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Comentadas sobre ensino da língua estrangeira inglesa em inglês
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Match the teacher’s purposes for using students’ first language:
I- Asking students to show they know what to do for homework = used for checking understanding
II- Giving individual written feedback to a weak student = used for explaining procedures
III- Telling a large group of teenagers the rules of a game = used for motivating
IV- Encouraging elementary students to try new ways of learning = used for motivating
Check the correct answer:
Match the examples of teacher’s classroom language with their functions:
Function
A- checking understanding
B- emphasising word stress
C- drilling
D- nominating
E- monitoring
F- eliciting
G- organizing pairwork
Teacher’s classroom language
( ) Listen, I like playing football, repeat everyone, I like playing football.
( ) Maria – collect the books, please.
( ) Tell me three adjectives beginning with the letter “C”.
( ) Just listen to how I say it – poTAtoes.
( ) Okay, discuss it with your partner now, please.
( ) I’m really full, I’ve just eaten a big lunch. Am I hungry now?
( ) Let’s have a look. Yes, that’s great. Now try the next one.
The correct sequence is:
SEQUENCE OF COURSEBOOK ACTIVITIES:
Uses of coursebook materials:
( ) Involves speaking practice ( ) practices note-taking skills ( ) pre-teaches vocabulary ( ) develops listening for detail ( ) personalizes the topic ( ) brainstorms ideas about the topic ( ) introduces the theme of the lesson ( ) provides language needed to do the activities
The correct sequence is:
( ) Benefiting thousands of students in classrooms around the world. For many students and teachers, this solution is not new, but its use has become increasingly creative and relevant in the school context. It allows us to explore additional resources within the courseware, as well as being another tool in the teacher's service to capture attention and promote student engagement. ( ) While teachers have to battle for the attention of students in the classroom, it is also well known that the long, expository lecture model is dated. The way we consume content has undergone a major transformation over the last few decades. For new generations, bombarded by different content and information all the time - and in different media - it has become challenging to focus on one task for long periods of time. The social networks themselves offer evidence of this change: Twitter, with its posts up to 280 characters; or Snapchat, with its short images and videos that expire in 24 hours. In this context came the expression microlearning. This technology is the fragmentation of educational content so that it is more easily assimilated by the student. It’s is ideal for digital format, whether it is for content exposure or for reviewing concepts explored during class, through videos, games, animations, etc. ( ) It is already possible to glimpse this technology, especially among children and adolescents. Whenever they are connected, young people are receiving or streaming this technology: Evidence of this reality is the phenomenon of YouTubers. In the educational context, it is possible to follow this trend seeking to offer hangouts (debates and live broadcasts), video lessons, animations and video calls that enable contact with people from different places, realities, etc. Also, encouraging students to produce content in this technological tool format can be a way to generate greater engagement. ( ) Many schools and many teachers find it difficult to handle with this technology in the classroom. When rules of use are not established early in the year, or when they are not clear to students, it is very easy for it to become a discipline issue. There are many applications for educational purposes, many offered by schools themselves and education systems. Digital books, augmented reality, educational games, animations, video lessons and problem solving are just some of the features that can be accessed through that. Generation Z students are immersed in technology 24 hours a day. Going forward, the trend is to find more teachers and students using this technology in the classroom, with educational goals.
Leia o texto para responder à questão.
HOW YOU CAN LEARN ENGLISH FROM READING
We all know that reading books is a great way to learn English. What about if you don’t like books, though? Reading a whole book can be tough and timeconsuming, especially if you aren’t interested in reading books in your native language. So, what can we learn from reading something other than a book? Here are some tips:
1- Newspapers use a wide range of vocabulary to describe the world around us. If you feel like you already know all the vocabulary in your textbook or online study course, pick up a newspaper and you’ll soon come across some new words to add to your vocabulary.
2- Most fields of business have English trade journals that people use to keep their professional knowledge up to date. If you are a teacher, get yourself a teaching journal or if you are an architect or designer, subscribe to an interesting design magazine. Reading about your area of work in English will help you learn all specialist English expressions you need to do your job in English.
3- Practise scanning, scanning for specific information in a text is an important skills to master in English. Practise it by reading product specifications in English. Set yourself a task to find out a specific piece of information about a product and see how quickly you can look it up.
4- Reviews are great for finding out which products to buy or which films to see. See if you can understand the gist (general idea) of a review by reading the review and guessing what score the reviewer will give the product out of ten. Check if your guess matches the reviewer’s rating at the bottom of the review.
5- Read instructions to learn how to describe processes. Describing how things work in English is an important skill. It also often comes up as a task in English exams such as IELTS, TOEFL or TOEIC. Next time you buy a new gadget, work out how to use it by reading the instructions in English. You will build your comprehension skills and learn how to describe the process of using something in English
Adaptado de: ENGLISH LIVE. Disponível em:
https://englishlive.ef.com/blog/study-tips/can-learnenglish-reading/. Acesso em 25 mar. 2021.
I- Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate. II- Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning. III- Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes. IV- CLIL is based on language acquisition focusing severely on learning grammar and sentence structure.
Choose the alternative with the correct answer:
I- According to ECA (Statute of Children and Adolescent) “It is the duty of the public authorities only, to ensure, with absolute priority, the effective rights relating to life, health, food, education, sport, leisure, professionalization, culture, dignity, respect, freedom and family and community coexistence.” II- The completion of the latest version of the BNCC determines the obligation to teach English language starting in the first grade of elementary school. III- According to the BNCC, teaching English means reviewing the relationships between language, territory and culture, as English speakers are no longer found only in countries where this is the official language. IV- The BNCC understands the learning of English in a perspective of an education that is linguistic, conscious and critical, in which the pedagogical and political dimensions are intrinsically linked.
Choose the alternative with the correct answer:
Global warming
The world’s oceans have warmed 50 percent faster over the last 40 years than previously thought due to climate change, Australian and US climate researchers reported Wednesday. Higher ocean temperatures expand the volume of water, contributing to a rise in sea levels that is submerging small island nations and threatening to wreak havoc in low-lying, denselypopulated delta regions around the globe.
The study, published ....................... the British journal Nature,adds ....................... a growing scientific chorus of warnings ....................... the pace and consequences rising oceans. It also serves as a corrective to a massive report issued last year ....................... the Nobel-winning UN Intergovernmental Panel on Climate Change (IPCC), according to the authors.
Rising sea levels are driven by two things: the thermal expansion of sea water, and additional water from melting sources of ice. Both processes are caused by global warming. The ice sheet that sits atop Greenland, for example, contains enough water to raise world ocean levels by seven metres (23 feet), which would bury sea-level cities from Dhaka to Shanghai.
Trying to figure out how much each of these factors contributes to rising sea levels is critically important to understanding climate change, and forecasting future temperature rises, scientists say. But up to now, there has been a perplexing gap between the projections of computer-based climate models, and the observations of scientists gathering data from the oceans.
The new study, led by Catia Domingues of the Centre
for Australian Weather and Climate Research, is the
first to reconcile the models with observed data. Using
new techniques to assess ocean temperatures to a
depth of 700 metres (2,300 feet) from 1961 to 2003,
it shows that thermal warming contributed to a 0.53
millimetre-per-year rise in sea levels rather than the
0.32 mm rise reported by the IPCC.
TABELA 1 I. Atividades destinadas a levar os alunos a pensar sobre o texto, emitir suas reações e avaliar, criticamente, as ideias do autor.
II. Ativar o pré-conhecimento do aluno em relação à organização textual.
III. São importantes as estratégias de integração de uma informação a outra, o estabelecimento dos elos coesivos e a utilização de estratégias de inferência.
TABELA 2 A. Pré-leitura
B. Leitura
C. Pós-leitura.
Relacione as duas tabelas acima e assinale a alternativa que contém a sequência correta, respectivamente:
(Cristina Becker Lopes Perna, Karina Veronica Molsing, Yadhurany dos Santos Ramos):
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