Questões de Concurso

“Deste modo, considerar o desenvolvimento de habilidades orais como central no ensino de Língua Estrangeira no Brasil não leva em conta o critério de relevância social para a sua aprendizagem. Com exceção da situação específica de algumas regiões turísticas ou de algumas comunidades plurilíngues, o uso de uma língua estrangeira parece estar, em geral, mais vinculado à leitura de literatura técnica ou de lazer. Note-se também que os únicos exames formais em Língua Estrangeira (vestibular e admissão a cursos de pós-graduação) requerem o domínio da habilidade de leitura. Portanto, a leitura atende, por um lado, às necessidades da educação formal, e, por outro, é a habilidade que o aluno pode usar em seu contexto social imediato. Além disso, a aprendizagem de leitura em Língua Estrangeira pode ajudar o desenvolvimento integral do letramento do aluno. A leitura tem função primordial na escola e aprender a ler em outra língua pode colaborar no desempenho do aluno como leitor em sua língua materna”.

Definition 1

“Consonant sounds are made by restricting or blocking the air flow in soe physical way, and this restriction, or release of the restriction, is what gives the consonant its characteristic sound. By contrast, vowels require the vocal tract to be open so that the air stream escapes unobstructed”.

(…)

Definition 2

“Consonants, either singly or in clusters, mark the beginnings and ends of syllables. Vowels occur as the centres or focal points of syllables, either between consonants or their own”.

Definition 1

“Consonant sounds are made by restricting or blocking the air flow in soe physical way, and this restriction, or release of the restriction, is what gives the consonant its characteristic sound. By contrast, vowels require the vocal tract to be open so that the air stream escapes unobstructed”.

(…)

Definition 2

“Consonants, either singly or in clusters, mark the beginnings and ends of syllables. Vowels occur as the centres or focal points of syllables, either between consonants or their own”.

“Language teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Preservice teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson”.

“Language teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Preservice teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson”.