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Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
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Ajudar seu aluno a desenvolver a habilidade de leitura em inglês significa, entre outros, ajudá-lo a comparar diferentes textos. Ao confrontar o artigo sobre ChatGPT e a capa do livro de A.A. Kabir, ele deverá perceber que ambos mencionam
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Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
Read this short except.
There are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes.
(J. Harmer, The practice of English language teaching. 4th ed. Essex: Pearson Longman, 2007. Adaptado)
The task proposed in the last paragraph of the text on ChatGPT illustrates the following motivational behavior on the part of teachers:
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Leia o texto para responder a questão.
Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
While reading the text, students mention they do not understand the word “boost” in “An important way to boost students’ confidence”. One of the ways to arrive at meaning of the word without resorting to the dictionary is by means of the compensatory strategy named
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Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
An English teacher believes this is a good text to give their more advanced students to read, since it is about a recent and polemic topic. A post-reading classroom discussion aimed at helping students critically react to the text’s content could include reflecting about
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Leia o texto para responder a questão.
Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
Mark the alternative in which the prefix “out” means the same as in “outperform” (paragraph 2).
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Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
It is a main argument in the text:
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Phonetic transcription contains a lot of information about the exact quality of the sounds The phonetic symbol for the initial consonant sound in “charm” is [tʃ]. The same [tʃ] sound is found in alternative:
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Fricatives are consonants with the characteristic that air escapes through a narrow passage and makes a hissing sound. The dental fricatives are sometimes described as if the tongue were placed between the front teeth, and it is common for teachers to make their students do this when they are trying to teach them the sound. The thing is, however, that the tongue is normally placed behind the teeth; the air escapes through the gaps between the tongue and the teeth. There is a distiction between fortis (unvoiced) fricatives, as in the word “thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)
(Mark Roach,. English Phonetics and Phonology. Cambridge: CUP, 2003. Adaptado)
In a more formal register, the word in bold in “The thing is, however, that the tongue” could be adequately replaced by:
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Fricatives are consonants with the characteristic that air escapes through a narrow passage and makes a hissing sound. The dental fricatives are sometimes described as if the tongue were placed between the front teeth, and it is common for teachers to make their students do this when they are trying to teach them the sound. The thing is, however, that the tongue is normally placed behind the teeth; the air escapes through the gaps between the tongue and the teeth. There is a distiction between fortis (unvoiced) fricatives, as in the word “thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)
(Mark Roach,. English Phonetics and Phonology. Cambridge: CUP, 2003. Adaptado)
There are several words with fricatives in the preceding text. The word with an unvoiced initial fricative is
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Na frase “in situations where students are expected to learn English as an additional language”, a palavra destacada em negrito pode ser corretamente substituída por:
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