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Given that reading strategies should be selected in accordance with both the students’ proficiency levels and the genre of the text, align each text genre with the corresponding level of students’ proficiency.
I. Shopping lists, dialogues, postcards
II. Editorials, research summaries, literary texts
III. Newspapers, magazines, short stories
( ) Beginners
( ) Intermediate students
( ) Advanced students
Brown and Abeywickrama (2019) also provide comprehensive explanations of language assessment and its implementation in classroom contexts. In Chapter II, the authors discuss five fundamental principles of language assessment. Read each principle carefully and match it to its corresponding definition.
I. Validity
II. Practicality
III. Reliability
IV. Authenticity
V. Washback
( ) This principle refers to the logistical, down-to-earth, administrative issues involved in making, giving, and scoring an assessment instrument.
( ) This principle positively influences what and how teacher teach and learners learn.
( ) This principle has consistent conditions across two or more administrations and gives clear directions for scoring and evaluation. It also contains items/tasks that are unambiguous to the test-taker.
( ) This principle reflects real-world language use. It contains language that is as natural as possible.
( ) This principle measures exactly what it proposes to measure, relying as much as possible on empirical evidence (performance).
The correct sequence is:
Regarding the process of word formation, it can be stated that:
I. Playmate is an example of a compound word formed by combining the words “play” and “mate”.
II. Inflection occurs when a suffix is added to a word without changing its grammatical class as in becoming (...Pluto, was now becoming old...).
III. Derivation occurs when affixes are added to a word to change its meaning and, in some cases, its grammatical class.