Questões de Inglês

Students from Ensino Médio read the text “Phone ban in European schools – mixed feelings and reactions”. They are then asked to confront the content of the text to the reactions of Brazilian teachers, students and parents to the new law prohibiting cellphones in Brazilian schools. The differences in perception on the topic between Brazilians and Europeans are then discussed.

In a ninth-grade class, the students get together in groups of 5, and choose one particular English-speaking country to study about. They then go to the internet to search for information about eating habits in those countries. Each group prepares an oral presentation in English about the results of their research.

One English teacher from Ensino Médio invites teachers of other disciplines to prepare a multidisciplinary research project on “living abroad”, a topic several students are interested in. After working independently, all the teachers and students get together and present, from the perspective of each individual discipline, what has been studied.

The teacher divides a class in their last year of Ensino Médio into groups of five. Each group receives three short literary passages from different historical periods to translate. The focus on the passages is the description of some cultural custom. The final activity in this teaching unit is the comparison between customs throughout the centuries.

The teacher proposes that, in groups of 3, students interview either foreigners or Brazilians who have lived abroad some time. The interviews may be in either English or Portuguese.

scanning.

skimming.

paraphrasing.

inferring.

predicting.

establish some personal language and content objectives for following the blog and learning from it.

translate excerpts from the blog and ask a classmate to assess how well the task has been performed.

follow the blog with the aim of identifying specific information, as detailed comprehension of an authentic text will be impossible for them.

translate the blog passages that they have difficulties with and, while doing so, ask for language clarification from the teacher.

personalize their reading in the sense that they should worry about reading only the passages they feel capable of.

IV and V.

I and V.

II and IV.

II and III.

III and V.

synonymy.

antonymy.

homonymy.

homography.

homophony.