What is the social use of the expression "ain't" in
the English language?
How were the first 'voice mails' sent? In envelopes
“Hello Mother, Dad, and Blanche,” a quiet voice says above the cracks and pops of an old vinyl record, which has clearly been played many times over. “How’s everything at home? I’m recording this from Dallas…from this very little place where there are pinball machines and many other things like that…”
The disc is small, seven inches across, dated ___________ 1954. The faded green label shows that the speaker’s name is “Gene,” the recording addressed to “Folks.” Gene suggests in his minute-long message that he is traveling—“seeing America”—and tells his family not to worry about him.
“I should complete my trip sometime around Thanksgiving. I hope you received my letter and I, in turn, hope to receive some of the letters that you sent me.”
This largely forgotten sound is one of the world’s early “voice mails.” During the first half of the 20th century, these audio letters and other messages were recorded largely in booths, pressed onto metal discs and vinyl records, and mailed in places all over the world. Best known today for playing music at home, record players were then being used as a means of _____________ over long distances.
The idea of transporting a person’s voice had _________ large in the human imagination for some three centuries before it was finally achieved with the invention of the phonograph in the late 19th century. Historical documents from the Qing Dynasty in 16th-century China suggest the existence of a mysterious device called the “thousand-mile speaker,” a wooden cylinder that could be spoken into and sealed, such that the recipient could still hear the reverberations when opening it back up.
(Fonte: National Geographic - adaptado.)
In “‘Hello Mother, Dad, and Blanche,’ a quiet voice says above the cracks and pops of an old vinyl record [...]”, the underlined word can be substituted without loss of meaning by:
Text 2
Immigrants and Public Schools
Public schools in the United States helped immigrants in different ways. First the school gave the children a free education. This meant that many young people became better educated than their parents and had more chances for better jobs. In addition, many schools had evening classes for adults.
brainly.com.br
Study these sentences and decide if they are true ( T ) or false ( F ), according to Active Methodologies.
( ) They are those that place the student as the protagonist, rather than a mere spectator in the learning process.
( ) They consist of a student following subject, instead of lectures with regular assessments and assignments.
( ) Active methodologies are the basis for creating more open learning environments, with interactivity and cooperation between students.
( ) The main aim of active methodologies is to train students and teachers with the competencies and skills of the future: argumentation, digital culture, good communication, critical thinking, responsibility.
Choose the alternative which presents the correct sequence, from top to bottom:
According to BNCC, English enables students to deepen their understanding of the
world, explore new research perspectives, access information, express ideas and values, and handle
different opinions and criticism. However, accessing specialized information, which can help spark
interest and prepare students for the next step in their studies, might require specific tools. Therefore,
English for Specific Purposes (ESP) teaching might be a useful approach. Mark the INCORRECT
statement about ESP teaching.
Leia o texto para responder à questão.
One of the major foci of applied linguistics scholarship has been the foreign or second language classroom. A glance through the past century or so of language teaching gives us an interesting picture of varied interpretations of the best way to teach a foreign language. As schools of thought have come and gone, so have language teaching trends waxed and waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and shifting sands” as a cyclical pattern where a new paradigm of teaching methodology emerged about every quarter of a century, with each new method breaking from the old but at the same time taking with it some of the positive aspects of the previous paradigm. One of the best examples of the cyclical nature of methods is seen in the revolutionary Audiolingual Method (ALM) of the late 1940s and 1950s. The ALM borrowed principles and beliefs from its predecessor by almost half a century, the Direct Method, while breaking away entirely from the Grammar-Translation paradigm. Within a short time, however, ALM critics were advocating more attention to rules of language which, to some, smacked a return to Grammar Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
É proposta de sala de aula condizente com o ensino
comunicativo de línguas:
Spoken and written English do not have different grammars,
but the shared English grammar is used differently on the
two channels. For the benefit of those who want to acquire
good, all-round communicative competence we will therefore
indicate in this book many such differences in the use of
English grammar. So,
Julgue as sentenças abaixo como VERDADEIRAS ou
FALSAS.
1.(__)A abordagem comunicativa ganhou força nas últimas décadas, priorizando a comunicação efetiva em situações do cotidiano.
2.(__)A aprendizagem baseada em tarefas é uma abordagem que foi predominante por muitos anos, enfocando o ensino de regras gramaticais e vocabulário por meio da memorização e prática de exercícios.
3.(__)Na abordagem lexical, a ênfase recai sobre o ensino de palavras e expressões em contextos autênticos, priorizando o aprendizado de vocabulário e colocações.
A sequência CORRETA é:
1.(__)A abordagem comunicativa ganhou força nas últimas décadas, priorizando a comunicação efetiva em situações do cotidiano.
2.(__)A aprendizagem baseada em tarefas é uma abordagem que foi predominante por muitos anos, enfocando o ensino de regras gramaticais e vocabulário por meio da memorização e prática de exercícios.
3.(__)Na abordagem lexical, a ênfase recai sobre o ensino de palavras e expressões em contextos autênticos, priorizando o aprendizado de vocabulário e colocações.
A sequência CORRETA é:
No que concerne a Lei de Diretrizes e Base da Educação Nacional (PNE) - Lei nº 13.005/14, assinale a alternativa INCORRETA.
Judge the following item, concerning the production of written texts as a process.
Revising is the stage of the writing process when writers
make changes to improve the clarity, coherence, and
correctness of their text.
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
In the history of language teaching and learning,
approaches have been devised to answer new needs in
language education. An instruction which is consistent
with one such approach – task-based learning – is
According to the Lei nº 13.415 (Feb, 2017), ratifying Lei nº 9394 (Dec, 1996), that will be applied with the aid of article 35-A,
the diversified section of curricula should
In cases where students fail to reach expected language
outcomes, recovery strategies must be implemented to
ensure that all learners have a chance to succeed. Which
practice best reflects a recovery strategy in English
teaching?
Question must be answered based on the following text.
Digital technologies have revolutionized language teaching by providing access to diverse textual genres and authentic communication contexts. Through virtual environments, learners engage with real-world language use while developing both language skills and genre awareness. This approach aligns with contemporary educational principles that emphasize contextualized, communicative learning while maintaining the crucial role of the teacher in guiding the process.
Adapted from: DOS SANTOS, Roberto-Márcio; COURA-SOBRINHO, Jerônimo. Computers in the teaching of English as a foreign language: access to diversity of textual genres and language skills. Available at: https://dl.ifip.org/db/conf/wcce/wcce2009/SantosS09.pdf.
According to Dos Santos and Coura-Sobrinho’s article, select the statement below that most accurately
reflects contemporary pedagogical values of digital textual genres in English language teaching:
As origens teóricas da perspectiva reflexiva sobre a prática remontam a John Dewey, que, na década de 30 do século passado, definiu ação reflexiva como o exame ativo, voluntário, persistente e rigoroso de nossas crenças e ações, à luz dos fundamentos que as sustentam e das consequências a que conduzem. Ao caracterizar a reflexão como uma forma especializada de pensar, Dewey a diferencia do ato de rotina, que, embora fundamental ao ser humano, é guiado por impulso, hábito, tradição ou submissão à autoridade. A reflexão, ao contrário, baseia-se na vontade, no pensamento, em atitudes de questionamento e curiosidade.
Rosane Rocha Pessoa. A reflexão interativa
como instrumento de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).
Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.
As bases da prática reflexiva desenvolvidas por Dewey acabaram por aprofundar as diferenças educacionais entre os diferentes países do mundo.
As origens teóricas da perspectiva reflexiva sobre a prática remontam a John Dewey, que, na década de 30 do século passado, definiu ação reflexiva como o exame ativo, voluntário, persistente e rigoroso de nossas crenças e ações, à luz dos fundamentos que as sustentam e das consequências a que conduzem. Ao caracterizar a reflexão como uma forma especializada de pensar, Dewey a diferencia do ato de rotina, que, embora fundamental ao ser humano, é guiado por impulso, hábito, tradição ou submissão à autoridade. A reflexão, ao contrário, baseia-se na vontade, no pensamento, em atitudes de questionamento e curiosidade.
Rosane Rocha Pessoa. A reflexão interativa
como instrumento de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).
Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.
Aulas baseadas em projetos personalizados são condizentes com as práticas reflexivas de ensino.
Which of the following approaches emphasizes learner autonomy, with the teacher facilitating rather
than instructing, and is particularly effective in promoting communicative competence in language
learning?
The Communicative Approach in language
teaching prioritizes:
Julgue o item a seguir.
Na abordagem comunicativa, podemos usar a língua materna para explicar as atividades, verificar a compreensão, desde que traga benefícios para o aluno e não extrapole o tempo do bom senso de exposição à língua alvo.
Na abordagem comunicativa, podemos usar a língua materna para explicar as atividades, verificar a compreensão, desde que traga benefícios para o aluno e não extrapole o tempo do bom senso de exposição à língua alvo.
Em um contexto educacional, uma turma do ensino
médio está estudando a relação entre a oralidade e a
escrita. O professor propôs uma atividade em que os
estudantes deveriam analisar um texto oral e
transformá-lo em um texto escrito, destacando as
diferenças entre as duas modalidades linguísticas.
Dentre as alternativas a seguir, qual apresenta umaspecto relevante que destaca a complexidade dessa
atividade e a inter-relação entre oralidade e escrita?
Linguistic variation refers to the differences in language use across different regions, social groups, or contexts. In the context of
English language teaching, especially in countries like Brazil, where English is a foreign language, incorporating linguistic variation
plays a crucial role in developing students' communicative competence. English is not a monolithic language; it has many varieties,
including British,American,Australian, Indian, and Nigerian English, among others. Each variety is associated with different accents,
vocabulary, grammar, and cultural contexts.
One challenge in English language teaching is the overemphasis on certain "standard" forms of English, often British or American, to the exclusion of other varieties. This can lead to a narrow understanding of the language and limit students' ability to interact in global contexts where English is spoken in diverse forms. By exposing students to different accents, dialects, and usages, teachers can prepare them for real-world communication, where English functions as a global lingua franca. This approach also promotes linguistic tolerance and awareness, teaching students that no variety is inherently superior to another, but that different varieties serve different communicative purposes.
For example, a Brazilian student learning British English may encounter challenges when interacting with a Nigerian English speaker due to different pronunciations and expressions. Thus, it's important that students not only learn the grammatical structure of English but also develop the ability to adapt to and understand different varieties of English. This adaptability enhances their global communication skills.
Additionally, the Base Nacional Comum Curricular (BNCC) encourages teaching English as a means of fostering global citizenship and intercultural communication, which implicitly requires an understanding of linguistic variation. Recognizing English as a plural language, with many forms and functions, aligns with the goal of preparing students for global engagement.
Canagarajah, S. (2006). The Place of World Englishes in Composition: Pluralization Continued.College Composition and Communication, 57(4), 586-619.
Why is it important to include linguistic variation in English language teaching, particularly in non-English-speaking countries?
One challenge in English language teaching is the overemphasis on certain "standard" forms of English, often British or American, to the exclusion of other varieties. This can lead to a narrow understanding of the language and limit students' ability to interact in global contexts where English is spoken in diverse forms. By exposing students to different accents, dialects, and usages, teachers can prepare them for real-world communication, where English functions as a global lingua franca. This approach also promotes linguistic tolerance and awareness, teaching students that no variety is inherently superior to another, but that different varieties serve different communicative purposes.
For example, a Brazilian student learning British English may encounter challenges when interacting with a Nigerian English speaker due to different pronunciations and expressions. Thus, it's important that students not only learn the grammatical structure of English but also develop the ability to adapt to and understand different varieties of English. This adaptability enhances their global communication skills.
Additionally, the Base Nacional Comum Curricular (BNCC) encourages teaching English as a means of fostering global citizenship and intercultural communication, which implicitly requires an understanding of linguistic variation. Recognizing English as a plural language, with many forms and functions, aligns with the goal of preparing students for global engagement.
Canagarajah, S. (2006). The Place of World Englishes in Composition: Pluralization Continued.College Composition and Communication, 57(4), 586-619.
Why is it important to include linguistic variation in English language teaching, particularly in non-English-speaking countries?