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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
Read the text below and point out the nature of the educacional perspective it supports as to the abilities and expertise proposed by the “Parâmetros Curriculares Nacionais”. The modern world’s characteristics have, for sure, important implications for the educational process as a whole, and, particularly, to the teaching/learning of languages. Answers to these macro-trends are vital in preparing youngsters to cater to the demands of a new world. With regards to teaching/learning languages, in order to be an active participant, it is essential that one communicate not only in the mother tongue but also in foreign language. The development of communicative abilities, in more than one language, is fundamental to access the society of information, moreover, it’s crucial for equitable academic access, and in the business and technological fields. It is, therefore, imperative that the teaching of foreign language be understood, and implemented, as the one offering tools vital for laboring.
Point out the suitable verb form to fill in the blank in “We are going to have many important decisions to make. If I were you I would call Helen again because she has not confirmed her attendance, and as the family lawyer, I insist that she _________________ here for the meeting tomorrow, and participate the opening of the will”.
Read the text carefully, go through the assertions related to it and choose the correct option. Task-based Teaching (TBT) – and Task-based Learning (TBL) – is the approach that TESOL Advantage advocates as best practice when it comes to English language teaching. While TBT’s basic principles are derived from CLT (Communicative Language Teaching), there are some important differences. Critics of CLT have raised the following concerns: 1.Teachers can struggle with the non-specific requirements of CLT. 2.Teachers are often worried about giving up too much control during a CLT exercise. 3.Many learners have low intrinsic motivation to communicate in a foreign language and so struggle with CLT student-centric exercises. 4.Because CLT is a meaning-focused approach, learners may struggle with grammar issues. TBT addresses all of these concerns. It gives teachers a specific requirement to focus on – getting the students to complete a task. Teachers worried about their classes becoming chaotic because of a lack of structure in the lesson now have clear steps that create guidelines and boundaries – a pre-task, task and post-task. Students become more empowered and motivated when they complete tasks because they ‘own’ the language and control the task response. While TBT definitely has a greater focus on meaning than form, teachers can add an optional language focus at the end of a task to cover any grammatical issues that the task highlighted. (Available in: https://tesoladvantage.com/methods-and-approaches-of-english-language-teaching.)
I. CLT critics aim at the CLT being a method that is meaning-focused.
II. TBT enables introduction of grammar as well as linguistic itens through assignments.
III. TBT is a method which refines the CLT method. There is accuracy in what is stated in
A teacher supplied students with a list of verbs in their infinitive forms, and asked them to look for the past forms of the indicated verbs (which are regular and irregular ones). He/She oriented learners to observe strutural and spelling similarities and divergencies while accomplishing the task. In order to complete the assignment students would use a cellphone app indicated by the teacher, and also work in pairs. The ability which the activity described specifically seeks to improve is:
Texts types, also known as genres, refer to categories with different purposes. Read the text thoroughly to mark the option which describes the communicative purpose desired. Could Climate Change Cause More Lakes to Turn Bright Pink? Ponds with bubblegum-pink water may sound like something straight out of a dream or a fairytale, but some experts say climate change might actually lead to pinker waters across the world. In Hawaii, U.S. Fish and Wildlife Service staff at Keālia Pond National Wildlife Refuge have been monitoring unusually pink water in the park since October 30. Initially, it was feared the color was a sign of a toxic algal bloom, such as the type that produces red tides, but preliminary analysis suggested the culprits were single-celled, salt-loving halobacteria. These bacteria are responsible for turning other bodies of water pink, including the Great Salt Lake’s North Arm in Utah. This area of the lake was separated from the South Arm in the 1950s with the construction of a railroad causeway, this cut off the North Arm from any influx of freshwater, raising its salinity to an average of 26 to 30 percent – double that of the South Arm – and making it an attractive environment for pinkish-orange algae (Dunaliella salina) and violet-pinkish bacteria (Halobacterium and Halococcus). Other naturally occurring pink lakes are spread out across the world. Lake Retba in Senegal, Salinas de Torrevieja in Spain and several lakes in the south of Western Australia have all taken on a rosy hue from their resident bacteria. While the lakes may look striking, any increase in Barbie Dreamhouse-colored waters may be a sign of warming temperatures and drier conditions driven by climate change. Keālia Pond’s unusual pink water certainly seems connected to drought. As of December 19, much of Maui is under abnormally dry to severe drought conditions. Normally, the Waikapu Stream flows into the pond, raising water levels and reducing salinity. But that hasn’t happened for a long time, so the salinity of the Keālia Pond outlet is currently greater than 70 parts per thousand – twice that of seawater. (Available in: https://www.smithsonianmag.com.)
A teacher presented students two groups of words with the didactic aim of introducing questions to guide students’ observations and insights. Choose the item displaying the criterion that justifies the teacher’s word choice in both groups. GROUP 1 taller-smaller-higher-fancier-wider-harder-closer-fatter GROUP 2 lawyer-teacher-runner-engineer-driver-waiter-swimmer
Word formation refers to the processes employed to create new words with resources already available within a language enabling its users to enhance lexicon and discourse possibilities. Concerning the words listed, proper content is met in: brand-new laptop salad dressing into meatball editor-in-chief black eye hot dog babysit cannot
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Read the text thoroughly. Oral communication in the form of student talk can be described as focused group conversations or collaborative conversations that are usually facilitated and/or monitored by an instructor. Eliciting student talk encourages the use of oral language to express their understanding of a concept or idea which is more than just knowledgeable peers sharing answers; it is the use of language as a tool to construct meaning. Research suggests that students learn more from giving explanations than receiving explanations (Chi et al, 1994; Sparks, 2013; Webb, 1989); hence the benefit of incorporating student talk into class situations, where interactions are easily fostered, has been shown to be effective across disciplines, from Biology to Language Learning (Karrema, 2014; Tanner, 2009) as well as in small classes to 600-person lecture halls (Tanner, 2009). According to renowned developmental psychologist Lev Vygotsky (1896-1934) to whom talk is one of the primary tools for communication, in particular, communicaion helps students negotiate meaning and connect prior knowledge, resulting in the development of thought and practice (Vygotsky, 1978). Not only can student talk help them better construct understanding of an idea or concept, it can also signal to the instructor whether a particular activity is supporting student learning and whether they are reaching course learning objectives. Student talk supports learning by: providing opportunities to clarify thoughts, generate conclusions, develop theories and ask new questions; establishing norms which ease students’ inhibitions, motivates sharing and promotes respectful communication; exposing learners to new ideas and perspectives from each other’s examples; connecting what students already know and what they think they know, to what they are being asked to learn; acknowledging the value of student’s ideas and empowering those who take more responsibility for their learning; building an understanding of a collaborative nature of learning; privileging the expression of personally meaningful ideas and the use of everyday language rather than focusing on the correct answers and the use of perfect language. (Rebecca L. Chism and LeighAnn Tomaswick, August 2018. Oral Communication as a Learning Tool. Kent State University Center for Teaching and
