Questões de Concurso Comentadas sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 6.152 questões

Q2629107 Inglês

The Reasons Why We Dance


  1. As a choreographer, I get asked to share my opinion about a myriad of dance-related
  2. topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
  3. my dancing a projection of my self-image?”. But the question I think matters most is: why do
  4. people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
  5. Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
  6. we love it so?
  7. There are the obvious answers. We dance for physical fitness, mental clarity, emotional
  8. stability, and other such pluses. However, all these benefits could be attained by other means –
  9. though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
  10. heart rate and spirits. There must be something glorious about dancing that is more than just
  11. intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
  12. tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
  13. Perhaps dance is the way we express ourselves when words are insufficient. The joy we
  14. feel over newfound love, the determination we have in the face of great sorrow or adversity, the
  15. passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
  16. they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
  17. be understood, and if we could truly speak the words that describe our feelings, how deep and
  18. powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
  19. dance is simply a translator for the human heart.
  20. Perhaps dance is the medium through which we show the world who we truly are and who
  21. we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
  22. ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
  23. way that no one on earth could possibly have our same make-up. We know it. We just do not
  24. always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
  25. we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
  26. our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
  27. the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
  28. march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
  29. waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
  30. forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
  31. butterflies once again, and if only for a moment, return to the purest part of our lives when time
  32. was of no matter…for we were dancing.
  33. Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
  34. better question is, “Why would we not?”


*Cha Cha: an energetic modern dance.


(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).

Mark the INCORRECT statement about the article.

Alternativas
Q2629106 Inglês

The Reasons Why We Dance


  1. As a choreographer, I get asked to share my opinion about a myriad of dance-related
  2. topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
  3. my dancing a projection of my self-image?”. But the question I think matters most is: why do
  4. people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
  5. Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
  6. we love it so?
  7. There are the obvious answers. We dance for physical fitness, mental clarity, emotional
  8. stability, and other such pluses. However, all these benefits could be attained by other means –
  9. though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
  10. heart rate and spirits. There must be something glorious about dancing that is more than just
  11. intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
  12. tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
  13. Perhaps dance is the way we express ourselves when words are insufficient. The joy we
  14. feel over newfound love, the determination we have in the face of great sorrow or adversity, the
  15. passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
  16. they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
  17. be understood, and if we could truly speak the words that describe our feelings, how deep and
  18. powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
  19. dance is simply a translator for the human heart.
  20. Perhaps dance is the medium through which we show the world who we truly are and who
  21. we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
  22. ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
  23. way that no one on earth could possibly have our same make-up. We know it. We just do not
  24. always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
  25. we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
  26. our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
  27. the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
  28. march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
  29. waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
  30. forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
  31. butterflies once again, and if only for a moment, return to the purest part of our lives when time
  32. was of no matter…for we were dancing.
  33. Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
  34. better question is, “Why would we not?”


*Cha Cha: an energetic modern dance.


(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).

When the author says “something that could be labeled as trivial” (l. 05), we understand that:

Alternativas
Q2629105 Inglês

The Reasons Why We Dance


  1. As a choreographer, I get asked to share my opinion about a myriad of dance-related
  2. topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
  3. my dancing a projection of my self-image?”. But the question I think matters most is: why do
  4. people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
  5. Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
  6. we love it so?
  7. There are the obvious answers. We dance for physical fitness, mental clarity, emotional
  8. stability, and other such pluses. However, all these benefits could be attained by other means –
  9. though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
  10. heart rate and spirits. There must be something glorious about dancing that is more than just
  11. intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
  12. tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
  13. Perhaps dance is the way we express ourselves when words are insufficient. The joy we
  14. feel over newfound love, the determination we have in the face of great sorrow or adversity, the
  15. passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
  16. they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
  17. be understood, and if we could truly speak the words that describe our feelings, how deep and
  18. powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
  19. dance is simply a translator for the human heart.
  20. Perhaps dance is the medium through which we show the world who we truly are and who
  21. we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
  22. ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
  23. way that no one on earth could possibly have our same make-up. We know it. We just do not
  24. always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
  25. we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
  26. our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
  27. the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
  28. march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
  29. waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
  30. forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
  31. butterflies once again, and if only for a moment, return to the purest part of our lives when time
  32. was of no matter…for we were dancing.
  33. Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
  34. better question is, “Why would we not?”


*Cha Cha: an energetic modern dance.


(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).

Analyze the following statements about the text and mark T, if true, or F, if false.


( ) The author thinks there is not one right answer to the question in the title.

( ) Dancing is the only activity that brings both mental and physical benefits.

( ) The text says dancing could be used as a translator when we cannot put our emotions into words.


The correct order of filling the parentheses, from top to botton, is:

Alternativas
Q2628559 Inglês

Village’s Amateur Archaeologists Find Lost Tudor Palace


  1. When a group of amateur archaeologists set out to find the buried remains of a Tudor palace
  2. in their Northamptonshire village five years ago, they knew the odds were against them. “Many
  3. of us were brought up in the village, and you hear about this lost palace, and wonder whether
  4. it’s a myth or real. So we just wanted to find it”, said Chris Close, the chair of the Collyweston
  5. Historical and Preservation Society (Chaps) which made the discovery of the Palace of
  6. Collyweston in a back garden this year. “But we’re a bunch of amateurs. We had no money, no
  7. expertise, no plans, no artist impressions to go off, and nothing remaining of the palace. It was
  8. naivety and just hard work that has led us to it”.
  9. The site was found using geophysical surveys and ground-penetrating radar. Various
  10. attempts had been made in the 1980s and 90s to find Collyweston Palace, the home of Henry
  11. VII’s mother, Lady Margaret Beaufort. However, without the advantage of modern technology,
  12. none had succeeded. The palace was famous during the 15th century and several historic events
  13. took place there. The pre-wedding celebrations of Margaret Tudor to James IV of Scotland in
  14. 1503 took place in the palace, and Henry VIII is recorded as holding court there on 16 and 17
  15. October 1541. By the mid-17th century, it had fallen into disrepair, and until the Chaps dig
  16. uncovered the palace walls in March, there was very little remaining evidence of its existence.
  17. “A number of things have only really come to light as we’ve done this project”, said Close.
  18. “As you do more and more research, and various different records start to become unearthed,
  19. we realized Collyweston had privy councils being run from here, which is of massive national
  20. importance”. Historians from the University of York helped verify the group’s findings and identify
  21. the palace through some uncovered stone moldings, and will work with Chaps on more
  22. excavations to further reveal the structure and conserve it for the future.
  23. The Chaps team, which comprises more than 80 members ranging from teenagers to people
  24. in their 70s and 80s, first set out their plan to find the palace in March 2018, using “local folktales
  25. and hearsay” to help refine their search area. They carried out geophysical surveys and used
  26. ground-penetrating radar (GPR) to help reveal the location of the palace walls, before securing
  27. permission from homeowners to excavate in gardens. “We’ve done it all on an absolute
  28. shoestring”, said Close. “We’ve basically done an £80,000-£90,000 project for roughly £13,000.
  29. For us, being a little society, to have achieved this with no money, or expertise, or plans, I think
  30. it’s something that the whole society should be proud of”.

(Available at: https://www.theguardian.com/science/2023/dec/06/tudor-collyweston-palace-northamptonshire-found-in-garden-by-amateur-archeologists - text especially adapted for this test).

Analyze the following statements about the text:


I. The “Chaps” is a society formed by people interested in archeology, its members are not required to have professional expertise in the area.

II. The group used technology to find the palace structure underground before they started the excavation.

III. The project received government funding through the University of York, which provided information about the palace’s possible location and the ground-penetrating radar.


Which ones are correct?

Alternativas
Q2628558 Inglês

Village’s Amateur Archaeologists Find Lost Tudor Palace


  1. When a group of amateur archaeologists set out to find the buried remains of a Tudor palace
  2. in their Northamptonshire village five years ago, they knew the odds were against them. “Many
  3. of us were brought up in the village, and you hear about this lost palace, and wonder whether
  4. it’s a myth or real. So we just wanted to find it”, said Chris Close, the chair of the Collyweston
  5. Historical and Preservation Society (Chaps) which made the discovery of the Palace of
  6. Collyweston in a back garden this year. “But we’re a bunch of amateurs. We had no money, no
  7. expertise, no plans, no artist impressions to go off, and nothing remaining of the palace. It was
  8. naivety and just hard work that has led us to it”.
  9. The site was found using geophysical surveys and ground-penetrating radar. Various
  10. attempts had been made in the 1980s and 90s to find Collyweston Palace, the home of Henry
  11. VII’s mother, Lady Margaret Beaufort. However, without the advantage of modern technology,
  12. none had succeeded. The palace was famous during the 15th century and several historic events
  13. took place there. The pre-wedding celebrations of Margaret Tudor to James IV of Scotland in
  14. 1503 took place in the palace, and Henry VIII is recorded as holding court there on 16 and 17
  15. October 1541. By the mid-17th century, it had fallen into disrepair, and until the Chaps dig
  16. uncovered the palace walls in March, there was very little remaining evidence of its existence.
  17. “A number of things have only really come to light as we’ve done this project”, said Close.
  18. “As you do more and more research, and various different records start to become unearthed,
  19. we realized Collyweston had privy councils being run from here, which is of massive national
  20. importance”. Historians from the University of York helped verify the group’s findings and identify
  21. the palace through some uncovered stone moldings, and will work with Chaps on more
  22. excavations to further reveal the structure and conserve it for the future.
  23. The Chaps team, which comprises more than 80 members ranging from teenagers to people
  24. in their 70s and 80s, first set out their plan to find the palace in March 2018, using “local folktales
  25. and hearsay” to help refine their search area. They carried out geophysical surveys and used
  26. ground-penetrating radar (GPR) to help reveal the location of the palace walls, before securing
  27. permission from homeowners to excavate in gardens. “We’ve done it all on an absolute
  28. shoestring”, said Close. “We’ve basically done an £80,000-£90,000 project for roughly £13,000.
  29. For us, being a little society, to have achieved this with no money, or expertise, or plans, I think
  30. it’s something that the whole society should be proud of”.

(Available at: https://www.theguardian.com/science/2023/dec/06/tudor-collyweston-palace-northamptonshire-found-in-garden-by-amateur-archeologists - text especially adapted for this test).

In line 02 the texts says that “they knew the odds were against them”. What does this mean?

Alternativas
Q2628557 Inglês

Village’s Amateur Archaeologists Find Lost Tudor Palace


  1. When a group of amateur archaeologists set out to find the buried remains of a Tudor palace
  2. in their Northamptonshire village five years ago, they knew the odds were against them. “Many
  3. of us were brought up in the village, and you hear about this lost palace, and wonder whether
  4. it’s a myth or real. So we just wanted to find it”, said Chris Close, the chair of the Collyweston
  5. Historical and Preservation Society (Chaps) which made the discovery of the Palace of
  6. Collyweston in a back garden this year. “But we’re a bunch of amateurs. We had no money, no
  7. expertise, no plans, no artist impressions to go off, and nothing remaining of the palace. It was
  8. naivety and just hard work that has led us to it”.
  9. The site was found using geophysical surveys and ground-penetrating radar. Various
  10. attempts had been made in the 1980s and 90s to find Collyweston Palace, the home of Henry
  11. VII’s mother, Lady Margaret Beaufort. However, without the advantage of modern technology,
  12. none had succeeded. The palace was famous during the 15th century and several historic events
  13. took place there. The pre-wedding celebrations of Margaret Tudor to James IV of Scotland in
  14. 1503 took place in the palace, and Henry VIII is recorded as holding court there on 16 and 17
  15. October 1541. By the mid-17th century, it had fallen into disrepair, and until the Chaps dig
  16. uncovered the palace walls in March, there was very little remaining evidence of its existence.
  17. “A number of things have only really come to light as we’ve done this project”, said Close.
  18. “As you do more and more research, and various different records start to become unearthed,
  19. we realized Collyweston had privy councils being run from here, which is of massive national
  20. importance”. Historians from the University of York helped verify the group’s findings and identify
  21. the palace through some uncovered stone moldings, and will work with Chaps on more
  22. excavations to further reveal the structure and conserve it for the future.
  23. The Chaps team, which comprises more than 80 members ranging from teenagers to people
  24. in their 70s and 80s, first set out their plan to find the palace in March 2018, using “local folktales
  25. and hearsay” to help refine their search area. They carried out geophysical surveys and used
  26. ground-penetrating radar (GPR) to help reveal the location of the palace walls, before securing
  27. permission from homeowners to excavate in gardens. “We’ve done it all on an absolute
  28. shoestring”, said Close. “We’ve basically done an £80,000-£90,000 project for roughly £13,000.
  29. For us, being a little society, to have achieved this with no money, or expertise, or plans, I think
  30. it’s something that the whole society should be proud of”.

(Available at: https://www.theguardian.com/science/2023/dec/06/tudor-collyweston-palace-northamptonshire-found-in-garden-by-amateur-archeologists - text especially adapted for this test).

Which of the topics below is NOT discussed in the article?

Alternativas
Q2614589 Inglês
Read the text below.

If those who declare that there is no best method are asked why, the most immediate and frequent answer is likely to be "Because it all depends," meaning that what is best depends on whom the method is for, in what circumstances, for what purpose, and so on. That there is no best method therefore means that no single method is best for everyone, as there are important variations in the teaching context that influence what is best. The variations are of several kinds, relating to social situation, educational organization, teacher-related factors, and learner-related factors. There have been several attempts to categorize such variables systematically and comprehensively, but even the brief and random listing above shows that they are at different levels of generality, as well as of discreteness and tangibility.

PRABHU, N. S. There Is No Best Method-Why? TESOL Quarterly, Vol. 24, No. 2. (Summer, 1990), p. 161-176. [Adapted].


According to the text, the main reason why there is no best method in teaching is because
Alternativas
Q2614586 Inglês
Text 6


One of the popular myths about the English language is that somewhere people are still speaking the kind of English that Chaucer or Shakespeare or Milton spoke. This myth does, of course, have some foundation in fact, though the mythical versions repeated above are gross exaggerations. The relevant fact is that some regional dialects of English retain old forms which have disappeared from the standard form of the language. This conservatism in colonial varieties is, rather unfortunately, termed 'colonial lag' - unfortunately because the term gives the impression that the colonial variety will (or should) one day catch up with the home variety, though this is unlikely ever to happen. Colonial lag is a potential factor in distinguishing colonial varieties from their home counterparts in all levels of language: phonology, morphology, syntax, semantics and lexis.


BAUER, L. An Introduction to International Varieties of English. Hong Kong University Press, Hong Kong, 2003. [Adapted].
According to the text, which of the following statements reflects the concept of "colonial lag"?
Alternativas
Q2614585 Inglês
Text 5


When I made my way to college, I was truly astonished to find teachers who appeared to derive their primary pleasure in the classroom by exercising their authoritarian power over my fellow students, crushing our spirits, and dehumanizing our minds and bodies. I had chosen to attend Stanford University, a predominantly white college (primarily because the financial aid packages were better than those offered by black institutions), but I never once considered what it would be like to study with teachers who were racist. Even though I had attended a high school with outspokenly racist teachers who were contemptuous and unkind, I had romanticized college. I believed it would be a paradise of learning where we would all be so busy studying that we’d never have time for the petty things of this world, especially not racism.


HOOKS, B. Teaching critical thinking: practical wisdom. New York: Routledge, 2010, p. 2. 
The terms contemptuous and unkind in the excerpt “Even though I had attended a high school with outspokenly racist teachers who were contemptuous and unkind, I had romanticized college” can be replaced by which of the following words, without compromising their meaning?
Alternativas
Q2614584 Inglês
Text 5


When I made my way to college, I was truly astonished to find teachers who appeared to derive their primary pleasure in the classroom by exercising their authoritarian power over my fellow students, crushing our spirits, and dehumanizing our minds and bodies. I had chosen to attend Stanford University, a predominantly white college (primarily because the financial aid packages were better than those offered by black institutions), but I never once considered what it would be like to study with teachers who were racist. Even though I had attended a high school with outspokenly racist teachers who were contemptuous and unkind, I had romanticized college. I believed it would be a paradise of learning where we would all be so busy studying that we’d never have time for the petty things of this world, especially not racism.


HOOKS, B. Teaching critical thinking: practical wisdom. New York: Routledge, 2010, p. 2. 
Based on the report provided, what was the author's experience attending college at Stanford University?
Alternativas
Q2614583 Inglês
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
Alternativas
Q2614582 Inglês
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
Alternativas
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: 
Alternativas
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
Alternativas
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
Alternativas
Q2614574 Inglês
Dudley Evans and St. John (1998) in their book “Developments in ESP: a multidisciplinary approach” identify five key roles for the ESP practitioner. Among them are
Alternativas
Q2614573 Inglês
Text 3


A teacher’s experience of using technology in language teaching


Published 29 October 2021

Using technology has always been an important part of my teaching, even in the pre-digital age. Like many early adopters, I get super-excited by the ‘wow’ factor of new technology. However, some technology (like VR – virtual reality) is still quite challenging to use successfully. In my own teaching, I’m happy to incorporate tools which are rather more familiar. (...)

Speaking My
EAP (English for Academic Purposes) students naturally use PowerPoint to deliver their presentations. The software is so familiar that they are unaware that they are using technology! Classes concentrate on strategies for making a talk effective, such as incorporating memorable images and reducing text to just key words. Many of my students have serious pronunciation difficulties, so revealing a word at the same time as saying it helps them to be understood by the audience.

Like many teachers, I like the engagement and interactivity afforded by Kahoot! My favourite voting app is Mentimeter because it is quick to create a poll, reliable and easy-to-use. Voting anonymously is significantly different from putting up your hand. Doing it remotely remains an exciting event – watching as students’ votes come in. A great way to finish a discussion lesson on controversial issues is with a class vote.

I encourage fluency in the classroom but also ask students to do more discrete practice away from the classroom using their mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely motivating when you achieve success! (...)

Vocabulary
Many of my new students don’t have a system to record and review the new vocabulary we cover in class. As part of their learner training, I present the app Quizlet which allows learners to create sets of digital flashcards. It’s free. Students who choose to try it can decide what to write on the back of a card – a translation or a personalised example sentence containing a new word. The app automatically creates games such as matching exercises and Pelmanism, which some learners enjoy.

I am a big fan of graphic organisers and have long encouraged students to use mind-maps. Having free versions such as Mindomo is beneficial in helping store words in concept groups and in reviewing new language.



SHARMA, P. A teacher’s experience of using technology in language teaching. World of Better Learning Blog. Available at: https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
In the context of the passage, which common characteristic do PowerPoint, Kahoot, Mentimeter, mobile phones, Quizlet, Mindomo and Pelmanism share?
Alternativas
Q2614572 Inglês
Text 3


A teacher’s experience of using technology in language teaching


Published 29 October 2021

Using technology has always been an important part of my teaching, even in the pre-digital age. Like many early adopters, I get super-excited by the ‘wow’ factor of new technology. However, some technology (like VR – virtual reality) is still quite challenging to use successfully. In my own teaching, I’m happy to incorporate tools which are rather more familiar. (...)

Speaking My
EAP (English for Academic Purposes) students naturally use PowerPoint to deliver their presentations. The software is so familiar that they are unaware that they are using technology! Classes concentrate on strategies for making a talk effective, such as incorporating memorable images and reducing text to just key words. Many of my students have serious pronunciation difficulties, so revealing a word at the same time as saying it helps them to be understood by the audience.

Like many teachers, I like the engagement and interactivity afforded by Kahoot! My favourite voting app is Mentimeter because it is quick to create a poll, reliable and easy-to-use. Voting anonymously is significantly different from putting up your hand. Doing it remotely remains an exciting event – watching as students’ votes come in. A great way to finish a discussion lesson on controversial issues is with a class vote.

I encourage fluency in the classroom but also ask students to do more discrete practice away from the classroom using their mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely motivating when you achieve success! (...)

Vocabulary
Many of my new students don’t have a system to record and review the new vocabulary we cover in class. As part of their learner training, I present the app Quizlet which allows learners to create sets of digital flashcards. It’s free. Students who choose to try it can decide what to write on the back of a card – a translation or a personalised example sentence containing a new word. The app automatically creates games such as matching exercises and Pelmanism, which some learners enjoy.

I am a big fan of graphic organisers and have long encouraged students to use mind-maps. Having free versions such as Mindomo is beneficial in helping store words in concept groups and in reviewing new language.



SHARMA, P. A teacher’s experience of using technology in language teaching. World of Better Learning Blog. Available at: https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
From the activities described in the Speaking part, one can infer that the teacher
Alternativas
Q2614571 Inglês
Text 3


A teacher’s experience of using technology in language teaching


Published 29 October 2021

Using technology has always been an important part of my teaching, even in the pre-digital age. Like many early adopters, I get super-excited by the ‘wow’ factor of new technology. However, some technology (like VR – virtual reality) is still quite challenging to use successfully. In my own teaching, I’m happy to incorporate tools which are rather more familiar. (...)

Speaking My
EAP (English for Academic Purposes) students naturally use PowerPoint to deliver their presentations. The software is so familiar that they are unaware that they are using technology! Classes concentrate on strategies for making a talk effective, such as incorporating memorable images and reducing text to just key words. Many of my students have serious pronunciation difficulties, so revealing a word at the same time as saying it helps them to be understood by the audience.

Like many teachers, I like the engagement and interactivity afforded by Kahoot! My favourite voting app is Mentimeter because it is quick to create a poll, reliable and easy-to-use. Voting anonymously is significantly different from putting up your hand. Doing it remotely remains an exciting event – watching as students’ votes come in. A great way to finish a discussion lesson on controversial issues is with a class vote.

I encourage fluency in the classroom but also ask students to do more discrete practice away from the classroom using their mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely motivating when you achieve success! (...)

Vocabulary
Many of my new students don’t have a system to record and review the new vocabulary we cover in class. As part of their learner training, I present the app Quizlet which allows learners to create sets of digital flashcards. It’s free. Students who choose to try it can decide what to write on the back of a card – a translation or a personalised example sentence containing a new word. The app automatically creates games such as matching exercises and Pelmanism, which some learners enjoy.

I am a big fan of graphic organisers and have long encouraged students to use mind-maps. Having free versions such as Mindomo is beneficial in helping store words in concept groups and in reviewing new language.



SHARMA, P. A teacher’s experience of using technology in language teaching. World of Better Learning Blog. Available at: https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
In this blog post, the author
Alternativas
Q2614570 Inglês
News Headlines

1. How will AI shape your future?
2. Will AI really take over our jobs?
3. Will AI makes us smarter?
4. How will AI impact generations to come?

Prepared by the author.
The future tense which is used in all the questions in the headlines expresses 
Alternativas
Respostas
701: D
702: B
703: B
704: C
705: E
706: B
707: D
708: C
709: B
710: C
711: C
712: D
713: B
714: A
715: D
716: A
717: B
718: C
719: D
720: B