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I.A avaliação formativa ocorre durante o processo de ensino-aprendizagem, oferecendo feedback contínuo para reorientar as práticas pedagógicas e auxiliar o aluno.
II.A avaliação somativa tem como objetivo principal classificar os alunos ao final de um ciclo ou unidade, atribuindo notas ou conceitos finais.
III.A avaliação formativa deve ser sempre punitiva, focando apenas nos erros gramaticais para desencorajar o uso incorreto da língua.
IV.A autoavaliação (self-assessment) é uma ferramenta incompatível com a avaliação formativa, devendo ser utilizada apenas na somativa.
Assinale a alternativa que apresenta somente as proposições CORRETAS:
Select the alternative that correctly identifies the communicative function expressed by the underlined modal verb in the given context.
(__)O 'Pre-listening' serve para ativar o conhecimento prévio dos alunos e gerar motivação sobre o tema.
(__)O 'While-listening' é o momento de focar exclusivamente na análise gramatical das frases ouvidas, pausando a cada palavra.
(__)O 'Post-listening' permite a expansão do tema, integrando o conteúdo ouvido com outras habilidades como a fala ou a escrita.
(__)Atividades de 'Pre-listening' são dispensáveis se o áudio for curto e simples.
Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
(__)O foco principal é a leitura e tradução de textos literários clássicos, com pouca ênfase na oralidade.
(__)As aulas são ministradas predominantemente na língua materna do aluno, com explicações detalhadas de regras gramaticais.
(__)A habilidade de 'speaking' (fala) é o centro do processo, sendo a gramática ensinada de forma implícita e indutiva.
(__)O professor é a autoridade máxima na sala de aula, e o aluno tem um papel passivo de memorização.
Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
I.O princípio da eficiência exige desempenho satisfatório da Administração Pública, em harmonia com a legalidade e os demais princípios constitucionais.
II.O princípio da eficiência autoriza o descumprimento da lei quando necessário para alcançar melhores resultados administrativos.
III.O princípio da eficiência aplica-se exclusivamente à Administração Pública indireta, não alcançando a Administração direta.
IV.O princípio da eficiência elimina a necessidade de controle administrativo, priorizando apenas os resultados obtidos.
Está CORRETO o que se afirma em:
No período acima, a oração "porque o bloqueio do esgoto é apenas parcial" é classificada como:
Leia o texto a seguir para responder às questão:
English as a Lingua Franca
A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:
a)Non-use of third person present simple tense -s (She look very sad).
b)Interchangeable use of the relative pronouns who and which (a book who, a boy which).
c)Use of an all-purpose tag question such as “isn’t it” (They should arrive soon, isn’t it?).
d)Increasing of redundancy by adding “inexistent” prepositions {We have to study about…, The article treats of…).
Leia o texto a seguir para responder às questão:
English as a Lingua Franca
A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:
a)Non-use of third person present simple tense -s (She look very sad).
b)Interchangeable use of the relative pronouns who and which (a book who, a boy which).
c)Use of an all-purpose tag question such as “isn’t it” (They should arrive soon, isn’t it?).
d)Increasing of redundancy by adding “inexistent” prepositions {We have to study about…, The article treats of…).
Leia as duas charges a seguir para responder à questão:
(https://culturalconflict.wordpress.com/)
(https://archive.shine.cn/)
Leia as duas charges a seguir para responder à questão:
(https://culturalconflict.wordpress.com/)
(https://archive.shine.cn/)
Leia o texto a seguir para responder à questão.
Folklore and fairytales have been examined as effective means for teaching culture in a foreign language because they are an integral part of people’s everyday life. Morain (1997) proposed the idea that folklore is superior to literary writing because it depicts the attitudes of large groups of people. Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue in which L2 learners gain respect for differences between their native culture and L2 culture, as well as acknowledge the similarities in both cultures. Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach: folklore engages the students in exploring the theme and structure of a folktale, relating these to their L1 background knowledge, and then drawing conclusions about the target culture, its beliefs, values, lifestyles, history, etc.
(DEMA, O., MUELLER, A. J. Teaching culture in the 21st century language classroom. IN: SILDUS, T. (ed.). Published in Touch the World: Selected Papers from the 2012 Central States Conference on the Teaching of Foreign Languages. Eau Claire: Crown Prints, pp. 75-91. Adaptado)
Read the two excerpts from the text:
“Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue”.
“Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach.”
In the two excerpts, the bolded modal verbs carry the idea of
Leia o texto a seguir para responder à questão.
Folklore and fairytales have been examined as effective means for teaching culture in a foreign language because they are an integral part of people’s everyday life. Morain (1997) proposed the idea that folklore is superior to literary writing because it depicts the attitudes of large groups of people. Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue in which L2 learners gain respect for differences between their native culture and L2 culture, as well as acknowledge the similarities in both cultures. Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach: folklore engages the students in exploring the theme and structure of a folktale, relating these to their L1 background knowledge, and then drawing conclusions about the target culture, its beliefs, values, lifestyles, history, etc.
(DEMA, O., MUELLER, A. J. Teaching culture in the 21st century language classroom. IN: SILDUS, T. (ed.). Published in Touch the World: Selected Papers from the 2012 Central States Conference on the Teaching of Foreign Languages. Eau Claire: Crown Prints, pp. 75-91. Adaptado)
Para sua aula de leitura, determinado professor escolhe trabalhar com contos populares originários de países de língua inglesa.
Uma proposta de atividade, segundo as perspectivas apresentadas no texto, incluiria:
Leia o texto a seguir para responder à questão.
Folklore and fairytales have been examined as effective means for teaching culture in a foreign language because they are an integral part of people’s everyday life. Morain (1997) proposed the idea that folklore is superior to literary writing because it depicts the attitudes of large groups of people. Gholson and Stumpf (2005) believe that folklore might help promote cultural dialogue in which L2 learners gain respect for differences between their native culture and L2 culture, as well as acknowledge the similarities in both cultures. Akpinar and Ozturk (2009) suggest that folklore can be taught in an L2 classroom through an inquiry approach: folklore engages the students in exploring the theme and structure of a folktale, relating these to their L1 background knowledge, and then drawing conclusions about the target culture, its beliefs, values, lifestyles, history, etc.
(DEMA, O., MUELLER, A. J. Teaching culture in the 21st century language classroom. IN: SILDUS, T. (ed.). Published in Touch the World: Selected Papers from the 2012 Central States Conference on the Teaching of Foreign Languages. Eau Claire: Crown Prints, pp. 75-91. Adaptado)
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