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Leia o texto.
O mecanismo de transporte mencionado no texto denomina- se
Read the following text to answer the question. It's part of a 50-minute lesson plan for a group of pre-intermediate students in which the activities have been jumbled.
I. |
Teacher asks learners what animals make the best pets. |
II. |
Working in groups learners discuss the advantages and disadvantages of keeping pets in and out of the context of the text and then report them to the class. |
III. |
Teacher elicits/teaches essential vocabulary and writes it on the board. |
IV. |
Learner read the text (max. 2 mins.) to see whose predictions was closest to the story. |
V. |
Working in groups learners predict content of story from vocabulary and headline and then report their predictions to the class. |
VI. |
Learners read the text to answer more intensive reading questions. |
WATKINS, P. Learning to Teach English – a practical introduction for new teachers. Surrey, England: DELTA Publishing. 2006. p. 110. [Adaptado].
The activities that correspond to “fase de pré-leitura” as caracterized in the PCNs (1998) are
Entre outras questões, os PCNs (1998) tratam das concepções teóricas e das visões que influenciaram as percepções modernas do processo de ensino e de aprendizagem de língua estrangeira. A qual das seguintes visões a figura a seguir pode ser associada?
LIGHTBOWN, P.; SPADA, N. How languages are learned, 3rd Edition, Oxford: Oxford University Press, 2006. p. 60.
Read texts 1 and 2 below to answer questions 66 to 68.
Text 1
Disponível em: <http://4.bp.blogspot.com/-zMKtdEFtr0M/Tll-JajqfXI/AAAAAAAABKs/0yJ1xgjkCP4/s1600/Digital.jpg> Acesso em: 17 abr.2016.
Text 2
Disponível em:<https://larrycuban.files.wordpress.com/2014/05/tommeyer90821051638.jpg >Acesso em: 17 abr. 2016.
From text 2, one understands that the girl is
Read texts 1 and 2 below to answer questions 66 to 68.
Text 1
Disponível em: <http://4.bp.blogspot.com/-zMKtdEFtr0M/Tll-JajqfXI/AAAAAAAABKs/0yJ1xgjkCP4/s1600/Digital.jpg> Acesso em: 17 abr.2016.
Text 2
Disponível em:<https://larrycuban.files.wordpress.com/2014/05/tommeyer90821051638.jpg >Acesso em: 17 abr. 2016.
From text 1, one can infer that the
Read texts 1 and 2 below to answer questions 66 to 68.
Text 1
Disponível em: <http://4.bp.blogspot.com/-zMKtdEFtr0M/Tll-JajqfXI/AAAAAAAABKs/0yJ1xgjkCP4/s1600/Digital.jpg> Acesso em: 17 abr.2016.
Text 2
Disponível em:<https://larrycuban.files.wordpress.com/2014/05/tommeyer90821051638.jpg >Acesso em: 17 abr. 2016.
The students portrayed in the cartoons represent what Prensky (2001) has called the first generations to grow up with technological tools such as computers, videogames, digital music players, video cams, cell phones among others. According to the author, these students think and process information fundamentally differently from their predecessors and are called
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
In the sentence “I was thrilled to see my students thrive in my classes”, the words 'thrilled' and 'thrive' mean, respectively,
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
The message one can grasp from John Dewey's claim in his famous quote "If we teach today as we taught yesterday, then we rob our children of tomorrow" is that education needs to
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
The teacher's recent acquired practice points to the state of online technology called Web 2.0 in which users
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