Foram encontradas 45.388 questões.
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Provas
Questão presente nas seguintes provas
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Provas
Questão presente nas seguintes provas
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Provas
Questão presente nas seguintes provas
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Provas
Questão presente nas seguintes provas
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Provas
Questão presente nas seguintes provas
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Leia a gravura a seguir:
(https://ewagele.wordpress.com)
In the context of the cartoon, the boy is
Provas
Questão presente nas seguintes provas
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Provas
Questão presente nas seguintes provas
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Provas
Questão presente nas seguintes provas
3689605
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: OBJETIVA
Orgão: Pref. Arvorezinha-RS
Disciplina: Inglês (Língua Inglesa)
Banca: OBJETIVA
Orgão: Pref. Arvorezinha-RS
Provas:
September 7, 1991
Dear friend,
I do not like high school. The cafeteria is called the
"Nutrition Center," which is strange. There is this one girl in
my advanced English class named Susan. In middle school,
Susan was very fun to be around. She liked movies, and her
brother Frank made her tapes of this great music that she
shared with us. But over the summer she had her braces
taken off, and she got a little (1) taller and prettier and grew
breasts. Now, she acts a lot dumber in the hallways,
especially when boys are around. And I think it's sad because
Susan doesn't look as happy. To tell you the truth, she
doesn't like to admit she's in the advanced English class, and
she doesn't like to say "hi" to me in the hall anymore.
When Susan was at the guidance counselor meeting
about Michael, she said that Michael once told her that she
was the (2) prettiest girl in the whole world, braces and all.
Then, he asked her to "go with him," which was a big deal at
any school. They call it "going out" in high school. And they
kissed and talked about movies, and she missed him terribly
because he was her best friend.
It's funny, too, because boys and girls normally
weren't best friends around my school. But Michael and
Susan were. Kind of like my Aunt Helen and me. I'm sorry.
"My Aunt Helen and I." That's one thing I learned this week.
That and more consistent punctuation.
I keep quiet most of the time, and only one kid
named Sean really seemed to notice me. He waited for me
after gym class and said really immature things like how he
was going to give me a "swirlie," which is where someone
sticks your head in the toilet and flushes to make your hair
swirl around. He seemed pretty unhappy as well, and I told
him so. Then, he got mad and started hitting me, and I just
did the things my brother taught me to do. My brother is a
very good fighter.
Book: The Perks of Being a Wallflower. Stephen Chbosky.
What does the phrasal verb "brush up on" mean in the following sentence?
"Before the interview, I need to brush up on my Spanish so I
can speak fluently."
Provas
Questão presente nas seguintes provas
3689604
Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: OBJETIVA
Orgão: Pref. Arvorezinha-RS
Disciplina: Inglês (Língua Inglesa)
Banca: OBJETIVA
Orgão: Pref. Arvorezinha-RS
Provas:
September 7, 1991
Dear friend,
I do not like high school. The cafeteria is called the
"Nutrition Center," which is strange. There is this one girl in
my advanced English class named Susan. In middle school,
Susan was very fun to be around. She liked movies, and her
brother Frank made her tapes of this great music that she
shared with us. But over the summer she had her braces
taken off, and she got a little (1) taller and prettier and grew
breasts. Now, she acts a lot dumber in the hallways,
especially when boys are around. And I think it's sad because
Susan doesn't look as happy. To tell you the truth, she
doesn't like to admit she's in the advanced English class, and
she doesn't like to say "hi" to me in the hall anymore.
When Susan was at the guidance counselor meeting
about Michael, she said that Michael once told her that she
was the (2) prettiest girl in the whole world, braces and all.
Then, he asked her to "go with him," which was a big deal at
any school. They call it "going out" in high school. And they
kissed and talked about movies, and she missed him terribly
because he was her best friend.
It's funny, too, because boys and girls normally
weren't best friends around my school. But Michael and
Susan were. Kind of like my Aunt Helen and me. I'm sorry.
"My Aunt Helen and I." That's one thing I learned this week.
That and more consistent punctuation.
I keep quiet most of the time, and only one kid
named Sean really seemed to notice me. He waited for me
after gym class and said really immature things like how he
was going to give me a "swirlie," which is where someone
sticks your head in the toilet and flushes to make your hair
swirl around. He seemed pretty unhappy as well, and I told
him so. Then, he got mad and started hitting me, and I just
did the things my brother taught me to do. My brother is a
very good fighter.
Book: The Perks of Being a Wallflower. Stephen Chbosky.
Provas
Questão presente nas seguintes provas
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