Questões de Concurso Comentadas para prefeitura de campo verde - mt

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Q2297204
Pedagogia Temas Educacionais Pedagógicos , Projeto Político Pedagógico ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297204 Pedagogia
A comunidade escolar de uma instituição de educação infantil deve assumir o projeto político-pedagógico não como peça constitutiva da lógica burocrática, menos ainda como elemento mágico capaz de solucionar todos os problemas da escola. Ao em vez disso, a comunidade escolar deve assumir o projeto político-pedagógico como:
Alternativas
Q2297203
Pedagogia Educação Infantil , Jogos e suas Características: Pedagógicos, de Raciocínio e Psicomotor ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297203 Pedagogia
Ao fazer escolhas metodológicas para o trabalho na educação infantil, o professor deve considerar o uso do jogo como: 
Alternativas
Q2297202
Pedagogia Educação Infantil , Pedagogia de Freinet ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297202 Pedagogia
Como campo de estudos e de práticas que se dedica à educação das crianças, considerando suas especificidades, seus direitos e suas potencialidades, a pedagogia da infância tem como um de seus precursores Celéstien Freinet, pedagogo francês que:
Alternativas
Q2297201
Pedagogia Educação Infantil , Concepções de Educação Infantil ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297201 Pedagogia
As diferentes concepções de educação infantil refletem divergentes visões sobre a infância, a sociedade e o papel do professor e do aluno. Na concepção assistencialista, por exemplo, a criança é vista como:
Alternativas
Q2297200
Pedagogia Educação Infantil , Concepções de Educação Infantil ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297200 Pedagogia
Na educação infantil, o trabalho pedagógico desenvolvido com as crianças focado na linguagem oral e na escrita deve ser caracterizado:
Alternativas
Q2297199
Pedagogia Temas Educacionais Pedagógicos , Gestão Democrática ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297199 Pedagogia
A democratização da escola pública, para Libâneo (1998, p. 12), precisa ser entendida como ampliação das oportunidades educacionais, difusão dos conhecimentos e sua reelaboração crítica, visando à elevação das camadas populares. Na visão do autor, a concepção pedagógica que favorece tal processo é a: 
Alternativas
Q2297198
Pedagogia Legislação da Educação , Plano Nacional de Educação (PNE) – Leis e seus objetivos ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297198 Pedagogia
No que tange à educação infantil, o Plano Nacional de Educação - LEI N° 13.005/2014 estabelece como meta:
Alternativas
Q2297197
Pedagogia Avaliação Educacional , Avaliação da Educação Básica e no Ensino Superior , Modalidades da Avaliação ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297197 Pedagogia
Para Jussara Hoffmann (2014, p. 37), as práticas avaliativas autoritárias são minas espalhadas por nossas escolas. Detonam a toda hora e mutilam o desejo de aprender”. Em sentido contrário, é preciso apostar na avaliação mediadora, porque:
Alternativas
Q2297196
Pedagogia Educação Infantil , Educação e Ludicidade , Jogos e suas Características: Pedagógicos, de Raciocínio e Psicomotor ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Provas: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil | SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Educação Infantil: Recreação e Literatura |
Q2297196 Pedagogia
Leia o registro de uma atividade desenvolvida com crianças na educação infantil.

      “Durante o recreio, Teresa propõe uma brincadeira de amarelinha à turma. Voltando à sala de aula, sugere que todas as crianças façam a representação gráfica da atividade. Surgem reclamações de vários cantos: ‘Não sei desenhar’, ‘Como faz isso?’, ‘É difícil’, ‘Não quero fazer’, ‘Pode desenhar outra coisa?’      - Não tem problema. Vou fazer o modelo para vocês, aí fica mais fácil – diz a professora.      Teresa se dirige ao quadro, faz o traçado da amarelinha e escreve o nome da brincadeira, completando:         - Olha, eu fiz o desenho e escrevi o nome... é só copiar”

(SEBER, Maria da Glória. Psicologia do Pré-escolar: uma visão construtivista. São Paulo: Moderna, 1995, p. 39-40)

A atitude de Teresa denota:
Alternativas
Q2297194
Pedagogia Legislação da Educação , Lei nº 9.394 de 1996 - Lei de Diretrizes e Bases da Educação Nacional (LDBEN) e suas alterações ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil |
Q2297194 Pedagogia
Conforme o Artigo 4º da Lei das Diretrizes e Bases da Educação Nacional (nº 9.394/96), é dever do Estado garantir:
Alternativas
Q2297193
Pedagogia Educação Infantil , Educação e Ludicidade , Jogos e suas Características: Pedagógicos, de Raciocínio e Psicomotor ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil |
Q2297193 Pedagogia
Desde o nascimento, as crianças participam de situações comunicativas cotidianas com as pessoas com as quais interagem. Por sua vez, na Educação Infantil, é importante promover:
Alternativas
Q2297192
Pedagogia Legislação da Educação , Diretrizes Curriculares Nacionais para a Educação Básica ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil |
Q2297192 Pedagogia
Como determina a Lei Orgânica Municipal de Campo Verde, o dever do município com a educação efetivar-se-á mediante garantia de:
Alternativas
Q2297191
Pedagogia Legislação da Educação , Diretrizes Curriculares Nacionais para a Educação Básica , Avaliação Educacional , Avaliação da Educação Básica e no Ensino Superior
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil |
Q2297191 Pedagogia
De acordo com a legislação vigente sobre educação especial na Educação Básica, o atendimento de alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/ superdotação terá início:
Alternativas
Q2297190
Pedagogia Educação Infantil , Concepções de Educação Infantil , O Desenvolvimento dos Conceitos Científicos na Infância ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor de Educação Infantil |
Q2297190 Pedagogia
A ideia de fundamentar o ato pedagógico na ação, na atividade da criança foi precursora do movimento denominado Escola Nova, que se consolidou no início do século XX. Um dos representantes desse pensamento pedagógico foi:
Alternativas
Q2297189
Inglês Aspectos linguísticos | Linguistic aspects , Pronúncia e Som | Pronunciation and Sound ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297189 Inglês
TEXT:

Mistakes help you learn
Maija Kozlova
May 19, 2021


It is not uncommon for English language lessons to favour communication over accuracy: real life is nothing like a classroom! In real-life situations, when you make a mistake in the language you are learning, context provides ample information as to what the intended message is. In fact, most of the time, impeccable accuracy is not needed at all! “Don’t worry about making mistakes,” I used to tell my English language students. “Communicating is the most important thing!”


While making mistakes when trying to master a language might seem counter-intuitive, letting learners freely communicate and negotiate meaning is key to success. A learner who communicates a lot while making a few mistakes is much more likely to develop confidence for dealing with real-life situations than a learner who communicates very little because they’re afraid of making any. In communicative language teaching, for example, the teacher is tasked with both encouraging the learner to express themselves and with providing corrective feedback in a way that is not obstructive to communication. 


This means that if a learner says, “I go swimming last night,” it is much more effective to respond with, “Oh, that’s nice, you went swimming. What did you do after?” rather than, “No! You went swimming! Use past simple for past events!” – the former encourages the learner to continue their narrative while the latter is much more likely to make the learner stop in their tracks, re-evaluate the context, and think twice before expressing themselves again in the future, for the fear of making a mistake again. Teachers need to be careful not to parrot back everything the students say in this manner, of course, but the technique can be an effective method of acknowledging the content of a student’s response, while also providing feedback on accuracy.


The importance of the freedom to make mistakes in language learning is also supported by research in psychology, which suggests that learners who try a task without having mastered it completely experience improved retention of new information. A similar experiment in the context of language learning also indicates that the process of making mistakes activates a greater network of related knowledge in the brain, which leads to superior learning outcomes.


It is believed that the key to help learners feel relaxed and ready for communicating freely in the classroom is authenticity. This means that there should be both a real communicative need for a learner to speak and the authentic reaction from those around to what the learner has said.


Here are a few ways of how such authentic communicative interactions can be practiced in the classroom: 


• surround learners with the English language – encourage them to speak to you and each other in English;

• don’t worry about diverging from topics that are not strictly covered in your lesson plan;

• model communication by telling your students stories and anecdotes about your own life and encourage them to do the same;

• let your learners have fun with English – give them colloquial expressions to try and ask them to share some expressions

; • do not overcorrect – make a note of errors and cover it in subsequent lessons;

• avoid the temptation to turn what was intended as speaking practice into a full-on grammar lesson.


While easier said than done, especially when the outcome of an exam is at stake, it is worth remembering that people that our learners might come to interact with outside of the classroom are driven by the natural desire to understand the people they communicate with. This is especially powerful when practiced in the context of a classroom. They set the learners up for success in real-life communication. In other words, when communication is the goal, mistakes are secondary, and that’s real life, isn’t it?


Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
O alfabeto fonético internacional tem por objetivo tornar mais eficaz a aprendizagem da língua inglesa. A pronúncia da palavra “nothing” possui a representação fonética [n′ʌθiŋ]. A palavra, cuja representação fonética usa um símbolo distinto de “nothing” para representar o som do TH, é:
Alternativas
Q2297188
Inglês Vocabulário | Vocabulary ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297188 Inglês
TEXT:

Mistakes help you learn
Maija Kozlova
May 19, 2021


It is not uncommon for English language lessons to favour communication over accuracy: real life is nothing like a classroom! In real-life situations, when you make a mistake in the language you are learning, context provides ample information as to what the intended message is. In fact, most of the time, impeccable accuracy is not needed at all! “Don’t worry about making mistakes,” I used to tell my English language students. “Communicating is the most important thing!”


While making mistakes when trying to master a language might seem counter-intuitive, letting learners freely communicate and negotiate meaning is key to success. A learner who communicates a lot while making a few mistakes is much more likely to develop confidence for dealing with real-life situations than a learner who communicates very little because they’re afraid of making any. In communicative language teaching, for example, the teacher is tasked with both encouraging the learner to express themselves and with providing corrective feedback in a way that is not obstructive to communication. 


This means that if a learner says, “I go swimming last night,” it is much more effective to respond with, “Oh, that’s nice, you went swimming. What did you do after?” rather than, “No! You went swimming! Use past simple for past events!” – the former encourages the learner to continue their narrative while the latter is much more likely to make the learner stop in their tracks, re-evaluate the context, and think twice before expressing themselves again in the future, for the fear of making a mistake again. Teachers need to be careful not to parrot back everything the students say in this manner, of course, but the technique can be an effective method of acknowledging the content of a student’s response, while also providing feedback on accuracy.


The importance of the freedom to make mistakes in language learning is also supported by research in psychology, which suggests that learners who try a task without having mastered it completely experience improved retention of new information. A similar experiment in the context of language learning also indicates that the process of making mistakes activates a greater network of related knowledge in the brain, which leads to superior learning outcomes.


It is believed that the key to help learners feel relaxed and ready for communicating freely in the classroom is authenticity. This means that there should be both a real communicative need for a learner to speak and the authentic reaction from those around to what the learner has said.


Here are a few ways of how such authentic communicative interactions can be practiced in the classroom: 


• surround learners with the English language – encourage them to speak to you and each other in English;

• don’t worry about diverging from topics that are not strictly covered in your lesson plan;

• model communication by telling your students stories and anecdotes about your own life and encourage them to do the same;

• let your learners have fun with English – give them colloquial expressions to try and ask them to share some expressions

; • do not overcorrect – make a note of errors and cover it in subsequent lessons;

• avoid the temptation to turn what was intended as speaking practice into a full-on grammar lesson.


While easier said than done, especially when the outcome of an exam is at stake, it is worth remembering that people that our learners might come to interact with outside of the classroom are driven by the natural desire to understand the people they communicate with. This is especially powerful when practiced in the context of a classroom. They set the learners up for success in real-life communication. In other words, when communication is the goal, mistakes are secondary, and that’s real life, isn’t it?


Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
A definição correta para a expressão idiomática “easier said than done”, utilizada no último parágrafo do texto, é:
Alternativas
Q2297187
Inglês Advérbios e conjunções | Adverbs and conjunctions , Advérbios de: lugar, modo, tempo e freqüência | Adverbs of: place, manner, time and frequency , Vocabulário | Vocabulary ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297187 Inglês
TEXT:

Mistakes help you learn
Maija Kozlova
May 19, 2021


It is not uncommon for English language lessons to favour communication over accuracy: real life is nothing like a classroom! In real-life situations, when you make a mistake in the language you are learning, context provides ample information as to what the intended message is. In fact, most of the time, impeccable accuracy is not needed at all! “Don’t worry about making mistakes,” I used to tell my English language students. “Communicating is the most important thing!”


While making mistakes when trying to master a language might seem counter-intuitive, letting learners freely communicate and negotiate meaning is key to success. A learner who communicates a lot while making a few mistakes is much more likely to develop confidence for dealing with real-life situations than a learner who communicates very little because they’re afraid of making any. In communicative language teaching, for example, the teacher is tasked with both encouraging the learner to express themselves and with providing corrective feedback in a way that is not obstructive to communication. 


This means that if a learner says, “I go swimming last night,” it is much more effective to respond with, “Oh, that’s nice, you went swimming. What did you do after?” rather than, “No! You went swimming! Use past simple for past events!” – the former encourages the learner to continue their narrative while the latter is much more likely to make the learner stop in their tracks, re-evaluate the context, and think twice before expressing themselves again in the future, for the fear of making a mistake again. Teachers need to be careful not to parrot back everything the students say in this manner, of course, but the technique can be an effective method of acknowledging the content of a student’s response, while also providing feedback on accuracy.


The importance of the freedom to make mistakes in language learning is also supported by research in psychology, which suggests that learners who try a task without having mastered it completely experience improved retention of new information. A similar experiment in the context of language learning also indicates that the process of making mistakes activates a greater network of related knowledge in the brain, which leads to superior learning outcomes.


It is believed that the key to help learners feel relaxed and ready for communicating freely in the classroom is authenticity. This means that there should be both a real communicative need for a learner to speak and the authentic reaction from those around to what the learner has said.


Here are a few ways of how such authentic communicative interactions can be practiced in the classroom: 


• surround learners with the English language – encourage them to speak to you and each other in English;

• don’t worry about diverging from topics that are not strictly covered in your lesson plan;

• model communication by telling your students stories and anecdotes about your own life and encourage them to do the same;

• let your learners have fun with English – give them colloquial expressions to try and ask them to share some expressions

; • do not overcorrect – make a note of errors and cover it in subsequent lessons;

• avoid the temptation to turn what was intended as speaking practice into a full-on grammar lesson.


While easier said than done, especially when the outcome of an exam is at stake, it is worth remembering that people that our learners might come to interact with outside of the classroom are driven by the natural desire to understand the people they communicate with. This is especially powerful when practiced in the context of a classroom. They set the learners up for success in real-life communication. In other words, when communication is the goal, mistakes are secondary, and that’s real life, isn’t it?


Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
No último parágrafo do texto, a definição correta para o advérbio especially é:
Alternativas
Q2297186
Inglês Verbos | Verbs ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297186 Inglês
TEXT:

Mistakes help you learn
Maija Kozlova
May 19, 2021


It is not uncommon for English language lessons to favour communication over accuracy: real life is nothing like a classroom! In real-life situations, when you make a mistake in the language you are learning, context provides ample information as to what the intended message is. In fact, most of the time, impeccable accuracy is not needed at all! “Don’t worry about making mistakes,” I used to tell my English language students. “Communicating is the most important thing!”


While making mistakes when trying to master a language might seem counter-intuitive, letting learners freely communicate and negotiate meaning is key to success. A learner who communicates a lot while making a few mistakes is much more likely to develop confidence for dealing with real-life situations than a learner who communicates very little because they’re afraid of making any. In communicative language teaching, for example, the teacher is tasked with both encouraging the learner to express themselves and with providing corrective feedback in a way that is not obstructive to communication. 


This means that if a learner says, “I go swimming last night,” it is much more effective to respond with, “Oh, that’s nice, you went swimming. What did you do after?” rather than, “No! You went swimming! Use past simple for past events!” – the former encourages the learner to continue their narrative while the latter is much more likely to make the learner stop in their tracks, re-evaluate the context, and think twice before expressing themselves again in the future, for the fear of making a mistake again. Teachers need to be careful not to parrot back everything the students say in this manner, of course, but the technique can be an effective method of acknowledging the content of a student’s response, while also providing feedback on accuracy.


The importance of the freedom to make mistakes in language learning is also supported by research in psychology, which suggests that learners who try a task without having mastered it completely experience improved retention of new information. A similar experiment in the context of language learning also indicates that the process of making mistakes activates a greater network of related knowledge in the brain, which leads to superior learning outcomes.


It is believed that the key to help learners feel relaxed and ready for communicating freely in the classroom is authenticity. This means that there should be both a real communicative need for a learner to speak and the authentic reaction from those around to what the learner has said.


Here are a few ways of how such authentic communicative interactions can be practiced in the classroom: 


• surround learners with the English language – encourage them to speak to you and each other in English;

• don’t worry about diverging from topics that are not strictly covered in your lesson plan;

• model communication by telling your students stories and anecdotes about your own life and encourage them to do the same;

• let your learners have fun with English – give them colloquial expressions to try and ask them to share some expressions

; • do not overcorrect – make a note of errors and cover it in subsequent lessons;

• avoid the temptation to turn what was intended as speaking practice into a full-on grammar lesson.


While easier said than done, especially when the outcome of an exam is at stake, it is worth remembering that people that our learners might come to interact with outside of the classroom are driven by the natural desire to understand the people they communicate with. This is especially powerful when practiced in the context of a classroom. They set the learners up for success in real-life communication. In other words, when communication is the goal, mistakes are secondary, and that’s real life, isn’t it?


Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
Nas dicas propostas pela autora para aplicar em sala de aula, listadas em tópicos no sexto parágrafo do texto, os verbos foram empregados no:
Alternativas
Q2297185
Inglês Sinônimos | Synonyms ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297185 Inglês
TEXT:

Mistakes help you learn
Maija Kozlova
May 19, 2021


It is not uncommon for English language lessons to favour communication over accuracy: real life is nothing like a classroom! In real-life situations, when you make a mistake in the language you are learning, context provides ample information as to what the intended message is. In fact, most of the time, impeccable accuracy is not needed at all! “Don’t worry about making mistakes,” I used to tell my English language students. “Communicating is the most important thing!”


While making mistakes when trying to master a language might seem counter-intuitive, letting learners freely communicate and negotiate meaning is key to success. A learner who communicates a lot while making a few mistakes is much more likely to develop confidence for dealing with real-life situations than a learner who communicates very little because they’re afraid of making any. In communicative language teaching, for example, the teacher is tasked with both encouraging the learner to express themselves and with providing corrective feedback in a way that is not obstructive to communication. 


This means that if a learner says, “I go swimming last night,” it is much more effective to respond with, “Oh, that’s nice, you went swimming. What did you do after?” rather than, “No! You went swimming! Use past simple for past events!” – the former encourages the learner to continue their narrative while the latter is much more likely to make the learner stop in their tracks, re-evaluate the context, and think twice before expressing themselves again in the future, for the fear of making a mistake again. Teachers need to be careful not to parrot back everything the students say in this manner, of course, but the technique can be an effective method of acknowledging the content of a student’s response, while also providing feedback on accuracy.


The importance of the freedom to make mistakes in language learning is also supported by research in psychology, which suggests that learners who try a task without having mastered it completely experience improved retention of new information. A similar experiment in the context of language learning also indicates that the process of making mistakes activates a greater network of related knowledge in the brain, which leads to superior learning outcomes.


It is believed that the key to help learners feel relaxed and ready for communicating freely in the classroom is authenticity. This means that there should be both a real communicative need for a learner to speak and the authentic reaction from those around to what the learner has said.


Here are a few ways of how such authentic communicative interactions can be practiced in the classroom: 


• surround learners with the English language – encourage them to speak to you and each other in English;

• don’t worry about diverging from topics that are not strictly covered in your lesson plan;

• model communication by telling your students stories and anecdotes about your own life and encourage them to do the same;

• let your learners have fun with English – give them colloquial expressions to try and ask them to share some expressions

; • do not overcorrect – make a note of errors and cover it in subsequent lessons;

• avoid the temptation to turn what was intended as speaking practice into a full-on grammar lesson.


While easier said than done, especially when the outcome of an exam is at stake, it is worth remembering that people that our learners might come to interact with outside of the classroom are driven by the natural desire to understand the people they communicate with. This is especially powerful when practiced in the context of a classroom. They set the learners up for success in real-life communication. In other words, when communication is the goal, mistakes are secondary, and that’s real life, isn’t it?


Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
Na frase “Here are a few ways of how such authentic communicative interactions can be practiced in the classroom”, a expressão destacada pode ser substituída, sem prejuízo de significado, por:
Alternativas
Q2297184
Inglês Voz Ativa e Passiva | Passive and Active Voice ,
Ano: 2023 Banca: SELECON Órgão: Prefeitura de Campo Verde - MT Prova: SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297184 Inglês
TEXT:

Mistakes help you learn
Maija Kozlova
May 19, 2021


It is not uncommon for English language lessons to favour communication over accuracy: real life is nothing like a classroom! In real-life situations, when you make a mistake in the language you are learning, context provides ample information as to what the intended message is. In fact, most of the time, impeccable accuracy is not needed at all! “Don’t worry about making mistakes,” I used to tell my English language students. “Communicating is the most important thing!”


While making mistakes when trying to master a language might seem counter-intuitive, letting learners freely communicate and negotiate meaning is key to success. A learner who communicates a lot while making a few mistakes is much more likely to develop confidence for dealing with real-life situations than a learner who communicates very little because they’re afraid of making any. In communicative language teaching, for example, the teacher is tasked with both encouraging the learner to express themselves and with providing corrective feedback in a way that is not obstructive to communication. 


This means that if a learner says, “I go swimming last night,” it is much more effective to respond with, “Oh, that’s nice, you went swimming. What did you do after?” rather than, “No! You went swimming! Use past simple for past events!” – the former encourages the learner to continue their narrative while the latter is much more likely to make the learner stop in their tracks, re-evaluate the context, and think twice before expressing themselves again in the future, for the fear of making a mistake again. Teachers need to be careful not to parrot back everything the students say in this manner, of course, but the technique can be an effective method of acknowledging the content of a student’s response, while also providing feedback on accuracy.


The importance of the freedom to make mistakes in language learning is also supported by research in psychology, which suggests that learners who try a task without having mastered it completely experience improved retention of new information. A similar experiment in the context of language learning also indicates that the process of making mistakes activates a greater network of related knowledge in the brain, which leads to superior learning outcomes.


It is believed that the key to help learners feel relaxed and ready for communicating freely in the classroom is authenticity. This means that there should be both a real communicative need for a learner to speak and the authentic reaction from those around to what the learner has said.


Here are a few ways of how such authentic communicative interactions can be practiced in the classroom: 


• surround learners with the English language – encourage them to speak to you and each other in English;

• don’t worry about diverging from topics that are not strictly covered in your lesson plan;

• model communication by telling your students stories and anecdotes about your own life and encourage them to do the same;

• let your learners have fun with English – give them colloquial expressions to try and ask them to share some expressions

; • do not overcorrect – make a note of errors and cover it in subsequent lessons;

• avoid the temptation to turn what was intended as speaking practice into a full-on grammar lesson.


While easier said than done, especially when the outcome of an exam is at stake, it is worth remembering that people that our learners might come to interact with outside of the classroom are driven by the natural desire to understand the people they communicate with. This is especially powerful when practiced in the context of a classroom. They set the learners up for success in real-life communication. In other words, when communication is the goal, mistakes are secondary, and that’s real life, isn’t it?


Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
A sentença que contém uma forma verbal na voz passiva é:
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