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Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524700
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
Um professor propõe um trabalho em pares usando os
exemplos de sentenças interrogativas encontrados no
segundo parágrafo.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524699
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
According to the second paragraph, CLT and the concept
of language acquisition
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524698
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
In the excerpt from the first paragraph “which students
should learn how to perform”, the word in bold has as its
referent
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524697
Inglês
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
A discourse marker is a word or phrase that helps
to organize and connect ideas in written or spoken
communication, and has different purposes. The
expression first, in the beginning paragraph, aims at
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524696
Pedagogia
Texto associado
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s
reaction to much that had gone before, and has guiding
principles: first, language is not just patterns of grammar with
vocabulary items slotted in; it also involves language functions
such as inviting, agreeing and disagreeing, suggesting, etc.,
which students should learn how to perform using a variety
of language exponents (e.g. we can invite by saying “Would
you like to come to the cinema?’, ‘D’you fancy coming to the
cinema?’, ‘What about coming to the cinema?’, ‘How about a
film?’, ‘Are you on for a film?, etc). Students also need to be
aware of the need for appropriacy when talking and writing
to people in terms of the kind of language they use (formal,
informal, tentative, technical, etc). CLT is not just about the
language; it is actually about how it is used.
The second principle of Communicative Language
Teaching is that if students get enough exposure to language,
and opportunities for language use, and if they are motivated,
then language learning will take care of itself. Thus, CLT has a
lot in common with the acquisition view of language absorption.
As a result, the focus of much CLT has been on students
communicating real messages, and not just grammatically
controlled language. The deployment of many communicative
activities, where students use all and any language they know
to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
No primeiro parágrafo do texto, o excerto “language is not
just patterns of grammar with vocabulary items slotted in”
permite inferir que esta é uma referência à abordagem ou
método chamado
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524695
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
O trecho retirado do terceiro parágrafo “a significant
impact on how languages are taught today” é um sintagma
nominal. Seu núcleo é
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524694
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “methods such
as the Silent Way”, the words in bold aim to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524693
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
Um professor decide usar o trecho de Harmer com seus
alunos de língua estrangeira. Pede que leiam o título
do texto para levantar hipóteses sobre seu conteúdo.
O professor estará fazendo com que seus alunos coloquem em uso a estratégia de leitura denominada
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524692
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
In the excerpt from the second paragraph “and although
they may not be used much any more”, the part in bold
can be substituted with no change in meaning for
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524691
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The excerpt from the second paragraph “certainly not as
they were originally envisaged” is being used as
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524690
Pedagogia
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The expression “designer methods” was coined by David
Nunan in 1989, and referred to a group of language
teaching methods that were created in the 1970s. Among
them is the Silent Way. The alternative that names two of
these methods is:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524689
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The Lexical Approach, mentioned in the second paragraph,
can be described as an approach in which
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524688
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
De acordo com o primeiro parágrafo do texto,
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524684
Psicologia
Leia o excerto a seguir.
Habilidade de focar na tarefa em questão e ignorar a distração. É a habilidade de selecionar ao que você presta atenção – excluir as distrações e travar o sinal – e tem “efeitos reverberantes” no sucesso na linguagem, na alfabetização e na matemática.
(Doug Lemov, Aula nota 10 3.0: 63 técnicas para melhorar a gestão da sala de aula. Adaptado)
Essa definição, de acordo com o autor, corresponde especificamente ao conceito de
Habilidade de focar na tarefa em questão e ignorar a distração. É a habilidade de selecionar ao que você presta atenção – excluir as distrações e travar o sinal – e tem “efeitos reverberantes” no sucesso na linguagem, na alfabetização e na matemática.
(Doug Lemov, Aula nota 10 3.0: 63 técnicas para melhorar a gestão da sala de aula. Adaptado)
Essa definição, de acordo com o autor, corresponde especificamente ao conceito de
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524675
Legislação Estadual
O Decreto n° 55.588/2010 dispõe sobre o tratamento
nominal das pessoas transexuais e travestis nos órgãos
públicos do Estado de São Paulo.
Tendo em vista o escopo específico das disposições do documento, seu texto explicita o entendimento de que “toda pessoa tem direito ao tratamento correspondente ________________________”.
A lacuna é corretamente preenchida por:
Tendo em vista o escopo específico das disposições do documento, seu texto explicita o entendimento de que “toda pessoa tem direito ao tratamento correspondente ________________________”.
A lacuna é corretamente preenchida por:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524666
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
By ‘performing’ the function, you are performing an act
of communication.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524665
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
Consider the following exchange:
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524663
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world?
(KRAMASCH, Claire. 2024. Adaptado)
O excerto mostra que, para a autora, o ensino de cultura
na educação em língua estrangeira
Ano: 2025
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VUNESP
Órgão:
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Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524662
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
Com relação à autonomia em contextos de aprendizagem, o texto mostra que
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524661
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
In the excerpt “some recent studies are more encouraging,
underscoring the need for teachers to be sensitive to the
cultural background of students” the word in bold may be
substituted, with no change in meaning, by
Conheça nossos planos