Assinale a alternativa em que o verbo está conjugado
corretamente no imperativo.
Lesen Sie die Äußerung einer Schülerin zum Thema „Frontalunterricht“ und kreuzen Sie bei Frage die korrekte Lösung an.
Bei uns im Unterricht machen immer alle dasselbe und zwar, was die Lehrerin sagt. Sie ist sehr nett, aber sie macht immer so schnell. Sie erklärt uns etwas, oft schreibt sie auch etwas an die Tafel, zum Beispiel Grammatikregeln, und dann meint sie, dass wir das alle verstanden haben. Und sie fragt und korrigiert uns dann immer gleich, da bin ich oft froh, wenn ich nicht drankomme. Wir sind doch so verschieden! Meine Freundin zum Beispiel kann Wörter am besten über Bilder lernen, ich mache das nicht so gerne, sie kann sich auch Wörter viel schneller merken als ich, ich muss mir die immer nochmal in Ruhe zu Hause ansehen. Außerdem habe ich oft keine große Lust auf den Unterricht, weil ich nicht so viel zum Sprechen komme. Die meiste Zeit redet die Lehrerin und wenn wir zum Beispiel was erzählen sollen, melden sich andere oft schneller. Für mich wäre es manchmal einfacher, wenn ich erstmal mit meiner Nachbarin darüber sprechen könnte.
(Funk, H. et al. Aufgaben, Übungen, Interaktion. Deutsch lehren lernen 4.
München: Klett-Langenscheidt, 2015)
In welchem Kasus steht das Pronomen „uns“ in dem Satz
„Sie erklärt uns etwas“?
Al analizar comparativamente el acusativo o complemento
directo en los enunciados (1) “Busco un médico” y (2)
“Busco a un médico”, Bruno (2005) concluye que en
El enunciado que contiene en su estructura una oración
de tipo causal es
Segundo Quadros e Karnopp (2004), a língua de sinais é
denominada de modalidade gestual-visual, pois
Según Gómez Torrego (20025, p. 512), con respecto
al uso del sustantivo “pueblo” en los enunciados (1) “El
pueblo votará en marzo” y (2) “Llegamos a un pueblo muy
tranquilo”, se puede decir que
Kotaki e Lacerda (em Lacerda e Santos, 2014) destacam
que o intérprete de língua de sinais é uma figura importante para que os estudantes surdos, usuários da Libras,
tenham acesso aos conteúdos escolares e também tenham a oportunidade de inserção e interação social na
escola.
Além disso, de acordo com as autoras, o intérprete exerce a função de
Além disso, de acordo com as autoras, o intérprete exerce a função de
Quadros e Karnopp (2004) destacam que há alguns
mitos sobre a língua de sinais, sendo um deles: “A língua
de sinais seria uma mistura de pantomima e gesticulação
concreta, incapaz de expressar conceitos abstratos”.
Tal concepção defende que
Tal concepção defende que
Read the text to answer question.
Traditional EFL classrooms face several challenges, including limited exposure to authentic language use, lack of engagement, and varying learner proficiency levels. Research indicates that reliance on non-authentic materials can hinder listening comprehension and motivation among students. For instance, substituting traditional listening inputs with spontaneous teacher discourse and storytelling has been proposed as a means to enhance engagement and provide authentic language exposure (Ypsilanti, 2024). Additionally, the integration of Content and Language Integrated Learning (CLIL) approaches can bridge the gap between vocabulary learning and meaningful text production, fostering a more engaging learning environment (Balle & Olsen, 2023). Moreover, varying proficiency levels among learners often lead to common writing errors, such as grammatical mistakes and vocabulary misuse, which necessitate targeted instructional strategies to address these challenges effectively (Isma etal., 2023). Teachers also encounter difficulties in adapting to curriculum reforms and integrating digital media due to limited resources and training, which can further exacerbate engagement issues (Alnasib & Alharbi, 2024; Syarifuddin & Hz, 2023). Addressing these challenges requires innovative teaching strategies and a supportive infrastructure to enhance EFL learning outcomes.
(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning: A Case Study Approach. Journal of Education Research, v. 5, 2024)
No trecho “which can further exacerbate engagement
issues”, a palavra em negrito refere-se a
Na Libras, segundo Tanya Felipe (Libras em contexto:
curso básico, livro do estudante cursista, 2007), a configuração de mão é uma marca de concordância de
gênero com pessoa, animal, coisa ou veículo, e existem verbos que possuem concordância de gênero porque concordam com o sujeito ou o objeto da frase; por
exemplo, o verbo “cair”, dependendo do sujeito da frase,
terá uma configuração para concordar com a pessoa, a
coisa, o animal ou o veículo.
Tais verbos que possuem concordância de gênero são chamados de verbos
Tais verbos que possuem concordância de gênero são chamados de verbos
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used.
The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
Um professor propõe um trabalho em pares usando os
exemplos de sentenças interrogativas encontrados no
segundo parágrafo.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Como lo indica Gómez Torrego (2005), un ejemplo
de interjección que opera como intensificadora de un
sustantivo es
Autores como Quadros e Karnopp (Língua de Sinais
Brasileira: estudos linguísticos, 2004) relatam mitos,
sobre a língua de sinais, que refletem desconhecimento
e não correspondem a uma verdade cientificamente comprovada. Um dos mitos refere-se à crença de que haveria
uma única e universal língua de sinais usada por todas
as pessoas surdas.
Nesse mito, relacionado à visão de universalidade,
Nesse mito, relacionado à visão de universalidade,
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used.
The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
In the excerpt from the second paragraph “Thus, CLT has
a lot in common”, the word in bold can be substituted, with
no change in meaning, for
Observe los pares “arrollo-arroyo / haya-halla / cayó-calló / valla-vaya / rallar-rayar”.
La utilización correctamente escrita de una de estas palabras se advierte en el enunciado
Si una persona desea pedir con adecuación gramatical
algo en una tienda, tendría que formar, por ejemplo, un
enunciado como
Read the text to answer question.
Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar.
This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem1 .
As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid.
(Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.
What rhetorical device does the author use to reinforce
the significance of prioritization in language learning?
En su fundación, la “Asociación Fonética Internacional”
defendía que para la enseñanza de lenguas modernas
como el español o el portugués se debía, entre otros
aspectos,
The paper reflects on the role of technology in English language teaching (ELT) methodologies and on the impact of globalization and internationalization in education in general and in the ELT in particular. The study is based on the assumption that access to information and technology is necessary to build social capital (WARSCHAUER, 2003) and that this access requires some English knowledge and digital literacy (FINARDI; PREBIANCA; MOMM, 2013). Departing from a bibliographic review on the use of ELT methodologies and the role of technologies in these methodologies, the study proposes that both the resistance to and the uncritical use of technologies and methodologies may bring negative consequences to the development of English language proficiency and social development in Brazil. The study concludes that in the post-method (BROWN, 2002; KUMARAVADIVELO, 2003) and information era (LEVY, 1999) technologies have a relevant and crucial role that should be critically considered in ELT methodologies. The study also suggests that the informed use of technologies and methodologies, allied with the teaching of English as an international language are essential to leverage the development and the internationalization of education in Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
O texto menciona o ensino de inglês como língua internacional. O Currículo Paulista, tendo como referência a
Base Nacional Comum Curricular (BNCC), propõe o ensino de inglês como língua franca, que se caracteriza como
The paper reflects on the role of technology in English language teaching (ELT) methodologies and on the impact of globalization and internationalization in education in general and in the ELT in particular. The study is based on the assumption that access to information and technology is necessary to build social capital (WARSCHAUER, 2003) and that this access requires some English knowledge and digital literacy (FINARDI; PREBIANCA; MOMM, 2013). Departing from a bibliographic review on the use of ELT methodologies and the role of technologies in these methodologies, the study proposes that both the resistance to and the uncritical use of technologies and methodologies may bring negative consequences to the development of English language proficiency and social development in Brazil. The study concludes that in the post-method (BROWN, 2002; KUMARAVADIVELO, 2003) and information era (LEVY, 1999) technologies have a relevant and crucial role that should be critically considered in ELT methodologies. The study also suggests that the informed use of technologies and methodologies, allied with the teaching of English as an international language are essential to leverage the development and the internationalization of education in Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
In the excerpt “technologies have a relevant and crucial
role that should be critically considered” the word in bold
may be substituted, with no change in meaning, for