PRÁTICA DE ENSINO EM LÍNGUA INGLESA exer aula II

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1.
		Leia o trecho a seguir:
"Vimos que a abordagem envolve um conjunto de princípios e crenças ligados às visões teóricas sobre os conceitos de língua e aprendizagem. Entendidas tais visões, temos condições para compreendermos o funcionamento dos métodos de ensino de inglês como língua estrangeira em voga no mercado contemporâneo. Contudo, são vários os modelos que buscam explicações e princípios sistemáticos para esses dois objetos investigativos".
► Dentre as inúmeras propostas relacionadas à teoria de língua, temos aquele que "concebe a língua como um conjunto de elementos organizados por regras que se relacionam entre si, formando o que chamamos de um sistema linguístico. O mais importante é que essa organização dos elementos se estrutura seguindo leis internas, ou seja, estabelecidas dentro do próprio sistema linguístico. É atribuída ao linguista suíço Ferdinand de Saussure a origem desse ponto de vista em relação à língua". A que modelo de teoria de língua a citação antetior diz respeito?
	
	
	
	Modelo Intercultural
	
	
	Modelo Funcional
	
	
	Modelo Lexical
	
	
	Modelo Cognitivo
	
	
	Modelo Estruturalista
	
Explicação:
O estruturalismo compreende que a língua, uma vez formada por elementos coesos, inter-relacionados, que funcionam a partir de um conjunto de regras, constitui uma organização, um sistema, uma estrutura. O mais importante é que essa organização dos elementos se estrutura seguindo leis internas, ou seja, estabelecidas dentro do próprio sistema linguístico. É atribuída ao linguista suíço Ferdinand de Saussure a origem desse ponto de vista estrutural em relação à língua.
	
	
	
	 
		
	
		2.
		Choose the CORRECT definition of ERROR
	
	
	
	Deviations in usage which do not result from gaps in learners¿ knowledge of the target language.
	
	
	Deviations in usage which result from gaps in learners¿ knowledge of the target language.
	
	
	Corrections in which result from gaps in learners¿ knowledge of the target language.
	
	
	Deviations in usage which generate gaps in learners¿ knowledge of the target language.
	
	
	Deviations in in relation to behavior which result from gaps in learners¿ knowledge of the target language.
 
	
Explicação:
Deviations in usage which result from gaps in learners' knowledge of the target language.
	
	
	
	 
		
	
		3.
		How does a child normally react  when he notices the name of a given object is unknown to him?
	
	
	
	He turns to an adult for help.
	
	
	He mimics so as to communicate.
	
	
	He uses the name of another object in its place.
	
	
	He changes the topic of the conversation.
	
	
	He uses sign language instead.
	
Explicação:
Very soon the child realizes that everything has a name. When he/she notices that the name of some object is unknown to him/her, he/she turns to an adult for help.
	
	
	
	 
		
	
		4.
		Some of the errors learners make are universal, no matter what their first language is, where they learn or what their personal characteristics are. These errors are:
	
	
	
	Omission, Overgeneralization, Transfer
	
	
	Omission, Position, Transfer
 
	
	
	Omission, Overgeneralization, Output
	
	
	Correction, Overgeneralization, Transfer
	
	
	Omission, Overgeneralization, Input
	
Explicação:
Omission, Overgeneralization, Transfer
	
	
	
	 
		
	
		5.
		According to  Vygotsky, " language has a key role in shaping the thought and character of an individual". Why is it so?
	
	
	
	Because  cognitive abilities and thought structuring  are not necessarily  the result of the environment in which the child is brought up.
	
	
	Because thought and character do not necessarily need to be associated with each other.
 
 
	
	
	Because a two-year-old child is already able to select all the words and their meanings.
	
	
	Because there is a fundamental interrelationship between  thought and language, one providing resources to the other.
	
	
	Because  the society in which a child is raised and the child¿s personal history does not play  a significant role in determining the child¿s thought pattern.
	
Explicação:
According to Vygotsky (2002), initially, thought is nonverbal and language is not intellectual, and for that reason, human beings tend to think that they are two very different things. However, the author argues that their developmental trajectories are not parallel, but intertwined.
	
	
	
	 
		
	
		6.
		Choose the most appropriate comment about language acquisition.   
	
	
	
	Language penetrates little by little in the child 's mind unconsciously and turns out to become the structure of the child's thinking.
	
	
	In language acquisition, it is obvious that language interaction is not really necessary to communicate.
	
	
	A child just reaches the conclusion of the functions of a language when she is about three years old.
	
	
	Language finds its way into the child's mind as he/she is conscious of the structures which are necessary to communicate.
	
	
	We only master the structure of our first language when we are adults.
	
Explicação:
Even though it might seem that in the beginning the child uses language only to interact superficially with people around him/her, after some time this language penetrates his/her unconscious mind to become the structure of the child¿s thinking. (VYGOTSKY, op cit)
	
	
	
	 
		
	
		7.
		Leia o trecho a seguir:
"Plano sistemático de ensino que está baseado na mais perfeita combinação de aportes teóricos sobre o que é uma língua e sobre o que é aprendizagem em parceria com uma série de técnicas procedurais inter-relacionadas com tais aportes teóricos".
► Entendemos que a definição diz respeito a um(a):
	
	
	
	Método
	
	
	Procedimento
	
	
	Syllabus
	
	
	Abordagem
	
	
	Técnica
	
Explicação:
Um método corresponde a  um conjunto de princípios teóricos, princípios organizacionais e ações práticas que norteiam a estruturação de um curso, o planejamento das aulas, a avaliação da aprendizagem e a escolha de materiais didáticos. 
	
	
	
	 
		
	
		8.
		According to what was discussed in classes in relation to thought and language it is CORRECT to say that:
 
	
	
	
	There is a fundamental interrelationship between thought and language, one providing resources to the other. Thus language has asecondary role in shaping the thought and character of an individual.
	
	
	There is a secondary interrelationship between thought and language, one providing resources to the other. Thus language has no importance in shaping the thought and character of an individual.
 
	
	
	There is a fundamental interrelationship between thought and language, one providing resources to the other. Thus language has a key role in shaping the thought and character of an individual.
	
	
	There is not a fundamental interrelationship between thought and language, since one cancels the other because language has not a key role in shaping the thought and character of an individual.
	
	
	There is a fundamental interrelationship between thought and language, although they do not realte to each other at all. Thus language has not a key role in shaping the thought and character of an individual.