Foram encontradas 50 questões.
Read the following text to answer question:
The Missing Ingredient in Education? Curiosity.
It’s easy to forget how important individual passion is in
education; too often it can feel like it’s a game of just painting
by the numbers. But if we all think about it for a moment,
isn’t learning actually meant to be a joyous experience? If
you think about your own life, haven’t you had an afternoon
fly past because you’ve been gripped by a certain task, a
particular lesson, a specific train of thought? School education
is no different. If we make room for young people’s individual
curiosities, notice and nurture them, we can make learning a
natural experience.
Once we find that individual spark in a child, in many
ways, the hard part is over. They can lead the way with their
learning and they don’t have to be coaxed into it. Curiosity can
be utilized through inquiry-based learning and schools all over
the world are already making the most of this type of learning.
For instance, children are driven to the museums where
they are engaged in stories, games and activities. To develop
curiosity, children identify an exhibit on a particular topic and
are encouraged to ask questions about the exhibits to fill in
the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an
important part to play in inquiry-based learning. The world is
full of natural wonders which can spark curiosity in children.
Not only is identifying and encouraging curiosity pivotal
in a child’s educational career, but it will be useful for them in
the working world too. By instilling these behaviours early on
we can help kids to become lifelong learners, which they will
need to be, as single-track careers become an antiquated idea
and we’ll potentially find ourselves working several different
careers within our lifetime. Curiosity may have killed the cat in
decades past, but it could be the key to a more stable future
for the next generation.
(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
Provas
Questão presente nas seguintes provas
Read the following text to answer question:
The Missing Ingredient in Education? Curiosity.
It’s easy to forget how important individual passion is in
education; too often it can feel like it’s a game of just painting
by the numbers. But if we all think about it for a moment,
isn’t learning actually meant to be a joyous experience? If
you think about your own life, haven’t you had an afternoon
fly past because you’ve been gripped by a certain task, a
particular lesson, a specific train of thought? School education
is no different. If we make room for young people’s individual
curiosities, notice and nurture them, we can make learning a
natural experience.
Once we find that individual spark in a child, in many
ways, the hard part is over. They can lead the way with their
learning and they don’t have to be coaxed into it. Curiosity can
be utilized through inquiry-based learning and schools all over
the world are already making the most of this type of learning.
For instance, children are driven to the museums where
they are engaged in stories, games and activities. To develop
curiosity, children identify an exhibit on a particular topic and
are encouraged to ask questions about the exhibits to fill in
the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an
important part to play in inquiry-based learning. The world is
full of natural wonders which can spark curiosity in children.
Not only is identifying and encouraging curiosity pivotal
in a child’s educational career, but it will be useful for them in
the working world too. By instilling these behaviours early on
we can help kids to become lifelong learners, which they will
need to be, as single-track careers become an antiquated idea
and we’ll potentially find ourselves working several different
careers within our lifetime. Curiosity may have killed the cat in
decades past, but it could be the key to a more stable future
for the next generation.
(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
This is intended to foster the reading strategy named
Provas
Questão presente nas seguintes provas
Read the following cartoon and answer question:
(Andy Marlette. Disponível em: https://larrycuban.wordpress.
com/2023/01/26/)
One such pronoun is found in
Provas
Questão presente nas seguintes provas
Read the following cartoon and answer question:
(Andy Marlette. Disponível em: https://larrycuban.wordpress.
com/2023/01/26/)
Indique a única alternativa cuja sentença aceita voz passiva.
Provas
Questão presente nas seguintes provas
Read the following cartoon and answer question:
(Andy Marlette. Disponível em: https://larrycuban.wordpress.
com/2023/01/26/)
Provas
Questão presente nas seguintes provas
Read the following excerpt:
The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.
(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)
It is correct to state that the use of technology described by the author is consistent with the principles of the
The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.
(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)
It is correct to state that the use of technology described by the author is consistent with the principles of the
Provas
Questão presente nas seguintes provas
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
Provas
Questão presente nas seguintes provas
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
Provas
Questão presente nas seguintes provas
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
The alternative in which the use of any of these words is correct is
Provas
Questão presente nas seguintes provas
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
Provas
Questão presente nas seguintes provas
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