Read the text below and answer the questions that
follow.
Telecommuting, which is growing in popularity, allows
employees to avoid long commutes.
“Brring,” the alarm startles you out of a deep sleep. It's
8 a.m. on Monday morning. Time to head to the office.
You roll out of bed, brush your teeth and stumble your
way to the kitchen to grab some coffee.
Moments later, you head to the office, still wearing
your pajamas and fluffy slippers. Luckily for you, you
don't have to go far – you work at home.
Telecommuting, or working at home, has grown in
popularity over the last 20 years.
On an increasing basis, workers are saying “no” to
long commutes and opting to work at home. In fact,
the U.S. Census Bureau reports that the number of
employees working from home grew by 23 percent
from 1990 to 2000
Telecommuting workers revel in making their own
schedule – allowing them to schedule work around
family and personal commitments. With the ready
availability of technology tools, like the Internet and
home computers, companies are more willing to let
employees work from home.
How Telecommuting Works
(Adapte dfrom :
The pronoun THEM in the last paragraph of the text refers to:
Segundo o texto, as organizações necessitam de mecanismos
para proteger seus
According to Kumaravadivelu (1994, p. 36) teachers can assist their learners' adequate
grammar construction best by designing classroom activities "in such a way as to give free
play to those creative principles that humans bring to the process of language learning . . .
[and] create a rich linguistic environment for the intuitive heuristics that the normal human
being automatically possesses"
(Macintyre, 1970, p. 108).
The alternative that presents an activity to activate intuitive heuristics for grammar learning
is
“There have been many studies of group work and the interaction between learners in
pairs in classrooms or in simulated classroom contexts”.
(Lightbown 2000, p. 439)
Among other results, this research has shown that these learners can
“I don’t know”; “I don’t understand”; “I don’t want ___”; “Can I have __?”; “What’s your
name?”, “I’m very sorry”; “No thank you”; “How much does ___ cost?”.
The sentences above exemplify __________ expressions.
“Norris and Ortega (2000) distinguished four types of measurement: meta-linguistic
judgment (e.g., a grammaticality judgment test); selected response (e.g., multiple choice);
constrained constructed response (e.g., gap-filling exercises); free constructed response
(e.g., a communicative task)”
(Ellis 2008, p. 5).
According to Ellis’s Principle 10 that refers to assessing second language proficiency, it is
important to measure learners’ proficiency through
Na organização de Dias e Cristóvão (2009), O livro didático de língua estrangeira, Magno
e Silva contribui com um capítulo, no qual investiga se os livros didáticos tolhem ou
contribuem para o desenvolvimento da autonomia.
Segundo essa autora, para fomentar comportamentos autônomos em sala de aula,
quanto à relação: livro didático – autonomia, é preciso
Para que os alunos sejam capazes de obter uma compreensão inferencial do texto, é preciso desenvolver, entre outras, atividades do tipo
“As dúvidas dos alunos são respondidas pelos colegas e deixam de ser responsabilidade
exclusiva do professor. Da mesma forma, o professor não é o único a sugerir fontes de
informação ou a indicar tarefas. Há uma troca entre os aprendizes e o professor também
aprende com seus alunos.”
(Paiva 2001, p. 272).
Outras vantagens do ensino virtual frente à sala de aula tradicional são
Todo gênero tem características indissociáveis, que exclui a/o
Variation is an important concept when learning a second/foreign language. Formality x
informality; spoken x written language; impersonal x tactful x familiar styles; literary or
elevated language, and geographical x national varieties are all types of language
variation.
The correspondence between type of variation = example is CORRECT in alternative
30
In teaching reading, research has contributed to identify that bottom-up procedures can
help learners enhance their top-down text processing skills. A framework for teaching
reading in three phases – pre-reading, during-reading and after-reading – is the basis for
developing reading skills as part of the second/foreign language learning process.
Typical activities in the pre-reading phase DO NOT include
According to Prabhu (1987), the use of the mother tongue in task-based reasoning-gap activities is
Read the following excerpt and answer questions 53, 54 and 55:
Whereas General English Language teaching tends to set out from point A toward an often
pretty indeterminate destination, setting sail through largely uncharted waters, ESP aims to
speed learners through to a known destination. The emphasis in ESP on going from A to B
in the most time- and energy-efficient manner can lead to the view that ESP is an
essentially practical endeavor. Nevertheless, within ESP there are proposals and
counterproposals, arguments and counterarguments about the nature of the destination
(views of what is meant by knowing a language for special purposes) and the best way of
getting there (views of learning and teaching). Thus, although practical in orientation, ESP,
like any other language teaching enterprise, is based on ideas about the nature of
language, learning, and teaching.
Source: BASTURKMEN, Helen. Ideas and options in English for specific purposes. Mahwah: Lawrence
Erlbaum Associates, Inc., Publishers, 2006. p. 9
Figurative language has certain effects on writing as it adds color and interest to the text,
and it can awaken the reader's imagination by creating images in the mind of a reader or a
listener.
Choose the alternative below which contains an example of figurative language from the
excerpt:
