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In the context of Brazilian public education, the implementation of English for Specific Purposes (ESP) in English as a Lingua Franca (EFL) classrooms requires careful consideration of learners” profiles, institutional objectives, and available resources. According to Hutchinson and Waters (1987) and Dudley-Evans and St John (1998), what is the theoretical foundations and practical implications of ESP for classroom application?
Provas
In a Brazilian second year High School English class, the topic of the week is Politeness and Attitude in Questions. To reinforce the lesson, the teacher shows a brief video of two characters asking the same question — “Could you help me with this?” — but with different intonations:
- In the first version, the speaker employs a friendly, rising-falling intonation, sounding polite and approachable.
- In the second, the speaker's pitch is flat or sharp, and he sounds impatient, even rude.
The teacher then covers how intonation can alter the attitude that is perceived from the speaker and even with the same words. Students then pair off to practice short dialogues (at a hotel help desk), working on how to adopt intonation to show politeness, surprise, annoyance, or uncertainty. The activity closes with students acting out short role-plays and classmates providing feedback on intonation and communicative impact. As Gilbert (2008) expresses it, suprasegmental features such as intonation that “are of great concern at the intermediate level” and are necessary for assisting “learners to acquire not only correct grammar but also communicative effectiveness”, as said by Celce-Murcia, Brinton and Goodwin (2010). According to the authors, what purpose does intonation serve for the intermediate L2 learner of English?
Provas
In an English class at a Brazilian state school, the teacher puts a recording on for students to listen to it: two native speakers in a conversation in a café. Before listening to the recording, she elicits many students” existing knowledge by projecting a menu, teaching key vocabulary (e.g., “espresso,” “takeaway,” “change”), and asking learners what they typically order at cafés. She plays the recording two times next; the first time for general comprehension, and the second time with some particular activities (such as noting the prices or items ordered). After that, students pair up and role-play a similar conversation with the expressions they heard. Which principle of instruction on listening does the teacher clearly demonstrate in this way?
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: AMEOSC
Orgão: Pref. Guarujá Sul-SC
I.The word "court" can mean both royal residence and legal proceeding, requiring contextual analysis for proper understanding.
II."Fair" may refer to physical beauty or justice/equality, depending on the historical and linguistic context presented.
III.Polysemic vocabulary should be taught through isolated definitions, avoiding contextual confusion for beginning learners.
IV.Understanding multiple meanings enhances students' reading comprehension and cultural awareness of language evolution.
Which statements are correct?
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: AMEOSC
Orgão: Pref. Guarujá Sul-SC
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: AMEOSC
Orgão: Pref. Guarujá Sul-SC
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: AMEOSC
Orgão: Pref. Guarujá Sul-SC
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: AMEOSC
Orgão: Pref. Guarujá Sul-SC
Analyze the statements about contextualized text production:
(__)Contextualized writing activities motivate students by connecting historical content to contemporary experiences and interests.
(__)Text production should focus primarily on grammatical accuracy, with content relevance being a secondary consideration.
(__)Creative writing based on historical texts develops both linguistic competence and cultural understanding simultaneously.
(__)Everyday situations provide authentic contexts for language use, making writing more meaningful and engaging for students.
Correct sequence of TRUE (T) or FALSE (F):
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: AMEOSC
Orgão: Pref. Guarujá Sul-SC
Professor Roberto is discussing the cultural aspects presented in the Elizabeth I text with his students. He emphasizes how understanding Tudor society, marriage customs, and political arrangements helps students develop intercultural competence. The teacher wants to explore how historical contexts influence language use and meaning construction in different cultural settings. The study of foreign language through cultural texts like the Elizabeth I story promotes _______ by exposing students to different historical periods, social values, and communication patterns.
Fill in the blank above and select the correct alternative.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: AMEOSC
Orgão: Pref. Guarujá Sul-SC
Provas
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