Leia o texto 4 para responder as questões 44 a 46.

Texto 4

Is there still a place in teaching for magazines, pictures, scissors, correction fluid, flipcharts and all those traditional pen-and-paper resources that have suddenly started to look a bit old-fashioned? In the modern, digitally connected world, young people are constantly online and using screens, both in their studies and in social interaction. Won’t they roll their eyes at being asked to look at a torn-out picture, make a hand-written poster or collect ideas in a flipchart?

I’d argue that such traditional resources still have an important place in language classroom, and, interestingly, they are starting to feel increasingly engaging, perhaps because they are simple and different - a hands-on contrast to the staring at screens that makes up so much of our 21st century days, In being different from much of the separated, individual computer work students do, pen-and-paper resources often bring people together, working with tangible, shared materials, in a way that feels surprisingly alive and engaging.

Fonte: SCRIVENER, J. Classroom Management Techniques. Cambridge: Cambridge University Press, Cambridge Handbooks for Language Teachers, 2012. p. 270. (Adaptado).

Leia o texto 4 para responder as questões 44 a 46.

Texto 4

Is there still a place in teaching for magazines, pictures, scissors, correction fluid, flipcharts and all those traditional pen-and-paper resources that have suddenly started to look a bit old-fashioned? In the modern, digitally connected world, young people are constantly online and using screens, both in their studies and in social interaction. Won’t they roll their eyes at being asked to look at a torn-out picture, make a hand-written poster or collect ideas in a flipchart?

I’d argue that such traditional resources still have an important place in language classroom, and, interestingly, they are starting to feel increasingly engaging, perhaps because they are simple and different - a hands-on contrast to the staring at screens that makes up so much of our 21st century days, In being different from much of the separated, individual computer work students do, pen-and-paper resources often bring people together, working with tangible, shared materials, in a way that feels surprisingly alive and engaging.

Fonte: SCRIVENER, J. Classroom Management Techniques. Cambridge: Cambridge University Press, Cambridge Handbooks for Language Teachers, 2012. p. 270. (Adaptado).

Leia o texto 2 para responder as questões 37 e 38.

Texto 2

Disponível em: <https://theidealteacher.com/language-learning-apps-improve-your-vocabulary-quizlet-quizizz-kahoot>. Acesso em: 29 ago. 2022.

Analise a imagem 1 para responder as questões 35 e 36.

Imagem 1

Disponível em: <https://www.facebook.com/photo/?fbid=589938692499915&set=a.200258594801262>. Acesso em: 29 ago. 2022. (Adaptado).

Analise a imagem 1 para responder as questões 35 e 36.

Imagem 1

Disponível em: <https://www.facebook.com/photo/?fbid=589938692499915&set=a.200258594801262>. Acesso em: 29 ago. 2022. (Adaptado).

Leia os textos 5 e 6 para responder as questões 48 e 49.

Texto 5

Tempo sugerido: 2 minutos.

Orientações: Mostre ou leia para a turma o objetivo desta aula. Explique que a aula será focada na identificação de diferentes sotaques da língua inglesa. “Today you will be able to identify different accents of the English language.”

[...]

Tempo sugerido: 20 minutos.

Propósito: Apresentar vídeos de pessoas originárias de países que foram colonizados pelo Império Britânico e que falam a língua inglesa a fim de que os alunos possam identificar diferentes sotaques da língua de forma contextualizada e organizada.

[...]

Tempo sugerido: 15 minutos.

Propósito: Ouvir áudios e reconhecer os diferentes sotaques da língua inglesa.

[...]

Tempo sugerido: 5 minutos.

Propósito: Organizar os saberes ativados durante essa aula.

Texto 6

What have you learned today?

1. About mother, first, official and foreign languages and lingua franca.
2. That many people around the world speak English as their mother language, official language or as a lingua franca and that there are many ex-British colonies all over the world.
3. Learned about the presence of English speakers in Brazil:

-My name is Hannah! I'm currently living in Sao Paulo,

- Im Samuel, I have been in Brazil for 3 years.

1. To identify different English accents and ways of greeting and introducing oneself:

- What accent is this? It's a British accent.

I'm .........., My name is...

-Nice to meet you.

-Hey guys!, Hi!, Hello everyone.

Disponível em: <https://novaescola.org.br/planos-de-aula/fundamental/6ano/ingles/identificar-diferentes-sotaques-da-lingua-inglesa/2500>. Acesso em: 29 ago. 2022. (Adaptado).

Leia o texto 4 para responder as questões 44 a 46.

Texto 4

Is there still a place in teaching for magazines, pictures, scissors, correction fluid, flipcharts and all those traditional pen-and-paper resources that have suddenly started to look a bit old-fashioned? In the modern, digitally connected world, young people are constantly online and using screens, both in their studies and in social interaction. Won’t they roll their eyes at being asked to look at a torn-out picture, make a hand-written poster or collect ideas in a flipchart?

I’d argue that such traditional resources still have an important place in language classroom, and, interestingly, they are starting to feel increasingly engaging, perhaps because they are simple and different - a hands-on contrast to the staring at screens that makes up so much of our 21st century days, In being different from much of the separated, individual computer work students do, pen-and-paper resources often bring people together, working with tangible, shared materials, in a way that feels surprisingly alive and engaging.

Fonte: SCRIVENER, J. Classroom Management Techniques. Cambridge: Cambridge University Press, Cambridge Handbooks for Language Teachers, 2012. p. 270. (Adaptado).