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The distinction between countable and uncountable is based on the reality of what the nouns describe, the distinction is ____. Some learners of English are surprised to discover that, for example, the following are uncountable: bread, hair, accommodation. (Parrott, Matin. Grammar for English language teachers. 20004)
Choose the best option that completes the context.
The Direct Method Teaching of receptive skills (listening and reading) rather than teaching of productive skills (speaking and writing) was encouraged as the first step.
I - Contrastive analysis of the native language of the learner with the mother language was done; II - Teachers are required to have a good knowledge of phonetics of the language they teach, but they would use it to teach pronunciation and not phonetics; III - As this method uses conversation as the main tool in the teaching of a foreign language, the other tools are discussion and reading in the target language itself. Grammar is taught inductively. (http://shodhganga.inflibnet.ac.in/bitstream/10603/20567/10/10_chapter%203.pdf)
Identify the correct option according to the context.
The experience in reading from situated practices, involving the contact with written and multimodal varied genres, of importance for the school, social and cultural life of the students, as well as the perspectives of analysis and problematization from these readings, corroborate for: (http://basenacionalcomum.mec.gov.br/wp-content/uploads/2018/06/BNCC_EI_EF_110518_versaofinal_site.pdf)
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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.
Words, expressions, and structures are continually added or discarded. When spoken and written, language takes on tangible and perceptible forms. We can see written language, and we hear language when spoken. These tangible forms can be described through language. (Moran, P. Language and culture. In Teaching culture: Perspectives in practice. 2001)
According to the context, we should remember that:
The other common method for teaching reading comprehension is the reading group. In a reading group, children take turns reading aloud. The teacher usually helps out when the student has difficulties, and sometimes comments or asks a question about the text. This method goes some way toward teaching the process of reading comprehension, ________. (https://www.ideals.illinois.edu/bitstream/handle/2142/17967/ctrstreadtechrepv01980i00182_opt.pdf)
Identify the best option that completes the context above.
Examine the description below.
[…] many dialogues; mimicry; memorization of set phrases; presentation of new structural patterns and vocabulary through oral repetition and memorization of scripted dialogues; reading and written work based on earlier oral work, sometimes given as homework.
(https://www.tefl.net/methods/)
The methods above are referring to:
Analyze the fragment.
Sociocultural issues:
I - Offer the opportunity to identify with the foreign and national culture through artistic productions;
II - Explore verbal, non-verbal and visual activities that contextualize a production historically and artistically;
III - Promote extracurricular activities, preventing students to become agents of transformation.
(Perna, C. B. L., Molsing, K. V., & Ramos, Y. S. Teaching and Learning English)
Choose the correct option according to the context.
Reading comprehension is usually taught in schools in one of two ways. One method is to have students read a text, and then read comments or answer questions about the text. ______. This method stresses important components of reading comprehension, but treats them purely as products (i.e., interpretations) rather than as processes (i.e., constructing interpretations). (https://www.ideals.illinois.edu/bitstream/handle/2142/17967/ctrstreadtechrepv01980i00182_opt.pdf)
Choose the best option that completes the context.
I - Before reading, they: use prior knowledge to think about the topic; make predictions about the probable meaning of the text; preview the text by skimming and scanning to get a sense of the overall meaning; II - During reading, they: monitor understanding by questioning, thinking about, and disregarding the ideas and information in the text; III - Reading, they: reflect upon the ideas and information in the text; relate what they have read to their own experiences and knowledge; clarify their understanding of the text; extend their understanding in critical and creative ways.
(http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/reading.pdf)
Indicate the correct option according to the context.
Point the alternative that best completes the blank.
“My parents must realize they're not that only ones
___________ by those changes."
Mark the alternative that couldn’t complete the blank.
“Leonard _________ to drink tea before leaving to school.”
Choose the word that couldn’t complete the blank.
“Anna _______ to watch TV after lunch.”
Find the correct passive voice to the sentence.
“Bob bought a new pair of shoes.”
Read and choose an alternative.
“She used to watch comedy movies when she was younger.”
We can assume that
“She brought all her old school booklets for donation.”
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