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Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689529
Inglês
Texto associado
Text 3A3-II
Why Joe Biden Saw Mixed Success With Latinos
Democrats' long-term hopes for electoral success have
long cited the growing Latino population in the country. But
former Vice President Joe Biden's performance in heavily Latino
areas of key states has concerned members of his party — and
may have cost him Electoral College votes, according to groups
and activists working to mobilize Latino voters.
Nationally, Biden appears to have gotten support from
roughly twice as many Latino voters as President Trump, but that
support looked very different depending on where you looked in
three key states with large Latino populations.
Democrats were pleased with their performance in
Arizona, where The Associated Press awarded Biden the state's
11 electoral votes early Wednesday morning, while anxiety ran
high about the results in Florida, where President Trump's
strength with conservative Cuban American voters helped secure
him that state's 29 electoral votes, according to AP. And while
Texas was a long shot for Biden, Democrats had seen
opportunity in the explosive growth in the state's Latino
population.
During a post-election virtual press conference on
Wednesday, leaders from groups aimed at mobilizing Latino
voters expressed frustration that the votes of Latinos were not
more aggressively pursued, even as they cheered record levels of
turnout among Latinos in some key states.
Internet: <www.npr.org> (adapted)
The excerpt "...leaders from groups aimed at mobilizing Latino
voters..." has an example of a gerund. Gerunds can be used as the
subject or object of a sentence. Another example of a gerund can
be found in the sentence:
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689528
Inglês
Texto associado
Text 3A3-II
Why Joe Biden Saw Mixed Success With Latinos
Democrats' long-term hopes for electoral success have
long cited the growing Latino population in the country. But
former Vice President Joe Biden's performance in heavily Latino
areas of key states has concerned members of his party — and
may have cost him Electoral College votes, according to groups
and activists working to mobilize Latino voters.
Nationally, Biden appears to have gotten support from
roughly twice as many Latino voters as President Trump, but that
support looked very different depending on where you looked in
three key states with large Latino populations.
Democrats were pleased with their performance in
Arizona, where The Associated Press awarded Biden the state's
11 electoral votes early Wednesday morning, while anxiety ran
high about the results in Florida, where President Trump's
strength with conservative Cuban American voters helped secure
him that state's 29 electoral votes, according to AP. And while
Texas was a long shot for Biden, Democrats had seen
opportunity in the explosive growth in the state's Latino
population.
During a post-election virtual press conference on
Wednesday, leaders from groups aimed at mobilizing Latino
voters expressed frustration that the votes of Latinos were not
more aggressively pursued, even as they cheered record levels of
turnout among Latinos in some key states.
Internet: <www.npr.org> (adapted)
In English, a lot of nouns are formed by a verb and a suffix. One
example of a noun derived from a verb is
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689527
Inglês
Texto associado
Text 3A3-II
Why Joe Biden Saw Mixed Success With Latinos
Democrats' long-term hopes for electoral success have
long cited the growing Latino population in the country. But
former Vice President Joe Biden's performance in heavily Latino
areas of key states has concerned members of his party — and
may have cost him Electoral College votes, according to groups
and activists working to mobilize Latino voters.
Nationally, Biden appears to have gotten support from
roughly twice as many Latino voters as President Trump, but that
support looked very different depending on where you looked in
three key states with large Latino populations.
Democrats were pleased with their performance in
Arizona, where The Associated Press awarded Biden the state's
11 electoral votes early Wednesday morning, while anxiety ran
high about the results in Florida, where President Trump's
strength with conservative Cuban American voters helped secure
him that state's 29 electoral votes, according to AP. And while
Texas was a long shot for Biden, Democrats had seen
opportunity in the explosive growth in the state's Latino
population.
During a post-election virtual press conference on
Wednesday, leaders from groups aimed at mobilizing Latino
voters expressed frustration that the votes of Latinos were not
more aggressively pursued, even as they cheered record levels of
turnout among Latinos in some key states.
Internet: <www.npr.org> (adapted)
It can be inferred from text 3A3-II that
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689525
Inglês
The sentence “They’ll be more compliant if they feel like it was
their idea all along”, in text 3A3-I, is an example of a first
conditional sentence. It could be correctly rewritten in the second
conditional as
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689524
Inglês
In the last box of text 3A3-I, the patient reacts to the doctor's
words by
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689523
Inglês
In the comic strip in text 3A3-I, the strategy suggested by the
doctor with longer hair to make patients follow the treatment
they need is
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689522
Inglês
Texto associado
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Text 3A2-II
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Eventually, Maria found her way to class, a special setting
for Spanish-speaking newcomers. There she would practice
English words for colors and numbers, learn how to introduce
herself and how to say thank you. By eighth grade she was
moved into mainstream classes, where she struggled. It didn’t
help that her math teacher started each class by saying, “Okay,
my little dummies.” He spoke really fast. Maria never raised her
hand in his class.
One day Maria stopped by the administrative office,
looking for someone to help her with multiplication. She took her
spot in line behind a middle-aged woman who chatted with her in
Spanish as they waited. Maria said school was really hard for
her. The woman told her not to worry. “Latinas usually don’t
finish high school,” she said. “They go to work or raise kids.”
The woman was right, statistically speaking, and Maria’s
middle-school experience all but ensured she’d join the 52
percent of foreign-born Latinos who drop out of high school. She
graduated from eighth grade without learning to speak English.
She had a hard time writing in Spanish and didn’t know how to
multiply.
Everything you’ve heard about failing schools is wrong.
Internet: <www.motherjones.com> (adapted).
In text 3A2-II, if the clause “She took her spot in line” had been
used in the present continuous tense, “took” would have been
replaced with
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689521
Inglês
Texto associado
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Text 3A2-II
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Eventually, Maria found her way to class, a special setting
for Spanish-speaking newcomers. There she would practice
English words for colors and numbers, learn how to introduce
herself and how to say thank you. By eighth grade she was
moved into mainstream classes, where she struggled. It didn’t
help that her math teacher started each class by saying, “Okay,
my little dummies.” He spoke really fast. Maria never raised her
hand in his class.
One day Maria stopped by the administrative office,
looking for someone to help her with multiplication. She took her
spot in line behind a middle-aged woman who chatted with her in
Spanish as they waited. Maria said school was really hard for
her. The woman told her not to worry. “Latinas usually don’t
finish high school,” she said. “They go to work or raise kids.”
The woman was right, statistically speaking, and Maria’s
middle-school experience all but ensured she’d join the 52
percent of foreign-born Latinos who drop out of high school. She
graduated from eighth grade without learning to speak English.
She had a hard time writing in Spanish and didn’t know how to
multiply.
Everything you’ve heard about failing schools is wrong.
Internet: <www.motherjones.com> (adapted).
In text 3A2-II, in “and Maria’s middle-school experience all but
ensured she’d join the 52 percent of foreign-born Latinos who
drop out of high school”, “drop out” is an example of
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689520
Inglês
Texto associado
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Text 3A2-II
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Eventually, Maria found her way to class, a special setting
for Spanish-speaking newcomers. There she would practice
English words for colors and numbers, learn how to introduce
herself and how to say thank you. By eighth grade she was
moved into mainstream classes, where she struggled. It didn’t
help that her math teacher started each class by saying, “Okay,
my little dummies.” He spoke really fast. Maria never raised her
hand in his class.
One day Maria stopped by the administrative office,
looking for someone to help her with multiplication. She took her
spot in line behind a middle-aged woman who chatted with her in
Spanish as they waited. Maria said school was really hard for
her. The woman told her not to worry. “Latinas usually don’t
finish high school,” she said. “They go to work or raise kids.”
The woman was right, statistically speaking, and Maria’s
middle-school experience all but ensured she’d join the 52
percent of foreign-born Latinos who drop out of high school. She
graduated from eighth grade without learning to speak English.
She had a hard time writing in Spanish and didn’t know how to
multiply.
Everything you’ve heard about failing schools is wrong.
Internet: <www.motherjones.com> (adapted).
The meaning of the word “struggle”, in the third sentence of the
second paragraph of text 3A2-II, is close to the meaning
conveyed by
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689519
Inglês
Texto associado
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Text 3A2-II
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Eventually, Maria found her way to class, a special setting
for Spanish-speaking newcomers. There she would practice
English words for colors and numbers, learn how to introduce
herself and how to say thank you. By eighth grade she was
moved into mainstream classes, where she struggled. It didn’t
help that her math teacher started each class by saying, “Okay,
my little dummies.” He spoke really fast. Maria never raised her
hand in his class.
One day Maria stopped by the administrative office,
looking for someone to help her with multiplication. She took her
spot in line behind a middle-aged woman who chatted with her in
Spanish as they waited. Maria said school was really hard for
her. The woman told her not to worry. “Latinas usually don’t
finish high school,” she said. “They go to work or raise kids.”
The woman was right, statistically speaking, and Maria’s
middle-school experience all but ensured she’d join the 52
percent of foreign-born Latinos who drop out of high school. She
graduated from eighth grade without learning to speak English.
She had a hard time writing in Spanish and didn’t know how to
multiply.
Everything you’ve heard about failing schools is wrong.
Internet: <www.motherjones.com> (adapted).
In “There she would practice English words for colors and
numbers” (in the second paragraph of text 3A2-II), the auxiliary
verb “would” indicates
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689518
Inglês
Texto associado
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Text 3A2-II
It was Maria’s first day at school, her first week in the United States. Her middle school in San Francisco was the biggest building she’d ever seen. It was bigger than the entire Best Buy store she’d walked through in awe on her first day in the city.
Eventually, Maria found her way to class, a special setting
for Spanish-speaking newcomers. There she would practice
English words for colors and numbers, learn how to introduce
herself and how to say thank you. By eighth grade she was
moved into mainstream classes, where she struggled. It didn’t
help that her math teacher started each class by saying, “Okay,
my little dummies.” He spoke really fast. Maria never raised her
hand in his class.
One day Maria stopped by the administrative office,
looking for someone to help her with multiplication. She took her
spot in line behind a middle-aged woman who chatted with her in
Spanish as they waited. Maria said school was really hard for
her. The woman told her not to worry. “Latinas usually don’t
finish high school,” she said. “They go to work or raise kids.”
The woman was right, statistically speaking, and Maria’s
middle-school experience all but ensured she’d join the 52
percent of foreign-born Latinos who drop out of high school. She
graduated from eighth grade without learning to speak English.
She had a hard time writing in Spanish and didn’t know how to
multiply.
Everything you’ve heard about failing schools is wrong.
Internet: <www.motherjones.com> (adapted).
The expression “in awe” (in the second sentence of the first
paragraph) indicates a feeling that is a mixture of
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689517
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
The ending ‘-ate’ in ‘inaccurate’ (used in the third paragraph of
text 3A2-I) has the same sound as the ending ‘-ate’ in
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689516
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
The word ‘“inadvertently’” (in the second sentence of the first
paragraph) conveys the idea that something is done
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689515
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
According to Jo Boaler, who is quoted in text 3A2-I, the modern
understanding of the brain’s flexibility
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689514
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In the second sentence of the third paragraph of text 3A2-I,
“Even though” can be correctly replaced with
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689513
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In the last paragraph of text 3A2-I, the verbs “to overcome” and
“to thrive” are synonymous with, respectively,
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689512
Inglês
Texto associado
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
Text 3A2-I
“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
In text 3A2-I, “misguided visions of talent” (in the fourth
paragraph) refers to the idea that
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689511
Inglês
Texto associado
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Text 3A1-III
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Many parents and teachers are understandably anxious
about remote learning, as instruction has become less traditional.
However, Krashen notes, “We do not acquire language by
study, or by speaking or writing. We acquire in only one way: by
understanding what we hear or read. What we call
‘comprehensible input.’ The ability to produce language is the
result of getting the right kind of input.”
With less focus on traditional language education, i.e.,
practicing memorized rules and grammar through speaking until
they become automatic, students are free to acquire language in a
more effective way.
According to Stephen Krashen’s theory of language
acquisition, comprehensible input is language that can be
understood by listeners even if they don’t fully comprehend all of
the vocabulary and grammar in use. Input is essential to
acquisition, as it informs learners’ subconscious understanding of
a language.
While online education may isolate students at home, it
shouldn’t negatively impact language learning. “We don’t need
massive amounts of interaction to acquire language. We need
massive amounts of input,” says Krashen.
Internet: <languagemagazine.com> (adapted)
It can be concluded from text 3A1-III that ‘comprehensible
input’ refers to
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689510
Inglês
Texto associado
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Text 3A1-III
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Many parents and teachers are understandably anxious
about remote learning, as instruction has become less traditional.
However, Krashen notes, “We do not acquire language by
study, or by speaking or writing. We acquire in only one way: by
understanding what we hear or read. What we call
‘comprehensible input.’ The ability to produce language is the
result of getting the right kind of input.”
With less focus on traditional language education, i.e.,
practicing memorized rules and grammar through speaking until
they become automatic, students are free to acquire language in a
more effective way.
According to Stephen Krashen’s theory of language
acquisition, comprehensible input is language that can be
understood by listeners even if they don’t fully comprehend all of
the vocabulary and grammar in use. Input is essential to
acquisition, as it informs learners’ subconscious understanding of
a language.
While online education may isolate students at home, it
shouldn’t negatively impact language learning. “We don’t need
massive amounts of interaction to acquire language. We need
massive amounts of input,” says Krashen.
Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, language teachers
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEED-PR
Prova:
CESPE / CEBRASPE - 2021 - SEED-PR - Professor - Inglês |
Q1689509
Inglês
Texto associado
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Text 3A1-III
For Stephen Krashen, the disruption to traditional education during Covid-19 may reveal some unexpected benefits. How teachers and parents can harness the opportunity to teach language — including heritage languages — during remote learning?
Many parents and teachers are understandably anxious
about remote learning, as instruction has become less traditional.
However, Krashen notes, “We do not acquire language by
study, or by speaking or writing. We acquire in only one way: by
understanding what we hear or read. What we call
‘comprehensible input.’ The ability to produce language is the
result of getting the right kind of input.”
With less focus on traditional language education, i.e.,
practicing memorized rules and grammar through speaking until
they become automatic, students are free to acquire language in a
more effective way.
According to Stephen Krashen’s theory of language
acquisition, comprehensible input is language that can be
understood by listeners even if they don’t fully comprehend all of
the vocabulary and grammar in use. Input is essential to
acquisition, as it informs learners’ subconscious understanding of
a language.
While online education may isolate students at home, it
shouldn’t negatively impact language learning. “We don’t need
massive amounts of interaction to acquire language. We need
massive amounts of input,” says Krashen.
Internet: <languagemagazine.com> (adapted)
According to text 3A1-III, remote learning
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