Questões de Inglês - Interpretação de texto | Reading comprehension para Concurso
Foram encontradas 6.243 questões
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614583
Inglês
Texto associado
Text 4
It seems to me, having been involved for many years with
teaching English as a so-called second or foreign language, that
there are deep and indissoluble links between the practices,
theories, and contexts of ELT and the history of colonialism.
Such connections, I want to suggest, run far deeper than
drawing parallels between the current global expansion of
English and the colonial expansion that preceded it. Rather, I
want to argue that ELT theories and practices that emanate from
the former colonial powers still carry the traces of those colonial
histories both because of the long history of direct connections
between ELT and colonialism and because such theories and
practices derive from broader European cultures and ideologies
that themselves are products of colonialism.
PENNYCOOK, A. English and the discourses of colonialism. London:
Routledge, 2002, p. 19.
In the text, the term "rather" (line 7) is used as an adverb,
and it can be replaced by
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614582
Inglês
Texto associado
Text 4
It seems to me, having been involved for many years with
teaching English as a so-called second or foreign language, that
there are deep and indissoluble links between the practices,
theories, and contexts of ELT and the history of colonialism.
Such connections, I want to suggest, run far deeper than
drawing parallels between the current global expansion of
English and the colonial expansion that preceded it. Rather, I
want to argue that ELT theories and practices that emanate from
the former colonial powers still carry the traces of those colonial
histories both because of the long history of direct connections
between ELT and colonialism and because such theories and
practices derive from broader European cultures and ideologies
that themselves are products of colonialism.
PENNYCOOK, A. English and the discourses of colonialism. London:
Routledge, 2002, p. 19.
The author's reflection on the relationships between
colonialism, ideologies and the expansion of the English
language around the world indicates that
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614578
Inglês
For Hutchinson and Waters (1987), in the context of needs
analysis for ESP courses, it is important to distinguish
between target needs and learning needs. A question that
can be used to obtain information about what learners need
to do in the context where they will use the language is:
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614577
Inglês
Oshima and Hogue (2007) in their book “Introduction to
Academic Writing” affirm that the process of writing has four
main steps: prewriting, organizing, writing, and polishing. For
the prewriting stage an academic writer can use the
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614576
Inglês
For students in specific fields, learning to write in academic
genres related to their disciplines is essential and English for
Specific Purposes (ESP) can help develop this skill by
teaching them the relevant language and genre conventions
simultaneously. A genre which can be included in an ESP
course for professional, technical, or academic needs is
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