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Q3617948 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Professor John is teaching his advanced English class about verb tenses and their usage in travel writing. He uses the Andorra text to demonstrate how different tenses create meaning and context. Students are analyzing specific sentences to understand how tense choices affect the reader's perception of information. The lesson focuses on identifying present perfect, simple present, and modal verbs within authentic text samples.

Choose the incorrect alternative: 
Alternativas
Q3617947 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Maria is preparing a reading comprehension lesson for her 8th-grade students using the text about Andorra la Vella. She wants to help students understand the main topic and supporting details effectively. During the planning session, she discusses with her coordinator about strategies to develop students' analytical skills when working with informational texts about travel destinations and geographical features.

Mark the correct alternative:
Alternativas
Q3617946 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

English teacher Carla is planning a lesson sequence based on the Andorra travel article for her 7th-grade class. She needs to define specific learning objectives and skills that students will develop through reading, vocabulary work, and discussion activities. The pedagogical supervisor emphasizes that lesson planning should align with curriculum standards and address different language competencies systematically.
Complete the sentence correctly:

Effective English lesson planning should _____________ to ensure comprehensive language development and meaningful learning experiences.
Alternativas
Q3617945 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

English coordinator Patricia is developing assessment criteria for reading comprehension activities based on authentic texts like the Andorra article. She needs to create evaluation instruments that measure different levels of text understanding while providing meaningful feedback to students. The pedagogical team emphasizes the importance of formative assessment that supports learning rather than just measuring final outcomes.
Complete the sentence correctly:

Effective assessment of reading comprehension in English should _____________ to ensure students develop the necessary skills for autonomous reading.
Alternativas
Q3617944 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Helena is incorporating digital technologies into her English lessons using online travel resources and virtual tours to supplement reading activities about places like Andorra. She wants to create engaging learning experiences that connect classroom content with real-world applications. The school has invested in technological infrastructure and encourages teachers to explore innovative digital pedagogical approaches.

(__)Technology integration should completely replace traditional reading activities and printed materials in English classes.
(__)Virtual tours and online travel resources can enhance students' understanding of places mentioned in reading texts.
(__)Digital tools enable students to access authentic materials and current information about global destinations.
(__)Technology-enhanced lessons can promote intercultural competence by connecting students with diverse English-speaking contexts.

Indicate the correct order of true (T) or false (F) statements:
Alternativas
Q3617943 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Carlos is working with his 9th-grade students on vocabulary expansion and idiomatic expressions found in travel texts. He uses the Andorra article to help students understand how context clues help determine meaning of unfamiliar words and phrases. The class discusses how travel writing often contains specific terminology and expressions that may not be found in traditional textbooks.

(__)"Take advantage of" means to make good use of an opportunity or situation.
(__)"Duty-free shopping haven" refers to a place where taxes on goods are reduced or eliminated.
(__)"Awe-inspiring mountain views" means views that cause fear and anxiety about mountains.
(__)"The likes" in "clothes, shoes and the likes" means similar items or things of the same type.

Indicate the correct order of true (T) or false (F) statements:
Alternativas
Q3617942 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

English teacher Marcos is developing activities that promote socioemotional competencies through travel-themed content like the Andorra article. He focuses on building empathy, cultural awareness, and global citizenship while teaching English language skills. The school emphasizes holistic education that addresses both cognitive and emotional development through all subject areas including foreign language learning.
Which statements are correct?

I.Travel texts can develop empathy by exposing students to different cultures and ways of life around the world.
II.Socioemotional learning in English classes should be avoided because it distracts from language skill development.
III.Discussion activities about travel destinations can promote tolerance and respect for cultural diversity.
IV.English learning environments can foster global citizenship by connecting students with international perspectives and experiences. 
Alternativas
Q3617941 Inglês

O texto seguinte servirá de base para responder à questão.



Inside the charming city named 'Europe's highest capital' - with no trains or airports


Most of Europe's capital cities are full of tourists wanting to come and see the beautiful scenery and architecture.


But only one can say it's the highest in the continent.


High up in the Pyrenees mountains, 1,023m (3,356ft) above sea level, is Andorra la Vella, in Andorra.


The capital city - also one of the smallest in Europe - spans just five square miles, making London more than 120 times bigger than it.


And it's very hard to get to - due to the fact that no airport or train station can be found throughout the entire country of Andorra.


But that hasn't stopped 8 to 10 million people visiting the tiny place every year.


The best way of getting to Andorra is by flying to Barcelona, Girona or Lleida, in Spain, or Toulouse, France, and driving from any of them.


And while there, you can take advantage of Avinguda Meritxell, the Shopping Mile, filled with huge department stores and duty-free shopping, as Andorra has one of the lowest VATs in Europe.


One person on Tripadvisor described: 'It is a giant duty free shopping haven.


'Selling cigarettes, alcoholic drinks, perfumes and, more cigarettes, alcoholic drinks, perfumes, and even more clothes, shoes and the likes.


'Very good for local economy, very boring.'


Another draw for tourists to Andorra is the Caldea spa, the largest thermal spa in southern Europe - designed in 1987, using the hot springs that naturally flow in the region.


Here, you'll find indoor saunas, hammams and various types of baths, as well as an outdoor lagoon, surrounded by awe-inspiring mountain views.


The basic package for three hours access starts from ?30.50.


One person on Tripadvisor said: 'Fantastic spa with hydro massage pools and overlapping pools with futuristic design.'


Another visitor, who booked the basic entry, added: 'Very clean, very nicely designed and enjoyable. Absolutely worth it, 3 hours is more than enough.'


For the historians, Andorra's Old Town has a pre-Roman church, called Sant Esteve, dating back to the 9th century.


And Andorra La Vella is also an excellent place to stay if you want to head into the Pyrenees mountains.


When it comes to the weather, don't expect too much sun in Andorra.


In the mountains, the highs are as little as 8C in January and February, with the country having an average annual snowfall of 228cm.


Meanwhile, temperatures peak at 24C in July and August.



https://www.dailymail.co.uk/travel/article-15003409/Inside-charming-city -named-Europes-highest-capital-no-trains-airports.html (Adapted) 

Teacher Roberto is implementing communicative language teaching approaches in his English classes using authentic materials like travel articles. He wants to move beyond traditional grammar-translation methods to engage students in meaningful communication activities. The school administration supports innovative methodologies that promote real-world language use and student interaction.
Mark the correct alternative:
Alternativas
Q3616901 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
 No trecho “Combining intensive and extensive reading activities has long been a recipe for success in my classrooms”, a palavra em destaque pode ser substituída, sem prejuízo de significado, por:
Alternativas
Q3616900 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No trecho “During that time everyone, including me, reads something of their choice”, o termo sublinhado é definido como:
Alternativas
Q3616899 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No trecho “After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading”, o conectivo destacado foi usado para expressar:
Alternativas
Q3616898 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
Dentre as palavras abaixo, todas retiradas do texto, aquela que contém um sufixo usado para expressar “having the quality of” é: 
Alternativas
Q3616897 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
É possível reescrever a sentença “They should also write a sentence or two about what they read”, usando uma expressão idiomática, sem alteração do significado, em:
Alternativas
Q3616896 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No segundo parágrafo do texto, a palavra “novice” é definida corretamente como:
Alternativas
Q3616895 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No trecho “We also know that reading texts on diff erent topics increases the chances that our students will encounter different words and come across new meanings of known words”, o phrasal verb destacado pode ser substituído, sem prejuízo de signifi cado, por:
Alternativas
Q3616894 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
As collocations são combinações de palavras que ocorrem naturalmente juntas, e que soam mais naturais para falantes nativos do que outras combinações possíveis, mesmo que gramaticalmente corretas. Dentre os trechos abaixo, todos retirados do texto, temos uma collocation que signifi ca “to understand the main point” em: 
Alternativas
Q3616893 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
O ensino de inglês pode ser enriquecido por meio do uso de recursos educacionais abertos, da internet, das redes sociais e da interatividade local e global, promovendo um aprendizado mais dinâmico e conectado. Essa abordagem poderia ser aplicada por um estudante que deseja escolher na internet os textos de seu interesse, seguindo a sugestão dada pela autora, no trecho:
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Q3616892 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
O ensino de Inglês na BNCC enfatiza o desenvolvimento de competências e habilidades essenciais para a comunicação eficaz em Inglês, considerando a língua como um instrumento de acesso ao conhecimento e participação na sociedade globalizada, promovendo o ensino por meio de eixos distintos. No texto da doutora Randi Reppen, a habilidade exposta está relacionada ao eixo da BNCC que envolve:
Alternativas
Q3616891 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
A técnica da tradução, quando utilizada de forma adequada, pode ser uma ferramenta valiosa no ensino de inglês como língua estrangeira, auxiliando na compreensão e na aquisição de vocabulário. No entanto, é importante considerar os aspectos socioculturais envolvidos, evitando a mera tradução literal, que pode levar a erros de tradução. Levando em consideração a afirmação acima, o trecho do texto: “Now put yourself in your student’s shoes” tem como tradução mais adequada:
Alternativas
Q3616890 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No segundo parágrafo do texto, a autora fala sobre como ampliar o vocabulário dando como exemplo o termo “green”, que pode ter significados diferentes de acordo com o contexto. O ensino da língua é, portanto, algo complexo e o ensino inadequado, desconsiderando diferenças sociais, culturais e regionais, pode levar a desigualdades no acesso ao conhecimento, uma vez que um aluno com pouco acesso dificilmente entenderia o termo no segundo exemplo citado. Esses desafios de ensino estão relacionados:
Alternativas
Respostas
3681: D
3682: B
3683: D
3684: A
3685: A
3686: A
3687: D
3688: D
3689: C
3690: A
3691: B
3692: C
3693: D
3694: A
3695: B
3696: D
3697: D
3698: B
3699: A
3700: C