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É missão do avaliador, portanto, a promoção permanente de espaços interativos de comunicação por múltiplas linguagens, observando e promovendo a evolução individual por meio de ações mediadoras.
Para que o processo avaliativo tenha esse sentido, as propostas educativas precisam estar articuladas em termos de gradação e complexidade. O objetivo é fazer desafios superáveis aos alunos, de modo que as respostas de cada um provoquem o professor a fazer novas perguntas a partir dessas, em outras direções, sobre outros assuntos, sob diferentes formas e provocativas em termos de estratégias de pensamento.
(Jussara Hoffmann. O jogo do contrário em avaliação. 2017)
Quanto à criação de espaços interativos de comunicação, está de acordo com a missão do avaliador descrita no trecho o professor que
Considere as frases a seguir:
• Questo è il motivo _______ sono arrivato tardi.
• Il medico_________ci siamo rivolti è molto competente.
• Ho pensato molto alla proposta_________ mi hai fatto.
As lacunas são preenchidas, correta e respectivamente, por:
Leia a frase a seguir:
Mario ha detto: “Domani passerà un autobus che mi porterà al mare”.
Transformada em discurso indireto de acordo com a norma-padrão, a frase pode ser escrita como “Mario ha detto che…
Leia o texto a seguir:
Il treno ____ sbuffando in stazione. In ____ quell’istante il signor Aghios ____ la voce della moglie che lo chiamava: “Giacomo!”.
Si ____ a lei e forse non ____ celare un gesto d’impazienza. Egli l’amava com’essa meritava, ma la sua assenza non era stata lunga abbastanza per fargli desiderare di rivederla.
(Italo Svevo, Corto viaggio sentimentale)
Com os verbos no passato remoto, as lacunas são preenchidas, correta e respectivamente, por:
Leia a frase a seguir:
Ho provato a risolvere questo problema, ma non ______ sono riuscito perché di ostacoli _____ erano molti.
As lacunas são preenchidas, correta e respectivamente, por
Leia o texto para responder à questão.
Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic.
Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence.
Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component even more than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed.
(https://www.coe.int/en/web/common-european-framework-
reference-languages. Acesso 17.08.2025. Adaptado)
Leia o texto para responder à questão.
Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic.
Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence.
Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component even more than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed.
(https://www.coe.int/en/web/common-european-framework-
reference-languages. Acesso 17.08.2025. Adaptado)
• Have you considered leaving in the morning instead of now?
• If I were you, I’d think it over before taking action.
• How about giving this decision a second thought?
• It’s a good idea to rest for a while before you go on with the report.
The students are then asked to decide which shared function the four sentences serve, and they will be correct if they choose
Leia o texto para responder à questão.
Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic.
Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence.
Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component even more than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed.
(https://www.coe.int/en/web/common-european-framework-
reference-languages. Acesso 17.08.2025. Adaptado)
Leia o texto para responder à questão.
Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic.
Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence.
Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component even more than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed.
(https://www.coe.int/en/web/common-european-framework-
reference-languages. Acesso 17.08.2025. Adaptado)
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