Questões Militares
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Q1778079
Inglês
Texto associado
Read the following extract to answer question.
Innovation in the language teaching field in the late 1980s
and 1990s has been stimulated by a special concern for
the language learning process. New methods propose that
language learning is best served when students are interacting
– completing a task or learning content or resolving real-life
issues – where linguistic structures are not taught one by one,
but where attention to linguistic form is given as necessary.
These views of language learning have been informed by
research in second language acquisition. Also giving learning
a special focus are methodological innovations of the late
1980s and 1990s. These include teaching learning strategies,
using cooperative learning, and planning lessons in such a
way that different intelligences are addressed.
(Larsen-Freeman, D. 2000)
In the fragment from the text “innovation in the language
teaching field in the late 1980s and 1990s”, the underlined
expression is an instance of
Q1778076
Inglês
Texto associado
Read the text below and answer the question.
Thought-in-Action Links
It is important to recognize that methods link thoughts
and actions, because teaching is not entirely about one
or the other. As a teacher of language, you have thoughts
about your subject matter – what language is, what culture
is – and about your students – who they are as learners and
how it is they learn. You also have thoughts about yourself
as a teacher and what you can do to help your students to
learn. Many of your thoughts have been formed by your own
experience as a language learner. With this awareness, you
are able to examine why you do what you do and perhaps
choose to think about or do things differently.
As an example, let us relate an anecdote about a teacher
with whom Diane Larsen-Freeman was working some time
ago. From her study of methods in Stevick (1980), Heather
(not her real name) became interested in how to work with
teacher control and student initiative in her teaching. She
determined that during her student teaching internship, she
would exercise less control of the lesson in order to encourage
her students to take more initiative, and have them impose
the questions in the classroom, since so often it is the teacher
who asks all the questions, not the students.
However, she felt that the students were not taking the
initiative, but she could not see what was wrong. When Diane
Larsen Freeman, who was her supervisor, visited her class,
she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
This pattern continued for some time. It was clear to see
that Heather had successfully avoided the common problem
of the teacher asking all the questions in the class. The
teacher was not asking the questions – the students were.
However, Heather had not achieved her goal of encouraging
student initiative.
(Larsen-Freeman, D. 2000. Adaptado)
The fragment from the last paragraph “who was her
supervisor” is an example of an adjective clause. Mark the
alternative in which the deletion of the relative pronoun
(and only the relative pronoun) is possible.
Q1778075
Inglês
Texto associado
Read the text below and answer the question.
Thought-in-Action Links
It is important to recognize that methods link thoughts
and actions, because teaching is not entirely about one
or the other. As a teacher of language, you have thoughts
about your subject matter – what language is, what culture
is – and about your students – who they are as learners and
how it is they learn. You also have thoughts about yourself
as a teacher and what you can do to help your students to
learn. Many of your thoughts have been formed by your own
experience as a language learner. With this awareness, you
are able to examine why you do what you do and perhaps
choose to think about or do things differently.
As an example, let us relate an anecdote about a teacher
with whom Diane Larsen-Freeman was working some time
ago. From her study of methods in Stevick (1980), Heather
(not her real name) became interested in how to work with
teacher control and student initiative in her teaching. She
determined that during her student teaching internship, she
would exercise less control of the lesson in order to encourage
her students to take more initiative, and have them impose
the questions in the classroom, since so often it is the teacher
who asks all the questions, not the students.
However, she felt that the students were not taking the
initiative, but she could not see what was wrong. When Diane
Larsen Freeman, who was her supervisor, visited her class,
she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
This pattern continued for some time. It was clear to see
that Heather had successfully avoided the common problem
of the teacher asking all the questions in the class. The
teacher was not asking the questions – the students were.
However, Heather had not achieved her goal of encouraging
student initiative.
(Larsen-Freeman, D. 2000. Adaptado)
Sometimes, the user of the foreign language is uncertain
about what verb to choose in a particular situation.
Learning collocations may be helpful. Mark the alternative
in which the collocation with common verbs needs to be
corrected.
Q1778067
Inglês
Texto associado
Leia o texto para responder à questão.
By the end of the twentieth century English was already
well on its way to becoming a genuine lingua franca. Just as
in the Middle Ages Latin became for a time a language of
international communication, so English is now commonly
used in exchanges between, say, Japanese and Argentinian
business people or between Singaporeans and their
Vietnamese counterparts.
A number of researchers have studied lingua franca
conversations and have noted a number of somewhat
surprising characteristics, including:
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
As far as the teaching of standard English is concerned,
the pluralization of the underlined noun is only acceptable
in alternative:
Q1696204
Inglês
Mark the option that completes the text with the right form
of the verbs in parenthesis, respectively.
Betty's doctor told her to exercise more. So she began running. She______ (to enjoy) running. She _____ (to run) almost every day. Betty will run in the marathon next week. A marathon _______(to be) 26 miles. She will run for three hours without stopping. She will try to finish it.
Betty's doctor told her to exercise more. So she began running. She______ (to enjoy) running. She _____ (to run) almost every day. Betty will run in the marathon next week. A marathon _______(to be) 26 miles. She will run for three hours without stopping. She will try to finish it.