Foram encontradas 50 questões.
Read the cartoon to answer the question.
(cartooning. org.uk)
The cartoon illustrates a typical class in
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Read the text to answer question.
A Japanese English teacher in Tokyo recounts some struggles in her determined effort to teach communicatively:
“Many Japanese students have been taught that they have to really know every word in a sentence in order to understand a foreign language. They are not taught to use the strategies they already use in their native language, that is, to guess meaning from context. When the blackboard is full of writing and I am busy in class, I ask the student, “Please, erase the blackboard”, handing him an eraser and pointing to the dirty blackboard. If he does not move, it is not because he is offended. He just did not recognize the word “erase”, and to him this means he did not understand me. If he is willing to accept the ambiguity, he gets up and cleans the board.
(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. IN: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adapted)
As to the development of linguistic competence, communicative language teaching states that
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Read the text to answer question.
A Japanese English teacher in Tokyo recounts some struggles in her determined effort to teach communicatively:
“Many Japanese students have been taught that they have to really know every word in a sentence in order to understand a foreign language. They are not taught to use the strategies they already use in their native language, that is, to guess meaning from context. When the blackboard is full of writing and I am busy in class, I ask the student, “Please, erase the blackboard”, handing him an eraser and pointing to the dirty blackboard. If he does not move, it is not because he is offended. He just did not recognize the word “erase”, and to him this means he did not understand me. If he is willing to accept the ambiguity, he gets up and cleans the board.
(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. IN: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adapted)
It is one of the principles of communicative language teaching:
Provas
Read the text to answer question.
A Japanese English teacher in Tokyo recounts some struggles in her determined effort to teach communicatively:
“Many Japanese students have been taught that they have to really know every word in a sentence in order to understand a foreign language. They are not taught to use the strategies they already use in their native language, that is, to guess meaning from context. When the blackboard is full of writing and I am busy in class, I ask the student, “Please, erase the blackboard”, handing him an eraser and pointing to the dirty blackboard. If he does not move, it is not because he is offended. He just did not recognize the word “erase”, and to him this means he did not understand me. If he is willing to accept the ambiguity, he gets up and cleans the board.
(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. IN: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adapted)
The excerpt illustrates an ordinary situation in the teaching and learning of English worldwide, Brazil included. From the example given it is possible to state that
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The Brazilian learner tends to perceive the English verb suffix -ed as always carrying the same sound, whereas this ending has more than one realization, depending on the context. From the alternatives below, choose the one in which the final -ed of the verb is to be pronounced as an additional syllable, just as in “wanted”.
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Read the text to answer the question.
Mas, afinal, qual é a importância a ser dada ao ensino da pronúncia? Houve, com a abordagem comunicativa, uma mudança na visão do ensino de pronúncia, que sempre fora tão privilegiada. Passou-se a uma eficácia comunicativa que já não tinha como principal objetivo a proximidade com a pronúncia do falante nativo. Este objetivo, hoje em dia, está na capacidade de comunicação, não mais de comunicação com o falante nativo, como anteriormente, mas com outro falante, que também usa o inglês para se comunicar. Estamos falando do inglês como língua internacional.
(Lília Santos Abreu. “A pronúncia no ensino de língua estrangeira: uma visão histórica”. IN M.A.A. Celani (org.). Ensino de segunda língua: redescobrindo as origens. São Paulo:EDUC. 1997. p 51-2. Adapted)
Considering the teaching of English as an international language – the one proposed by Brazilian official documents today –, we can say a priority in oral English classes in Basic Education would be the development of
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Initiating and sustaining motivation
Increasing and directing student motivation is one of a teacher’s responsibilities, though we cannot be responsible for all of our students’ motivation. In the end it is up to them (Allwright 1977). However, there are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes. Here we will deal with the first of the three.
Motivation is closely bound up with a person’s desire to achieve a goal; and a distinction needs to be made between long- and short-term goals.
Long-term goals may include the mastery of English, the passing of an exam (at the end of the year), the possibility for the use of the language in the future, etc. Short-term goals, on the other hand, might be the learning of a small amount of new language, the successful writing of an essay, the ability to partake in a discussion or the passing of the progress test at the end of the week.
Teachers need to recognise that long-term goals are vitally important but that they can often seem too far away. When English seems to be more difficult than the student had anticipated, the long-term goals can begin to behave like mirages in the desert, appearing and disappearing at random.
Short-term goals, on the other hand, are by their nature much closer to the student’s day-to-day reality. It is much easier to focus on the end of the week than the end of the year. If the teacher can help students in the achievement of short-term goals, this will have a significant effect on their motivation. After all, ‘nothing succeeds like success’!
(Jeremy Harmer. The practice of English language teaching. 4th ed. Longman, 2007. Adapted)
There are several instances of the -ing suffix in the excerpt, employed as either a verb, a noun or an adjective. Choose the alternative in which the underlined word is an adjective in the context.
There are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal (I) setting; (II) learning environment; interesting classes.
Long-term goals may include the mastery of English, the (III) passing of an exam, the possibility for the use of the language in the future. Short-term goals, on the other hand, might be the (IV) learning of a small amount of new language, or the successful writing of an essay.
When English seems to be more difficult than the student had anticipated, the long-term goals can behave like mirages in the desert, (V) appearing and disappearing at random.
Provas
Initiating and sustaining motivation
Increasing and directing student motivation is one of a teacher’s responsibilities, though we cannot be responsible for all of our students’ motivation. In the end it is up to them (Allwright 1977). However, there are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes. Here we will deal with the first of the three.
Motivation is closely bound up with a person’s desire to achieve a goal; and a distinction needs to be made between long- and short-term goals.
Long-term goals may include the mastery of English, the passing of an exam (at the end of the year), the possibility for the use of the language in the future, etc. Short-term goals, on the other hand, might be the learning of a small amount of new language, the successful writing of an essay, the ability to partake in a discussion or the passing of the progress test at the end of the week.
Teachers need to recognise that long-term goals are vitally important but that they can often seem too far away. When English seems to be more difficult than the student had anticipated, the long-term goals can begin to behave like mirages in the desert, appearing and disappearing at random.
Short-term goals, on the other hand, are by their nature much closer to the student’s day-to-day reality. It is much easier to focus on the end of the week than the end of the year. If the teacher can help students in the achievement of short-term goals, this will have a significant effect on their motivation. After all, ‘nothing succeeds like success’!
(Jeremy Harmer. The practice of English language teaching. 4th ed. Longman, 2007. Adapted)
Mark the alternative illustrating one possible short-term goal for the learning of English by students from EJA (Educação de Jovens e Adultos).
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Initiating and sustaining motivation
Increasing and directing student motivation is one of a teacher’s responsibilities, though we cannot be responsible for all of our students’ motivation. In the end it is up to them (Allwright 1977). However, there are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes. Here we will deal with the first of the three.
Motivation is closely bound up with a person’s desire to achieve a goal; and a distinction needs to be made between long- and short-term goals.
Long-term goals may include the mastery of English, the passing of an exam (at the end of the year), the possibility for the use of the language in the future, etc. Short-term goals, on the other hand, might be the learning of a small amount of new language, the successful writing of an essay, the ability to partake in a discussion or the passing of the progress test at the end of the week.
Teachers need to recognise that long-term goals are vitally important but that they can often seem too far away. When English seems to be more difficult than the student had anticipated, the long-term goals can begin to behave like mirages in the desert, appearing and disappearing at random.
Short-term goals, on the other hand, are by their nature much closer to the student’s day-to-day reality. It is much easier to focus on the end of the week than the end of the year. If the teacher can help students in the achievement of short-term goals, this will have a significant effect on their motivation. After all, ‘nothing succeeds like success’!
(Jeremy Harmer. The practice of English language teaching. 4th ed. Longman, 2007. Adapted)
The content in the last paragraph implies that students can benefit from the setting of short-term goals for their learning of the English language in the sense that
Provas
Initiating and sustaining motivation
Increasing and directing student motivation is one of a teacher’s responsibilities, though we cannot be responsible for all of our students’ motivation. In the end it is up to them (Allwright 1977). However, there are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes. Here we will deal with the first of the three.
Motivation is closely bound up with a person’s desire to achieve a goal; and a distinction needs to be made between long- and short-term goals.
Long-term goals may include the mastery of English, the passing of an exam (at the end of the year), the possibility for the use of the language in the future, etc. Short-term goals, on the other hand, might be the learning of a small amount of new language, the successful writing of an essay, the ability to partake in a discussion or the passing of the progress test at the end of the week.
Teachers need to recognise that long-term goals are vitally important but that they can often seem too far away. When English seems to be more difficult than the student had anticipated, the long-term goals can begin to behave like mirages in the desert, appearing and disappearing at random.
Short-term goals, on the other hand, are by their nature much closer to the student’s day-to-day reality. It is much easier to focus on the end of the week than the end of the year. If the teacher can help students in the achievement of short-term goals, this will have a significant effect on their motivation. After all, ‘nothing succeeds like success’!
(Jeremy Harmer. The practice of English language teaching. 4th ed. Longman, 2007. Adapted)
In the context of the first paragraph, the sentence “In the end it is up to them.” could be rephrased as
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