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How do most teachers use micro-dictations?
However ‘small’ they are, micro-dictations have great value! They can help students notice connected speech, which is what usually blocks their understanding in a listening lesson. The teacher reads the sentences or plays the recording. They repeat each sentence a few times. Example: He must have gone out.
Students listen and write what they hear.
The teacher now writes the sentence on the whiteboard and asks students to compare it to theirs.
Finally, the teacher asks: which part was difficult to understand and why?
TSATERI, Rachel. World of better learning. Disponível em: https://www.cambridge.org/elt/blog/2023/06/11/using-micro-dictations-to-helpstudents-notice-connected-speech/. Acesso em: 12 jul. 2024. Adaptado.
O texto acima discorre sobre como os professores podem usar micro-dictations. Qual das estratégias abaixo corresponde a uma técnica de micro-dictation?
CONTEXT CLUES TO DEFINE NEW WORDS
Model teaching. Reading Comprehension Strategy Tools. Model teaching, 2016. Disponível em: https://www.modelteaching.com/education-articles/reading-ela-instruction/readingcomprehension-strategy-tools. Acesso em: 12 jul. 2024. Adaptado.
Em uma atividade de leitura do texto “Bigger Isn’t Always Better: Narrow Traffic Lanes Make Cities Safer”, os alunos tiveram dificuldade de interpretação do último período por não saberem o sentido do termo ‘narrower’. Sobre isso, analise as estratégias:
I. Procurar a definição do termo em um dicionário inglêsportuguês.
II. Procurar por dicas na imagem que acompanha o artigo.
III. Identificar o sentido dos termos ‘bigger’ e ‘wider’.
IV. Identificar a classe gramatical do termo e o sentido do sufixo -er.
Com base na tabela fornecida, para que os alunos possam entender o sentido do termo (‘narrower’) pelo contexto, o professor deve orientar que eles adotem as seguintes estratégias:
Traffic in Tokyo Reveals Narrow, Safe Traffic Lanes. Photo by Raphael Desrosiers / Flickr
Bigger Isn’t Always Better: Narrow Traffic Lanes Make Cities Safer
In Beijing, Chennai and Fortaleza, the rate of fatalities from road is incredibly high. What do these cities have in common? They have traffic lanes wider than 3.6 meters (11.8 feet). A longstanding belief among transportation planners and engineers is that wider traffic lanes ensure safe and congestion-free traffic flow. Recent academic research, highlighted in Cities Safer by Design, a WRI Ross Center for Sustainable Cities publication, shows that wider lanes are more dangerous than narrower lanes.
BANERJEE, Subha Ranjan; WELLE, Ben. Bigger Isn’t Always Better: Narrow Traffic Lanes Make Cities Safer. Disponível em: https://thecityfix.com/blog/bigger-isntalways-better-narrow-traffic-lanes-make-cities-safer-subha-ranjan-banerjee-benwelle/. Acesso em: 12 jul. 2024. Adaptado.
De acordo com a pesquisa acadêmica apresentada no artigo,
Multidict.net. Advertising language. Multidict.net, 2024. Disponível em: https://multidict.net/clilstore/page.php?id=5243. Acesso em: 12 jul. 2024.
Uma das formas de identificar a função social de um texto é a partir dos recursos linguísticos usados. O anúncio publicitário acima tem a função social de induzir o leitor a ter um certo comportamento, que é alcançada, também, pelo uso de
What does a CCQ mean?
A concept checking question is a question designed to help the teacher check students’ understanding of a language item (grammar structure, vocabulary, fixed expression). “Do you understand?”, “Is that clear?”, “We all know that, right?” or “OK?” should be absolute taboos.
When to ask CCQs?
Every time you explain new material or need to check whether students know what you are talking about. CCQs are particularly useful after guided practice and at the end of the lesson as a review.
How to ask CCQs?
There are some simple rules that can help you create good CCQs and use them effectively:
1. CCQs should be easy to understand, use simple language in CCQs.
2. Don’t use the target language in CCQs;
E.g. I’ll meet her tomorrow.
Bad CCQ: Will I meet her next week?
3. Don’t use new vocabulary in CCQs;
4. Plan CCQs in advance;
5. Ask at least 2 CCQs to cover all of the important aspects of the target language;
6. CCQs should check the meaning of the target language, not of the situation.
E.g. She’s been in bed all day.
Bad CCQ: Is she sick?
7. Some of the most efficient CCQs are yes/no questions along with either/or questions; simple Wh-questions and true/false statements.
My TEFL. Concept Checking Questions (CCQs). My Tefl, 2024. Disponível em: https://mytefl.com/wp-content/uploads/2019/09/CCQs.pdf. Acesso em: 12 jul. 2024. Adaptado.
Considere que você precisa ensinar o sentido do termo em destaque na frase “His pink car stands out on the road”. A partir da leitura sobre as CCQ’s, qual das alternativas abaixo apresenta uma CCQ efetiva para checar o entendimento do aluno sobre o sentido do termo ‘stand out’?
Chunks
Chunks are groups of words that can be found together in language.
They can be words that always go together, such as fixed collocations, or that commonly do, such as certain grammatical structures that follow rules. A listener or reader uses their knowledge of chunks to help them predict meaning and therefore be able to process language in real time. Chunks include lexical phrases, set phrases, and fixed phrases.
Example
'Utter disaster', 'by the way', 'encourage + someone + infinitive', 'dependent + on' are all examples of chunks.
In the classroom
Areas of work such as idioms, collocations and verb patterns all focus on types of chunks. Learners can be encouraged to identify and record lexical and grammatical chunks as they find them.
British Council. Chunks. British Council, 2024. Disponível em: https://www.teachingenglish.org.uk/professional-development/teachers/knowingsubject/c/chunks. Acesso em: 12 jul. 2024.
O texto acima traz informações sobre ‘language chunks’ que podem ser úteis para uma abordagem lexical da língua inglesa. Em qual alternativa a expressão destacada é um exemplo de ‘language chunk’?
Atenção! Leia o texto a seguir para responder à próxima questão.
Ain't It Fun
I don't mind
Letting you down easy, but just give it time
If it don't hurt now then just wait, just wait a while
You're not the big fish in the pond no more
You are what they're feeding on
So what are you gonna do
When the world don't orbit around you?
So what are you gonna do
When the world don't orbit around you?
Ain't it fun?
Living in the real world
Ain't it good?
Being all alone
Where you're from
You might be the one who's running things
Where you can ring anybody's bell and get what you want
See it's easy to ignore trouble
When you're living in a bubble
(…)
WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.
Atenção! Leia o texto a seguir para responder à próxima questão.
Ain't It Fun
I don't mind
Letting you down easy, but just give it time
If it don't hurt now then just wait, just wait a while
You're not the big fish in the pond no more
You are what they're feeding on
So what are you gonna do
When the world don't orbit around you?
So what are you gonna do
When the world don't orbit around you?
Ain't it fun?
Living in the real world
Ain't it good?
Being all alone
Where you're from
You might be the one who's running things
Where you can ring anybody's bell and get what you want
See it's easy to ignore trouble
When you're living in a bubble
(…)
WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.
So what are you ____________ do
____________ fun?
You might be the one who ____________ running things.
See it ____________ easy to ignore trouble.
Atenção! Leia o texto a seguir para responder à próxima questão.
I write with dismay in response to “Flurry of Drama in Sag Harbor” (Sunday Styles, June 23), about Justin Timberlake’s arrest in the Hamptons on a charge of driving while drunk.
The article, while including the particulars of Mr. Timberlake’s arrest, moves quickly to a lighthearted foray into the local community’s reaction to news coverage of the incident.
It would all be in good fun, of course, if not for the fact that, according to the Department of Transportation, each day in the U.S. an average of 37 people suffer serious accidents because of drunken driving, with alarming numbers revealed in 2022.
Instead of sharing those sobering figures, we get a local diner’s perspective that the news coverage of the arrest was over the top because Mr. Timberlake had not gotten into an accident.
That badly misses the point and, with it, The Times badly missed an opportunity to turn a spotlight on the deadly seriousness of drunken driving.
Brad Snyder
Menlo Park, Calif.
SNYDER, Brad. Patients Stunned by Their Medical Bills. Disponível em: https://www.nytimes.com/2024/06/25/opinion/patients-medicalbills.html?auth=login-google1tap&login=google1tap. Acesso em: 11 jul. 2024. Adaptado.
Atenção! Leia o texto a seguir para responder à próxima questão.
I write with dismay in response to “Flurry of Drama in Sag Harbor” (Sunday Styles, June 23), about Justin Timberlake’s arrest in the Hamptons on a charge of driving while drunk.
The article, while including the particulars of Mr. Timberlake’s arrest, moves quickly to a lighthearted foray into the local community’s reaction to news coverage of the incident.
It would all be in good fun, of course, if not for the fact that, according to the Department of Transportation, each day in the U.S. an average of 37 people suffer serious accidents because of drunken driving, with alarming numbers revealed in 2022.
Instead of sharing those sobering figures, we get a local diner’s perspective that the news coverage of the arrest was over the top because Mr. Timberlake had not gotten into an accident.
That badly misses the point and, with it, The Times badly missed an opportunity to turn a spotlight on the deadly seriousness of drunken driving.
Brad Snyder
Menlo Park, Calif.
SNYDER, Brad. Patients Stunned by Their Medical Bills. Disponível em: https://www.nytimes.com/2024/06/25/opinion/patients-medicalbills.html?auth=login-google1tap&login=google1tap. Acesso em: 11 jul. 2024. Adaptado.
Atenção! Leia o poema a seguir para responder à questão.
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveler in the dark
Thanks you for your tiny spark,
How could he see where to go,
If you did not twinkle so?
In the dark blue sky you keep,
Often through my curtains peep
For you never shut your eye,
Till the sun is in the sky.
As your bright and tiny spark
Lights the traveler in the dark,
Though I know not what you are,
Twinkle, twinkle, little star.
TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.
In the dark blue sky you keep, And often through my curtains peep, For you never shut your eye Till the sun is in the sky.
A estrofe vencedora do concurso, cujo criador seguiu corretamente as exigências indicadas, foi
Atenção! Leia o poema a seguir para responder à questão.
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveler in the dark
Thanks you for your tiny spark,
How could he see where to go,
If you did not twinkle so?
In the dark blue sky you keep,
Often through my curtains peep
For you never shut your eye,
Till the sun is in the sky.
As your bright and tiny spark
Lights the traveler in the dark,
Though I know not what you are,
Twinkle, twinkle, little star.
TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.
Atenção! Leia o texto a seguir para responder à questão.
Are functional and situational language the same thing?
The two labels represent different ways of organising this kind of social language. Functional language comprises expressions that do different things, for example: make a request, invite someone to do something or suggest something. Situational language comprises expressions we use in specific situations, for example: at a restaurant, shopping for clothes or asking for tourist information.
Clearly, there is overlap between the two. In the situation of a doctor’s appointment, different functions will be used. The patient makes a request at a doctor’s appointment, the doctor invites the patient into their consulting room and gives advice on dealing with the medical problem. It is important that you, the teacher, know the primary focus of the lesson. Is it to present and practise expressions associated with a particular function, or to present and practise language related to a specific situation?
THAINE, Craig. Key considerations for teaching functional/situational language. Disponível em: https://www.cambridge.org/elt/blog/2021/11/24/teachingfunctional-situational-language/. Acesso em: 11 jul. 2024. Adaptado.
Atenção! Leia o texto a seguir para responder à questão.
Are functional and situational language the same thing?
The two labels represent different ways of organising this kind of social language. Functional language comprises expressions that do different things, for example: make a request, invite someone to do something or suggest something. Situational language comprises expressions we use in specific situations, for example: at a restaurant, shopping for clothes or asking for tourist information.
Clearly, there is overlap between the two. In the situation of a doctor’s appointment, different functions will be used. The patient makes a request at a doctor’s appointment, the doctor invites the patient into their consulting room and gives advice on dealing with the medical problem. It is important that you, the teacher, know the primary focus of the lesson. Is it to present and practise expressions associated with a particular function, or to present and practise language related to a specific situation?
THAINE, Craig. Key considerations for teaching functional/situational language. Disponível em: https://www.cambridge.org/elt/blog/2021/11/24/teachingfunctional-situational-language/. Acesso em: 11 jul. 2024. Adaptado.
( ) I’d like to book a room for two people, please.
( ) I’m really sorry for the inconvenience.
( ) Would you like some help with that?
( ) Do you have these pants in a size medium?
A sequência correta dessa associação é:
I. I don’t eat meet, I’m a vegetarian.
II. I like to hang outch with my friends on the weekends.
III. I always listen to music while I take a shower. IV. I have brekfast in the morning with my parents.
As frases que precisam ser corrigidas por apresentarem termos grafados incorretamente são:
Atenção! Leia o texto a seguir para responder à questão.
Abstract
Over the past few decades, South Korean culture has gained popularity worldwide. Since the 1990s, government-led cultural policies have transitioned from focusing on economic strategy to national branding and soft power and have had a positive impact on the domestic ecosystem of cultural industry and contributed to promoting South Korea abroad. There are three aspects contributing to the development of South Korean soft power—the successful history with economic development and democratization, the development of creative content that led to global competitiveness due to the compressed growth experience and the limited domestic market, and the development of digital technology, especially the change in the media environment. However, this increased soft power is still limited as a tool to handle problems facing South Korea, mainly because of the nation’s geopolitical situation. South Korea should pay more attention to active participation in specific global agendas— especially in development and cooperation, emerging technology, and human rights issues. As a beneficiary of the existing liberal international order, South Korea achieved a prosperous economy and democracy. This aspect provides a cornerstone upon which to build South Korean cultural resources and promote them beyond its borders. South Korea should contribute creating public goods through its active engagement and leadership on various global agendas. This dedication to the international community ultimately benefits South Korea in the long run.
KIM, Minsung. The Growth of South Korean Soft Power and Its Geopolitical Implications. Disponível em: https://www.airuniversity.af.edu/JIPA/Display/Article/3212634/the-growth-ofsouth-korean-soft-power-and-its-geopolitical-implications/. Acesso em: 12 ago. 2024. Adaptado.
I. ‘government-led’ é um exemplo de um substantivo composto.
II. Em ‘cultural policies’, ‘cultural’ qualifica o termo ‘policies’.
III. ‘policies’ pode ser considerado um falso cognato.
IV. ‘government-led’ qualifica o termo ‘cultural’.
Estão corretas as afirmações:
Atenção! Leia o texto a seguir para responder à questão.
Abstract
Over the past few decades, South Korean culture has gained popularity worldwide. Since the 1990s, government-led cultural policies have transitioned from focusing on economic strategy to national branding and soft power and have had a positive impact on the domestic ecosystem of cultural industry and contributed to promoting South Korea abroad. There are three aspects contributing to the development of South Korean soft power—the successful history with economic development and democratization, the development of creative content that led to global competitiveness due to the compressed growth experience and the limited domestic market, and the development of digital technology, especially the change in the media environment. However, this increased soft power is still limited as a tool to handle problems facing South Korea, mainly because of the nation’s geopolitical situation. South Korea should pay more attention to active participation in specific global agendas— especially in development and cooperation, emerging technology, and human rights issues. As a beneficiary of the existing liberal international order, South Korea achieved a prosperous economy and democracy. This aspect provides a cornerstone upon which to build South Korean cultural resources and promote them beyond its borders. South Korea should contribute creating public goods through its active engagement and leadership on various global agendas. This dedication to the international community ultimately benefits South Korea in the long run.
KIM, Minsung. The Growth of South Korean Soft Power and Its Geopolitical Implications. Disponível em: https://www.airuniversity.af.edu/JIPA/Display/Article/3212634/the-growth-ofsouth-korean-soft-power-and-its-geopolitical-implications/. Acesso em: 12 ago. 2024. Adaptado.
Atenção! Leia o texto a seguir para responder à questão.
Abstract
Over the past few decades, South Korean culture has gained popularity worldwide. Since the 1990s, government-led cultural policies have transitioned from focusing on economic strategy to national branding and soft power and have had a positive impact on the domestic ecosystem of cultural industry and contributed to promoting South Korea abroad. There are three aspects contributing to the development of South Korean soft power—the successful history with economic development and democratization, the development of creative content that led to global competitiveness due to the compressed growth experience and the limited domestic market, and the development of digital technology, especially the change in the media environment. However, this increased soft power is still limited as a tool to handle problems facing South Korea, mainly because of the nation’s geopolitical situation. South Korea should pay more attention to active participation in specific global agendas— especially in development and cooperation, emerging technology, and human rights issues. As a beneficiary of the existing liberal international order, South Korea achieved a prosperous economy and democracy. This aspect provides a cornerstone upon which to build South Korean cultural resources and promote them beyond its borders. South Korea should contribute creating public goods through its active engagement and leadership on various global agendas. This dedication to the international community ultimately benefits South Korea in the long run.
KIM, Minsung. The Growth of South Korean Soft Power and Its Geopolitical Implications. Disponível em: https://www.airuniversity.af.edu/JIPA/Display/Article/3212634/the-growth-ofsouth-korean-soft-power-and-its-geopolitical-implications/. Acesso em: 12 ago. 2024. Adaptado.
Affixes consist of one or more letters that are added to the beginning or end of a word, which can be:
prefixes: when they are added to the beginning of words. For example: ir, in meaning not (irregular; incapable); -
suffixes: when they are added to the end of words. For example: ed, er meaning past of regular verbs and person that does (walked; writer).
ZANATTA, Melissa Marchiani Palone et al. Teaching Reading Techniques and Strategies English Language. Disponível em: https://www.dpublication.com/wpcontent/uploads/2021/01/11-300.pdf. Acesso em: 11 jul. 2024. Adaptado.
O conhecimento sobre formação de palavras pode ser bastante útil no aprendizado da língua inglesa. Para que um estudante depreenda corretamente o sentido da palavra undeniably, é preciso que, além do radical, ele reconheça nela a presença de
Teaching Reading Techniques and Strategies in English Language
1. Skimming is one of the tools that can be used to read efficiently. Skimming refers to looking only for the general or main ideas, and works best with nonfiction (or factual) material. With skimming, the overall understanding is reduced because the reader does not read everything. The reader reads only what is important for the purpose.
2. Scanning means reading slowly and carefully and picking out certain key words or phrases. It allows you to pick out specific information from a text. It does not mean reading word by word, it just means reading carefully. For scanning to be successful, it is needed to understand how the material is structured as well as comprehend what is read so the reader can locate the specific information they need. Scanning also allows to find details and other information in a hurry.
3. Prediction is fundamental to comprehension. According to Duffy (2003), predicting is the strategy most relied upon as we begin reading. Good readers anticipate meaning. They do this by predicting what they think is going to happen in the selection and by revising their predictions as they read. Students rely on previous study and experiences to make educated guesses about material to be read.
FISHER, Ayu Sonia Habibah. Student’s reading techniques difficulties in recount text. Disponível em: https://media.neliti.com/media/publications/192380-ENnone.pdf. Acesso em: 11 jul. 2024. Adaptado.
Considere que um professor deseja desenvolver as habilidades de (1) skimming, (2) scanning e (3) prediction, usando um texto sobre a pandemia de COVID-19. Associe cada habilidade à atividade apropriada:
( ) pedir para os alunos lerem o primeiro e o último parágrafo do texto e indicarem suas ideias principais.
( ) mostrar aos alunos uma imagem sobre a pandemia e pedir para que façam um brainstorm sobre o assunto, antes da leitura.
( ) solicitar aos alunos que identifiquem rapidamente no texto o ano em que a Organização Mundial de Saúde (OMS) declarou a pandemia de COVID-19 no mundo.
( ) pedir para que os alunos encontrem a opinião de um especialista presente no texto.
( ) fornecer o assunto do texto e pedir para que os alunos façam em grupo um mapa mental sobre o tema, de forma a checar posteriormente se as informações trazidas no mapa estão no texto.
A sequência correta dessa associação é:
Conheça nossos planos