Questões de Concurso
Comentadas sobre verbos modais | modal verbs em inglês
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“It’s a rule and as students we have no other option. We _________ wear uniforms in school.”
Read the following text and answer question based on the text
A Potential Solution: Farm Vertically
According to the article no one is hospitalized. Choose the best option to express advice:
“But I think they ______ be under observation for a while.”
Complete the sentences with the correct modal verb: can, could, must, may, might or should
I. Is Carlos ready? I'm not sure. He _____ need some more minutes.
II. I can't find the doctor. He ________ have gone out.
III. Her grandmother hurt her leg, so she _______ not walk very well.
Mark the CORRECT arswer.
Idem, ibidem (adapted).
A respeito dos verbos empregados no texto 7A2-II, julgue o próximo item.
In the text, “may” (ℓ .7) indicates permission.
Use the correct modal verb in the sentence below and pick up an alternative:
“ Yes! You _______ leave the room now!”
I have suggested that many, if not most teachers, could usefully adjust the values they emphasise. Here, three of them:
1. From Short-Term to Long-Term Aims
Learning a foreign language can be a valuable, long-term personal asset for the student. lt can be inhibited by over-emphasising short-term objectives — tests, pressure to speak before you are ready etc.
2. From Knowledge to Skill
Knowledge involves answers and explanations and is necessary, but not sufficient. What matters is not what you know, but what you can do. ‘Knowing’ a foreign language may be interesting; the ability to use it is life-enhancing.
3. From Accuracy to Communication
Successful communication always involves at least limited accuracy. Accuracy need not involve communication at all. Communication is a wider, more useful concept; successful language is more valuable than language which is only accurate.
(Michael Lewis. The lexical approach. 2002. Adaptado)
What Is the Interactive Reading Model?
by Alicia Anthony
The Interactive Reading Model, as developed by David E. Rumelhart in 1977, describes a model of the reading process and the way linguistic elements are processed and interpreted by the brain. The model combines both surface structure systems – the sensory, bottom-up portion of reading – with deep structure systems – the thinking, or top-down, aspects of reading – to build meaning and memory for all learners.
How it Works
Readers use both knowledge of word structure and background knowledge to interpret the texts they read. For example, a student who encounters an unknown word might use surface structure systems like graphophonic, or letter-sound, knowledge to decode the word. A different student might find it easier to use deep structure systems like semantic knowledge, such as meaning and vocabulary, to decode the same unknown word. Each student makes connections in different ways. This process validates and supports both methods of understanding, realizing that individuals process information in very different ways.
Benefits of Interactive Model
The most evident benefit of this model is the opportunity for the differentiation that it provides students. Students are not required to fit into a set mold or have identical skill sets to decode and interpret text. They are encouraged to use their own strengths to gain understanding and new information. When used in the classroom setting, students should be encouraged to share their knowledge with classmates or peers. This model allows the reader to bring his own background knowledge to reading and to interact with others to build meaning and memory from the text.
(http://everydaylife.globalpost.com/interactive-reading-model-13048.html)
Text 3:
Simple Steps to Improve Your English Reading Comprehension
1- Read the right books
If you dislike science fiction, you might not want to read a book about a man stuck on Mars. When you're choosing books (and other texts) to read, keep two things in mind:
1st. What you're interested in
2nd. Your reading level
Whenever you can, you should read things that you enjoy. You should also choose books that are at an English level just above the one you're most comfortable with. You want to challenge yourself just enough to learn new things, but not enough to get frustrated with your reading.
2. Ask yourself questions while reading and after reading
There's more to understanding a book than just reading the words!
There are a few things you can do before, during and after you read to help you better understand the text.
Before you read, browse the text. Take some time after you read too, to browse again and summarize what you remember. Try to quickly say or write a few sentences that describe what the text was all about.
Thinking about what you read will show you how much of it you really understood, and help you figure out if you still have questions.
Adapted from:
https://www.fluentu.com/blog/english/how-to-improve-englishreading/
The modal verb SHOULD in this context indicates:
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
Read this sentence from the text and analyze its structure:
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
The core modal verbs in English are “can”, “could”, “may”, “might”, “shall”, “should”, “will”, “would”, and “must”. Their use obeys some syntactic restrictions. Which of the following alternatives presents an incorrect example of the use of a modal verb?
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
The modal auxiliary would can be used instead of “could” in “A baby born today could live” (line 1) without affecting the meaning of the sentence.
Text for the question.
The route to perfection
Text for the question.
The route to perfection
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What is a Content Management System (CMS)?
July 19, 2018
A content management system, often abbreviated as CMS, is software that helps users create, manage, and modify content on a website without the need for specialized technical knowledge. In simpler language, a content management system is a tool that helps you build a website without needing to write all the code from scratch (or even know how to code at all).
Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website. Beyond websites, you can also find content management systems for other functions – such as document management.
The content management system is not just a backend management interface, though. It also makes all of the content that you create show up for your visitors exactly like you want it to.
(https://kinsta.com/knowledgebase/content-management-system. Adaptado)
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Learning and Teaching
What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.
These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.
(Principles of language learning and teaching, H. Douglas Brown. Adaptado)
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