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Analyze the following statementes about teaching tense and time in Brazilian EFL classrooms:
I. Brazilian learners tend to confuse the present perfect with the simple past because of L1 interference.
II. Explicit instruction on tense/time distinction is unnecessary because learners acquire it naturally.
III. Emphasizing communicative contexts helps learners understand tense use more effectively.
IV. Aspectual distinctions are essential for explaining English verb usage.
Which ones are correct?
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Advérbios e conjunções em inglês para concursos públicos
O estudo de advérbios e conjunções na língua inglesa é fundamental para quem deseja se destacar em provas de concursos públicos. Esses elementos desempenham papéis essenciais na construção de frases, influenciando diretamente o sentido e a coesão textual, habilidades bastante exigidas nas questões de interpretação e compreensão de textos em inglês.
Artigos (Articles) em inglês: uso em concursos públicos
Artigos (Articles) são palavras essenciais na gramática da língua inglesa, usadas para indicar se um substantivo está sendo mencionado de forma específica ou geral. Eles desempenham papel fundamental em provas de concursos, pois ajudam na compreensão e interpretação dos textos, além de serem frequentemente cobrados em questões envolvendo uso correto de estruturas gramaticais.
A teacher asks students to analyze the following text excerpt:
“The project was delayed. Nevertheless, the team worked hard to meet the deadline.”
What does the discourse marker “nevertheless” indicate in this context?
A teacher asks students to analize the following sentence:
“It was raining heavily; therefore, the match was postponed.”
What is the function of the word “therefore”?
According to Kleiman (2013), when teaching reading in public schools, it is essential to:
I. Consider the social function of the text.
II. Avoid multimodal and digital texts, which distract students.
III. Enable students to construct meaning through interaction with the text.
IV. Work only with international testing formats like TOEFL or IELTS.
Which ones are correct?
I. Course designer and materials provider. II. Needs analyst. III. Content expert in the learners’ field. IV. Collaborator with subject specialists.
Which ones are correct?
• In the first version, the speaker employs a friendly, rising-falling intonation, sounding polite and approachable.
• In the second, the speaker’s pitch is flat or sharp, and he sounds impatient, even rude.
The teacher then covers how intonation can alter the attitude that is perceived from the speaker and even with the same words. Students then pair off to practice short dialogues (at a hotel help desk), working on how to adopt intonation to show politeness, surprise, annoyance, or uncertainty. The activity closes with students acting out short role-plays and classmates providing feedback on intonation and communicative impact. As Gilbert (2008) expresses it, suprasegmental features such as intonation that “are of great concern at the intermediate level” and are necessary for assisting “learners to acquire not only correct grammar but also communicative effectiveness”, as said by Celce-Murcia, Brinton and Goodwin (2010). According to the authors, what purpose does intonation serve for the intermediate L2 learner of English?
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