionaries individually, complete literal comprehension questions testing factual recall exclusively, avoiding any discussion of text's broader sociocultural implications or critical evaluation of influencer culture.
Revelar gabarito e comentário

GabaritoB — Begin with pre-reading discussion activating students' prior knowledge about social media and influencers, introduce key vocabulary through contextualized examples, facilitate guided reading with comprehension checks and scaffolding questions, engage students in critical analysis comparing text's arguments with their personal experiences, and culminate with collaborative creation of media literacy guidelines addressing issues raised in the text.

Link permanente: /questoes/qg626640