The period of technicist education was marked by a strong presence of English language teaching in schools, with a focus on workforce qualification for industrial labor. The most common approach at the time was based on the grammar-translation method. Select the alternative that describes the methodological orientation commonly associated with this method. A) Linguistic practices focused on everyday use through conversation in interaction with native speakers, utilizing sentence repetition. B) Conversation practices and reading of technical texts, focusing on the experience of the language in scenarios designed to ‘dramatize’ the language. C) Reading of classical literary texts, focusing on vocabulary memorization, grammatical rules, and translation exercises. D) Mechanical repetition activities focusing on the application of grammatical facts through the appropriation of rules. E) Writing situations and identification of grammatical facts that enable students to learn the language in use.

C) Reading of classical literary texts, focusing on vocabulary memorization, grammatical rules, and translation exercises.

Questões Inglês Ensino da Língua Estrangeira Inglesa

The period of technicist education was marked by a strong presence of English language ...

Responda: The period of technicist education was marked by a strong presence of English language teaching in schools, with a focus on workforce qualification for industrial labor. The most common approach at...

1Q1024700 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, SEE PB, IDECAN, 2025

The period of technicist education was marked by a strong presence of English language teaching in schools, with a focus on workforce qualification for industrial labor. The most common approach at the time was based on the grammar-translation method. Select the alternative that describes the methodological orientation commonly associated with this method.

✂️ a) Linguistic practices focused on everyday use through conversation in interaction with native speakers, utilizing sentence repetition.
✂️ b) Conversation practices and reading of technical texts, focusing on the experience of the language in scenarios designed to ‘dramatize’ the language.
✂️ c) Reading of classical literary texts, focusing on vocabulary memorization, grammatical rules, and translation exercises.
✂️ d) Mechanical repetition activities focusing on the application of grammatical facts through the appropriation of rules.
✂️ e) Writing situations and identification of grammatical facts that enable students to learn the language in use.