Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.461 questões
Q1226237
Inglês
“Maturity is being able to have your opinions and __________ challenged, without feeling personally challenged or attacked.” Fill the gap with the correct term:
Q1226230
Inglês
Mark the incorrect alternative:
Q1226178
Inglês
Among predatory dinosaurs, few flesh-eaters were bigger, faster and nastier than the "tyrant lizard" of popular imagination, the Tyrannosaurus Rex. At least, that is what we have been led to believe. Now research suggests that, far from being the Ferrari of dinosaurs, Tyrannosaurus Rex, whose ferocious reputation has fascinated generations of schoolchildren, was in fact a cumbersome creature with a usual running speed of twenty-five kilometres an hour. This is a mere snail's pace compared with modern animals such as the cheetah. Unlike some of the predators of today's African savannah, which can change direction almost immediately, the dinosaur would have had to turn slowly or risk tumbling over. And while a human can spin forty-five degrees in a twentieth of a second, a Tyrannosaurus would have taken as much as two seconds, as it would have been hampered by its long tail. Thankfully, however, all its prey, such as triceratops, would have been afflicted with the same lack of speed and agility. The findings were reached after researchers used computer modelling and biomechanical calculations to work out the dinosaur's speed, agility and weight. They based their calculations on measurements taken from a fossil dinosaur representative of an average Tyrannosaurus and concluded the creatures probably weighed between six and eight tonnes. Calculations of the leg muscles suggest that the animal would have had a top speed of forty kilometres an hour, which is nothing compared to a cheetah’s one hundred kilometres an hour. It is sobering to reflect, though, that an Olympic sprinter runs at about thirty-five kilometres an hour, not sufficient to outrun a Tyrannosaurus, should Man have been around at that time!
Mark the correct alternative:
Mark the correct alternative:
Q1226167
Inglês
“Everyone is destroying this world, in order to help only themselves.” Which alternative justifies correctly the use of the underlined term?
Q1220701
Inglês
Fill the gap with the correct option. ―Lady! Look what you did tom y hair. I hope you‘re proud of _____________.‖
Q1220688
Inglês
Analyze the following items:
I – Pronouns are words we use in the place of a full sentence. II – We use he/him to refer to men, and she/her to refer to women. When we are not sure if we are talking about a man or a woman we use they/them. III – English clauses Always have a subject. If there is no other subject we use it or there. We cal this a dummy subject.
How many items are correct?
I – Pronouns are words we use in the place of a full sentence. II – We use he/him to refer to men, and she/her to refer to women. When we are not sure if we are talking about a man or a woman we use they/them. III – English clauses Always have a subject. If there is no other subject we use it or there. We cal this a dummy subject.
How many items are correct?
Q1220128
Inglês
A frase a seguir está no tempo Future da língua inglesa: “I________my secret recipe for lunch.” A alternativa correta que completa a frase é:
Q1220024
Inglês
Human Trafficking in Romania
Anti-mafia police have broken up a Romanian human trafficking gang, which forced dozens of kidnapped victims, including children, into beggary and slavery. Authorities rescued five people from a village in central Romania and arrested 29 suspects thought to be part of the ring. A hunt is being conducted around the site, which is just 170 kilometers northwest of Bucharest. It's thought that there are more crime ring members at loose and as many as 40 victims overall. The director for fighting organized crime and terrorism said some of the victims had been kidnapped from around public places such as railway stations since 2008 and had been fed only scraps of food by their masters. There's also suspicion that some of the victims were raped but that has not been verified. No other details about the victims or their whereabouts have been disclosed.
Read the following statements:
(i) Starting in 2008, a human trafficking gang began kidnapping people, including children, from public places in Romania. (ii) The gang made these people became slaves. (iii) Their masters treated them badly by feeding them only little food and possibly raping them. (iv) Recently, police stopped this gang’s activity when they arrested 29 criminals and saved five of the victims. According to the context, we can say that:
Anti-mafia police have broken up a Romanian human trafficking gang, which forced dozens of kidnapped victims, including children, into beggary and slavery. Authorities rescued five people from a village in central Romania and arrested 29 suspects thought to be part of the ring. A hunt is being conducted around the site, which is just 170 kilometers northwest of Bucharest. It's thought that there are more crime ring members at loose and as many as 40 victims overall. The director for fighting organized crime and terrorism said some of the victims had been kidnapped from around public places such as railway stations since 2008 and had been fed only scraps of food by their masters. There's also suspicion that some of the victims were raped but that has not been verified. No other details about the victims or their whereabouts have been disclosed.
Read the following statements:
(i) Starting in 2008, a human trafficking gang began kidnapping people, including children, from public places in Romania. (ii) The gang made these people became slaves. (iii) Their masters treated them badly by feeding them only little food and possibly raping them. (iv) Recently, police stopped this gang’s activity when they arrested 29 criminals and saved five of the victims. According to the context, we can say that:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218114
Inglês
Texto associado
Here are proverbs followed by some explanations:
1) “When the going gets tough, the tough get going.”
2) “One man’s trash is another man’s treasure.”
3) “The pen is mightier than the sword.”
4) “Birds of a feather flock together.”
( ) People have different ideas about what’s valuable.
( ) People like to spend time with others who are similar to them.
( ) Strong people don’t give up when they come across challenges. They just work harder.
( ) Trying to convince people with ideas and words is more effective than trying to force people to do what you want.
(From http://www.phrasemix.com/collections/
the-50-most-important-english-proverbs)
The opposite of “mightier” in “The pen is mightier than the
sword” is:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218113
Inglês
Texto associado
Here are proverbs followed by some explanations:
1) “When the going gets tough, the tough get going.”
2) “One man’s trash is another man’s treasure.”
3) “The pen is mightier than the sword.”
4) “Birds of a feather flock together.”
( ) People have different ideas about what’s valuable.
( ) People like to spend time with others who are similar to them.
( ) Strong people don’t give up when they come across challenges. They just work harder.
( ) Trying to convince people with ideas and words is more effective than trying to force people to do what you want.
(From http://www.phrasemix.com/collections/
the-50-most-important-english-proverbs)
Mark the alternative that shows the correct matching, from
top to bottom.
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218104
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The modal verb in “A child might find it silly” signals:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218103
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
In Text II, the author offers grounds for learning with cartoons.
The alternative that provides the reasons based on everyday
exchanges and length is, respectively
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218102
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The verbs in “Wait, don’t change the channel!” are in the:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218101
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
In the first paragraph of Text II the writer assumes that, in
relation to learning English through cartoons, the reader is:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218100
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The conversational tone of this text is obtained by:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218099
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
The opening paragraph of Text II is an example of a(n):
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218098
Inglês
Texto associado
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
TEXT II
Hilarious and Entertaining
You turned on the TV looking for a good English show for
learning English, and a kid’s cartoon is on. Wait, don’t
change the channel! There’s so much you can learn from
children’s content.
You can use children’s cartoons for learning English just as
well as other shows or movies.
Sometimes they’re even better! We know what you’re
thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!”
Many cartoons are fun for all ages to watch. Not all cartoons
are for kids, either—“The Simpsons” and “Family Guy”
might be cartoons but they both contain a lot of violence
and inappropriate jokes that are definitely not for children.
Even some cartoons that are for kids have several layers
that can give them a completely different meaning when an
adult watches them. For example, just this one short clip
from “Adventure Time” has themes of marriage, love, loss
and scary stalkers (people who follow you everywhere).
A child might find it silly, but an adult may think it’s even
disturbing!
Why Learn with Cartoons?
So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means
they pronounce their words well so that everyone can
understand them.
2) Many children’s cartoons focus on social interactions, so
you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough
for low level English learners to understand, but also throw
in plenty of challenging new words for more advanced
learners.
4) If you’re watching a show for very young children, these
shows are often repetitive—they repeat words, phrases and
even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes
each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning
new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to
learn. And speaking of fun…
8) They’re fun to watch!
(Adapted from http://www.fluentu.com/english/
blog/best-cartoons-for-learning-english/)
Text II deals with using cartoons for English learning. Read the statements below and mark them as TRUE (T) or FALSE (F).
✓ Some cartoons target an adult audience.
✓ Cartoons are fanciful and worthless teaching tools.
✓ Interpreting cartoons may vary depending on viewer’s age.
The statements are, respectively:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218097
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
The word “if’ in the sentence “Even if learners do not have
direct access to the internet in their classrooms” signals a:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218096
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
The verb phrase in “conventionaltools (blackboards,textbooks,
cassette players) that are found in classrooms around the
world” is in the:
Ano: 2016
Banca:
FUNRIO
Órgão:
Prefeitura de Mesquita - RJ
Prova:
FUNRIO - 2016 - Prefeitura de Mesquita - RJ - Professor I - Inglês |
Q1218095
Inglês
Texto associado
TEXT I
What’s in a name?
There are numerous terms to describe the process of learning
English. In many English speaking countriesit is often referred
to as ‘English as an additional language’ or ‘English language
learning’. The distinctive position in these contexts is for
learners to acquire English alongside other subjects. This
approach has proved very popular in the US, Canada, Australia
and the UK, where over 25 years of research has informed a
political agenda that promotes inclusion. In other areas, such
as the Middle East, the term ‘English as another language’
has been coined to reflect the notion of children from
minority ethnic backgrounds, who already have experience
of using their own home languages and are learning the
official language of the country, as well as learning English.
In many other countries around the world, readers are
likely to be familiar with the concept of learning ‘English as
a foreign language’, where learning of English takes place in
a non-English speaking context. In EFL classrooms there is a
general aspiration for exposing learners to English as a ‘living
language’, providing natural opportunities to practise target
language through the use of authentic texts. In this case,
the role of technology can provide a significant addition to
the other more conventional tools (blackboards, textbooks,
cassette players) that are found in classrooms around the
world. Technologies like the internet can provide access to
large quantities of authentic input material. Teachers and
learners are no longer isolated from the target language
or culture and can ‘… participate in the socially mediated
practices of [the target language] community.’ (Kirsch, 2008:
46). Even if learners do not have direct access to the internet
in their classrooms, or at home, teachers often do have and
can provide additional resources to supplement the material
offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/
C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
“Like” in “Technologies like the internet” is a:
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