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Sobre vocabulário | vocabulary em inglês
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Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:
I conducting dictations.
II having students brainstorm in groups.
III doing a quick bingo.
IV composing stories together.
V finding collocations on websites or dictionaries.
The alternative that best matches the exercises
suggested above with their target language is:
According to Larsen-Freeman (2003), it’s possible to assert that focusing on the dynamics of language (grammaring) is very important and it helps improve teaching/ learning abilities because:
I it allows teachers/ learners to understand language as having an organic dynamism that renders it simultaneously flexible (real-time) and stable (over-time).
II teachers/ learners tend to perceive language as an idealized, objectified, atemporal “thing” that can be easily understood by the examination of its parts, which is very limited.
Looking at I and II, the most appropriate conclusion is
that:
TEXT 1 below, retrieved and adapted from https://chroniclingamerica. loc.gov/lccn/sn83035487/1851-06-21/ed-1/seq-4/ on July 9th, 2018.
Text 1
Women’s rights convention – Sojourner Truth
One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those only can appreciate it who saw her powerful form, her whole-souled, earnest gesture, and listened to her strong and truthful tones. She came forward to the platform and addressing the President said with great simplicity:
"May I say a few words?" Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. I am a woman's rights. I have as much muscle as any man and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can't she have her little pint full? You need not be afraid to give us our rights for fear we will take too much; -- for we can't take more than our pint will hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. I can't read, but I can hear. I have heard the bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.
Reference: Robinson, M. (1851, June 21). Women’s
rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6
no. 41, Page 160.
Column I 1. brink (line 62) 2. iGen (line 71) 3. outcomes (line 80) 4. rate (line 83)
Column II ( ) The way a thing turns out, a consequence. ( ) Denoting people reaching adulthood in the early 21st century. ( ) A point at which something, typically something unwelcome, is about to happen. ( ) A measure, quantity or frequency, typically one measured against another quantity or measure.
The correct sequence downwards is
TEXTO I
The English for Specific Purpose Myths in Brazil
The most prevailing myth associated to ESP in Brazil, and created because of the Brazilian ESP Project, is that “ESP is reading”. [...] Reading was the only skill that deserved special attention in the Project. Thus, on one hand, ESP is to be understood as synonymous with reading and, on the other hand, any reading course is to be understood as ESP. As a consequence of this current myth another one comes together: “ESP is monoskill” as any teaching action that is related to its design and implementation is devoted exclusively to one ability. However, the point to stress here is that this myth may be deconstructed easily when the reasons why the Brazilian Project concentrated on reading are made apparent: this was the paramount ability identified during the needs analysis conducted in the late I9 70 's as needed by most target groups. [...] These should be recognizable arguments for teaching reading comprehension and, thus, making of this course a truly ESP course. Unfortunately, there are still many professionals in Brazil who still think that if you need to teach any other skill or more than one skill you are not teaching ESP.
Another recurrent myth is: “ESP is technical English”. One of the reasons that may explain such a misconception may have stemmed from the I970's and early 1980's when many materials on the market focusing on the language of sciences, a well-established idea among ESP practitioners in many parts of the world, were produced. [...] In addition to that, many efforts were made to characterize the language of science, and for a long time, this was broken down into domains: the language of chemistry, the language of medicine, etc. [...] Turning back to the argument, such domain-specific breakdown materials may have contributed to an understanding that these specific Englishes were sufficiently different for a course to be based on them, with specific vocabulary being one of the chief features, and consequently creating such a misconception. Another explanation but this time rooted in “local” reasons may be found in the fact that subject matters of students' disciplines were (and still are in some places) brought to compose part of the syllabuses of many ESP courses. Third, the fact that the Technical Schools, now upgraded as Technological Centres for Higher Education (CEFETs), joined the Brazilian ESP Project in the mid-eighties may have strongly contributed to this association.
Other current myths aligned with ESP Reading Courses due to the adopted methodology and the specific contents that were developed during the implementation of the ESP Project in the country are: “the use of the dictionary is not allowed”, “grammar is not taught”, and “Portuguese has to be used in the classroom”. In order to better understand these misconceptions it is necessary to briefly explain the underlying principles adopted to teach reading. Some of the procedures put into work in the classroom were based on the belief that cognitive and linguistic difficulties should be eased and/or balanced during the learning process by making up the most of students' previous knowledge. So, the use of the dictionary during the initial classes was avoided to make students explore other areas of knowledge and resources rather than those, which were believed to be very familiar (the dictionary, translation of word by word, for example). The same applies to the teaching of grammar: strategies were emphasized over grammar at the beginning of the course and the teaching of grammar, in turn, concentrated on discourse grammar rather than traditional (structural) teaching of grammar. The same underlying principle was attributed to the use of Portuguese by teacher and students in the classroom, as well as in the written instructions of activities [...].
RAMOS, R. C.G ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). English for academic and specific purposes in developing, emerging and least developed countries. IATEFL, 2008. p. 68-83.
Considering the grammatical and semantic aspects of text V, decide whether the following items are right (C) or wrong (E).
The word “sleuth” (L.13) is used in a disparaging way.
Considering the grammatical and semantic aspects of text IV, decide whether the following items are right (C) or wrong (E).
The expression “on a par with” (L.30) means competing.
Considering the grammatical and semantic aspects of text III, decide whether the following items are right (C) or wrong (E).
The expression “come to grief” (L.10) means to end in failure.
Decide whether the following statements are right (C) or wrong (E) according to text I.
The passage “the lure of quick fixes addressing multifaceted
processes of change” (L. 29 and 30) could be replaced by the
temptation of finding easy solutions for manifold processes
of change and this would still keep the paragraph coherent.
Decide whether the following statements are right (C) or wrong (E) according to text I.
The passage “what has always happened to it:” (L.7) can be
correctly replaced by what has always happened to it, which
means that or by what has always happened to it, which is
to say.
Decide whether the following statements are right (C) or wrong (E) according to text I.
In the first paragraph, the words “ongoing” (L.2) and
“advocates” (L.5) can be correctly and respectively replaced by
far-reaching and lawyers without this changing the meaning
of the passage.
The expression “resulted from” (ℓ.3) could be replaced by arose out of, without changing the meaning of the text.
Read the text and answer to the question.
Read the text and answer to the question.
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
Read the text and answer to the question.
The Nobel Prize for Literature Scandal
(By Tim Parks – May 4, 2018.)
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