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Professor: FABIO MACEDO SIMAS Turma: 9001/AA Nota da Prova: 6,5 Nota de Partic.: 0 Data: 13/03/2015 13:00:27 1a Questão (Ref.: 201304264779) Pontos: 1,5 / 1,5 ¿Games transform the teacher¿s role from that of formal instructor to that of an organizer or/and moderator of the class.¿ In other words, games reduce the domination of the classroom done by the teacher. Ergo, there is not too much teacher talking time any more, only the necessary to model and moderate the activity. The teacher mainly observes students while they carry out the activity rather than exposing, explaining and correcting.Do you agree? Resposta: I do not agree. Games can help teachers to do different classes and help students to learn playing and having fun. With games, teachers are far away for being just a formal instructor or moderator. Teachers can be a lider and he do not loose/ reduce your domination of the classroom. He can support students with a different kind of approach, thats why he should "proupose" (propor) games has a different method of approach and teacher can make better teachinglearning process with games. Gabarito: Discutir a proposta 2a Questão (Ref.: 201304264765) Pontos: 1,5 / 1,5 Games are used as simple recreational activities most of the time, but they are not always that simple. They have a reason for being. While performing games, there is always competition to win, rules to follow, and enjoyment to experience. These activities help teachers to create a better teachinglearning process. Do you agree with what has just been said. Resposta: Yes, I do agree!! I was saying that on the question 1. Games can help teachers. In my case, I started to play World of Worcraft (online game) because of english. I learned a lot with native speakers that was playing the same game. The rules seems difficult at the beginner but other players helps you talking/writing in English. In that time, Blizzzard (the owner of the game) do not have tranlated the game for Portuguese and the main language was English, we couldn't run. Just one thing was bad, grammar!!! I couldn't pay attention and learn grammar very well, I can understand the words, the sentence, but I have some difficult to write (as you can see right now). So, later, I went to USA for visiting and World of Warcraft helps me a lot, you can not imagine! That's why I believe that teachers can do different classes with games because games are usuful in the wrole process. It's more fun and it's more enjoyable for both: teacher and students. Gabarito: Discutir a proposta 3a Questão (Ref.: 201304302932) Pontos: 0,5 / 0,5 As brazilians, English for us can be: A native language. A mother tongue. A second language. A foreign mother tongue None of the answers 4a Questão (Ref.: 201304302942) Pontos: 0,5 / 0,5 Language is seen as a structure for: Communicative Approach Talkative method All methods Grammar translation method Written Method 5a Questão (Ref.: 201304303269) Pontos: 0,0 / 0,5 Language teaching is sometimes discussed in terms of three related aspects: approach, method, and techniques. According to this perspective, one can say that approach may be defined as A set of plans for systematic presentation. A set of assumptions dealing with the nature of the language. A set of assumptions dealing with the structures of the language. A set of assumptions dealing with the difficulties of the language. A set of plans dealing with the structures of the language. 6a Questão (Ref.: 201304303273) Pontos: 0,0 / 0,5 Among the basic features of the Grammar Translation Method, are: The focus on conversation rules, memorisation of vocabulary, translation of texts/ written exercises, contextualised language and the goal of speaking proficiency. The focus on grammar rules, memorisation of vocabulary, translation of texts/ written exercises, decontextualised language and the goal of reading proficiency. The focus on conversation rules, memorisation of vocabulary, translation of texts/ written exercises, decontextualised language and the goal of reading proficiency. The focus on dialogues, memorisation of slangs, translation of texts/ written exercises, contextualised language and the goal of speaking proficiency. The focus on dialogues, memorisation of vocabulary, translation of texts/ written exercises, decontextualised language and the goal of speaking proficiency. 7a Questão (Ref.: 201304303276) Pontos: 0,5 / 0,5 Among the basic features of the Direct Method, are: Lesson carried out the mother language, contextualised vocabulary, oral practice based on question answer exchanges, vocabulary taught by explanation. Lesson carried out the target language, contextualised vocabulary, oral practice based on question answer exchanges, vocabulary taught by demonstration/ association of ideas. Lesson carried out mother language, contextualised vocabulary, grammatical practice based on question answer exchanges, vocabulary taught by demonstration/ association of ideas. Lesson carried out the target language, decontextualised vocabulary, oral practice based on question answer exchanges, grammar taught by explanation of rules. Lesson carried out the target language, decontextualised vocabulary, grammatical practice based on questionanswer exchanges, vocabulary taught by demonstration/ association of ideas. 8a Questão (Ref.: 201304305138) Pontos: 0,0 / 0,5 Here are the principles of this method: 1. Classroom instruction was conducted exclusively in the target language. 2. Only everyday vocabulary and sentences were taught. 3. Oral communication skills were built up in a carefully traded progression organized around questionsandanswer exchanges between teachers and students in small intensive classes. 4. Grammar was taught inductively 5. New teaching points were taught through modeling and practice 6. Concrete vocabulary was taught through demonstration, objects, pictures; Abstract vocabulary was taught through association of ideas. 7. Both speech and listening comprehension were taught 8. Correct pronunciation and grammar were emphasized. These principles belong to: c) The Communicative Approach e) The Direct Method b) The Natural Approach a) AudioLingual d) The GrammarTranslation 9a Questão (Ref.: 201304305137) Pontos: 1,0 / 1,0 The Main Characteristics of this method are: 1) L2 learning is a process of habit formation. 2) Memorizing dialogues and performing pattern drills for automatic pruduction of L2. 3) Speaking is the most important. 4) L2 skills are learned more effectively if they are presented in spoken form before in written form. 5) Analogy (similarity) is better than analysis in L2 learning. 6) Explanations of rules are not given until Ss have practiced a pattern in a variety of contexts (inductive). 7) The meanings of the words can be learned only in a linguistic and cultural context, and not in isolation. These characteristics belong to: b) Total Physical Response c) The Communicative Approach a) AudioLingual d) The GrammarTranslation e) The Direct Method 10a Questão (Ref.: 201304305136) Pontos: 1,0 / 1,0 "Typical activities or items: the conversation circle, transcription, the human computer, card games and the reflection session are examined in relation to security. In a conversation circle, the form of the circle itself provides security. It enhances the sense of community and also facilitates conversation. Learners in the first stage have only to listen to and repeat what the counselor says. They are free from their stress about not knowing what to say in the target language. This activity allows learners to talk about whatever they want to by saying it first in their own language and then repeating after the counselor in the target language. In otherwords, learners create their own materials. Therefore, this activity makes learners feel not only belonging but also responsibility. Thus, anxiety is reduced and motivation to speak the target language is stimulated." We are talking about: a) AudioLingual e) Community Language Learning d) The GrammarTranslation b) Total Physical Response c) The Literary Method
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