Questões Militares de Inglês
Foram encontradas 4.268 questões
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259759
Inglês
Texto associado
Many assumptions of a communicative orientation
towards language teaching need questioning in a global
context. Ozóg (1989) discusses the idea of the ‘information
gap’, which is supposed to induce students to speak. ‘Are we
as Europeans’, he asks, ‘not making a cultural assumption
that speakers the world over are uneasy in silence and that
they have an overwhelming desire to fill gaps which occur
in natural discourse?’ (p.399). Silence is a salient feature of
conversation in the Malay world, he points out, a feature that
has also been noted in Japan and a number of other cultures.
Indeed, the whole question of requiring others to speak
needs to be questioned in terms of both cultural and gender
differences. The point here is not to exoticize some notion
of cultural difference, but rather to suggest that language is
a cultural practice, that both language and thinking about
language are always located in very particular social,
cultural and political contexts. How language (including
silence, paralanguage, and so on) is used, therefore, differs
extensively from one context to another, and thus any
approach to language teaching based on one particular
view of language may be completely inapplicable in another
context. If particular language teaching practices (advertised
and exported as the best, newest and most scientific) support
certain views of language, then such practices clearly present
a particular cultural politics and make the English language
classroom a site of struggle over different ways of thinking
about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International
Language.London and New York: Routledge. 2017. Adaptado)
Knowledge of word formation processes in the English
language helps to understand the meaning of the verb in
bold in “The point here is not to exoticize some notion of
cultural difference” (paragraph 2) as
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259758
Inglês
Texto associado
Many assumptions of a communicative orientation
towards language teaching need questioning in a global
context. Ozóg (1989) discusses the idea of the ‘information
gap’, which is supposed to induce students to speak. ‘Are we
as Europeans’, he asks, ‘not making a cultural assumption
that speakers the world over are uneasy in silence and that
they have an overwhelming desire to fill gaps which occur
in natural discourse?’ (p.399). Silence is a salient feature of
conversation in the Malay world, he points out, a feature that
has also been noted in Japan and a number of other cultures.
Indeed, the whole question of requiring others to speak
needs to be questioned in terms of both cultural and gender
differences. The point here is not to exoticize some notion
of cultural difference, but rather to suggest that language is
a cultural practice, that both language and thinking about
language are always located in very particular social,
cultural and political contexts. How language (including
silence, paralanguage, and so on) is used, therefore, differs
extensively from one context to another, and thus any
approach to language teaching based on one particular
view of language may be completely inapplicable in another
context. If particular language teaching practices (advertised
and exported as the best, newest and most scientific) support
certain views of language, then such practices clearly present
a particular cultural politics and make the English language
classroom a site of struggle over different ways of thinking
about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International
Language.London and New York: Routledge. 2017. Adaptado)
A exposição do autor no segundo parágrafo traz a seguinte implicação para o ensino de inglês no contexto brasileiro:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259757
Inglês
Texto associado
Many assumptions of a communicative orientation
towards language teaching need questioning in a global
context. Ozóg (1989) discusses the idea of the ‘information
gap’, which is supposed to induce students to speak. ‘Are we
as Europeans’, he asks, ‘not making a cultural assumption
that speakers the world over are uneasy in silence and that
they have an overwhelming desire to fill gaps which occur
in natural discourse?’ (p.399). Silence is a salient feature of
conversation in the Malay world, he points out, a feature that
has also been noted in Japan and a number of other cultures.
Indeed, the whole question of requiring others to speak
needs to be questioned in terms of both cultural and gender
differences. The point here is not to exoticize some notion
of cultural difference, but rather to suggest that language is
a cultural practice, that both language and thinking about
language are always located in very particular social,
cultural and political contexts. How language (including
silence, paralanguage, and so on) is used, therefore, differs
extensively from one context to another, and thus any
approach to language teaching based on one particular
view of language may be completely inapplicable in another
context. If particular language teaching practices (advertised
and exported as the best, newest and most scientific) support
certain views of language, then such practices clearly present
a particular cultural politics and make the English language
classroom a site of struggle over different ways of thinking
about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International
Language.London and New York: Routledge. 2017. Adaptado)
The first paragraph criticizes
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259756
Inglês
Texto associado
Since ChatGPT can engage in conversation and
generate essays and graphs that closely resemble those
created by humans, educators worry students may use it
to cheat. The main reason students cheat is their academic
motivation. Sometimes they are just motivated to get a high
grade, whereas other times they wish to learn all that they
can about a topic. The decision to cheat or not often relates
to how academic assignments and tests are constructed and
assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to
cheat when assignments are designed in ways that encourage
them to outperform their classmates. There is less cheating
when teachers assign academic tasks that prompt them to
work collaboratively and to focus on mastering content instead
of getting a good grade.
An important way to boost students’ confidence is to
provide them with opportunities to experience success. For
example, suppose students are asked to attempt to design
a hypothetical vehicle that can use gasoline more efficiently
than a traditional car. Students who struggle with the project
can use ChatGPT to break down the larger problem into
smaller challenges or tasks. ChatGPT might suggest they first
develop an overall concept for the vehicle before determining
the size and weight of the vehicle and deciding what type
of fuel will be used. Teachers could also ask students to
compare the steps suggested by ChatGPT with steps that are
recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com.
06.06.2023. Adaptado)
Read the cover of the book by A.A. Kabir.
(amazon.com)
Ajudar seu aluno a desenvolver a habilidade de leitura
em inglês significa, entre outros, ajudá-lo a comparar
diferentes textos. Ao confrontar o artigo sobre ChatGPT
e a capa do livro de A.A. Kabir, ele deverá perceber que
ambos mencionam
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259755
Inglês
Texto associado
Since ChatGPT can engage in conversation and
generate essays and graphs that closely resemble those
created by humans, educators worry students may use it
to cheat. The main reason students cheat is their academic
motivation. Sometimes they are just motivated to get a high
grade, whereas other times they wish to learn all that they
can about a topic. The decision to cheat or not often relates
to how academic assignments and tests are constructed and
assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to
cheat when assignments are designed in ways that encourage
them to outperform their classmates. There is less cheating
when teachers assign academic tasks that prompt them to
work collaboratively and to focus on mastering content instead
of getting a good grade.
An important way to boost students’ confidence is to
provide them with opportunities to experience success. For
example, suppose students are asked to attempt to design
a hypothetical vehicle that can use gasoline more efficiently
than a traditional car. Students who struggle with the project
can use ChatGPT to break down the larger problem into
smaller challenges or tasks. ChatGPT might suggest they first
develop an overall concept for the vehicle before determining
the size and weight of the vehicle and deciding what type
of fuel will be used. Teachers could also ask students to
compare the steps suggested by ChatGPT with steps that are
recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com.
06.06.2023. Adaptado)
Read this short except.
There are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes.
(J. Harmer, The practice of English language teaching. 4th ed. Essex: Pearson Longman, 2007. Adaptado)
The task proposed in the last paragraph of the text on ChatGPT illustrates the following motivational behavior on the part of teachers:
There are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes.
(J. Harmer, The practice of English language teaching. 4th ed. Essex: Pearson Longman, 2007. Adaptado)
The task proposed in the last paragraph of the text on ChatGPT illustrates the following motivational behavior on the part of teachers:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259754
Inglês
Texto associado
Since ChatGPT can engage in conversation and
generate essays and graphs that closely resemble those
created by humans, educators worry students may use it
to cheat. The main reason students cheat is their academic
motivation. Sometimes they are just motivated to get a high
grade, whereas other times they wish to learn all that they
can about a topic. The decision to cheat or not often relates
to how academic assignments and tests are constructed and
assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to
cheat when assignments are designed in ways that encourage
them to outperform their classmates. There is less cheating
when teachers assign academic tasks that prompt them to
work collaboratively and to focus on mastering content instead
of getting a good grade.
An important way to boost students’ confidence is to
provide them with opportunities to experience success. For
example, suppose students are asked to attempt to design
a hypothetical vehicle that can use gasoline more efficiently
than a traditional car. Students who struggle with the project
can use ChatGPT to break down the larger problem into
smaller challenges or tasks. ChatGPT might suggest they first
develop an overall concept for the vehicle before determining
the size and weight of the vehicle and deciding what type
of fuel will be used. Teachers could also ask students to
compare the steps suggested by ChatGPT with steps that are
recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com.
06.06.2023. Adaptado)
While reading the text, students mention they do not
understand the word “boost” in “An important way to
boost students’ confidence”. One of the ways to arrive at
meaning of the word without resorting to the dictionary is
by means of the compensatory strategy named
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259753
Inglês
Texto associado
Since ChatGPT can engage in conversation and
generate essays and graphs that closely resemble those
created by humans, educators worry students may use it
to cheat. The main reason students cheat is their academic
motivation. Sometimes they are just motivated to get a high
grade, whereas other times they wish to learn all that they
can about a topic. The decision to cheat or not often relates
to how academic assignments and tests are constructed and
assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to
cheat when assignments are designed in ways that encourage
them to outperform their classmates. There is less cheating
when teachers assign academic tasks that prompt them to
work collaboratively and to focus on mastering content instead
of getting a good grade.
An important way to boost students’ confidence is to
provide them with opportunities to experience success. For
example, suppose students are asked to attempt to design
a hypothetical vehicle that can use gasoline more efficiently
than a traditional car. Students who struggle with the project
can use ChatGPT to break down the larger problem into
smaller challenges or tasks. ChatGPT might suggest they first
develop an overall concept for the vehicle before determining
the size and weight of the vehicle and deciding what type
of fuel will be used. Teachers could also ask students to
compare the steps suggested by ChatGPT with steps that are
recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com.
06.06.2023. Adaptado)
An English teacher believes this is a good text to give
their more advanced students to read, since it is about
a recent and polemic topic. A post-reading classroom
discussion aimed at helping students critically react to the
text’s content could include reflecting about
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259752
Inglês
Texto associado
Since ChatGPT can engage in conversation and
generate essays and graphs that closely resemble those
created by humans, educators worry students may use it
to cheat. The main reason students cheat is their academic
motivation. Sometimes they are just motivated to get a high
grade, whereas other times they wish to learn all that they
can about a topic. The decision to cheat or not often relates
to how academic assignments and tests are constructed and
assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to
cheat when assignments are designed in ways that encourage
them to outperform their classmates. There is less cheating
when teachers assign academic tasks that prompt them to
work collaboratively and to focus on mastering content instead
of getting a good grade.
An important way to boost students’ confidence is to
provide them with opportunities to experience success. For
example, suppose students are asked to attempt to design
a hypothetical vehicle that can use gasoline more efficiently
than a traditional car. Students who struggle with the project
can use ChatGPT to break down the larger problem into
smaller challenges or tasks. ChatGPT might suggest they first
develop an overall concept for the vehicle before determining
the size and weight of the vehicle and deciding what type
of fuel will be used. Teachers could also ask students to
compare the steps suggested by ChatGPT with steps that are
recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com.
06.06.2023. Adaptado)
Mark the alternative in which the prefix “out” means the
same as in “outperform” (paragraph 2).
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259751
Inglês
Texto associado
Since ChatGPT can engage in conversation and
generate essays and graphs that closely resemble those
created by humans, educators worry students may use it
to cheat. The main reason students cheat is their academic
motivation. Sometimes they are just motivated to get a high
grade, whereas other times they wish to learn all that they
can about a topic. The decision to cheat or not often relates
to how academic assignments and tests are constructed and
assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to
cheat when assignments are designed in ways that encourage
them to outperform their classmates. There is less cheating
when teachers assign academic tasks that prompt them to
work collaboratively and to focus on mastering content instead
of getting a good grade.
An important way to boost students’ confidence is to
provide them with opportunities to experience success. For
example, suppose students are asked to attempt to design
a hypothetical vehicle that can use gasoline more efficiently
than a traditional car. Students who struggle with the project
can use ChatGPT to break down the larger problem into
smaller challenges or tasks. ChatGPT might suggest they first
develop an overall concept for the vehicle before determining
the size and weight of the vehicle and deciding what type
of fuel will be used. Teachers could also ask students to
compare the steps suggested by ChatGPT with steps that are
recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com.
06.06.2023. Adaptado)
It is a main argument in the text:
Ano: 2023
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VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259750
Inglês
Phonetic transcription contains a lot of information about
the exact quality of the sounds The phonetic symbol for
the initial consonant sound in “charm” is [tʃ]. The same [tʃ]
sound is found in alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259749
Inglês
Texto associado
Fricatives are consonants with the characteristic that
air escapes through a narrow passage and makes a hissing
sound. The dental fricatives are sometimes described as if the
tongue were placed between the front teeth, and it is common
for teachers to make their students do this when they are
trying to teach them the sound. The thing is, however, that the
tongue is normally placed behind the teeth; the air escapes
through the gaps between the tongue and the teeth. There is
a distiction between fortis (unvoiced) fricatives, as in the word
“thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)
(Mark Roach,. English Phonetics and Phonology.
Cambridge: CUP, 2003. Adaptado)
In a more formal register, the word in bold in “The thing is,
however, that the tongue” could be adequately replaced
by:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259748
Inglês
Texto associado
Fricatives are consonants with the characteristic that
air escapes through a narrow passage and makes a hissing
sound. The dental fricatives are sometimes described as if the
tongue were placed between the front teeth, and it is common
for teachers to make their students do this when they are
trying to teach them the sound. The thing is, however, that the
tongue is normally placed behind the teeth; the air escapes
through the gaps between the tongue and the teeth. There is
a distiction between fortis (unvoiced) fricatives, as in the word
“thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)
(Mark Roach,. English Phonetics and Phonology.
Cambridge: CUP, 2003. Adaptado)
There are several words with fricatives in the preceding
text. The word with an unvoiced initial fricative is
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259747
Inglês
Na frase “in situations where students are expected to
learn English as an additional language”, a palavra destacada em negrito pode ser corretamente substituída por:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259746
Inglês
Texto associado
To share knowledge in the academic world, researchers
might need to publish their research articles (RAs) in
high-impact journals. And, to do that, they should improve
their writing skills. Many investigations have analyzed the
distribution of metadiscourse markers in RA, but no study
has yet investigated the use of metadiscourse markers in
RAs abstracts of applied linguistics. To bridge this gap, the
present study has analyzed distribution of metadiscourse
markers in 125 RA abstracts, which were extracted from five
main journals. Findings show the high frequency of transitions
and large use of hedges in the abstracts analyzed. Academic
writing instruction is then claimed to be of utmost importance
for novice authors taking graduate and post-graduate courses.
(Journal of Language and Linguistic Studies, 16(4), 2077-2096; 2020.
Adaptado)
Written genres in the academic and scientific spheres
make large use of the impersonal passive voice.
Select, from the following fragments in bold, the correct
impersonal passive construction such as the one found
in “Academic writing instruction is claimed to be of utmost
importance”:
Translanguaging has been gaining prominence as a way to understand multilingual practices; however, there are still questions to be answered regarding its application in various educational contexts. This study investigates the significance of translanguaging by comparing discourses in classes being taught by the same teacher, and in situations where students are expected to learn English as an additional language. Data have included screen recordings as well as teacher and student interviews.
(https://www.uv.uio.no. Adaptado)
Translanguaging has been gaining prominence as a way to understand multilingual practices; however, there are still questions to be answered regarding its application in various educational contexts. This study investigates the significance of translanguaging by comparing discourses in classes being taught by the same teacher, and in situations where students are expected to learn English as an additional language. Data have included screen recordings as well as teacher and student interviews.
(https://www.uv.uio.no. Adaptado)
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259745
Inglês
Texto associado
To share knowledge in the academic world, researchers
might need to publish their research articles (RAs) in
high-impact journals. And, to do that, they should improve
their writing skills. Many investigations have analyzed the
distribution of metadiscourse markers in RA, but no study
has yet investigated the use of metadiscourse markers in
RAs abstracts of applied linguistics. To bridge this gap, the
present study has analyzed distribution of metadiscourse
markers in 125 RA abstracts, which were extracted from five
main journals. Findings show the high frequency of transitions
and large use of hedges in the abstracts analyzed. Academic
writing instruction is then claimed to be of utmost importance
for novice authors taking graduate and post-graduate courses.
(Journal of Language and Linguistic Studies, 16(4), 2077-2096; 2020.
Adaptado)
The text is
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259744
Inglês
Texto associado
Um conceito essencial para o trabalho com gêneros de
texto é o de capacidades de linguagem. A primeira delas é a
de ação. A capacidade de ação trata das representações que
o agente produtor do texto tem sobre o contexto em que o
gênero será produzido.
A segunda capacidade de linguagem envolvida na produção textual é a discursiva. Pode-se dizer que ela diz respeito aos tipos de discurso e aos tipos de sequências predominantes que um determinado gênero apresenta. A terceira
capacidade é a linguístico-discursiva. É com ela que o aluno
desenvolverá seu texto lançando uso correto das coesões
nominais e verbais, da coerência ao longo da produção, da
modalização do discurso e do paralelismo presente na sua
construção.
(E. Lousada, et alii. A elaboração de material didático
para o ensino de Língua inglesa: um estudo preliminar
baseado na noção de gênero de texto. In DAMIANOVIC, M. C. (ed).
Material Didático: Elaboração e Avaliação.
Taubaté: Cabral - Editora e Livraria Universitária.
2007. pp. 204-6. Adaptado)
The last sentence mentions the importance of
“parallelism” in the construction of texts. There is a
parallelism error as to the use of noun phrases in
alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259743
Inglês
Texto associado
Um conceito essencial para o trabalho com gêneros de
texto é o de capacidades de linguagem. A primeira delas é a
de ação. A capacidade de ação trata das representações que
o agente produtor do texto tem sobre o contexto em que o
gênero será produzido.
A segunda capacidade de linguagem envolvida na produção textual é a discursiva. Pode-se dizer que ela diz respeito aos tipos de discurso e aos tipos de sequências predominantes que um determinado gênero apresenta. A terceira
capacidade é a linguístico-discursiva. É com ela que o aluno
desenvolverá seu texto lançando uso correto das coesões
nominais e verbais, da coerência ao longo da produção, da
modalização do discurso e do paralelismo presente na sua
construção.
(E. Lousada, et alii. A elaboração de material didático
para o ensino de Língua inglesa: um estudo preliminar
baseado na noção de gênero de texto. In DAMIANOVIC, M. C. (ed).
Material Didático: Elaboração e Avaliação.
Taubaté: Cabral - Editora e Livraria Universitária.
2007. pp. 204-6. Adaptado)
A “letter of complaint”, citada no segundo parágrafo do
texto de Tomlinson, é um exemplo de gênero textual.
Preocupado com o desenvolvimento de capacidades de
ação na produção de gêneros escritos, um professor de
Língua Inglesa deverá propor a seus alunos que, ao prepararem sua carta de reclamação, levem em consideração a seguinte pergunta:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259742
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
The preposition “for” can convey a variety of meanings. It
indicates a purpose in the fragment in alternative:
Ano: 2023
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VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259741
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
Substantial certainty is expressed by the modal verb in
bold in alternative:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259740
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
The “conventional approach” described at the end of the
third paragraph is most typically found in courses which
follow
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