Foram encontradas 588 questões.
Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
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If your brain to function, your body a result.
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
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Will you talk to her when she us?
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
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Every time she to school she says “hello” to her friends and to her classroom.
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
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John normally a drink before meals but now he a tomato juice.
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
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In Brazil, differently from United States if you want to enter university, you have to take exam which normally takes more than hour.
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
The difference between reading for information and reading for understanding is not as simple as you might think. Reading for information is the act of reading newspapers, magazines, or anything else that, according to our skills and abilities, we can understand immediately Such reading may increase our quantity of information, but it cannot improve our understanding. Reading for understanding is reading something that at first we do not completely understand. In this case, the thing to be read is, at the beginning, “superior” to the reader. The writer is communicating something that can increase the reader’s understanding.
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A palavra que completa corretamente a frase “We should understand an article we have read it, ”é
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
The difference between reading for information and reading for understanding is not as simple as you might think. Reading for information is the act of reading newspapers, magazines, or anything else that, according to our skills and abilities, we can understand immediately Such reading may increase our quantity of information, but it cannot improve our understanding. Reading for understanding is reading something that at first we do not completely understand. In this case, the thing to be read is, at the beginning, “superior” to the reader. The writer is communicating something that can increase the reader’s understanding.
Responda à questão a seguir com base no texto:
A palavra “increase” pode ser traduzida por
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
The difference between reading for information and reading for understanding is not as simple as you might think. Reading for information is the act of reading newspapers, magazines, or anything else that, according to our skills and abilities, we can understand immediately Such reading may increase our quantity of information, but it cannot improve our understanding. Reading for understanding is reading something that at first we do not completely understand. In this case, the thing to be read is, at the beginning, “superior” to the reader. The writer is communicating something that can increase the reader’s understanding.
Responda à questão a seguir com base no texto:
A palavra “immediately” pode ser substituída por
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
The difference between reading for information and reading for understanding is not as simple as you might think. Reading for information is the act of reading newspapers, magazines, or anything else that, according to our skills and abilities, we can understand immediately Such reading may increase our quantity of information, but it cannot improve our understanding. Reading for understanding is reading something that at first we do not completely understand. In this case, the thing to be read is, at the beginning, “superior” to the reader. The writer is communicating something that can increase the reader’s understanding.
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O assunto do texto é:
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Disciplina: Inglês (Língua Inglesa)
Banca: URI
Orgão: Pref. Santo Ângelo-RS
Teaching a language is an interesting and exciting occupation. Since the nature of language and its complex operation is still a matter of controversy and since the psychologists have yet much to learn about how language is acquired – the native language as well as a second or third language – we, as language teachers, have an open field. We are free to experiment and innovate. We can appropriate what has proved successful in other times and places. We can repeat and refine what we have found to be effective in our own circumstances with our own students. We can share successes and explore failures with our colleagues, learning much from each other. Learning to use a language freely and fully is a lengthy and effortful process. Teachers cannot learn the language for their students. They can set their students on the road, helping them to develop confidence in their own learning powers. Then they must wait on the sidelines, ready to encourage and assist, while each student struggles and perseveres with autonomous activity.
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