Questões de Concurso
Sobre vocabulário | vocabulary em inglês
Foram encontradas 3.314 questões
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269553
Inglês
Available at: http://www.gocomics.com/nonsequitur/2016/11/18
In the third panel, the word "conundrum" is used. Which of the following best explains its meaning and use in the comic?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269545
Inglês
Available at: http://www.gocomics.com/pickles/2012/09/26
The word "nag" in the third panel of the strip has the closest meaning to:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269540
Inglês
Texto associado
“There is a kind of sleep that steals upon us sometimes, which, while it holds the body prisoner, does not free the mind from a sense of things about it, and enable it to ramble at its pleasure. So far as an overpowering heaviness, a prostration of strength, and an utter inability to control our thoughts or power of motion, can be called sleep, this is it; and yet we have a consciousness of all that is going on about us; and if we dream at such a time, words which are really spoken, or sounds which really exist at the moment, accommodate themselves with surprising readiness to our visions, until reality and imagination become so strangely blended that it is afterwards almost a matter of impossibility to separate the two. Nor is this, the most striking phenomenon, incidental to such a state. It is an undoubted fact, that although our senses of touch and sight be for the time dead, yet our sleeping thoughts, and the visionary scenes that pass before us, will be influenced, and materially influenced, by the mere silent presence of some external object: which may not have been near us when we closed our eyes: and of whose vicinity we have had no waking consciousness. ”
— Charles Dickens, Oliver Twist
The word "prostration" in the sentence "an
overpowering heaviness, a prostration of
strength" means:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269539
Inglês
Texto associado
“There is a kind of sleep that steals upon us sometimes, which, while it holds the body prisoner, does not free the mind from a sense of things about it, and enable it to ramble at its pleasure. So far as an overpowering heaviness, a prostration of strength, and an utter inability to control our thoughts or power of motion, can be called sleep, this is it; and yet we have a consciousness of all that is going on about us; and if we dream at such a time, words which are really spoken, or sounds which really exist at the moment, accommodate themselves with surprising readiness to our visions, until reality and imagination become so strangely blended that it is afterwards almost a matter of impossibility to separate the two. Nor is this, the most striking phenomenon, incidental to such a state. It is an undoubted fact, that although our senses of touch and sight be for the time dead, yet our sleeping thoughts, and the visionary scenes that pass before us, will be influenced, and materially influenced, by the mere silent presence of some external object: which may not have been near us when we closed our eyes: and of whose vicinity we have had no waking consciousness. ”
— Charles Dickens, Oliver Twist
Choose the word that represents the antonym of
"heaviness":
Ano: 2024
Banca:
FGV
Órgão:
EPE
Provas:
FGV - 2024 - EPE - Analista de Pesquisa Energética (Gás e Bioenergia - Bioenergia)
|
FGV - 2024 - EPE - Analista de Pesquisa Energética (Meio AMbiente / Desenvolvimento Regional / Socioeconomia) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Gás e Bioenergia - Gás Natural) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Meio Ambiente - Análises Ambientais) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Transmissão de Energia) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Meio Ambiente / Recursos Hídricos) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Petróleo - Exploração e Produção) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Meio Ambiente / Geoprocessamento Meio Físico) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Recursos Energéticos) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Economia de Energia) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Meio Ambiente / Emissão e Efluentes) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Petróleo - Abastecimento) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Planejamento da Geração de Energia) |
FGV - 2024 - EPE - Analista de Pesquisa Energética (Meio Ambiente / Ecologia) |
Q3258844
Inglês
Texto associado
Text I
Shock of the old: Believe it or not, battery-powered vehicles
have been around since Victorian times.
The history of the electric car is surprisingly enraging. If you
imagine early electric vehicles at all (full disclosure: I didn’t until
recently), it will probably be as the quixotic and possibly dangerous
dream of a few eccentrics, maybe in the 1920s or 1930s, when
domestic electrification became widespread. It’s easy to imagine
some stiff-collared proto-Musk getting bored of hunting and
affairs, eyeing his newly installed electric lights speculatively, then
wreaking untold havoc and mass electrocutions. The reality is
entirely different.
By 1900, a third of all cars on the road in the US were electric;
we’re looking at the history of a cruelly missed opportunity, and it
started astonishingly early. The Scottish engineer Robert Anderson
had a go at an electric car of sorts way back in the 1830s, though
his invention was somewhat stymied by the fact rechargeable
batteries were not invented until 1859, making his crude carriage
something of a one-trick pony (and far less useful than an actual
pony).
It’s debatable whether or not Scotland was ready for this brave
new world anyway: in 1842, Robert Davidson (another Scot, who
had, a few years earlier, also tried his hand at an electric vehicle)
saw his electric locomotive Galvani “broken by some malicious
hands almost beyond repair” in Perth. The contemporary
consensus was that it was attacked by railway workers fearful for
their jobs.
Despite this unpromising start, electric vehicles had entered
widespread commercial circulation by the start of the 20th
century, particularly in the US. Electric cabs crisscrossed
Manhattan, 1897’s bestselling US car was electric and, when he
was shot in 1901, President McKinley was taken to hospital in an
electric ambulance. London had Walter Bersey’s electric taxis, and
Berlin’s fire engines went electric in 1908; the future looked bright,
clean and silent.
By the 1930s, however, the tide had definitively turned against
electric, cursed by range limitations and impractical charging times
while petrol gained the upper hand thanks partly – and ironically –
to the electric starter motor. The Horseless Age magazine, which
vehemently backed the petrol non-horse, would have been
delighted. There was a brief resurgence of interest in the late
1960s, when the US Congress passed a bill promoting electrical
vehicle development, but nothing much actually happened until
the Nissan Leaf sparked interest in 2009. Electric still isn’t quite
there yet, battling infrastructure and battery problems that might
have been familiar to Anderson and friends.
Adapted from The Guardian, Tuesday 24 October 2023, p. 6
https://www.theguardian.com/lifeandstyle/series/shock-of-the-old/2023/oct/24/all
The phrase “wreaking […] havoc” (1st paragraph) is similar in
meaning to:
Ano: 2024
Banca:
IESES
Órgão:
Prefeitura de São José - SC
Prova:
IESES - 2024 - Prefeitura de São José - SC - Professor - Inglês |
Q3229974
Inglês
Read the sentences below and choose the option which
is grammatically correct:
Ano: 2024
Banca:
IESES
Órgão:
Prefeitura de São José - SC
Prova:
IESES - 2024 - Prefeitura de São José - SC - Professor - Inglês |
Q3229973
Inglês
Complete the sentences. Use NO or ANY.
She doesn’t have _________ children.
The weather was cold, but there was ________ wind.
Everything was correct. There were ________ mistakes.
Choose the correct alternative:
She doesn’t have _________ children.
The weather was cold, but there was ________ wind.
Everything was correct. There were ________ mistakes.
Choose the correct alternative:
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Belmonte - SC
Prova:
AMEOSC - 2024 - Prefeitura de Belmonte - SC - Professor de Inglês |
Q3229280
Inglês
The word "set" is highly versatile in English. Based on the following sentences, choose the correct meaning of "set" in each context:
I."He set the vase on the shelf carefully."
II."The movie was filmed on a large set in Hollywood."
III."We need to set a time for the next meeting."
IV."The tableware comes as a matching set of plates and glasses."
V."After hours of rehearsal, the cast was set for the play."
Which of the following options correctly matches the meanings of 'set' in the sentences above, respectively?
I."He set the vase on the shelf carefully."
II."The movie was filmed on a large set in Hollywood."
III."We need to set a time for the next meeting."
IV."The tableware comes as a matching set of plates and glasses."
V."After hours of rehearsal, the cast was set for the play."
Which of the following options correctly matches the meanings of 'set' in the sentences above, respectively?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Belmonte - SC
Prova:
AMEOSC - 2024 - Prefeitura de Belmonte - SC - Professor de Inglês |
Q3229278
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Exceptional Noise Cancellation
The AirPods Pro deliver excellent noise cancellation, but
you might notice that the ANC seems weak initially.
Simply wait a few seconds. The earphones first need to
measure the surrounding noise and create a custom ANC
profile appropriate for your current environment. And
then, when it kicks in, it's exceptional. Another positive
note—the ANC doesn't seem to introduce any noticeable
hiss in quiet settings, which cheap earphones often use
as a crutch.
In my tests, the AirPods Pro dramatically lowered
powerful low-frequency rumble (like you hear on an
airplane) after an initial adjustment period. In some of our
deep rumble tests, the AirPods even matched the
performance of the $299 Bose QuietComfort Earbuds,
which is impressive.
What's even more impressive is that, in some tests, the
AirPods Pro fare better than the QuietComfort Earbuds.
The problem, if you can call it one, is consistency, and
something I experienced with the AirPods Max as well.
The latter are also capable of shockingly effective noise
cancellation, but sometimes a slight head turn can
reduce their efficacy. The AirPods Pro are more likely to
remain effective after the initial adjustment, but
sometimes the resulting profile didn't impress me. But, to
their credit, a slight change to the in-ear fit can induce a
far more competent noise cancellation profile. So don't be
afraid to play around with how the earpieces sit in your
ear if the ANC isn't initially impressive.
https://www.pcmag.com
In the context of the text, what does the word "crutch" in the sentence "which cheap earphones often use as a crutch" most closely mean?
Ano: 2024
Banca:
ADM&TEC
Órgão:
Prefeitura de São Luís do Quitunde - AL
Prova:
ADM&TEC - 2024 - Prefeitura de São Luís do Quitunde - AL - Professor de Língua Estrangeira |
Q3202705
Inglês
Fill the gaps in the sentences below by choosing one of
the two options in parenthesis.
A- The phrase “it _______ (go / goes) without saying” has _______ (become / became) popular on the internet.
B- Time _______ (flies / flyes) when I’m reading.
C- What a healthy _______ (environment / enviorment)!
The words that correctly and respectively fill the gaps in the sentences are:
A- The phrase “it _______ (go / goes) without saying” has _______ (become / became) popular on the internet.
B- Time _______ (flies / flyes) when I’m reading.
C- What a healthy _______ (environment / enviorment)!
The words that correctly and respectively fill the gaps in the sentences are:
Ano: 2024
Banca:
ADM&TEC
Órgão:
Prefeitura de São Luís do Quitunde - AL
Prova:
ADM&TEC - 2024 - Prefeitura de São Luís do Quitunde - AL - Professor de Língua Estrangeira |
Q3202704
Inglês
Associate the terms numbered 1 to 4 with the definitions
in the second column.
(1) Phonetics
(2) Adjective
(3) Vocabulary
(4) Syntax
( ) All the words known and used by a particular person.
( ) The study of the sounds made by the human voice in speech.
( ) A word that describes a person or thing.
( ) The grammatical arrangement of words in a sentence.
In the order presented in the second column, the correct sequence is:
(1) Phonetics
(2) Adjective
(3) Vocabulary
(4) Syntax
( ) All the words known and used by a particular person.
( ) The study of the sounds made by the human voice in speech.
( ) A word that describes a person or thing.
( ) The grammatical arrangement of words in a sentence.
In the order presented in the second column, the correct sequence is:
Ano: 2024
Banca:
INAZ do Pará
Órgão:
Prefeitura de Capão Alto - SC
Prova:
INAZ do Pará - 2024 - Prefeitura de Capão Alto - SC - Professor de Inglês |
Q3199457
Inglês
Which one of the alternative is most effective in helping
students expand their English vocabulary?
Ano: 2024
Banca:
INAZ do Pará
Órgão:
Prefeitura de Capão Alto - SC
Prova:
INAZ do Pará - 2024 - Prefeitura de Capão Alto - SC - Professor de Inglês |
Q3199449
Inglês
Select the alternative that best completes the sentence:
"Do you don't like coffee, ___?"
Ano: 2024
Banca:
Avança SP
Órgão:
Câmara de Osasco - SP
Prova:
Avança SP - 2024 - Câmara de Osasco - SP - Analista de Relações Internacionais e Instituições |
Q3191799
Inglês
Read the following passage and choose the most appropriate word or phrase to fill in each blank from
the options provided.
"In the aftermath of the recent global economic crisis, many nations are reassessing their approach to __________ (1) and __________ (2). The United Nations has called for increased __________ (3) among member statesto address pressing issuessuch as climate change and regional conflicts. However, rising __________ (4) in some parts of the world, especially in Europe, threatens to undermine these efforts. Despite these challenges, diplomatic efforts continue. A recent __________ (5) between two longstanding rival nations has opened up new possibilities for peace in the region. Observers hope this will lead to greater stability and reduce the risk of __________ (6) in the future."
Choose the correct option to fill in all the blanks:
"In the aftermath of the recent global economic crisis, many nations are reassessing their approach to __________ (1) and __________ (2). The United Nations has called for increased __________ (3) among member statesto address pressing issuessuch as climate change and regional conflicts. However, rising __________ (4) in some parts of the world, especially in Europe, threatens to undermine these efforts. Despite these challenges, diplomatic efforts continue. A recent __________ (5) between two longstanding rival nations has opened up new possibilities for peace in the region. Observers hope this will lead to greater stability and reduce the risk of __________ (6) in the future."
Choose the correct option to fill in all the blanks:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Jornalista |
Q3191520
Inglês
Select the option that correctly completes the
following sentence:
If the government _________ (implement) stricter environmental policies last year, we __________ (not face) such severe air pollution issues today.
If the government _________ (implement) stricter environmental policies last year, we __________ (not face) such severe air pollution issues today.
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181988
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Analisando o trecho: “Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson”, a expressão idiomática que pode ser usada para se referir a este tipo de aluno é:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181986
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Na frase: “Nonetheless, it is possible to flip an ELT classroom, with some adjustments...”, podemos substituir o termo em destaque, sem prejuízo de significado, por:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181983
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No primeiro parágrafo do texto, a expressão “buzz word” é definida como:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181979
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Após a leitura do texto, é possível definir “flipped learning” como:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2024 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3181421
Inglês
Complete the gap using the correct proposition below:
"Until mid-18th century, scholars from the comparative
linguistic areas did not progress ____ beyond the stage
where ancient Greek and Roman grammarians had left
them":
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