Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.456 questões
Brown (2007, p. 62-79) proposes an approach to language teaching based on cognitive, socioaffective and linguistic principles.
Choose the alternative in which the SOCIOAFFECTIVE PRINCIPLES are presented.
A “method” is not a relevant issue in such a connection between approach and technique. As your teacher-trainees develop and carry out classroom techniques, they can benefit by grounding everything they do in well-established principles of language learning and teaching. In so doing, they will be less likely to bring a pre-packaged and possibly ineffective method to bear, and more likely to be directly responsive to their students’ purposes and goals.
(BROWN, H. Douglas. Beyond Method: Toward a principled approach to language learning and teaching. Anais do XIII ENPULI. 1995 p.45)
Which statement is correct according to Brown?
After analyzing the cartoons, answer the question:
What can be stated about students’ learning
autonomy?
On the other hand, one may wonder what role English for Specific Purposes (ESP) plays in Brazil? The answer is: ESP has also its place in the Brazilian educational c ontext. It is now a well-established area field of language teaching and learning in the country. As already attested elsewhere (Ramos, 2005) ESP is a part of innumerable new textbooks that were put on the market in the last 10 years. It is part of the content indicated for the tertiary level entrance exams (maned Vestibular) in the country. It is the name of many courses that are offered in Brazilian universities.
(RAMOS, R. C. G. ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). ESP and EAP in Developing and in Least Developing Countries. IATEFL, 2008. p. 68-83.)
Which of the following are characteristics of English for Specific Purposes?
1. Meets specific needs of learners.
2. Makes use of underlying methodology and activities of the discipline it serves.
3. Is centered on the language appropriate to these activities in terms of grammar, lexis, syntax, study skills, discourse and genre.
4. Is designed for business purposes only.
5. Follows a specific methodology.
Leaving words out
Ellipsis means leaving words out. Instead of repeating a noun phrase, we can use a pronoun or we can leave the pronoun out. Instead of repeating a verb phrase, we can use a substitution form or leave the substitution form out. We usually use ellipsis instead of repeating words before nouns in phrases joined by and, but, or. We can also use ellipsis after a comma in a list.
(adapted from YULE, George. Oxford Practice Grammar. Pearson: 2001, p.106)
Choose the shortest possible version of the following text considering the explanation about ellipsis.
He put the money on the table and he sat down. He sat in his hot clothes and he felt heavy. The woman looked over at him and she smiled. Her smile said she was in charge and she could take his money if she wanted to take his money. The smile lingered for a moment or two than the smile disappeared and the smile was replaced by a dark stare.
Choose the words in which the ‘th’ sound is voiced
Tomlinson (2011, p.7) states that materials should achieve impact. “Impact is achieved when materials have a noticeable effect on learners, that is when the learners’ curiosity, interest and attention are attracted. If this is achieved there is a better chance that some of the language in the materials will be taken in for processing”. According to the author, materials can achieve impact through some aspects.
Choose the alternative that is approached by Tomlinson (2006):
“Our concern is with language learning. We cannot simply assume that describing and exemplifying what people do with language will enable someone to learn it. If that were so, we would need to do more than read a grammar book and a dictionary in order to learn a language. A truly valid approach to ESP must be based on an understanding of the processes of language learning”
(HUTCHINSON & WATERS, 1987, p.14)
According to Hutchinson and Waters (1987), the subject of their book is:
TEXTO II
It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.
Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S).
(...)
Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].
RAJAGOPALAN, K. The concept of ‘World English’ and its
implications for ELT. ELT Journal Volume S8I2 April 2004.
TEXTO II
It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.
Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S).
(...)
Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].
RAJAGOPALAN, K. The concept of ‘World English’ and its
implications for ELT. ELT Journal Volume S8I2 April 2004.
TEXTO II
It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.
Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S).
(...)
Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].
RAJAGOPALAN, K. The concept of ‘World English’ and its
implications for ELT. ELT Journal Volume S8I2 April 2004.
TEXTO II
It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.
Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S).
(...)
Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].
RAJAGOPALAN, K. The concept of ‘World English’ and its
implications for ELT. ELT Journal Volume S8I2 April 2004.
TEXTO I
The English for Specific Purpose Myths in Brazil
The most prevailing myth associated to ESP in Brazil, and created because of the Brazilian ESP Project, is that “ESP is reading”. [...] Reading was the only skill that deserved special attention in the Project. Thus, on one hand, ESP is to be understood as synonymous with reading and, on the other hand, any reading course is to be understood as ESP. As a consequence of this current myth another one comes together: “ESP is monoskill” as any teaching action that is related to its design and implementation is devoted exclusively to one ability. However, the point to stress here is that this myth may be deconstructed easily when the reasons why the Brazilian Project concentrated on reading are made apparent: this was the paramount ability identified during the needs analysis conducted in the late I9 70 's as needed by most target groups. [...] These should be recognizable arguments for teaching reading comprehension and, thus, making of this course a truly ESP course. Unfortunately, there are still many professionals in Brazil who still think that if you need to teach any other skill or more than one skill you are not teaching ESP.
Another recurrent myth is: “ESP is technical English”. One of the reasons that may explain such a misconception may have stemmed from the I970's and early 1980's when many materials on the market focusing on the language of sciences, a well-established idea among ESP practitioners in many parts of the world, were produced. [...] In addition to that, many efforts were made to characterize the language of science, and for a long time, this was broken down into domains: the language of chemistry, the language of medicine, etc. [...] Turning back to the argument, such domain-specific breakdown materials may have contributed to an understanding that these specific Englishes were sufficiently different for a course to be based on them, with specific vocabulary being one of the chief features, and consequently creating such a misconception. Another explanation but this time rooted in “local” reasons may be found in the fact that subject matters of students' disciplines were (and still are in some places) brought to compose part of the syllabuses of many ESP courses. Third, the fact that the Technical Schools, now upgraded as Technological Centres for Higher Education (CEFETs), joined the Brazilian ESP Project in the mid-eighties may have strongly contributed to this association.
Other current myths aligned with ESP Reading Courses due to the adopted methodology and the specific contents that were developed during the implementation of the ESP Project in the country are: “the use of the dictionary is not allowed”, “grammar is not taught”, and “Portuguese has to be used in the classroom”. In order to better understand these misconceptions it is necessary to briefly explain the underlying principles adopted to teach reading. Some of the procedures put into work in the classroom were based on the belief that cognitive and linguistic difficulties should be eased and/or balanced during the learning process by making up the most of students' previous knowledge. So, the use of the dictionary during the initial classes was avoided to make students explore other areas of knowledge and resources rather than those, which were believed to be very familiar (the dictionary, translation of word by word, for example). The same applies to the teaching of grammar: strategies were emphasized over grammar at the beginning of the course and the teaching of grammar, in turn, concentrated on discourse grammar rather than traditional (structural) teaching of grammar. The same underlying principle was attributed to the use of Portuguese by teacher and students in the classroom, as well as in the written instructions of activities [...].
RAMOS, R. C.G ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). English for academic and specific purposes in developing, emerging and least developed countries. IATEFL, 2008. p. 68-83.
TEXTO I
The English for Specific Purpose Myths in Brazil
The most prevailing myth associated to ESP in Brazil, and created because of the Brazilian ESP Project, is that “ESP is reading”. [...] Reading was the only skill that deserved special attention in the Project. Thus, on one hand, ESP is to be understood as synonymous with reading and, on the other hand, any reading course is to be understood as ESP. As a consequence of this current myth another one comes together: “ESP is monoskill” as any teaching action that is related to its design and implementation is devoted exclusively to one ability. However, the point to stress here is that this myth may be deconstructed easily when the reasons why the Brazilian Project concentrated on reading are made apparent: this was the paramount ability identified during the needs analysis conducted in the late I9 70 's as needed by most target groups. [...] These should be recognizable arguments for teaching reading comprehension and, thus, making of this course a truly ESP course. Unfortunately, there are still many professionals in Brazil who still think that if you need to teach any other skill or more than one skill you are not teaching ESP.
Another recurrent myth is: “ESP is technical English”. One of the reasons that may explain such a misconception may have stemmed from the I970's and early 1980's when many materials on the market focusing on the language of sciences, a well-established idea among ESP practitioners in many parts of the world, were produced. [...] In addition to that, many efforts were made to characterize the language of science, and for a long time, this was broken down into domains: the language of chemistry, the language of medicine, etc. [...] Turning back to the argument, such domain-specific breakdown materials may have contributed to an understanding that these specific Englishes were sufficiently different for a course to be based on them, with specific vocabulary being one of the chief features, and consequently creating such a misconception. Another explanation but this time rooted in “local” reasons may be found in the fact that subject matters of students' disciplines were (and still are in some places) brought to compose part of the syllabuses of many ESP courses. Third, the fact that the Technical Schools, now upgraded as Technological Centres for Higher Education (CEFETs), joined the Brazilian ESP Project in the mid-eighties may have strongly contributed to this association.
Other current myths aligned with ESP Reading Courses due to the adopted methodology and the specific contents that were developed during the implementation of the ESP Project in the country are: “the use of the dictionary is not allowed”, “grammar is not taught”, and “Portuguese has to be used in the classroom”. In order to better understand these misconceptions it is necessary to briefly explain the underlying principles adopted to teach reading. Some of the procedures put into work in the classroom were based on the belief that cognitive and linguistic difficulties should be eased and/or balanced during the learning process by making up the most of students' previous knowledge. So, the use of the dictionary during the initial classes was avoided to make students explore other areas of knowledge and resources rather than those, which were believed to be very familiar (the dictionary, translation of word by word, for example). The same applies to the teaching of grammar: strategies were emphasized over grammar at the beginning of the course and the teaching of grammar, in turn, concentrated on discourse grammar rather than traditional (structural) teaching of grammar. The same underlying principle was attributed to the use of Portuguese by teacher and students in the classroom, as well as in the written instructions of activities [...].
RAMOS, R. C.G ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). English for academic and specific purposes in developing, emerging and least developed countries. IATEFL, 2008. p. 68-83.
TEXTO I
The English for Specific Purpose Myths in Brazil
The most prevailing myth associated to ESP in Brazil, and created because of the Brazilian ESP Project, is that “ESP is reading”. [...] Reading was the only skill that deserved special attention in the Project. Thus, on one hand, ESP is to be understood as synonymous with reading and, on the other hand, any reading course is to be understood as ESP. As a consequence of this current myth another one comes together: “ESP is monoskill” as any teaching action that is related to its design and implementation is devoted exclusively to one ability. However, the point to stress here is that this myth may be deconstructed easily when the reasons why the Brazilian Project concentrated on reading are made apparent: this was the paramount ability identified during the needs analysis conducted in the late I9 70 's as needed by most target groups. [...] These should be recognizable arguments for teaching reading comprehension and, thus, making of this course a truly ESP course. Unfortunately, there are still many professionals in Brazil who still think that if you need to teach any other skill or more than one skill you are not teaching ESP.
Another recurrent myth is: “ESP is technical English”. One of the reasons that may explain such a misconception may have stemmed from the I970's and early 1980's when many materials on the market focusing on the language of sciences, a well-established idea among ESP practitioners in many parts of the world, were produced. [...] In addition to that, many efforts were made to characterize the language of science, and for a long time, this was broken down into domains: the language of chemistry, the language of medicine, etc. [...] Turning back to the argument, such domain-specific breakdown materials may have contributed to an understanding that these specific Englishes were sufficiently different for a course to be based on them, with specific vocabulary being one of the chief features, and consequently creating such a misconception. Another explanation but this time rooted in “local” reasons may be found in the fact that subject matters of students' disciplines were (and still are in some places) brought to compose part of the syllabuses of many ESP courses. Third, the fact that the Technical Schools, now upgraded as Technological Centres for Higher Education (CEFETs), joined the Brazilian ESP Project in the mid-eighties may have strongly contributed to this association.
Other current myths aligned with ESP Reading Courses due to the adopted methodology and the specific contents that were developed during the implementation of the ESP Project in the country are: “the use of the dictionary is not allowed”, “grammar is not taught”, and “Portuguese has to be used in the classroom”. In order to better understand these misconceptions it is necessary to briefly explain the underlying principles adopted to teach reading. Some of the procedures put into work in the classroom were based on the belief that cognitive and linguistic difficulties should be eased and/or balanced during the learning process by making up the most of students' previous knowledge. So, the use of the dictionary during the initial classes was avoided to make students explore other areas of knowledge and resources rather than those, which were believed to be very familiar (the dictionary, translation of word by word, for example). The same applies to the teaching of grammar: strategies were emphasized over grammar at the beginning of the course and the teaching of grammar, in turn, concentrated on discourse grammar rather than traditional (structural) teaching of grammar. The same underlying principle was attributed to the use of Portuguese by teacher and students in the classroom, as well as in the written instructions of activities [...].
RAMOS, R. C.G ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). English for academic and specific purposes in developing, emerging and least developed countries. IATEFL, 2008. p. 68-83.
TEXTO I
The English for Specific Purpose Myths in Brazil
The most prevailing myth associated to ESP in Brazil, and created because of the Brazilian ESP Project, is that “ESP is reading”. [...] Reading was the only skill that deserved special attention in the Project. Thus, on one hand, ESP is to be understood as synonymous with reading and, on the other hand, any reading course is to be understood as ESP. As a consequence of this current myth another one comes together: “ESP is monoskill” as any teaching action that is related to its design and implementation is devoted exclusively to one ability. However, the point to stress here is that this myth may be deconstructed easily when the reasons why the Brazilian Project concentrated on reading are made apparent: this was the paramount ability identified during the needs analysis conducted in the late I9 70 's as needed by most target groups. [...] These should be recognizable arguments for teaching reading comprehension and, thus, making of this course a truly ESP course. Unfortunately, there are still many professionals in Brazil who still think that if you need to teach any other skill or more than one skill you are not teaching ESP.
Another recurrent myth is: “ESP is technical English”. One of the reasons that may explain such a misconception may have stemmed from the I970's and early 1980's when many materials on the market focusing on the language of sciences, a well-established idea among ESP practitioners in many parts of the world, were produced. [...] In addition to that, many efforts were made to characterize the language of science, and for a long time, this was broken down into domains: the language of chemistry, the language of medicine, etc. [...] Turning back to the argument, such domain-specific breakdown materials may have contributed to an understanding that these specific Englishes were sufficiently different for a course to be based on them, with specific vocabulary being one of the chief features, and consequently creating such a misconception. Another explanation but this time rooted in “local” reasons may be found in the fact that subject matters of students' disciplines were (and still are in some places) brought to compose part of the syllabuses of many ESP courses. Third, the fact that the Technical Schools, now upgraded as Technological Centres for Higher Education (CEFETs), joined the Brazilian ESP Project in the mid-eighties may have strongly contributed to this association.
Other current myths aligned with ESP Reading Courses due to the adopted methodology and the specific contents that were developed during the implementation of the ESP Project in the country are: “the use of the dictionary is not allowed”, “grammar is not taught”, and “Portuguese has to be used in the classroom”. In order to better understand these misconceptions it is necessary to briefly explain the underlying principles adopted to teach reading. Some of the procedures put into work in the classroom were based on the belief that cognitive and linguistic difficulties should be eased and/or balanced during the learning process by making up the most of students' previous knowledge. So, the use of the dictionary during the initial classes was avoided to make students explore other areas of knowledge and resources rather than those, which were believed to be very familiar (the dictionary, translation of word by word, for example). The same applies to the teaching of grammar: strategies were emphasized over grammar at the beginning of the course and the teaching of grammar, in turn, concentrated on discourse grammar rather than traditional (structural) teaching of grammar. The same underlying principle was attributed to the use of Portuguese by teacher and students in the classroom, as well as in the written instructions of activities [...].
RAMOS, R. C.G ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). English for academic and specific purposes in developing, emerging and least developed countries. IATEFL, 2008. p. 68-83.
Atenção: Considere a figura e o texto a seguir, para responder à questão.
Keep Families Together Act
This bill prohibits an agent or contractor of the Department of Homeland Security, the Department of Justice, or the Department of Health and Human Services from removing a child who is under the age of 18 and has no permanent immigration status from his or her parent or legal guardian at or near the port of entry or within 100 miles of the U.S. border unless:
• an authorized state court determines that it is in the child's best interests to be removed;
• a state or county child welfare official with expertise in child trauma and development determines that it is in the child's best interests to be removed because of abuse or neglect; or
• the Chief Patrol Agent or the Area Port Director authorizes separation based on a documented finding that the child is a trafficking victim or is at significant risk of becoming a victim, a strong likelihood exists that the adult is not the parent or legal guardian, or the child is in danger of abuse or neglect.
An agency may not remove a child from a parent or legal guardian solely for the policy goals of deterring migration to the United States or of promoting immigration law compliance.
The bill sets forth presumptions: (1) in favor of family and sibling unity and parental rights, and (2) that detention is not in the best interests of families and children.
The Government Accountability Office shall conduct a study of the prosecution of asylum seekers.
(Adapted from: https://www.congress.gov/bill/115th-congress/senate-bill/3036)
Atenção: Considere a figura e o texto a seguir, para responder à questão.
Keep Families Together Act
This bill prohibits an agent or contractor of the Department of Homeland Security, the Department of Justice, or the Department of Health and Human Services from removing a child who is under the age of 18 and has no permanent immigration status from his or her parent or legal guardian at or near the port of entry or within 100 miles of the U.S. border unless:
• an authorized state court determines that it is in the child's best interests to be removed;
• a state or county child welfare official with expertise in child trauma and development determines that it is in the child's best interests to be removed because of abuse or neglect; or
• the Chief Patrol Agent or the Area Port Director authorizes separation based on a documented finding that the child is a trafficking victim or is at significant risk of becoming a victim, a strong likelihood exists that the adult is not the parent or legal guardian, or the child is in danger of abuse or neglect.
An agency may not remove a child from a parent or legal guardian solely for the policy goals of deterring migration to the United States or of promoting immigration law compliance.
The bill sets forth presumptions: (1) in favor of family and sibling unity and parental rights, and (2) that detention is not in the best interests of families and children.
The Government Accountability Office shall conduct a study of the prosecution of asylum seekers.
(Adapted from: https://www.congress.gov/bill/115th-congress/senate-bill/3036)
Text 5A7-I
Judge the following item, concerning the vocabulary used in text 5A7-I.
The word “undisputed” (l.30) may be replaced by
unquestioned, without altering the meaning of the sentence.
Conheça nossos planos