Leia o texto para responder às questões de números 38 a 40.

A significant feature in the intrinsic motivation of students will depend on their perception of what the teacher thinks of them, and how they are treated. It is no surprise, therefore, to find that what many people look for when they observe other people’s lessons, is evidence of good rapport between the teacher and the class. (…) In the best lessons we will always see a positive, enjoyable and respectful relationship. Rapport is established in part (…) as a result of the way we listen to and treat the students in our classrooms

(HARMER, Jeremy. How to teach English. Longman, 1998. Adaptado)

Leia o texto para responder às questões de números 38 a 40.

A significant feature in the intrinsic motivation of students will depend on their perception of what the teacher thinks of them, and how they are treated. It is no surprise, therefore, to find that what many people look for when they observe other people’s lessons, is evidence of good rapport between the teacher and the class. (…) In the best lessons we will always see a positive, enjoyable and respectful relationship. Rapport is established in part (…) as a result of the way we listen to and treat the students in our classrooms

(HARMER, Jeremy. How to teach English. Longman, 1998. Adaptado)

Leia o texto para responder às questões de números 38 a 40.

A significant feature in the intrinsic motivation of students will depend on their perception of what the teacher thinks of them, and how they are treated. It is no surprise, therefore, to find that what many people look for when they observe other people’s lessons, is evidence of good rapport between the teacher and the class. (…) In the best lessons we will always see a positive, enjoyable and respectful relationship. Rapport is established in part (…) as a result of the way we listen to and treat the students in our classrooms

(HARMER, Jeremy. How to teach English. Longman, 1998. Adaptado)

Read the excerpt to answer questions 35 and 36.

Oral skills have not always figured so central in second and foreign language pedagogy. In classes that utilize comprehension-based approaches to language teaching, listening skills are stressed before speaking, if speaking is stressed at all. Even in a production-based approach such as the Silent Way; student speech is carefully controlled for structure and content. And while Audiolingualism stressed oral skills (evidenced by the amount of time spent in the language laboratory practicing drills), speech production was tightly controlled in order to reinforce correct habit formation of linguistic rules.

(CELCE-MURCIA, Marianne. Teaching English as a second or foreign language. 3rd ed. HeinleCengage. Adaptado).

Read the excerpt to answer questions 35 and 36.

Oral skills have not always figured so central in second and foreign language pedagogy. In classes that utilize comprehension-based approaches to language teaching, listening skills are stressed before speaking, if speaking is stressed at all. Even in a production-based approach such as the Silent Way; student speech is carefully controlled for structure and content. And while Audiolingualism stressed oral skills (evidenced by the amount of time spent in the language laboratory practicing drills), speech production was tightly controlled in order to reinforce correct habit formation of linguistic rules.

(CELCE-MURCIA, Marianne. Teaching English as a second or foreign language. 3rd ed. HeinleCengage. Adaptado).