Foram encontradas 50 questões.
I - Savoirs (knowledge) is primarily defined as deep declarative knowledge regarding the core cultural values and historical traditions specific to the target-language country, disregarding social groups and processes.
II - Savoir comprendre (skills of interpreting and relating) requires a learner to interpret a document or event from another culture, explain it, and relate it to documents or events from their own culture, without relying on real-time interaction with a target-culture interlocutor.
III - Savoir s’engager (critical cultural awareness) posits that language teachers should remain politically neutral and guide students to evaluate cultural practices using purely subjective, personal moral codes.
IV - The primary distinction between savoir comprendre and savoir apprendre/faire is that the former operates on existing knowledge and documents, whereas the latter involves acquiring new cultural knowledge and operating it in real-time constraints of social interaction.
V - According to Byram, a speaker who possesses high linguistic competence (fluency, native-like accent, advanced syntax) automatically fulfills the prerequisites for Intercultural Communicative Competence (ICC).
Which statements are correct?
Provas
“Identities can be held together by narratives, in short, without essences: you don’t get to be called ‘English’ because there’s an essence this label follows; you’re English because our rules determine that you are entitled to the label—that you are connected in the right way with a place called England. […] The story of the golden nugget suggests that we can’t help caring about the traditions of ‘the West’ because they are ours: in fact, the opposite is true. They are ours only if we care about them. A culture of liberty, tolerance, and rational inquiry: that would be a good idea. But these values represent choices to make, not tracks laid down by a Western destiny.”
(Adapted from: APPIAH, Kwame Anthony. The lies that bind: rethinking identity. New York: Liveright Publishing Corporation, 2018. p. 151-159)
Based on Kwame Anthony Appiah’s excerpts, which statement best reflects the author’s understanding of identity?
Provas
“Waiting for the Barbarians” by C.P. Cavafy
What are we waiting for, assembled in the forum?
The barbarians are due here today.
Why isn’t anything going on in the senate?
Why are the senators sitting there without legislating?
Because the barbarians are coming today.
What’s the point of senators making laws now?
Once the barbarians are here, they’ll do the legislating.
Why did our emperor get up so early,
and why is he sitting enthroned at the city’s main gate,
in state, wearing the crown?
Because the barbarians are coming today
and the emperor’s waiting to receive their leader.
He’s even got a scroll to give him,
loaded with titles, with imposing names.
Why have our two consuls and praetors come out today
wearing their embroidered, their scarlet togas?
Why have they put on bracelets with so many amethysts,
rings sparkling with magnificent emeralds?
Why are they carrying elegant canes
beautifully worked in silver and gold?
Because the barbarians are coming today
and things like that dazzle the barbarians.
Why don’t our distinguished orators turn up as usual
to make their speeches, say what they have to say?
Because the barbarians are coming today
and they’re bored by rhetoric and public speaking.
Why this sudden bewilderment, this confusion?
(How serious people’s faces have become.)
Why are the streets and squares emptying so rapidly,
everyone going home lost in thought?
Because night has fallen and the barbarians haven't
come.
And some of our men just in from the border say
there are no barbarians any longer.
Now what’s going to happen to us without barbarians?
Those people were a kind of solution.
“Identities can be held together by narratives, in short, without essences: you don’t get to be called ‘English’ because there’s an essence this label follows; you’re English because our rules determine that you are entitled to the label—that you are connected in the right way with a place called England. […] The story of the golden nugget suggests that we can’t help caring about the traditions of ‘the West’ because they are ours: in fact, the opposite is true. They are ours only if we care about them. A culture of liberty, tolerance, and rational inquiry: that would be a good idea. But these values represent choices to make, not tracks laid down by a Western destiny.”
(Adapted from: APPIAH, Kwame Anthony. The lies that bind: rethinking identity. New York: Liveright Publishing Corporation, 2018. p. 151-159)
Which statement is NOT consistent with Appiah’s interpretation of Cavafy’s poem “Waiting for the Barbarians” mentioned above?
Provas
- Gramática - Língua InglesaVerbos | VerbsPresente progressivo | Present continuous
- Gramática - Língua InglesaVerbos | VerbsInfinitivo e gerúndio | Infinitive and gerund
“Waiting for the Barbarians” by C.P. Cavafy
What are we waiting for, assembled in the forum?
The barbarians are due here today.
Why isn’t anything going on in the senate?
Why are the senators sitting there without legislating?
Because the barbarians are coming today.
What’s the point of senators making laws now?
Once the barbarians are here, they’ll do the legislating.
Why did our emperor get up so early,
and why is he sitting enthroned at the city’s main gate,
in state, wearing the crown?
Because the barbarians are coming today
and the emperor’s waiting to receive their leader.
He’s even got a scroll to give him,
loaded with titles, with imposing names.
Why have our two consuls and praetors come out today
wearing their embroidered, their scarlet togas?
Why have they put on bracelets with so many amethysts,
rings sparkling with magnificent emeralds?
Why are they carrying elegant canes
beautifully worked in silver and gold?
Because the barbarians are coming today
and things like that dazzle the barbarians.
Why don’t our distinguished orators turn up as usual
to make their speeches, say what they have to say?
Because the barbarians are coming today
and they’re bored by rhetoric and public speaking.
Why this sudden bewilderment, this confusion?
(How serious people’s faces have become.)
Why are the streets and squares emptying so rapidly,
everyone going home lost in thought?
Because night has fallen and the barbarians haven't
come.
And some of our men just in from the border say
there are no barbarians any longer.
Now what’s going to happen to us without barbarians?
Those people were a kind of solution.
(1) Continuous verbs
(2) Gerunds acting as nouns
(3) Adjectives
( ) “Why are the senators sitting there without legislating?” (l. 4)
( ) “Once the barbarians are here, they’ll do the legislating” (l. 7)
( ) “Why have they put on bracelets with so many amethysts, rings sparkling with magnificent emeralds?” (l. 17-18)
( ) “Now what’s going to happen to us without barbarians?” (l. 35)
( ) “loaded with titles, with imposing names.” (l. 14)
( ) “and they’re bored by rhetoric and public speaking” (l. 26)
Select the alternative with the correct sequence from top to bottom.
Provas
“Waiting for the Barbarians” by C.P. Cavafy
What are we waiting for, assembled in the forum?
The barbarians are due here today.
Why isn’t anything going on in the senate?
Why are the senators sitting there without legislating?
Because the barbarians are coming today.
What’s the point of senators making laws now?
Once the barbarians are here, they’ll do the legislating.
Why did our emperor get up so early,
and why is he sitting enthroned at the city’s main gate,
in state, wearing the crown?
Because the barbarians are coming today
and the emperor’s waiting to receive their leader.
He’s even got a scroll to give him,
loaded with titles, with imposing names.
Why have our two consuls and praetors come out today
wearing their embroidered, their scarlet togas?
Why have they put on bracelets with so many amethysts,
rings sparkling with magnificent emeralds?
Why are they carrying elegant canes
beautifully worked in silver and gold?
Because the barbarians are coming today
and things like that dazzle the barbarians.
Why don’t our distinguished orators turn up as usual
to make their speeches, say what they have to say?
Because the barbarians are coming today
and they’re bored by rhetoric and public speaking.
Why this sudden bewilderment, this confusion?
(How serious people’s faces have become.)
Why are the streets and squares emptying so rapidly,
everyone going home lost in thought?
Because night has fallen and the barbarians haven't
come.
And some of our men just in from the border say
there are no barbarians any longer.
Now what’s going to happen to us without barbarians?
Those people were a kind of solution.
Provas
Provas
a. ___________ creates anticipation and gets students thinking about previous experiences they may have had about the topic before they read about it. b. It is important that readers be able to get the main idea of a text, and ___________ can help as the reader restates the meaning in his or her own words. c. The main idea of a paragraph is sometimes stated in the ___________ of a paragraph. d. ___________ are words and phrases that join parts of a text together just like the bands in a watch strap. e. ___________ is to look rapidly for specific information. f. ___________ — for gist or overview.
(Adapted from: FARRELL, T. S. C. Teaching reading to English language learners: a reflective guide. Thousand Oaks: Corwin Press, 2009)
Identify the correct sequence of the missing words in the text from top to bottom.
Provas
- Ensino SuperiorGestão e Organização da Sala de Aula
- Ensino SuperiorDidática e Prática no Ensino Superior
Which of Kumaravadivelu’s (2001) three core Postmethod parameters best explains the teacher’s decision?
Provas
Provas
I - The concept of ELF problematizes the notion of language “ownership”—historically attributed to the native speaker—and decenters Anglo-American standards. From the perspective of Critical Literacy, this entails the teacher problematizing the very erasure of non-hegemonic varieties.
II - Understanding English as an AL implies recognizing that the new language integrates into the student’s plurilingual repertoire in an additive, rather than subtractive, manner. However, for Critical Literacy to occur, pedagogical practice must go beyond the affirmation of identity, equipping the student to unveil how mastery of a global language reproduces or challenges geopolitical and class-based asymmetries.
III - Critical pedagogy applied to ELT presupposes the adoption of a “didactics of tolerance,” in which an exclusive focus on mutual intelligibility suspends the need to reflect on local linguistic norms, thereby legitimizing any discursive output based on the argument of cultural hybridization.
IV - Within the framework of Critical Literacy, pedagogical practice adopting ELF must abandon the teaching of the standard norm or prestige varieties. This is because the focus on social emancipation demands the rejection of any hegemonic linguistic conventions, which are viewed purely as instruments of oppression and linguistic colonization.
V - The connection between AL and Critical Literacy presupposes that the process of meaning-making in a new language is a space of agency and contestation. Thus, classroom language practices must equip the student to “rewrite” and subvert hegemonic discourses, using English not as a code to be imitated, but as a resource for social performativity and the creation of new meanings.
The correct statements are
Provas
Caderno Container