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Sobre interpretação de texto | reading comprehension em inglês
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At a buffet service where all food is arranged on tables and do not take orders, the most polite and adequate
instruction a waiter should give to customers is:
What do you think should be the most important quality of a hotel manager? If someone were to ask me, I’d say it would be the capability to communicate effectively with the staff, colleagues and guests. In this new age of electronic communication, one should not forget that effective verbal and non-verbal communication skills should be emphasized and wellexecuted in the hospitality industry.
Compelling communication skills are important in a hotel regardless of some staff members not being guest-facing. A few hotels spend considerable amount of money on training their staff to interact with the guests. Good communication skills are a learned art and not a natural skill so one should consider training to enhance staff skills. Excellent communication skills enhance guest experience as this conveys that you are listening to your guests, valuing their feedback and conveying clear messages. Apart from communicating with the guests, your staff ought to know how to write emails. Good communication skills will impress your guests which will further prove beneficial to your hotel business.
Not only does the staff need to communicate successfully with the guests but also with other department employees. Few of the staff members might be able to speak in manageable English but those who don’t have English as their first language suffer due to their inability and fail to understand simple instructions and information […] Hotels should emphasize on providing communication skills training courses which cover everything from basic communication techniques to advanced empathy skills program.
(adapted from http://www.hotelogix.com/blog/2014/10/17/benefits-of-effectivecommunication-in-the-hotel-industry/)
What do you think should be the most important quality of a hotel manager? If someone were to ask me, I’d say it would be the capability to communicate effectively with the staff, colleagues and guests. In this new age of electronic communication, one should not forget that effective verbal and non-verbal communication skills should be emphasized and wellexecuted in the hospitality industry.
Compelling communication skills are important in a hotel regardless of some staff members not being guest-facing. A few hotels spend considerable amount of money on training their staff to interact with the guests. Good communication skills are a learned art and not a natural skill so one should consider training to enhance staff skills. Excellent communication skills enhance guest experience as this conveys that you are listening to your guests, valuing their feedback and conveying clear messages. Apart from communicating with the guests, your staff ought to know how to write emails. Good communication skills will impress your guests which will further prove beneficial to your hotel business.
Not only does the staff need to communicate successfully with the guests but also with other department employees. Few of the staff members might be able to speak in manageable English but those who don’t have English as their first language suffer due to their inability and fail to understand simple instructions and information […] Hotels should emphasize on providing communication skills training courses which cover everything from basic communication techniques to advanced empathy skills program.
(adapted from http://www.hotelogix.com/blog/2014/10/17/benefits-of-effectivecommunication-in-the-hotel-industry/)
What do you think should be the most important quality of a hotel manager? If someone were to ask me, I’d say it would be the capability to communicate effectively with the staff, colleagues and guests. In this new age of electronic communication, one should not forget that effective verbal and non-verbal communication skills should be emphasized and wellexecuted in the hospitality industry.
Compelling communication skills are important in a hotel regardless of some staff members not being guest-facing. A few hotels spend considerable amount of money on training their staff to interact with the guests. Good communication skills are a learned art and not a natural skill so one should consider training to enhance staff skills. Excellent communication skills enhance guest experience as this conveys that you are listening to your guests, valuing their feedback and conveying clear messages. Apart from communicating with the guests, your staff ought to know how to write emails. Good communication skills will impress your guests which will further prove beneficial to your hotel business.
Not only does the staff need to communicate successfully with the guests but also with other department employees. Few of the staff members might be able to speak in manageable English but those who don’t have English as their first language suffer due to their inability and fail to understand simple instructions and information […] Hotels should emphasize on providing communication skills training courses which cover everything from basic communication techniques to advanced empathy skills program.
(adapted from http://www.hotelogix.com/blog/2014/10/17/benefits-of-effectivecommunication-in-the-hotel-industry/)
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What is a Content Management System (CMS)?
July 19, 2018
A content management system, often abbreviated as CMS, is software that helps users create, manage, and modify content on a website without the need for specialized technical knowledge. In simpler language, a content management system is a tool that helps you build a website without needing to write all the code from scratch (or even know how to code at all).
Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website. Beyond websites, you can also find content management systems for other functions – such as document management.
The content management system is not just a backend management interface, though. It also makes all of the content that you create show up for your visitors exactly like you want it to.
(https://kinsta.com/knowledgebase/content-management-system. Adaptado)
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Instructions for making sandwiches
First decide what type of filling you would like and check to see if there is some available. Next take two slices of bread and butter each of them on one side only. Put your filling on one slice of bread, butter side up. You may choose two fillings. Place the other piece of bread, butter side down, on top of the filling. Now cut your sandwich carefully with a knife. Now sit down and enjoy your sandwich. Finally, clear away the things you have been using.
(http://www.drapersmillsprimary.co.uk/ lead-learner-key-stage-one-blog/ – Adaptado)
Leia as instruções a seguir e responda a questão.
Instructions for making sandwiches
First decide what type of filling you would like and check to see if there is some available. Next take two slices of bread and butter each of them on one side only. Put your filling on one slice of bread, butter side up. You may choose two fillings. Place the other piece of bread, butter side down, on top of the filling. Now cut your sandwich carefully with a knife. Now sit down and enjoy your sandwich. Finally, clear away the things you have been using.
(http://www.drapersmillsprimary.co.uk/ lead-learner-key-stage-one-blog/ – Adaptado)
Leia as instruções a seguir e responda a questão.
Instructions for making sandwiches
First decide what type of filling you would like and check to see if there is some available. Next take two slices of bread and butter each of them on one side only. Put your filling on one slice of bread, butter side up. You may choose two fillings. Place the other piece of bread, butter side down, on top of the filling. Now cut your sandwich carefully with a knife. Now sit down and enjoy your sandwich. Finally, clear away the things you have been using.
(http://www.drapersmillsprimary.co.uk/ lead-learner-key-stage-one-blog/ – Adaptado)
Para responder a questão, leia o artigo de jornal a seguir.
Trial with migrants
The Hungarian Prime Minister Viktor Orban is against migration there. He says that the EU risks losing another country if the migration is not stopped. Nine men were sentenced to nearly a year in jail; however, they were released at the judge’s discretion due to time already served. One of the group was kept behind bars after receiving a three-year sentence for issuing instructions to the rioters through a loudspeaker. After the trial, a United Nations spokesman said that he was worried that a country would criminalize people who are fleeing war zones.
(www.ondemandnews.com – Adaptado)
Para responder a questão, leia o artigo de jornal a seguir.
Trial with migrants
The Hungarian Prime Minister Viktor Orban is against migration there. He says that the EU risks losing another country if the migration is not stopped. Nine men were sentenced to nearly a year in jail; however, they were released at the judge’s discretion due to time already served. One of the group was kept behind bars after receiving a three-year sentence for issuing instructions to the rioters through a loudspeaker. After the trial, a United Nations spokesman said that he was worried that a country would criminalize people who are fleeing war zones.
(www.ondemandnews.com – Adaptado)
O texto a seguir apresenta lacunas numeradas das quais foram omitidas uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e à estruturação do texto.
What is Communicative Language Teaching?
Not long ago, when American structural linguistics and behaviorist psychology were the prevailing influences in language teaching methods and materials, second/foreign language teachers talked about communication in terms of four language skills: listening, speaking, reading, and writing. 41 skill categories were widely accepted and provided a ready-made framework for methods manuals, learner course materials, and teacher education programs. Speaking and writing were collectively 42 as active skills, reading and listening as passive skills.
Today, listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of 43 . Schemata, expectancies, and top-down/bottom-up processing are among the terms now used to capture the necessarily complex, interactive nature of this negotiation. Yet full and widespread understanding of 44 as negotiation has been made difficult by the terms that came to replace the earlier active/passive dichotomy. The skills needed to engage in speaking and writing activities were described subsequently as productive, 45 listening and reading skills were said to be receptive. While certainly an improvement over the earlier active/passive representation, the terms “productive” and “receptive” fall short of capturing the interactive nature of communication.
The inadequacy of a four-skills model of language use is now recognized. And the 46 of audiolingual methodology are widely acknowledged. There is general acceptance of the complexity and interrelatedness of skills in both 47 and oral communication and of the need for learners to have the experience of communication, to participate in the negotiation of meaning rather than memorizing and repeating words and sentences. Newer, more comprehensive theories of language and language behavior have 48 those that looked to American structuralism and behaviorist psychology for support. The expanded, interactive view of language behavior they offer presents a number of 49 for teachers. Among them, how should form and function be integrated in an instructional sequence? What is an appropriate norm for learners? How is it determined ?What is an error? And what, if anything, should be done when one 50 ? How is language learning success to be measured? Acceptance of communicative criteria entails a commitment to address these admittedly complex issues.
(Communicative Language Teaching for the Twenty-First Century, by Sandra J. Savignon in Teaching English as a Second or Foreign Language, by Marianne Celce-Murcia (ed.). Adaptado)
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Learning and Teaching
What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.
These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.
(Principles of language learning and teaching, H. Douglas Brown. Adaptado)
Leia o texto a seguir para responder a questão.
Learning and Teaching
What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.
These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.
(Principles of language learning and teaching, H. Douglas Brown. Adaptado)
Leia o texto a seguir para responder a questão.
Learning and Teaching
What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.
These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.
(Principles of language learning and teaching, H. Douglas Brown. Adaptado)
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