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Prova FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Santa Luzia - MG - Professor de Educação Básica - PEB III Inglês

ID
3035815
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

A Lei nº 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, define, no Título V, os níveis e as modalidades de educação e ensino.

Acerca dessa organização e estrutura, é correto afirmar:

Alternativas
Comentários

  • A) A Educação Básica é formada pela Educação Infantil, pelo Ensino Fundamental, pelo Ensino Médio e, optativamente, pelo Ensino Superior. (art 21)

    B) A Educação Infantil, primeira etapa da Educação Básica, tem como finalidade o desenvolvimento integral da criança de até 6 (seis) anos (5 anos) de idade, em seus aspectos físico, psicológico, intelectual e social, suplementando a ação da família e da comunidade. (Art 29.)

    C) O Ensino Fundamental, com duração mínima de 8 (oito) ( 9 anos) anos, obrigatório e gratuito na escola pública, iniciado aos 6 (seis) anos de idade, terá por objetivo a formação geral do cidadão. (art. 32)

    D) (CERTO - art 35)

  • Art. 29.  A educação infantil, primeira etapa da educação básica, tem como finalidade o desenvolvimento integral da criança de até 5 (cinco) anos, em seus aspectos físico, psicológico, intelectual e social, complementando a ação da família e da comunidade.          (Redação dada pela Lei nº 12.796, de 2013).

     

    FONTE : LDB

  • A) A Educação Básica é formada pela Educação Infantil, pelo Ensino Fundamental, pelo Ensino Médio e, optativamente (NÃO HÁ ENSINO SUPERIOR NA EDUCAÇÃO BÁSICA), pelo Ensino Superior.

    B) A Educação Infantil, primeira etapa da Educação Básica, tem como finalidade o desenvolvimento integral da criança de até 6 (5) (seis) anos de idade, em seus aspectos físico, psicológico, intelectual e social, suplementando a ação da família e da comunidade.

    C) O Ensino Fundamental, com duração mínima de 8 (9) (oito) anos, obrigatório e gratuito na escola pública, iniciado aos 6 (seis) anos de idade, terá por objetivo a formação geral do cidadão.

    D) CORRETO

ID
3035818
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

Segundo o parágrafo único do Art. 61 da Lei de Diretrizes e Bases da Educação Nacional, “a formação dos profissionais da educação, de modo a atender às especificidades do exercício de suas atividades, bem como aos objetivos das diferentes etapas e modalidades da educação básica” (BRASIL, 1996), deve se apoiar em três fundamentos.

De acordo a LDB, assinale a alternativa em que não se tem esses fundamentos.

Alternativas
Comentários

  • Art 61.

    Parágrafo único. A formação dos profissionais da educação, de modo a atender às especificidades do exercício de suas atividades, bem como aos objetivos das diferentes etapas e modalidades da educação básica, terá como fundamentos:         

    I – a presença de sólida formação básica, que propicie o conhecimento dos fundamentos científicos e sociais de suas competências de trabalho;            

    II – a associação entre teorias e práticas, mediante estágios supervisionados e capacitação em serviço;          

    III – o aproveitamento da formação e experiências anteriores, em instituições de ensino e em outras atividades.         

  • A) ART 61. I – a presença de sólida formação básica, que propicie o conhecimento dos fundamentos científicos e sociais de suas competências de trabalho (CERTO)

    B) Art 61. II – a associação entre teorias e práticas, mediante estágios supervisionados e capacitação em serviço (CERTO)

    C) Exigência de formação em Nível Superior para atuar na docência em todas as etapas e modalidades da educação básica (ERRADO - Art. 62. A formação de docentes para atuar na educação básica far-se-á em nível superior, em curso de licenciatura plena, admitida, como formação mínima para o exercício do magistério na educação infantil e nos cinco primeiros anos do ensino fundamental, a oferecida em nível médio, na modalidade normal.)

    D) Art 61. III – o aproveitamento da formação e experiências anteriores, em instituições de ensino e em outras atividades (CERTO)

  • Gabarito (C)

    Exigência de formação em Nível Superior para atuar na docência em todas as etapas e modalidades da educação básica;

    MOTIVO DO ERRO, pois, conforme o artigo 62, a regra é a formação em nível superior, em curso de licenciatura plena. Porém, foi apresentada a exceção, a própria lei admite o docente com formação em nível médio, na modalidade normal, para dar aula na educação infantil (creche e pré-escola) e nos cinco primeiros anos do ensino fundamental (1º ao 5º ano). Ou seja, conclui-se que, a obrigatoriedade de nível superior, na educação básica, é somente para o 6º ao 9º ano e os 3 anos do ensino médio.

    FONTE:

    Art. 62. A formação de docentes para atuar na educação básica far-se-á em nível superior, em curso de licenciatura plena, admitida, como formação mínima para o exercício do magistério na educação infantil e nos cinco primeiros anos do ensino fundamental, a oferecida em nível médio, na modalidade normal.

  • Olá!

    Gabarito: C

    Bons estudos!

    -Você nunca sai perdendo quando ganha CONHECIMENTO!

ID
3035821
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia
Assuntos

O Plano Nacional de Educação em Direitos Humanos (BRASIL, 2007) define ações programáticas para vários níveis e modalidades de educação formal e não formal. Nesse contexto, relacione a COLUNA II com a COLUNA I, associando as ações programáticas previstas nesse Plano com os níveis e modalidades de educação a que pertencem.

COLUNA I

1. Educação Básica

2. Educação Superior

3. Educação não formal

4. Educação e mídia

COLUNA II

( ) Investir na promoção de programas e iniciativas de formação e capacitação permanente da população sobre a compreensão dos direitos humanos e suas formas de proteção e efetivação.

( ) Estimular o fortalecimento dos conselhos escolares como potenciais agentes promotores da educação em direitos humanos.

( ) Solicitar às agências de fomento a criação de linhas de apoio à pesquisa, ao ensino e à extensão na área de educação em direitos humanos.

( ) Apoiar a implementação de projetos culturais e educativos de enfrentamento a todas as formas de discriminação e violações de direitos no ambiente escolar.

( ) Apoiar iniciativas que facilitem a regularização dos meios de comunicação de caráter comunitário, como estratégia de democratização da informação.

Assinale a sequência correta.

Alternativas
Comentários

  • O Plano Nacional de Educação em Direitos Humanos (BRASIL, 2007) define ações programáticas para vários níveis e modalidades de educação formal e não formal. Nesse contexto, relacione a COLUNA II com a COLUNA I, associando as ações programáticas previstas nesse Plano com os níveis e modalidades de educação a que pertencem.

    COLUNA I

    2. Educação Superior

    2. Educação Superior

    3. Educação não formal

    4. Educação e mídia

    COLUNA II

    ( 3) Investir na promoção de programas e iniciativas de formação e capacitação permanente da população sobre a compreensão dos direitos humanos e suas formas de proteção e efetivação. 3. Educação não formal

    (1) Estimular o fortalecimento dos conselhos escolares como potenciais agentes promotores da educação em direitos humanos. 1. Educação Básica

    ( 2 ) Solicitar às agências de fomento a criação de linhas de apoio à pesquisa, ao ensino e à extensão na área de educação em direitos humanos. 2. Educação Superior

    (1) Apoiar a implementação de projetos culturais e educativos de enfrentamento a todas as formas de discriminação e violações de direitos no ambiente escolar. 2. Educação Superior

    ( 4) Apoiar iniciativas que facilitem a regularização dos meios de comunicação de caráter comunitário, como estratégia de democratização da informação. 4. Educação e mídia

  • Só corrigindo o amigo.

    (1) Apoiar a implementação de projetos culturais e educativos de enfrentamento a todas as formas de discriminação e violações de direitos no ambiente escolar.  1. Educação Básica

  • Oi, tudo bem?

    Gabarito: A

    Bons estudos!

    -Os únicos limites da sua mente são aqueles que você acreditar ter!

ID
3035824
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia
Assuntos

Considerando que a Resolução CNE/CP nº 1, de 30 de maio de 2012, estabeleceu as diretrizes nacionais para a educação em Direitos Humanos que devem ser observadas pelos sistemas de ensino e suas instituições, analise as afirmativas a seguir.

I. A Educação em Direitos Humanos é um dos eixos fundamentais do direito à educação, tendo por finalidade promover a educação para a mudança e a transformação social.

II. Dada a sua relevância, a inserção dos conhecimentos concernentes à Educação em Direitos Humanos deverá, prioritariamente, ocorrer na forma da disciplinaridade, ou seja, como um conteúdo específico de uma das disciplinas do currículo escolar.

III. A Educação em Direitos Humanos deverá orientar a formação inicial e continuada de todos os profissionais da educação, sendo componente curricular obrigatório nos cursos destinados a esses profissionais.

IV. O desenvolvimento de processos metodológicos participativos e de construção coletiva, utilizando linguagens e materiais didáticos contextualizados, é uma das dimensões da Educação em Direitos Humanos.

Essa Resolução prevê o que se afirma em

Alternativas
Comentários

  • Gabarito: D

    Art. 4º A Educação em Direitos Humanos como processo sistemático e multidimensional, orientador da formação integral dos sujeitos de direitos, articula-se às seguintes dimensões:

    IV - desenvolvimento de processos metodológicos participativos e de construção coletiva, utilizando linguagens e materiais didáticos contextualizados;

  • O problema da questão está na palavra PRIORITARIAMENTE que aparece no item II, sendo que, no artigo 7 da norma apresenta mais de uma forma. Art. 7º A inserção dos conhecimentos concernentes à Educação em Direitos Humanos na organização dos currículos da Educação Básica e da Educação Superior poderá ocorrer das seguintes formas: I - pela transversalidade, por meio de temas relacionados aos Direitos Humanos e tratados interdisciplinarmente; II - como um conteúdo específico de uma das disciplinas já existentes no currículo escolar; III - de maneira mista, ou seja, combinando transversalidade e disciplinaridade. Sendo assim o item II é o único incorreto. Gabarito: D

  • E ai, tudo bom?

    Gabarito: D

    Bons estudos!

    -É praticando que se aprende e a prática leva á aprovação.

ID
3035827
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Direito da Criança e do Adolescente - Estatuto da Criança e do Adolescente (ECA) - Lei nº 8.069 de 1990
Assuntos

A Lei nº 8.069, de 13 de julho de 1990, que contém o Estatuto da Criança e do Adolescente, dispõe, no Art. 53, que “a criança e o adolescente têm direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho [...]” (BRASIL, 1990).

São direitos da criança e adolescente previstos no referido artigo, exceto:

Alternativas
Comentários

  • GABARITO: LETRA B

    → de acordo com o "ECA", lei 8069/90:

    → Art. 53. A criança e o adolescente têm direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho, assegurando-se-lhes:

    → V - acesso à escola pública e gratuita, próxima de sua residência, garantindo-se vagas no mesmo estabelecimento a irmãos que frequentem a mesma etapa ou ciclo de ensino da educação básica.  (Redação dada pela Lei nº 13.845, de 2019).

    FORÇA, GUERREIROS(AS)!! ☺

  • exceto , não entendi a pergunta !

  • Letra B - é garantido o Acesso à escola pública e gratuita, próxima de sua residência, garantindo-se vagas no mesmo estabelecimento a irmãos que frequentem a mesma etapa ou ciclo de ensino da educação básica.

  • ECA, Art. 53. A criança e o adolescente têm direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho, assegurando-se-lhes:

    I - igualdade de condições para o acesso e permanência na escola; LETRA A

    II - direito de ser respeitado por seus educadores; LETRA C

    III - direito de contestar critérios avaliativos, podendo recorrer às instâncias escolares superiores; LETRA D

    IV - direito de organização e participação em entidades estudantis;

    V - acesso à escola pública e gratuita, próxima de sua residência (OLHA AÍ O ERRO DA LETRA B),garantindo-se vagas no mesmo estabelecimento a irmãos que frequentem a mesma etapa ou ciclo de ensino da educação básica.             

    Parágrafo único. É direito dos pais ou responsáveis ter ciência do processo pedagógico, bem como participar da definição das propostas educacionais.

  • Igualdade de condições para o acesso e permanência na escola.

    Acesso à escola onde houver vaga disponível, mesmo que não seja próxima de sua residência.- art.53 V- acesso à escola pública e gratuita próxima de sua residência.

    Direito de ser respeitado por seus educadores.

    Direito de contestar critérios avaliativos, podendo recorrer às instâncias escolares superiores.

  • Se for pela prática, erra! hahahaha

  • mas a pergunta diz "exceto" então B estaria errada pois ela estaria certa somente se não tivesse esse "exceto"

  • Atenção para o enunciado da questão que traga o referido tema, pois, de acordo com a jurisprudência do STJ, o direito previsto inciso V do art. 53 NÃO é um direito absoluto, vejam:

    "RECURSO ESPECIAL – MATRÍCULA EM ESTABELECIMENTO PÚBLICO DE ENSINO – CRITÉRIO DE GEORREFERENCIAMENTO – PONDERAÇÃO – INTERPRETAÇÃO LÓGICO-SISTEMÁTICA – VIOLAÇÃO DO ART. 53, I E V, DA LEI 8.069/90 – INOCORRÊNCIA.

    1. O simples desacolhimento da tese defendida pela recorrente não se confunde com a negativa de prestação jurisdicional.

    2. O inciso V do art. 53 da Lei 8.069/90 prevê o direito de o aluno (criança ou adolescente) estudar em escola próxima de sua residência, evitando deslocamento de longas distâncias para acesso à educação pública e gratuita.

    3. A regra não constitui uma imposição e sim uma possibilidade, subordinada ao interesse maior de facilitar o acesso à educação.

    4. No caso dos autos, as instâncias ordinárias consideraram que a manutenção da aluna na escola já frequentada em anos anteriores mostrava-se mais benéfica do que a transferência para atender à regra da aproximação.

    5. Recurso especial não provido."

    Como a questão cobrou a literalidade do referido artigo, o gabarito é mesmo a LETRA B.

  • A questão exige o conhecimento do direito à educação, garantia prevista tanto na Constituição Federal quanto no Estatuto da Criança e do Adolescente. É importante ressaltar que o direito à educação é uma garantia constitucional (prevista no art. 227 da Constituição Federal), e foi reproduzida no ECA.

    Veja o que diz o art. 53 do ECA:

    Art. 53 ECA: a criança e o adolescente têm direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho, assegurando-se-lhes:

    I - igualdade de condições para o acesso e permanência na escola; (alternativa A)

    II - direito de ser respeitado por seus educadores; (alternativa C)

    III - direito de contestar critérios avaliativos, podendo recorrer às instâncias escolares superiores; (alternativa D)

    IV - direito de organização e participação em entidades estudantis;

    V - acesso à escola pública e gratuita, próxima de sua residência, garantindo-se vagas no mesmo estabelecimento a irmãos que frequentem a mesma etapa ou ciclo de ensino da educação básica. 

    Conforme se observa dos incisos do art. 53, a única alternativa que não está de acordo com os incisos é a letra B: acesso à escola onde houver vaga disponível, mesmo que não seja próxima de sua residência.

    Em verdade, o que esse dispositivo prevê é o direito de acesso à escola pública e gratuita, próxima de sua residência, garantindo-se vagas no mesmo estabelecimento a irmãos que frequentem a mesma etapa ou ciclo de ensino da educação básica.

    Gabarito: B

  • engraçado que na prova de Auxiliar Educacional o gabarito oficial manteve-se como D.

ID
3035830
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Direito Processual Penal
Assuntos

A Lei nº 11.340, de 7 de agosto de 2006, conhecida como Lei Maria da Penha, tipifica as formas de violência doméstica e familiar contra a mulher.

A esse respeito, caracteriza-se por modalidade da violência psicológica, exceto:

Alternativas
Comentários

  • Lei 11340,

    Art. 7º. São formas de violência doméstica e familiar contra a mulher, entre outras:

    ...

    II - a violência psicológica, entendida como qualquer conduta que lhe cause dano emocional e diminuição da auto-estima ou que lhe prejudique e perturbe o pleno desenvolvimento ou que vise degradar ou controlar suas ações, comportamentos, crenças e decisões, mediante ameaça, constrangimento, humilhação, manipulação, isolamento, vigilância constante, perseguição contumaz, insulto, chantagem, ridicularização, exploração e limitação do direito de ir e vir ou qualquer outro meio que lhe cause prejuízo à saúde psicológica e à autodeterminação;

  • Art. 7º São formas de violência doméstica e familiar contra a mulher, entre outras:

    II - a violência psicológica, entendida como qualquer conduta que lhe cause dano emocional e diminuição da autoestima ou que lhe prejudique e perturbe o pleno desenvolvimento ou que vise degradar ou controlar suas ações, comportamentos, crenças e decisões, mediante ameaça, constrangimento, humilhação, manipulação, isolamento, vigilância constante, perseguição contumaz, insulto, chantagem, violação de sua intimidade, ridicularização, exploração e limitação do direito de ir e vir ou qualquer outro meio que lhe cause prejuízo à saúde psicológica e à autodeterminação; 

    V - a violência moral, entendida como qualquer conduta que configure calúnia, difamação ou injúria.

  • GABARITO: LETRA C

    Art. 7º São formas de violência doméstica e familiar contra a mulher, entre outras:

    V - a violência moral, entendida como qualquer conduta que configure calúnia, difamação ou injúria.

  • Gabarito: letra C

    Formas de violência doméstica

    Física - qualquer ato que agride a integridade corporal;

    Psicológica - qualquer conduta que gere dano emocional, psíquico, diminuição de autoestima etc... mediante constrangimento, ameaça, humilhação, isolamento, insulto, ridicularização etc.

    Sexual - qualquer conduta que constranja a mulher a presenciar, praticar, participar de relação sexual de que não deseja, ou que a force à gravidez, ao matrimônio, ao aborto, à prostituição etc.

    Patrimonial - qualquer conduta que se constitua em subtração, retenção, destruição ou inutilização de seus bens.

    Moral - qualquer conduta que prejudique o respeito que a mulher tem na sociedade. Entendida como qualquer conduta que configure calúnia, difamação ou injúria.

  • GAB: C

    pois trata da violência moral, entendida como qualquer conduta que configure calúnia, difamação ou injúria.

  • art 7º

    V - a violência moral, entendida como qualquer conduta que configure calúnia, difamação ou injúria

    GB C

    PMGOOO

  • Por mais que eu tenha acertado não concordo com o gabarito, pois o lei configura a violência psicológica como: "qualquer conduta que gere dano emocional, psíquico, diminuição de autoestima etc... mediante constrangimento, ameaça, humilhação, isolamento, insulto, ridicularização etc."

    Ser vítima de qualquer dos crimes contra a honra pode gerar esses danos...

  • Caberia recurso.

    LETRA A

  • Leia atentamente... se ligue nos detalhes.

  • calunia difamação e injuria caracteriza violência moral.

  • A - Qualquer conduta que cause dano emocional e diminuição da autoestima - violência psicológica

    B - Qualquer conduta que vise degradar ou controlar ações, comportamentos, crenças e decisões - violência psicológica

    C - Qualquer conduta que configure calúnia, difamação ou injúria - violência moral - GABARITO

    D - Qualquer conduta que prejudique e perturbe o pleno desenvolvimento - violência psicológica

  • GAB [C] AS NÃO ASSINANTES.

    #NÃOÀREFORMAADMINISTRATIVA !

    #ESTABILIDADESIM !

  • A Constituição Federal de 1988 traz em seu texto que a família é a base da sociedade e terá proteção especial do Estado e que este criará mecanismos para combater a violência no âmbito de suas relações. Assim, surge a Lei 11.340 de 2006, que cria referidos mecanismos, dispondo em seu artigo 5º que: “configura violência doméstica contra a mulher qualquer ação ou omissão baseada no gênero que lhe cause morte, lesão, sofrimento físico, sexual ou psicológico e dano moral ou patrimonial".


    A Lei 11.340/2006 tem a finalidade de coibir a violência doméstica e familiar contra a mulher, a violência de gênero, violência preconceito, que visa discriminar a vítima, o que faz com que a ofendida necessite de uma maior rede de proteção e o agressor de punição mais rigorosa.


    Com isso, trouxe diversos meios de proteção ao direito das mulheres, como as medidas protetivas previstas no capítulo II da Lei 11.340/06 e também descreve em seu artigo 7º (sétimo) as formas de violência, física, psicológica, sexual, patrimonial, moral, dentre outras, vejamos:


    1 - Violência Física: Segundo o artigo 7º, I, da lei 11.340, a violência física é aquela “entendida como qualquer conduta que ofenda sua integridade ou saúde corporal".


    2 - Violência Patrimonial: Segundo o artigo 7º, IV, da lei 11.340, a violência patrimonial é aquela “entendida como qualquer conduta que configure retenção, subtração, destruição parcial ou total de seus objetos, instrumentos de trabalho, documentos pessoais, bens, valores e direitos ou recursos econômicos, incluindo os destinados a satisfazer suas necessidades".


    3 - Violência Psicológica: Segundo o artigo 7º, II, da lei 11.340, a violência psicológica é aquela “entendida como qualquer conduta que lhe cause dano emocional e diminuição da autoestima ou que lhe prejudique e perturbe o pleno desenvolvimento ou que vise degradar ou controlar suas ações, comportamentos, crenças e decisões, mediante ameaça, constrangimento, humilhação, manipulação, isolamento, vigilância constante, perseguição contumaz, insulto, chantagem, violação de sua intimidade, ridicularização, exploração e limitação do direito de ir e vir ou qualquer outro meio que lhe cause prejuízo à saúde psicológica e à autodeterminação".


    4 - Violência Sexual: Segundo o artigo 7º, II, da lei 11.340, a violência sexual é aquela “entendida como qualquer conduta que a constranja a presenciar, a manter ou a participar de relação sexual não desejada, mediante intimidação, ameaça, coação ou uso da força; que a induza a comercializar ou a utilizar, de qualquer modo, a sua sexualidade, que a impeça de usar qualquer método contraceptivo ou que a force ao matrimônio, à gravidez, ao aborto ou à prostituição, mediante coação, chantagem, suborno ou manipulação; ou que limite ou anule o exercício de seus direitos sexuais e reprodutivos".


    A lei “Maria da Penha" ainda traz que:


    a) é vedada a aplicação, nos casos de violência doméstica e familiar contra a mulher, de penas de cesta básica ou outras de prestação pecuniária, bem como a substituição de pena que implique o pagamento isolado de multa;


    b) ofendida deverá ser notificada dos atos processuais referentes ao agressor, especialmente com relação ao ingresso e saída deste da prisão, sem prejuízo da intimação do advogado constituído ou do defensor público;


    c) atendimento policial e pericial especializado, ininterrupto e prestado por servidores previamente capacitados, preferencialmente do sexo feminino;


    d) a concessão das medidas protetivas pelo Juiz de ofício ou mediante representação do Delegado de Polícia, requerimento do Ministério Público, da ofendida, podendo ser concedidas de imediato, sem audiência das partes ou de manifestação do Ministério Público.    

    A) INCORRETA (a alternativa): a presente afirmativa está correta e traz uma das formas de violência psicológica prevista no artigo 7º, II, da lei 11.340: “a violência psicológica, entendida como qualquer conduta que lhe cause dano emocional e diminuição da autoestima (...)"

    B) INCORRETA (a alternativa): a presente afirmativa está correta e traz uma das formas de violência psicológica prevista no artigo 7º, II, da lei 11.340: “(...) que vise degradar ou controlar suas ações, comportamentos, crenças e decisões (...)".


    C) CORRETA (a alternativa): a presente afirmativa traz formas de violência moral e não psicológica prevista, conforme no artigo 7º, V, da lei 11.340: “a violência moral, entendida como qualquer conduta que configure calúnia, difamação ou injúria".


    D) INCORRETA (a alternativa): a presente afirmativa está correta e traz uma das formas de violência psicológica prevista no artigo 7º, II, da lei 11.340: “(...) que lhe prejudique e perturbe o pleno desenvolvimento (...)".


    Resposta: C


    DICA: Leia sempre os comentários e os artigos de lei citados, mesmo que você tenha entendido a questão vá até o artigo citado e faça a leitura, pois ajuda na memorização da matéria.



  • FORMAS DE VIOLÊNCIA DOMÉSTICA E FAMILIAR CONTRA A MULHER

    Art. 7º São formas de violência doméstica e familiar contra a mulher, entre outras:

    I - a violência física

    entendida como qualquer conduta que ofenda sua integridade ou saúde corporal

    II - a violência psicológica

    entendida como qualquer conduta que lhe cause dano emocional e diminuição da autoestima ou que lhe prejudique e perturbe o pleno desenvolvimento ou que vise degradar ou controlar suas ações, comportamentos, crenças e decisões, mediante ameaça, constrangimento, humilhação, manipulação, isolamento, vigilância constante, perseguição contumaz, insulto, chantagem, violação de sua intimidade, ridicularização, exploração e limitação do direito de ir e vir ou qualquer outro meio que lhe cause prejuízo à saúde psicológica e à autodeterminação

    III - a violência sexual

    entendida como qualquer conduta que a constranja a presenciar, a manter ou a participar de relação sexual não desejada, mediante intimidação, ameaça, coação ou uso da força; que a induza a comercializar ou a utilizar, de qualquer modo, a sua sexualidade, que a impeça de usar qualquer método contraceptivo ou que a force ao matrimônio, à gravidez, ao aborto ou à prostituição, mediante coação, chantagem, suborno ou manipulação; ou que limite ou anule o exercício de seus direitos sexuais e reprodutivos

    IV - a violência patrimonial

    entendida como qualquer conduta que configure retenção, subtração, destruição parcial ou total de seus objetos, instrumentos de trabalho, documentos pessoais, bens, valores e direitos ou recursos econômicos, incluindo os destinados a satisfazer suas necessidades

    V - a violência moral

    entendida como qualquer conduta que configure calúnia, difamação ou injúria.

  • Gabarito: c No geral das 5 formas de violência a mulher, a psicológica e a moral são as mais fáceis de confundir. Faço por exclusão, pois na moral está ligada aos crimes contra a Honra, caso não configure, será violência psicológica.
ID
3035833
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

Sobre as Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola, analisadas no Parecer CNE/CEB nº 16, de 5 de junho de 2012, assinale a alternativa incorreta.

Alternativas
Comentários

  • GABARITO: LETRA A

    ? Conforme Parecer CNE/CEB nº 16, de 5 de junho de 2012:

    >>> O conceito de quilombo incorpora também as comunidades quilombolas que ocupam áreas urbanas, ultrapassando a ideia de que essas se restringem ao meio rural. Diferentemente dos quilombos de resistência à escravatura ou de rompimento com o regime dominante, como o de Palmares, que se situavam em locais distantes das sedes de províncias, com visão estratégica para se proteger das invasões dos adeptos da Coroa, existiram os chamados ?quilombos urbanos?, que se localizavam bem próximos das cidades, com casas de p au a pique, construídas com barro e pequenos troncos de árvores. Plantadas em clareiras na mata, as casas eram rodeadas pela criação de cabras, galinhas, porcos e animais de estimação.

    ? Fonte: http://etnicoracial.mec.gov.br/images/pdf/diretrizes_curric_educ_quilombola.pdf

    Baixe a Planilha de Gestão Completa nos Estudos Grátis: http://3f1c129.contato.site/plangestaoestudost3

    FORÇA, GUERREIROS(AS)!! ?

  • E ai, tudo bom?

    Gabarito: A

    Bons estudos!

    -Todo progresso acontece fora da zona de conforto. – Michael John Bobak

ID
3035836
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

A Resolução CNE/CP nº 1, de 17 de junho de 2004, instituiu as diretrizes curriculares nacionais para a educação das relações étnico-raciais e para o ensino de história e cultura afro-brasileira e africana. Sobre essa Resolução, analise as seguintes afirmativas e assinale com V as verdadeiras e com F as falsas.

( ) A educação das relações étnico-raciais tem por objetivo a divulgação e produção de conhecimentos, bem como de atitudes, posturas e valores que eduquem cidadãos quanto à pluralidade étnico-racial.

( ) O ensino de história e cultura afro-brasileira e africana tem por objetivo o reconhecimento e valorização da identidade, história e cultura dos afro-brasileiros, bem como a garantia de reconhecimento e igualdade de valorização das raízes africanas da nação brasileira, ao lado das indígenas, europeias, asiáticas.

( ) As coordenações pedagógicas promoverão o aprofundamento de estudos, para que os professores concebam e desenvolvam unidades de estudos, projetos e programas, abrangendo os diferentes componentes curriculares para a educação das relações étnico-raciais e o estudo de história e cultura afro-brasileira e africana.

( ) O ensino sistemático de história e cultura afro-brasileira e africana na educação básica, nos termos da Lei nº 10.639/2003, refere-se, em especial, aos componentes curriculares de Língua Portuguesa, Matemática e Ciências, considerando as áreas das avaliações em larga escala.

Assinale a sequência correta.

Alternativas
Comentários

  • RESOLUÇÃO Nº 1, DE 17 DE JUNHO DE 2004. 

    Art. 2° 

    § 1° A Educação das Relações Étnico-Raciais tem por objetivo a divulgação e produção de conhecimentos, bem como de atitudes, posturas e valores que eduquem cidadãos quanto à pluralidade étnico-racial, tornando-os capazes de interagir e de negociar objetivos comuns que garantam, a todos, respeito aos direitos legais e valorização de identidade, na busca da consolidação da democracia brasileira. 

    § 2º O Ensino de História e Cultura Afro-Brasileira e Africana tem por objetivo o reconhecimento e valorização da identidade, história e cultura dos afro-brasileiros, bem como a garantia de reconhecimento e igualdade de valorização das raízes africanas da nação brasileira, ao lado das indígenas, européias, asiáticas.

    Art. 3°

    § 2° As coordenações pedagógicas promoverão o aprofundamento de estudos, para que os professores concebam e desenvolvam unidades de estudos, projetos e programas, abrangendo os diferentes componentes curriculares. 

    § 3° O ensino sistemático de História e Cultura Afro-Brasileira e Africana na Educação Básica, nos termos da Lei 10639/2003, refere-se, em especial, aos componentes curriculares de Educação Artística, Literatura e História do Brasil. 

ID
3035839
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

De acordo com a Resolução CNE/CEB nº 1, de 3 de abril de 2002, que instituiu as diretrizes operacionais para a Educação Básica nas escolas do campo, os sistemas de ensino, além dos princípios e diretrizes que orientam a Educação Básica no País, observarão, no processo de normatização complementar da formação de professores para o exercício da docência nas escolas do campo, os seguintes componentes, exceto:

Alternativas
Comentários

  • Parcimônia= moderação ou ato de poupar...

    D) Parcimônia na inserção do acesso ao avanço científico e tecnológico, visando a não descaracterizar a cultura do campo.

    Substituindo:

    Moderação na inserção do acesso ao avanço científico e tecnológico, visando a não descaracterizar a cultura do campo.

  • Que banca preguiçosa

  • Olá!

    Gabarito: D

    Bons estudos!

    -O sucesso é a soma de pequenos esforços repetidos dia após dia.

ID
3035842
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

Tendo em vista as diretrizes complementares, normas e princípios para o desenvolvimento de políticas públicas de atendimento da Educação Básica do campo, estabelecidas pela Resolução CNE/CEB nº 2, de 28 de abril de 2008, analise as afirmativas a seguir.

I. A educação do campo abrange a Educação Básica em suas etapas de Educação Infantil e Ensino Fundamental, excluindo-se o Ensino Médio e a educação profissional técnica de nível médio integrada com o Ensino Médio.

II. A educação do campo destina-se ao atendimento às populações rurais em suas mais variadas formas de produção da vida – por exemplo, agricultores familiares, extrativistas, pescadores artesanais, ribeirinhos, assentados e acampados da reforma agrária, quilombolas, caiçaras, indígenas.

III. A educação do campo deverá atender, no ensino regular e preferentemente, as populações rurais que não tiveram acesso ou não concluíram seus estudos no Ensino Fundamental em idade própria.

IV. A organização e o funcionamento das escolas do campo respeitarão as diferenças entre as populações atendidas quanto à sua atividade econômica, seu estilo de vida, sua cultura e suas tradições.

Essas diretrizes preveem o que se afirma em

Alternativas
Comentários

  • No item III ele misturou educação especial com alunos que não terminaram na idade própria.

  • E ai, tudo bom?

    Gabarito: B

    Bons estudos!

    -Você nunca sai perdendo quando ganha CONHECIMENTO!

ID
3035845
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

Conforme apresentado no Caderno 1 do Pacto Nacional pela Alfabetização na Idade Certa, “[...] a visão de currículo proposta por Moreira e Candau (2007) presente no texto das Diretrizes Curriculares Nacionais Gerais da Educação Básica” (BRASIL, 2015, p. 14) defende determinados aspectos.

Nesse contexto, assinale a alternativa em que não se tem esses aspectos.

Alternativas
Comentários

  • E ai, tudo bom?

    Gabarito: A

    Bons estudos!

    -Tentar não significa conseguir, mas quem conseguiu, com certeza tentou. E muito.

ID
3035848
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

Considerando os ciclos de formação nas escolas e redes de ensino, analise as afirmativas a seguir.

I. A organização escolar por ciclos surge em contraposição ao sistema de seriação que se baseia na estruturação rígida de uma sequência de conteúdos, distribuídos ao longo do tempo, em blocos estanques e cumulativos.

II. O pressuposto da homogeneidade de ritmos de aprendizagem no sistema seriado implicou formas de avaliação que culpabilizam individualmente o sujeito ou seu meio social pelo fracasso escolar.

III. A organização das redes de ensino por ciclos de aprendizagem pressupõe a disciplinaridade como uma estratégia de organização do ensino por meio da separação e posterior integração didática dos conteúdos escolares.

IV. A organização escolar por ciclos considera a sala de aula como espaço preferencial de aprendizagem, uma vez que é o local que melhor propicia a dinamização das interações e a mobilização da vontade de conhecer das crianças.

Ao abordar os ciclos de formação nas escolas e redes de ensino, o Caderno 1 do Pacto Nacional pela Alfabetização na Idade Certa (BRASIL, 2015) afirma o que está expresso em

Alternativas
Comentários

  • nada a ver pow, ele não praticou conduta comissiva nenhuma, no max foi omisso gab é D mesmo.

  • nada a ver pow, ele não praticou conduta comissiva nenhuma, no max foi omisso gab é D mesmo.

  • nada a ver pow, ele não praticou conduta comissiva nenhuma, no max foi omisso gab é D mesmo.

  • nada a ver pow, ele não praticou conduta comissiva nenhuma, no max foi omisso gab é D mesmo.

  • nada a ver pow, ele não praticou conduta comissiva nenhuma, no max foi omisso gab é D mesmo.

  • Oi!

    Gabarito: B

    Bons estudos!

    -Tentar não significa conseguir, mas quem conseguiu, com certeza tentou. E muito.

ID
3035851
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia
Assuntos

Conforme explicitado por Vasconcelos (2003) e corroborado pela perspectiva da avaliação no contexto de um currículo inclusivo (BRASIL, 2015), é correto afirmar:

Alternativas
Comentários

  • Gabarito = B

    Uma avaliação com ênfase em seu aspecto formativo, processual e contínuo serve para que os professores programem intervenções que atendam à diversidade de necessidades pedagógicas de sua turma.

  •  A prática do currículo é geralmente acentuada na vida dos alunos estando associada às mensagens de natureza afetiva e às atitudes e valores. O Currículo educativo representa a composição dos conhecimentos e valores que caracterizam um processo social. Ele é proposto pelo trabalho pedagógico nas escolas.

    Atualmente, o currículo é uma construção social, na acepção de estar inteiramente vinculado a um momento histórico, à determinada sociedade e às relações com o conhecimento. Nesse sentido, a educação e currículo são vistos intimamente envolvidos com o processo cultural, como construção de identidades locais e nacionais.

  • B.Corretíssima.

    Uma avaliação com ênfase em seu aspecto formativo, processual e contínuo serve para que os professores programem intervenções que atendam à diversidade de necessidades pedagógicas de sua turma.

    Falou de inclusão, lembre-se de aspectos formativos Processuais e contínuos.

  • Oi, tudo bem?

    Gabarito: B

    Bons estudos!

    -Os únicos limites da sua mente são aqueles que você acreditar ter!

ID
3035854
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Legislação Municipal
Assuntos

De acordo com a Lei nº 1.474, de 10 de dezembro de 1991, que contém o Estatuto dos Servidores Públicos Civis do Município de Santa Luzia, das Autarquias e das Fundações Públicas Municipais, são penalidades disciplinares, exceto:

Alternativas
Comentários

  • GABARITO: C

  • Oi, tudo bem?

    Gabarito: C

    Bons estudos!

    -É praticando que se aprende e a prática leva á aprovação.

ID
3035857
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Legislação Municipal
Assuntos

A Lei nº 2.644, de 29 de março de 2006, dispõe sobre a reorganização do regime de previdência dos servidores públicos do município de Santa Luzia.

Tendo em vista as regulamentações apresentadas por essa Lei, assinale a alternativa incorreta.

Alternativas
Comentários

  • GABARITO: B

  • Oi, tudo bem?

    Gabarito: B

    Bons estudos!

    -Estude como se a prova fosse amanhã.

ID
3035860
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Legislação Municipal
Assuntos

São objetivos considerados prioritários para o município de Santa Luzia, conforme disposto pela Lei Orgânica do Município (2004), exceto:

Alternativas
Comentários

  • GABARITO: A

ID
3035863
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

De acordo com o Regimento Escolar elaborado pela Secretaria Municipal de Educação de Santa Luzia (2012), analise as atribuições a seguir.

I. Diretor escolar I e II e coordenador escolar: administrar os recursos humanos, materiais e financeiros da escola.

II. Vice-diretor escolar I e II: controlar a frequência do corpo docente e administrativo, encaminhando relatório ao diretor para as providências.

III. Supervisor pedagógico: coordenar a elaboração do currículo pleno da escola, envolvendo a comunidade escolar.

IV. Professor de Educação Básica I, Professor de Educação Básica II (PEB I e PEB II): estimular a participação dos alunos no processo educativo e comprometer-se com a eficiência dos instrumentos essenciais para o aprendizado: leitura, escrita, expressão oral, cálculo e solução de problemas.

Apresentam correta e respectivamente atribuições dos profissionais da educação desse município

Alternativas
Comentários

  • Oi!

    Gabarito: D

    Bons estudos!

    -O resultado da sua aprovação é construído todos os dias.

ID
3035866
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Pedagogia

De acordo com o Regimento Escolar da Rede Municipal de Ensino de Santa Luzia (2012), no que se refere ao Conselho de Classe, é incorreto afirmar:

Alternativas
Comentários

  • n e so consultiva e deliberativa e sim fiscalizadora e mobilizadora

  • Oi!

    Gabarito: B

    Bons estudos!

    -As pessoas costumam dizer que a motivação não dura sempre. Bem, nem o efeito do banho, por isso recomenda-se diariamente. – Zig Ziglar

ID
3035869
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Legislação Municipal
Assuntos

Tendo em vista o Estatuto e Plano de Cargos, Carreiras e Remuneração dos Profissionais da Educação do Município de Santa Luzia, dispostos na Lei nº 2.819, de 7 de abril de 2008, analise os objetivos a seguir.

I. Motivar o titular de cargo de carreira efetivo ao aprimoramento no cumprimento de suas atribuições.

II. Mensurar o desempenho, de forma justa e criteriosa, com base em fatores considerados relevantes para o exercício funcional.

III. Fornecer subsídios para aprovação no estágio probatório, para desenvolvimento na carreira e para eventual processo de exoneração.

IV. Identificar necessidades de treinamento e capacitação.

Segundo essa lei, a avaliação periódica de desempenho tem por objetivos

Alternativas
Comentários

  • Gabarito: D

ID
3035872
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Direitos Humanos
Assuntos

O Decreto nº 7.037, de 21 de dezembro de 2009, que aprovou o Programa Nacional de Direitos Humanos, definiu cinco eixos orientadores para a implantação do Programa.

São diretrizes que compõem o Eixo Orientador V dedicado à Educação e Cultura em Direitos Humanos, exceto:

Alternativas
Comentários

  • GAB-C

  • A alternativa C corresponde à diretriz 17 do eixo orientador IV que fala sobre a Segurança pública, acesso a justiça e combate à violência. E também é a única das alternativas que não traz algo relacionado a educação ou cultura.

  • V – Eixo Orientador V: Educação e Cultura em Direitos Humanos:

    ALTERNATIVA (A) - CORRETA:

    a) Diretriz 18: Efetivação das diretrizes e dos princípios da política nacional de educação em Direitos Humanos para fortalecer uma cultura de direitos;

    ALTERNATIVA (B) - CORRETA:

    b) Diretriz 19: Fortalecimento dos princípios da democracia e dos Direitos Humanos nos sistemas de educação básica, nas instituições de ensino superior e nas instituições formadoras;

    c) Diretriz 20: Reconhecimento da educação não formal como espaço de defesa e promoção dos Direitos Humanos;

    ALTERNATIVA (C) - CORRETA

    d) Diretriz 21: Promoção da Educação em Direitos Humanos no serviço público; e

    e) Diretriz 22: Garantia do direito à comunicação democrática e ao acesso à informação para consolidação de uma cultura em Direitos Humanos.

    IV – Eixo Orientador IV: Segurança Pública, Acesso à Justiça e Combate à Violência: 

    (...)

    ALTERNATIVA (D) - INCORRETA:

    g) Diretriz 17: Promoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecimento, a garantia e a defesa de direitos.

  • IV - Eixo Orientador IV: Segurança Pública, Acesso à Justiça e Combate à Violência:

    a) Diretriz 11: Democratização e modernização do sistema de segurança pública;

    b) Diretriz 12: Transparência e participação popular no sistema de segurança pública e justiça criminal;

    c) Diretriz 13: Prevenção da violência e da criminalidade e profissionalização da investigação de atos criminosos;

    d) Diretriz 14: Combate à violência institucional, com ênfase na erradicação da tortura e na redução da letalidade policial e carcerária;

    e) Diretriz 15: Garantia dos direitos das vítimas de crimes e de proteção das pessoas ameaçadas;

    f) Diretriz 16: Modernização da política de execução penal, priorizando a aplicação de penas e medidas alternativas à privação de liberdade e melhoria do sistema penitenciário; e

    g) Diretriz 17: Promoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecimento, a garantia e a defesa de direitos;

    V - Eixo Orientador V: Educação e Cultura em Direitos Humanos:

    a) Diretriz 18: Efetivação das diretrizes e dos princípios da política nacional de educação em Direitos Humanos para fortalecer uma cultura de direitos;

    b) Diretriz 19: Fortalecimento dos princípios da democracia e dos Direitos Humanos nos sistemas de educação básica, nas instituições de ensino superior e nas instituições formadoras;

    c) Diretriz 20: Reconhecimento da educação não formal como espaço de defesa e promoção dos Direitos Humanos;

    d) Diretriz 21: Promoção da Educação em Direitos Humanos no serviço público; e

    e) Diretriz 22: Garantia do direito à comunicação democrática e ao acesso à informação para consolidação de uma cultura em Direitos Humanos; e

    GAB - C

  • Para quem ta procurando um mnemônico das Diretrizes do Eixo IV, relativo à Segurança Pública:

    TPM - COM- GARANTIA -DE - PR

    Transparência e partic. popul. no sist. de seg. Púb. e Justiça criminal;

    Prevenção da viol. e da criminal. e profissional. da investigação de atos criminosos;

    Modern. da pol. de exec. penal. Prioriz. a aplicação de penas e med. alt. à priv. da lib. e melhoria do sist. penitenciário.

    COMbate à viol. instituc., com ênfase na erradicação da Tort. e na redução da letalidade policial e carcerária;

    GARANTIA dos dir. das vítimas de crimes e de proteção das pessoas ameaçadas;

    DEmocratização e modernização do sistema de segurança Pública;

    PRomoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecim., a garantia e a defesa de direitos.

  • dedicado à Educação e Cultura em Direitos Humanos, exceto:

    Acertei pelo fato da letra C ser a única que não fala sobre educação.

  • Bem no início da questão é afirmado que possui 5 eixos, só que no decreto possui 6. Acho que o examinador tava com presa em elaborar essa questão

  • Copiou da MS CONCURSOS...

    GAB C. Promoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecimento, a garantia e a defesa de direitos. (pertence ao eixo IV - Segurança Pública, Acesso à Justiça e Combate à Violência:)

  • Gabarito: C.

    Só parar e considerar que é o único item localizado no Eixo Educacional/Cultural que não se relaciona diretamente com esses assuntos.

  • GABARITO: C

    Perceba que a única alternativa que não trata sobre "Educação e Cultura dos Direitos Humanos" é a "C".

    A alternativa C nos passa uma ideia de efetivação, agilidade, ou acesso dos direitos humanos... Já vi uma questão parecida com essa..

    Não pare até que tenha terminado aquilo que começou. - Baltasar Gracián.

    -Tu não pode desistir.

  • GAB C

    Eixo Orientador IV: Segurança Pública, Acesso à Justiça e Combate à Violência:

    Promoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecimento, a garantia e a defesa de direitos.

  • EXCEEEEEETOOO

    EXCEEEEEETOO

    EXCETEETOOOO

    E-X-C-E TOOOOOOOKKKKK

  • Eixo Orientador V dedicado à Educação e Cultura em Direitos Humanos

    O que sistema de justiça tem haver com educação?

  • IV - Eixo Orientador IV: Segurança Pública, Acesso à Justiça e Combate à Violência:

    g) Diretriz 17: Promoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecimento, a garantia e a defesa de direitos;

  • nem sabia, respondi por interpretação pura e acertei. A alternativa C era a unica que não citava algo sobre educação ou cultura.

  • Estrutura do PNDH 3

    6 Eixo Orientador  

    25 Diretrizes 

    82 Objetivos estratégicos

    512 Ações Programáticas

    ►6 Eixos orientadores PNHD-III: InDUSED

    I- Integração entre a sociedade e o Estado

    II- Desenvolvimento dos Direitos Humanos

    III- Universalização Direitos em um Contexto de Desigualdades

    IV- Segurança pública , acesso à Justiça e Combate à Violência (11 ao 17 abaixo)

    V- Educação e cultura

    VI- Direito à verdade e à memória

    III - Diretrizes do Eixo III: Universalizar direitos em um contexto de desigualdades:

    Diretriz 7: Garantia dos Direitos Humanos de forma universal, indivisível e interdependente, assegurando a cidadania plena;

    Diretriz 8: Promoção dos direitos de crianças e adolescentes para o seu desenvolvimento integral, de forma não discriminatória, assegurando seu direito de opinião e participação;

    Diretriz 9: Combate às desigualdades estruturais; e

    Diretriz 10: Garantia da igualdade na diversidade;

    ►Diretrizes do Eixo IV: Segurança Pública:

    TPM - COM- GARANTIA -DE - PR

    Diretriz 12: Transparência e partic. popul. no sist. de seg. Púb. e Justiça criminal;

    Diretriz 13: Prevenção da viol. e da criminal. e profissional. da investigação de atos criminosos;

    Diretriz 16: Modern. da pol. de exec. penal. Prioriz. a aplicação de penas e med. alt. à priv. da lib. e melhoria do sist. penitenciário.

    Diretriz 14: COMbate à viol. instituc., com ênfase na erradicação da Tort. e na redução da letalidade policial e carcerária;

    Diretriz 15: GARANTIA dos dir. das vítimas de crimes e de proteção das pessoas ameaçadas;

    Diretriz 11: DEmocratização e modernização do sistema de segurança Pública;

    Diretriz 17: PRomoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecim., a garantia e a defesa de direitos.

  • Temos que memorizar todas as diretrizes, OE, e ações estratégicas? Tá osso.

  • Mais que "cinco eixos" gente, são "seis eixos". Banca viajou. É interessante este decreto, melhor do que ler sobre o Plano Nacional de Segurança Pública de Defesa social. Aquilo é chato demais, misericórdia!

  • O que tá acontecendo com essas bancas???

  • da pra matar a questão olhando as palavras chave.

  • Estrutura do PNDH 3

    6 Eixo Orientador  

    25 Diretrizes 

    82 Objetivos estratégicos

    512 Ações Programáticas

    ►6 Eixos orientadores PNHD-III: InDUSED

    I- Integração entre a sociedade e o Estado

    II- Desenvolvimento dos Direitos Humanos

    III- Universalização Direitos em um Contexto de Desigualdades

    IV- Segurança pública , acesso à Justiça e Combate à Violência (11 ao 17 abaixo)

    V- Educação e cultura

    VI- Direito à verdade e à memória

    III - Diretrizes do Eixo III: Universalizar direitos em um contexto de desigualdades:

    Diretriz 7: Garantia dos Direitos Humanos de forma universal, indivisível e interdependente, assegurando a cidadania plena;

    Diretriz 8: Promoção dos direitos de crianças e adolescentes para o seu desenvolvimento integral, de forma não discriminatória, assegurando seu direito de opinião e participação;

    Diretriz 9: Combate às desigualdades estruturais; e

    Diretriz 10: Garantia da igualdade na diversidade;

    ►Diretrizes do Eixo IV: Segurança Pública:

    TPM - COM- GARANTIA -DE - PR

    Diretriz 12: Transparência e partic. popul. no sist. de seg. Púb. e Justiça criminal;

    Diretriz 13: Prevenção da viol. e da criminal. e profissional. da investigação de atos criminosos;

    Diretriz 16: Modern. da pol. de exec. penal. Prioriz. a aplicação de penas e med. alt. à priv. da lib. e melhoria do sist. penitenciário.

    Diretriz 14: COMbate à viol. instituc., com ênfase na erradicação da Tort. e na redução da letalidade policial e carcerária;

    Diretriz 15: GARANTIA dos dir. das vítimas de crimes e de proteção das pessoas ameaçadas;

    Diretriz 11: DEmocratização e modernização do sistema de segurança Pública;

    Diretriz 17: PRomoção de sistema de justiça mais acessível, ágil e efetivo, para o conhecim., a garantia e a defesa de direitos.

  • Justiça = Segurança

  • pessoal gravar tudo desse decreto é muito complicado. o macete pra maiorias das questões é prestar atenção nas palavras chaves.

    nesse mesmo pediu a que era a errada , então a que não tinha a palavra chave educação é a resposta.

    se pedisse a correta eu ia marcar a que tinha uma palavra chave.

    DEUS É CONTIGO.

  • (UM BIZU PARA TODOS VOCES QUE REALMENTE ESTUDAM.)

    NO: EIXO ORIENTADOR V: EDUCAÇÃO E CULTURA EM DIREITOS HUMANOS

    TODAS AS DIRETRIZES DEVEM VIR COM A PALAVRA DIREITO HUMANOS.

    a) Diretriz 18: Efetivação das diretrizes e dos princípios da política nacional de educação em DIREITOS HUMANOS para fortalecer uma cultura de direitos;

    b) Diretriz 19: Fortalecimento dos princípios da democracia e dos DIREITOS HUMANOS nos sistemas de educação básica, nas instituições de ensino superior e nas instituições formadoras;

    c) Diretriz 20: Reconhecimento da educação não formal como espaço de defesa e promoção dos DIREITOS HUMANOS;

    d) Diretriz 21: Promoção da Educação em DIREITOS HUMANOS no serviço público; e

    e) Diretriz 22: Garantia do direito à comunicação democrática e ao acesso à informação para consolidação de uma cultura em DIREITOS HUMANOS; e

    EIXO SOBRE EDUCAÇÃO E CULTURA EM DIREITOS HUMANOS? TODAS DIRETRIZES VEM COM A PALAVRA DIREITOS HUMANOS

ID
3874933
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

According to Seniro, when choosing materials for language teaching, the teacher must bear in mind

Alternativas
ID
3874936
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

The great preoccupation of teachers when teaching a foreign language is the

Alternativas
ID
3874939
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

According to one of the researchers cited in the article, communicative competence disregards:

Alternativas
ID
3874942
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

According to the article, the use of literary texts in language classes

Alternativas
ID
3874945
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

One of the scholars cited in the text advocates all of the following reasons for the use of literary texts in the classroom, except:

Alternativas
ID
3874948
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

The scarce use of literary texts in language classroom is due to the

Alternativas
ID
3874951
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

According to the article,

Alternativas
ID
3874954
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

According to one argument in the text, most foreign language textbooks contain

Alternativas
ID
3874957
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

Cruz, one of the scholars cited in the article, thinks that authentic literary texts

Alternativas
ID
3874960
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

A Debate on Literature as a Teaching Material in FLT

Ferdows Aghagolzadeh

Department of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran,

Iran Farzaneh Tajabadi (Corresponding Author)

Department of General linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

Email: farzaneh.tajabadi@modares.ac.ir

Abstract — Teaching materials play an important role in most foreign language teaching programs. The number of studies on this subject bears ample testimony to the significance given by scholars in this regard. This article is a review on some reasons that scholars propose for the use of literature as a language teaching material in foreign language (FL) classes and compares favors and disfavors ideas in this regard. Among a welter of reasons which have been proffered by a variety of authors and can be considered as the merits of literature in FLT, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and expand them further. This paper argues that teaching literature enhances students’ cultural understanding, facilitates critical thinking and improves language skills and all of these advantages caused by the authentic nature of literature.

Index Terms — literature, FLT, authenticity, critical thinking, cultural awareness, language skills

Introduction

Teaching materials play an important role in FL teaching programs. For this reason, teachers rely on a different range of materials to support their teaching and their students’ learning. In this regard, Seniro (2005) says “we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials” (p. 71). It is one of the self-evident things that, as a teacher of a Foreign Language, our main concern is to help learners acquire communicative competence. Savvidou (2004) points that communicative competence is more than acquiring mastery of structure and form, it also involves acquiring the ability to interpret discourse in all its social and cultural contexts. In this direction and in order to reach this lofty goal, Howard & Major (2004) propose ten guidelines for preparing teaching materials. They argue that these materials should: 1 - Be contextualized. 2 - Stimulate interaction and be generative in terms of language. 3 -Encourage learners to develop learning skills and strategies. 4 - Allow for a focus on form as well as function. 5 - Offer opportunities for integrated language use. 6 - Be authentic. 7 - Link to each other to develop a progression of skills, understanding and language items. 8- Be attractive. 9- Have appropriate instruction. 10- Be flexible. According to these different criteria, the main question is that if literature can be used as an appropriate material and if it can satisfy these factors. In this paper we try to show that literature is in agreement with these yardsticks.

Statement of problem

From time to time the need or value of teaching literature in the language class as a teaching material has been questioned. Using literature to teach second/foreign languages can be traced back to over one century ago, but in recent times (the middle of the 1980s) a renewed interest has emerged in the teaching of literature in the language class. This can be confirmed by seeing so many publications heralding the coming back of literature in language classes. Maley (2001) (cited in Khatib et al., 2011) argues that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. Notwithstanding the few controversial points regarding whether literature can be used to enhance the efficiency of language learning programs, the relevant literature abounds with the reasons why literary exploration can be beneficial in the language classroom. Researchers who advocate the use of literature to teach SL/FL list several benefits of it. For example, Lazar (1993) proposes six purposes or reasons for using literature in the language classroom as motivating material: access to cultural background, encouraging language acquisition, expanding students’ language awareness, developing students’ interpretative abilities and educating the whole person. Van (2009) also counts some advantages of using literature in the FL classroom as below: 1- It provides meaningful contexts; 2- It involves a profound range of vocabulary, dialogues and prose; 3- It appeals to imagination and enhances creativity; 4- It develops cultural awareness; 5- It encourages critical thinking; 6- It is in line with CLT (Communicative Language Teaching) principles. In sum, motivation, authenticity, cultural/intercultural awareness and globalization, intensive/extensive reading practice, sociolinguistic/pragmatic knowledge, grammar and vocabulary knowledge, language skills, emotional intelligence and critical thinking are the payoffs’ list of using literature in FL/SL classes (Khatib et al., 2011). However, some of these justifications or benefits are the subject of debate among scholars, and some experts have posited the possible potholes literature might cause in language class. However, Savvidou (2004) believes that the reasons why few experts often consider literature inappropriate to the language classroom may be found in the common beliefs held about literature and literary language, and these views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. Since scholars are not unanimous about this subject, the purpose of this paper is to compare the different viewpoints (favors and disfavors), to reach a rational conclusion about using literature as an appropriate teaching material in FL class.

Ideas and discussion

Among a welter of reasons which have been proffered by a variety of authors, this study focuses on authenticity, cultural/incultural understanding, critical thinking and language skills and attempts to expand them further.

A. Authenticity

Authenticity is a criterion considered highly essential in the current literature in FLT (Khatib, et.al., 2011). A brief look at FL textbook topic contents reveals that they are fictions in a variety of ways. In other words, they are often unreal in the sense of relevance to the learners. The artificial nature of the language and structures used makes them very unlike anything that the learner will encounter in the real world and very often they don’t reflect how the language is really used. Berado (2006) states: “one of the main reasons for using authentic materials in the classroom is once outside the safe, controlled language learning environment, the learner will not encounter the artificial language of classroom, but the real world and language how it is really used”. According to Wallace (1992), authentic texts are “real life texts, not written for pedagogic purposes” (p.145). Peacock (1997) says the purpose of producing this material is to fulfill some social purpose in the language community. Berado (2006) writes the sources of authentic materials that can be used in the FL class are infinite and proposes four factors worth taking into consideration when choosing authentic material for the classroom. These factors are: suitability of content, exploitability, readability and presentation. He believes that the main advantages of using authentic materials in the classroom include: 1 - Having a positive effect on student motivation; 2 - Giving authentic cultural information; 3 - Exposing students to real language; 4 - Relating more closely to students’ needs; 5 - Supporting a more creative approach to teaching. Cruz (2010) believes that literature as aesthetic recreation can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language. He says “literature can be regarded as a rich source of authentic material, because it conveys two features in its written text: one is “language in use‟, that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language, which is meant to recover or represent language within a certain cultural context”. Literature as the authentic material imparts the diverse forms and functions of written language (Hadaway, 2002). These are what makes us excited and willing to use authentic materials in EFL class, but opponents believe that while using them, it is inevitable that we face some problems. Martinez (2002) (cited in Berardo, 2006) writes the negative aspects of authentic materials are that they can be too culturally biased, often a good knowledge of cultural background is required when reading, as well as that too many structures are mixed, causing lower level problems when decoding the texts. If we summarize the focal points of this discussion, we can say that arguably more important than the provision of authentic texts is authenticity in terms of the tasks which learners are required to perform with them. From what was said we can conclude that the use of literary text as an authentic material, from the language teaching point of view, will be useful because these texts show how language works in contexts. Furthermore, they show how language should be used in which condition and situation.

Available at:<https://s3.amazonaws.com/academia.edu.

documents>. Accessed on: February 18th, 2019 (Edited).

This article defends as a good material for learning a foreign language:

Alternativas
ID
3874963
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “I had been working there about six months the night I met James”, the word there refers to

Alternativas
ID
3874966
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

Consider the following sentence, taken from the text and simplified for better practice: “At five o’clock every Friday, offices all over the center of London liberated their staffs.”

Choose the alternative which presents the correct form of the sentence in the passive voice:

Alternativas
Comentários

  • Sujeito + verbo(na voz ativa) + complemento

    Offices all over the center of London liberated their staffs.

    Para

    Staffs were liberated from offices all over the center of London.

    Sujeito + verbo(na voz passiva) + complemento

    Na voz passiva o sujeito vira complemento e o complemento vira sujeito.

    Simples assim.

  • d

ID
3874969
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele”, the word besuited

Alternativas
Comentários

  • Besuited significa "wearing a suit": possui o prefixo be e o sufixo ed acoplados à palavra base "suit".

ID
3874972
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “I attended to their needs in my normal irresponsible and slapdash fashion”, taken from the text, it is incorrect to say that the word ‘irresponsible’

Alternativas
Comentários

  • Incorrect

    GAB B

ID
3874975
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “If I had [made eye contact] I might have noticed that one of them was very handsome”, we can say that the verb tense of the sentence is:

Alternativas
ID
3874978
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “I might have noticed that one of them (yes, James, of course) was very handsome, in a blackhaired, green-eyed, five-foottenish kind of way.”, the suffix -ish in ‘five-foottenish’ indicates

Alternativas
ID
3874981
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

The reported speech for the passage ‘“CanThe reported speech for the passage ‘“Can I have my stake very rare?” asked one of the men’ is:

Alternativas
ID
3874984
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “It was a really good book, one that I had read myself”, the phrase ‘one that I had read myself’ indicates

Alternativas
Comentários

  • palavras com have ou had seguido de verbo no inglês é o equivalente ao pretérito imperfeito no português.

ID
3874987
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

From words found in the text, mark the alternative that shows an adjective in its comparative form:

Alternativas
Comentários

  • BITTER (not sweet) = amargo;

    CUSTOMER = consumidor/consumidora;

    SINGER = cantor/cantora;

    LONGER

    É a forma comparativa do adjetivo long (longo).

    Ex: My hair is longer than yours (Meu cabelo é mais longo que o seu).

    Acrescenta-se -ER ao final da palavra. Caso fosse na forma superlativa, seria acrescentado -EST, ficando longest.

    Ex: I have the longest hair of the class (Eu tenho o cabelo mais longo da turma).

ID
3874990
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “I had written him off as some kind of subhuman clerk”, the meaning of the phrasal verb written … off means

Alternativas
Comentários

  • GAB. B

    write somebody/something off

    — phrasal verb

    to decide that a particular person or thing will not be useful, important, or successful:

    EX: A lot of companies seem to write people off if they're over 50.

    Fonte: https://dictionary.cambridge.org/dictionary/english/write-sb-sth-off

ID
3874993
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “And I loved a man who read”, mark the alternative which registers the modifier:

Alternativas
ID
3874996
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

The text does not encourage teachers and students to

Alternativas
Comentários

  • Gabarito: C

    The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

    Se meu comentário estiver equivocado, por favor me avise por mensagem para que eu o corrija e evite assim prejudicar os demais colegas.

ID
3874999
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

According to the text, the teacher must

Alternativas
Comentários

  • Gabarito: A

    Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

    Se meu comentário estiver equivocado, por favor me avise por mensagem para que eu o corrija e evite assim prejudicar os demais colegas.

ID
3875002
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

Some tasks recommended by the text include

Alternativas
Comentários

  • Gabarito: D

    Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement.

    Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks.

    Se meu comentário estiver equivocado, por favor me avise por mensagem para que eu o corrija e evite assim prejudicar os demais colegas.

ID
3875005
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

The text considers that

Alternativas
Comentários

  • Resposta: B

    Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently.

    Gramática é a base para a construção de habilidades no idioma

ID
3875008
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

One of the recommended strategies for teaching grammar, according to the text, is

Alternativas
ID
3875011
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

The author of the article believes that

Alternativas
ID
3875014
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

According to the article, one fact that will help foreign language learning is

Alternativas
ID
3875017
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

According to the text, another strategy that will help learning a foreign language is for

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ID
3875020
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Use the target language in lessons

The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.

Encourage students to adopt a hands-on approach to language learning

Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.

Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.

Never forget, grammar is the foundation for building language skills

Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.

Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.

Bring language and culture alive in the classroom

Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?

Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.

Available at: <https://www.britishcouncil.org/voices-magazine/

essential-tips-teachers-modern-languages>. Accessed on:

March 1st, 2019 (Adapted).

Another title for this article can be:

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