Leia o texto a seguir.

How do most teachers use micro-dictations?

However ‘small’ they are, micro-dictations have great value! They can help students notice connected speech, which is what usually blocks their understanding in a listening lesson. The teacher reads the sentences or plays the recording. They repeat each sentence a few times. Example: He must have gone out.

Students listen and write what they hear.

The teacher now writes the sentence on the whiteboard and asks students to compare it to theirs.

Finally, the teacher asks: which part was difficult to understand and why?

TSATERI, Rachel. World of better learning. Disponível em: https://www.cambridge.org/elt/blog/2023/06/11/using-micro-dictations-to-help-students-notice-connected-speech/. Acesso em: 12 jul. 2024. Adaptado.

O texto acima discorre sobre como os professores podem usar micro-dictations. Qual das estratégias abaixo corresponde a uma técnica de micro-dictation?

Leia a tabela a seguir:

CONTEXT CLUES TO DEFINE NEW WORDS

Model teaching. Reading Comprehension Strategy Tools. Model teaching, 2016. Disponível em: https://www.modelteaching.com/education-articles/reading-ela-instruction/reading

comprehension-strategy-tools. Acesso em: 12 jul. 2024. Adaptado.

Em uma atividade de leitura do texto “Bigger Isn’t Always Better: Narrow Traffic Lanes Make Cities Safer”, os alunos tiveram dificuldade de interpretação do último período por não saberem o sentido do termo ‘narrower’. Sobre isso, analise as estratégias:

I. Procurar a definição do termo em um dicionário inglês-português.

II. Procurar por dicas na imagem que acompanha o artigo.

III. Identificar o sentido dos termos ‘bigger’ e ‘wider’.

IV. Identificar a classe gramatical do termo e o sentido do sufixo -er.

Com base na tabela fornecida, para que os alunos possam entender o sentido do termo (‘narrower’) pelo contexto, o professor deve orientar que eles adotem as seguintes estratégias:

Traffic in Tokyo Reveals Narrow, Safe Traffic Lanes. Photo by Raphael Desrosiers / Flickr

Bigger Isn’t Always Better: Narrow Traffic Lanes Make Cities Safer

In Beijing, Chennai and Fortaleza, the rate of fatalities from road is incredibly high. What do these cities have in common? They have traffic lanes wider than 3.6 meters (11.8 feet). A longstanding belief among transportation planners and engineers is that wider traffic lanes ensure safe and congestion-free traffic flow. Recent academic research, highlighted in Cities Safer by Design, a WRI Ross Center for Sustainable Cities publication, shows that wider lanes are more dangerous than narrower lanes.

BANERJEE, Subha Ranjan; WELLE, Ben. Bigger Isn’t Always Better: Narrow Traffic Lanes Make Cities Safer. Disponível em: https://thecityfix.com/blog/bigger-isnt-always-better-narrow-traffic-lanes-make-cities-safer-subha-ranjan-banerjee-ben-welle/. Acesso em: 12 jul. 2024. Adaptado.

De acordo com a pesquisa acadêmica apresentada no artigo,

Leia o anúncio a seguir.

Multidict.net. Advertising language. Multidict.net, 2024. Disponível em:

https://multidict.net/clilstore/page.php?id=5243. Acesso em: 12 jul. 2024.

Uma das formas de identificar a função social de um texto é a partir dos recursos linguísticos usados. O anúncio publicitário acima tem a função social de induzir o leitor a ter um certo comportamento, que é alcançada, também, pelo uso de

Leia o texto a seguir:

What does a CCQ mean?

A concept checking question is a question designed to help the teacher check students’ understanding of a language item (grammar structure, vocabulary, fixed expression). “Do you understand?”, “Is that clear?”, “We all know that, right?” or “OK?” should be absolute taboos.

When to ask CCQs?

Every time you explain new material or need to check whether students know what you are talking about. CCQs are particularly useful after guided practice and at the end of the lesson as a review.

How to ask CCQs?

There are some simple rules that can help you create good CCQs and use them effectively:

1. CCQs should be easy to understand, use simple language in CCQs.

2. Don’t use the target language in CCQs;

E.g. I’ll meet her tomorrow.

Bad CCQ: Will I meet her next week?

3. Don’t use new vocabulary in CCQs;

4. Plan CCQs in advance;

5. Ask at least 2 CCQs to cover all of the important aspects of the target language;

6. CCQs should check the meaning of the target language, not of the situation.

E.g. She’s been in bed all day.

Bad CCQ: Is she sick?

7. Some of the most efficient CCQs are yes/no questions along with either/or questions; simple Wh-questions and true/false statements. My TEFL. Concept Checking Questions (CCQs).

My Tefl, 2024. Disponível em: https://mytefl.com/wp-content/uploads/2019/09/CCQs.pdf. Acesso em: 12 jul. 2024. Adaptado.

Considere que você precisa ensinar o sentido do termo em destaque na frase “His pink car stands out on the road”. A partir da leitura sobre as CCQ’s, qual das alternativas abaixo apresenta uma CCQ efetiva para checar o entendimento do aluno sobre o sentido do termo ‘stand out’?

Leia o texto a seguir:

Chunks

Chunks are groups of words that can be found together in language.

They can be words that always go together, such as fixed collocations, or that commonly do, such as certain grammatical structures that follow rules. A listener or reader uses their knowledge of chunks to help them predict meaning and therefore be able to process language in real time. Chunks include lexical phrases, set phrases, and fixed phrases.

Example

'Utter disaster', 'by the way', 'encourage + someone + infinitive', 'dependent + on' are all examples of chunks.

In the classroom

Areas of work such as idioms, collocations and verb patterns all focus on types of chunks. Learners can be encouraged to identify and record lexical and grammatical chunks as they find them.

British Council. Chunks. British Council, 2024. Disponível em: https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/c/chunks. Acesso em: 12 jul. 2024.

O texto acima traz informações sobre ‘language chunks’ que podem ser úteis para uma abordagem lexical da língua inglesa. Em qual alternativa a expressão destacada é um exemplo de ‘language chunk’?

Em alguns contextos, como na linguagem oral ou em letras de música, a concordância verbal não segue a norma culta. Um exemplo de um verso em que isso ocorre é

O uso de abreviações e contrações é muito comum na língua inglesa, sendo importante que os alunos estejam familiarizados com elas. Os versos da canção “Ain’t it fun” reproduzidos abaixo são exemplos desse processo, mas deles foram retirados os verbos que sofreram abreviação/contração. Assinale a alternativa que completa as lacunas com as estruturas correspondentes.

So what are you ____________ do

____________ fun?

You might be the one who ____________ running things.

See it ____________ easy to ignore trouble.

O autor do texto, em relação ao modo como o jornal abordou um acontecimento, apresenta uma postura

O reconhecimento de diferentes gêneros textuais é essencial no processo de aprendizagem de uma língua. O texto acima pode ser enquadrado no gênero