Foram encontradas 520 questões.
Provas
• Instruction is given in the native language of the students. • The target language is rarely used for communication. • Focus falls on grammatical description, explanation and analysis. • The result of this approach is usually an inability on the part of the student to use the language for communication. • The teacher does not have to be able to speak the target language.
The characteristics are consistent with
Provas
Read the following text to answer question
his paper presents the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom and which, moreover, emphasize meaning. Throughout the paper, the theory of the use of tasks for the teaching/learning of a FL present in the literature will be discussed, and an approach which is based on the utilization of tasks as the backbone for the planning of course is presented. In addition to emphasizing meaning, the tasks analyzed take a relatively long time to complete, i.e. they last more than a single class. Thus, the input can be remembered and re-worked as it reappears in different ways, thus making it possible for learning to be more long-lasting and significant.
(José Carlos Paes de Almeida Filho e Rita Barbirato.
Ambientes comunicativos para aprender línguas estrangeiras,
2000. Adaptado)
Provas
Read the following text to answer question
his paper presents the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom and which, moreover, emphasize meaning. Throughout the paper, the theory of the use of tasks for the teaching/learning of a FL present in the literature will be discussed, and an approach which is based on the utilization of tasks as the backbone for the planning of course is presented. In addition to emphasizing meaning, the tasks analyzed take a relatively long time to complete, i.e. they last more than a single class. Thus, the input can be remembered and re-worked as it reappears in different ways, thus making it possible for learning to be more long-lasting and significant.
(José Carlos Paes de Almeida Filho e Rita Barbirato.
Ambientes comunicativos para aprender línguas estrangeiras,
2000. Adaptado)
Provas
Read the following text to answer question
his paper presents the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom and which, moreover, emphasize meaning. Throughout the paper, the theory of the use of tasks for the teaching/learning of a FL present in the literature will be discussed, and an approach which is based on the utilization of tasks as the backbone for the planning of course is presented. In addition to emphasizing meaning, the tasks analyzed take a relatively long time to complete, i.e. they last more than a single class. Thus, the input can be remembered and re-worked as it reappears in different ways, thus making it possible for learning to be more long-lasting and significant.
(José Carlos Paes de Almeida Filho e Rita Barbirato.
Ambientes comunicativos para aprender línguas estrangeiras,
2000. Adaptado)
Provas
Read the following text to answer question
his paper presents the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom and which, moreover, emphasize meaning. Throughout the paper, the theory of the use of tasks for the teaching/learning of a FL present in the literature will be discussed, and an approach which is based on the utilization of tasks as the backbone for the planning of course is presented. In addition to emphasizing meaning, the tasks analyzed take a relatively long time to complete, i.e. they last more than a single class. Thus, the input can be remembered and re-worked as it reappears in different ways, thus making it possible for learning to be more long-lasting and significant.
(José Carlos Paes de Almeida Filho e Rita Barbirato.
Ambientes comunicativos para aprender línguas estrangeiras,
2000. Adaptado)
Provas
Read the following anecdote to answer question
In Salzburg as a group of about 15 family and friends. We asked a nice German woman to take our photo. She takes one then says “OK, back up”. So, we all shuffle as a group like 3 feet backwards. She immediately starts laughing and explains she meant she was taking a backup photo. Safe to say the smiles in the second photo were genuine.
(https://www.boredpanda.com/funny-travel-miscommunications/)
Provas
Read the following anecdote to answer question
In Salzburg as a group of about 15 family and friends. We asked a nice German woman to take our photo. She takes one then says “OK, back up”. So, we all shuffle as a group like 3 feet backwards. She immediately starts laughing and explains she meant she was taking a backup photo. Safe to say the smiles in the second photo were genuine.
(https://www.boredpanda.com/funny-travel-miscommunications/)
Provas
Read the following anecdote to answer question
In Salzburg as a group of about 15 family and friends. We asked a nice German woman to take our photo. She takes one then says “OK, back up”. So, we all shuffle as a group like 3 feet backwards. She immediately starts laughing and explains she meant she was taking a backup photo. Safe to say the smiles in the second photo were genuine.
(https://www.boredpanda.com/funny-travel-miscommunications/)
Provas
Leia o texto.
Nas obras de Santa Rita Durão e Basílio da Gama, o “índio” é concebido como um guerreiro impulsivo e corajoso, ao mesmo tempo em que se destaca sua posição de vítima frente à civilização ocidental e a um destino, mesmo que virtual, que tem como imperativo o aceite de sua própria extinção e a perda de suas terras (Figueiredo, 2010).
Na obra de Basílio da Gama, observa Oliveira (2011), há uma forte presença antijesuítica em que o elemento indígena é submisso à cultura e à força militar da coroa lusitana, predominando um tom de lamento pelo destino fatídico dos indígenas, porém “permite-se narrar os acontecimentos a partir do ponto de vista dos colonizados, por eles demonstrando simpatia e a eles dedicando descrições positivas que os alçam ao posto de heróis” (Oliveira, 2011). Tal percepção é também acentuada na análise de Alfredo Bosi (2013), que destaca o valor positivo dedicado aos nativos, que, mesmo vencidos tragicamente, congregam características heroicas e “permanecem como as únicas criaturas dignas de falar em Natureza e Liberdade”. Segundo Oliveira (2011): “Pela primeira vez na série indianista, os nativos não são representados dentro do esquematismo que os via como uma massa anônima e má. São nomeados e individualizados, e – o que é ainda mais importante – ganham poder de voz”.
(Francis Mary Soares Correia da Rosa, “Representações do indígena na literatura brasileira”. Em: Julie Dorrico,; Leno Francisco Danner,; Heloisa Helena Siqueira Correia,; Fernando Danner, (org.). Literatura indígena brasileira contemporânea: criação, crítica e recepção. Porto Alegre: Fi, 2018. Adaptado)
De acordo com a autora, a visão do índio na obra de Basílio da Gama
Provas
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