Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
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When giving instructions, teachers should
Pre-listening activities help learners to listen more effectively. Read the following pre-listening activity:
The teacher says: “You are going to listen to a conversation between a boy and his grandfather, Mr. Harris. His grandson is asking Mr. Harris what life was like in the 1940s, when Mr. Harris was a boy. Work in groups of four and together try to guess ten words which you think you will hear in this conversation. Write down the ten words in your notebook.” Learners listen to the dialogue to check how many words they guessed. (adapted from TANNER, R.; GREEN, C. Tasks for Teacher Education: a reflective approach. Essex: Longman, 1998, p. 36)
What type of pre-listening activity did the teacher use?
When teaching speaking, one of the typical problems faced by teachers is the following: some learners don't like speaking in English. A possible solution to this problem would be:
A aula de inglês pode ser entendida como um evento comunicativo que ocorre em um contexto bastante específico. Faz parte deste evento:
De acordo com a proposta da abordagem comunicativa, ensinar uma língua estrangeira (LE) significa
Em uma aula de língua inglesa, para que o professor efetivamente amplie os três tipos de conhecimento dos alunos (conhecimento de mundo, sistêmico e de organização textual), é essencial que ele
Leia os diálogos abaixo:
1. A: Your sister cleaned the house yesterday.
B: No, I cleaned the house yesterday.
2. A: Your sister cleaned the house yesterday.
B: No, I cleaned the house yesterday.
3. A: Your sister cleaned the house yesterday.
B: No, I cleaned the house yesterday.
Com base na ênfase dada na produção de cada uma das respostas de “B” nos diálogos 1, 2 e 3, pode-se concluir que a aprendizagem de aspectos fonológicos da língua inglesa está intimamente relacionada à
When teaching pronunciation, more especifically, sound formation, it may help students to use a sketch of the mouth or to describe the pronunciation of a sound in terms of lips, tongue, teeth etc. (UR, 1996, p. 53). Having that in mind, analyse the following cartoon:
In the text above, the sounds which are being taught are the
There has never been a technological invention that has caught on as rapidly as the cellular phone, global sales of which have risen from 6 million in 1991 to more than a billion units a year now. The total number of global cell phone users exceeded the number of non-users for the first time in history in 2008. (Of course, these statistics distort the real picture, since many people in the more affluent countries own more than one phone while there are still countries in the world where cell phone ownership is near zero.)
Innovation in cell phones has accelerated so much that it is often difficult for consumers to keep up with the new possibilities they provide. Phones are constantly incorporating other products like cameras, radios, MP3 players, GPS navigation systems, portable flash memory drives, even televisions.
There is now a massive range of different products that previously might have been bought separately that can now be part of a cell phone.
Cellular phones have radically transformed our lives. They have reshaped the way we communicate with one another, they have generated new forms of language, they have become fashion accessories, and they have given us the freedom to do what we want, where we want. In a world where mobile internet access is no longer a matter of science fiction, we can have any information at our finger tips any hour of any day, and we no longer have to feel cut off when we leave the safety of our homes or offices.
Obviously, the rich have been quicker to by cell phones than the poor. But this is true for any consumer product. Cell phone take-up among the poor has actually been far more widespread than that of previous innovations, like color TV, computers, or internet access. As the prices of cellular phones continue to fall and their capabilities continue to expand, they might end up being more successful in bridging the gap between the upper and the lower social classes than relatively expensive computers.
Cell phones have also some negative associations. Just consider all those road accidents waiting to happen as drivers hold a cell phone in one hand, and drive with the other hand. Cell phone thefts now also make up nearly a third of all street robberies in some large urban areas. Some medical research shows cell phone users are more than twice as likely to develop tumors in those parts of the brain nearer their phone ear, although, as of yet, researchers have been unable to find conclusive evidence for any connection with phone usage.
Overall, cell phones have brought more advantages than drawbacks to our lives. As with any invention, we just have to take the bad with the good, and enjoy the benefits they have to offer.
Scanning, Skimming, Predicting and Guessing are examples of:
In “A mere familiarization with the cognitive challenges and the communicative environment of the learners’ workplace would go a long way in helping instructors make sure that learners can…” (lines 107-110), the expression in bold could be replaced by
The words “undue” (line 22) and “unaccented” (line 32) are formed by the prefix “un”. In which of the words below would it be possible to add the same prefix to express an opposing idea in Standard English?
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