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Um professor apresenta a seus alunos uma atividade de
“listening” – um diálogo entre dois falantes de inglês a
respeito dos planetas Marte e Terra. Pretende que o diálogo seja o ponto de partida para uma atividade relacionada a situações de comunicação real. Com tal objetivo
em mente, orienta corretamente seus alunos para que
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According to the author of this text, listening in second
language teaching and learning
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The following are characteristics of an approach used for
second language teaching.
•? No use of the mother tongue is permitted (i.e., the teacher does not need to know the students’ native language).
•? Lessons begin with dialogues and anecdotes in modern conversational style.
•? Actions and pictures are used to make meanings clear.
•? Grammar is learned inductively.
•? The target culture is also taught inductively.
•? The teacher must be a native speaker or have nativelike proficiency in the target language.
The characteristics listed are consistent with the approach named
•? No use of the mother tongue is permitted (i.e., the teacher does not need to know the students’ native language).
•? Lessons begin with dialogues and anecdotes in modern conversational style.
•? Actions and pictures are used to make meanings clear.
•? Grammar is learned inductively.
•? The target culture is also taught inductively.
•? The teacher must be a native speaker or have nativelike proficiency in the target language.
The characteristics listed are consistent with the approach named
Concurso:
Prefeitura de Igarassu - PE
Disciplina:
Inglês
Relate the main characteristic of irregular verbs
in English and choose the correct alternative.
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Even before they start reading the text “Powerful storm knocks
out power to 1.4 million homes in Brazil’s largest city”, some
students say they will not be able to understand it. And
immediately mention the words “knock”, “households” and
“swept”, in the headline and the first paragraph.
The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to
I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.
II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.
III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.
IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.
V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points.
A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items
The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to
I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.
II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.
III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.
IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.
V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points.
A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items
