Questões de Concurso Para prefeitura de concórdia - sc

Keeping interaction going in longer exchanges on a range of general and curricular topics.

Contributing a growing range of suitable words, phrases and sentences during short pair, group and whole-class exchanges.

Taking time to evaluate a text carefully to find out the authors perspective, to search for abstract concepts, to find out hidden answers, and to synthesize the text as a whole. This type of reading comes easily after constant practice of all the above strategies put together.

Taking turns when engaging in dialogue-driven tasks with others in a limited range of short, basic exchanges.

The 4 skills of English are what makes up real knowledge of the language.

Keep interaction going in longer exchanges on a range of general and curricular topics.

Contribute a growing range of suitable words, phrases and sentences during short pair, group and whole-class exchanges.

Reading, Writing, Uses of English, Listening and Speaking.

a comprehensive set of progressive learning objectives for learners of English as a Second Language.

Reading, Literacy, Numbers, Interpretation, Arts.

Students from public schools face inequality barriers.

It is hard to measure quality from inputs and outputs.

There isn’t a concrete state plan to hold proficiency standard tests accountable.

A single assessment cannot quantify performance across all grade levels.

Because it is an ironic charge.

A concern with real people in real situations, often in heterogeneous speech-communities (such as classrooms) and with differential levels of competence in various respects.

Acquisition of competence can be seen (by language teaching practitioners) to involve both sociocultural and non-cognitive factors.

The concept of communicative competence inspires a whole new way of looking at things, i.e. one must pay attention to all verbal features which subtend successful communication, and these are more than grammatical competence.

Polished logical-syntactic perception is an elegant and well-structured domain, where linguistic knowledge is held and expressed by students, but often incomplete and in a difficult way for understand how to correct errors in the classroom.

Exclusive literary and academic arguments from the mother tongue, moving the student away from his or her root language.

Self-report their competences inside the web and in other social contexts.

Rank their average scores in computing knowledge, data and the ability to search information.

Survey their ict skills for multi-media and attitudes.

None of the above.

Move away from the main learning objective.