A questão verifica o domínio do conhecimento sistêmico da língua inglesa. Assinale a alternativa que contém a palavra ou expressão que completa a lacuna de maneira adequada quanto ao sentido e ao uso da norma-padrão da língua inglesa.

I didn’t know that Phillip ___________ Italian! I thought he could only speak French and Spanish.

A questão verifica o domínio do conhecimento sistêmico da língua inglesa. Assinale a alternativa que contém a palavra ou expressão que completa a lacuna de maneira adequada quanto ao sentido e ao uso da norma-padrão da língua inglesa.

___________ time, I have dinner at seven.

A questão verifica o domínio do conhecimento sistêmico da língua inglesa. Assinale a alternativa que contém a palavra ou expressão que completa a lacuna de maneira adequada quanto ao sentido e ao uso da norma-padrão da língua inglesa.

___________ for almost eight hours, Paul decided to stop and rest for the night.

A questão verifica o domínio do conhecimento sistêmico da língua inglesa. Assinale a alternativa que contém a palavra ou expressão que completa a lacuna de maneira adequada quanto ao sentido e ao uso da norma-padrão da língua inglesa.

Jane must be out of town. She ____________ to class for a whole week and missed a lot of important infomation.

A questão verifica o domínio do conhecimento sistêmico da língua inglesa. Assinale a alternativa que contém a palavra ou expressão que completa a lacuna de maneira adequada quanto ao sentido e ao uso da norma-padrão da língua inglesa.

Each of the new airplanes ________________ large number of very complex parts.

A questão verifica conhecimentos relativos à cultura e a escritores dos países de língua inglesa. Assinale a alternativa correta.

In one of his best known works, Ernest Hemingway focus on heroism, stoicism and ceremony. This simple novel is a beautiful allegory of human life. It talks about an old Cuban fisherman who catches a huge fish after a long patient fight. But sharks come and eat it down to the bones. He then returns with just a skeleton. When tourists laugh at him, he does not complain. The reader sees this as a sign of heroism. He showed courage in the fight and stoicism in defeat. The novel discussed here is called

A questão verifica conhecimentos relativos à cultura e a escritores dos países de língua inglesa. Assinale a alternativa correta.

The famous poem, The Raven (1845), depicts an unhappyyoung man who asks if he will again meet his dead loved one, Lenore. Nevermore!” is the repeated, machine-like answer of the big black bird. This poem was written by

A questão verifica conhecimentos relativos à cultura e a escritores dos países de língua inglesa. Assinale a alternativa correta.

A Christmas Carol (1843) is the story of a bad character who improves his behaviour after a ghost tells him how he will die. It was written by

A questão verifica conhecimentos relativos à cultura e a escritores dos países de língua inglesa. Assinale a alternativa correta.

The plot of pure and tragic love of Shakespeare’s first great tragedy is known all over the world. This work is called

O texto a seguir apresenta na lacuna a quail foi omitida uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente, tanto quanto à correção gramatical como quanto ao sentido e estruturação do texto.

Why talk about language teaching methods at all? In recent years, a number of writers have criticized the very concept of method in our field. “Let’s just focus on learners and teachers and everything else will fall into place,” they seem to suggest. Some say that teachers see methods as prescriptions for classroom behavior and follow them too closely, too inflexibly. By contrast, others argue that in planning their lessons, teachers don’t really think about codified methods at all. In the one view, methods and the prefabricated materials that embody them reduce teachers to mere technicians; in the other, teachers are mere improvisers in the here-and-now, with no use for general statements about how teaching acts may fit together. Either view should make any writer about methods and materials stop and think.

Having stopped and thought, I find myself giving a single reply to both of the above objections: Language teachers are simply not “mere.” They are neither mere technicians nor mere improvisers. They are professionals who make their own decisions, informed by their own experiences but informed also by the findings of researchers and by the accumulated, distilled, crystallized experience of their peers.

Let me then suggest three questions that we might well ask about “method,” together with my proposed answers:

What is a “method”? A method is more concrete than an approach. An approach is a set of understandings about what is at stake in learning and also about the equipment, mechanical or neurological, that is at work in learning. At the same time, a method is more abstract than a teaching act, which is a one-time event that can be recorded on videotape and on the neurocortexes of learners.

Is it possible to evaluate or to profit from an approach without embodying it in some kind of school? Possible, perhaps, to some limited degree, but not easy.

Is it possible to improvise teaching acts apart from some more or less conscious approach? Possible, perhaps, but rare.

“Method,” then, seems to occupy a strategic mid-position between approach and ______ . For this reason, whoever would either think usefully about teaching or would teach thoughtfully can profit from learning about methods.

(E. W. Stevick, Working with Teaching Methods)