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Structures
The word “structures” is most often used to talk about language syllabuses. Until not so many decades ago, language teaching was based on the assumption that students first needed to master particular language frames – the structures. The assumption was that once they had mastered these, they could subsequently learn to “fill the gaps” in structurally correct stretches of language.
To many teachers, a structural syllabus is synonymous with mastering the tense system of the English verb. This is surprising, for to most linguists the English verb has only two tenses – Present Simple and Past Simple. Chalker (1984), for example, in the introduction of her Current English Grammar, writes as follows:
“Once one accepts that the English verb system is binary, and that will and shall are just two of the modals, the whole verbal system and its meaning appears much neater and more understandable”.
(Michael Lewis. The lexical approach. HeinleCengage. 2002. Adapted)
Though easily encountered in texts discussing language teaching and learning, words such as “methods”, “approaches”, “syllabuses” and “techniques” are often confused and misunderstood. The term “syllabus” refers, particularly, to the
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You decide to use the article with an older, more advanced reading group. Questions about the meaning of expressions such as “universal credit” (paragraph 1) and “food banks” (paragraph 4) arise. You understand – as proposed by official documents guiding the teaching of English in Brazilian schools – that the learning of the language may represent a privileged opportunity for the students’ expanded participation in a globalized and plural world. You then implicitly introduce the concept of interculturality by asking your students to
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The graph which closes the article could be used at a conference about government measures against child vulnerability in England to support the argument that
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The contrastive discourse marker “but”, which introduces the third paragraph, helps underscore the idea that, in England,
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The fragment from the second paragraph “the rate at which prices rise” plays in the sentence the role of
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The fragment “devastating reality” comes within quotation marks in the first paragraph of the article because it is
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The fragment from the first paragraph “More children should be given free school meals to” illustrates a particular use of the passive voice in English, one in which the indirect object in the active voice is the subjetct in the passive sentence. Mark the alternative which contains a similar grammatical construction.
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In the context of the first and second paragraphs, the word “tackle” means
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In order to properly teach reading in English, teachers have to be good readers themselves – which means not only knowing the language but also having developed reading coping strategies, that is, the resources and abilities they can resort to so as to compensate for their insufficiency of linguistic competence.
Suppose that, while reading the article from bbc.com, you used contextual clues to get at the meaning of the word “tackle”(paragraphs 1 and 2), which you were not familiar with. You have then employed the coping strategy named
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Choose the title which best summarizes the content of the article, which discusses a particular issue in present-day England.
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