Questão 2856451

• Banca: COSEAC
• Órgão: Prefeitura de Maricá - RJ
• Ano: 2018
• Provas: COSEAC - 2018 - Prefeitura de Maricá - RJ - Docente I - Língua Estrangeira - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects; Vocabulário | Vocabulary

Question relate to teaching skills and abilities:

According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes:

• A. pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, as they will be learning a lot of new words.
• B. pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which (de)(re)contextualize texts.
• C. a lot of graded written homework so students may copy as many text types as possible for the teacher to mark later.
• D. activities that do not refer to students’ own human, social and economic condition or deals with language as having a mediating role in social life.
• E. critical reading and writing activities, by giving students a certain text type and asking questions about the grammar in it.

Gabarito: B

Comentários

• (B)

  pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which contextualize texts

  -atividades de pré e pós-leitura que ajudam os alunos a ler criticamente, produzindo significado e refletindo sobre as condições humanas, históricas, políticas e sociais que contextualizam os textos