Questões de Inglês

Text 
 

Of prime importance in reading is vocabulary skill. The reader must know the meanings of enough of the words in a sentence for it to make sense and also know how to combine individual word meanings within a sentence. Once the student is past the initial stages of reading, he spends a large percentage of his time encountering new vocabulary, which can be approached in a number of ways. The teacher can give the meaning for each new word, as is common in teaching reading to non-native students.
Or, also common, the student may spend hours with a dictionary writing native-language glosses into his text. For the native speaker of English, the most common form of vocabulary building is guessing from context and/or word formations.
In many settings in which English is taught as a foreign language (EFL) there are high degrees of emphasis on rote memorization. Because vocabulary development skills are seldom specifically taught, the student is not aware of the skills or their benefits. Most students have been trained to panic. Their first
reaction on encountering a new word in a text is to stop and ask for a definition, even if the rest of the sentence defines it. The student of English as a foreign language cannot begin to read with full comprehension until he has been taught to conquer the unknown word by using contextual aids, that is, the formation of the word itself and the environment in which it is found.

(Adapted from Vocabulary in Context, by Anna Fisher Kruse, in Long, Michael H. and Richards, Jack (eds.), Methodology in TESOL – A Book of Readings. New York: Newbury House, 1987)

Text

Of prime importance in reading is vocabulary skill. The reader must know the meanings of enough of the words in a sentence for it to make sense and also know how to combine individual word meanings within a sentence. Once the student is past the initial stages of reading, he spends a large percentage of his time encountering new vocabulary, which can be approached in a number of ways. The teacher can give the meaning for each new word, as is common in teaching reading to non-native students.
Or, also common, the student may spend hours with a dictionary writing native-language glosses into his text. For the native speaker of English, the most common form of vocabulary building is guessing from context and/or word formations.
In many settings in which English is taught as a foreign language (EFL) there are high degrees of emphasis on rote memorization. Because vocabulary development skills are seldom specifically taught, the student is not aware of the skills or their benefits. Most students have been trained to panic. Their first
reaction on encountering a new word in a text is to stop and ask for a definition, even if the rest of the sentence defines it. The student of English as a foreign language cannot begin to read with full comprehension until he has been taught to conquer the unknown word by using contextual aids, that is, the formation of the word itself and the environment in which it is found.
(Adapted from Vocabulary in Context, by Anna Fisher Kruse, in Long, Michael H. and Richards, Jack (eds.), Methodology in TESOL – A Book of Readings. New York: Newbury House, 1987)

Text

Of prime importance in reading is vocabulary skill. The reader must know the meanings of enough of the words in a sentence for it to make sense and also know how to combine individual word meanings within a sentence. Once the student is past the initial stages of reading, he spends a large percentage of his time encountering new vocabulary, which can be approached in a number of ways. The teacher can give the meaning for each new word, as is common in teaching reading to non-native students.
Or, also common, the student may spend hours with a dictionary writing native-language glosses into his text. For the native speaker of English, the most common form of vocabulary building is guessing from context and/or word formations.
In many settings in which English is taught as a foreign language (EFL) there are high degrees of emphasis on rote memorization. Because vocabulary development skills are seldom specifically taught, the student is not aware of the skills or their benefits. Most students have been trained to panic. Their first
reaction on encountering a new word in a text is to stop and ask for a definition, even if the rest of the sentence defines it. The student of English as a foreign language cannot begin to read with full comprehension until he has been taught to conquer the unknown word by using contextual aids, that is, the formation of the word itself and the environment in which it is found.
(Adapted from Vocabulary in Context, by Anna Fisher Kruse, in Long, Michael H. and Richards, Jack (eds.), Methodology in TESOL – A Book of Readings. New York: Newbury House, 1987)

Impact of smartphones on behaviour in lessons to be reviewed
School Minister Nick Gibb announces Torn Bennett Will review Wider behaviour issues including smartphones in lessons.

[01]       An investigation into how to train teachers to tackle poor pupil behaviour wiII be expanded to cover
[02] Wider issues such as the use of mobile phones and other devices in schools, Schools Minister Nick Gibb
[03] announced today (13 September 201 5).
[04]       In June, the government expert former teacher Tom Bennett to lead a review into how initial teacher
[05] training prepares teachers for tackling low-level disruption in class - but now his role wiII be expanded to
[06] look at aII of the challenges of managing behaviour in 2lst-century schools.
[07]       Appropriately used, technology can offer opportunities to enhance the educational experience of
[08] pupils - devices such as tablets and smartphones are used by many schools to aid teaching. Teachers,
[09] however, have reported that the growing number of children bringing personal devices into class is hindering
[10] teaching and leading to disruption.
[11]       In May, the London School of Economics found that banning mobile phones from classrooms could
[12] benefit students” learning by as much as an additional week's worth of schooling over an academic year.
[13] The report found that banning phones would most benefit Iow-achieving children and those from
[14] disadvantaged backgrounds.
[15]      Chief Inspector Sir Michael Wilshaw has already called for more schools to ban children from
[16] bringing phones into lessons - a major issue that Tom Bennett will now review.
[17]        Schools Minister Nick Gibb said:
[18]       “Since 2010 we have given teachers more power to ensure good behaviour in the classroom. But
[19] we need to make sure the advice we give to schools and the approaches being used across the country are
[20] fit for the 21st century when even primary school pupils may be bringing in phones or tablets.”
[21]       “That is why we have taken the decision to expand Tom Bennett's review to look at how teachers
[22] can tackle bad behaviour.”
[23]       “Whether it is the use of mobile phones in schools or the attitudes of parents to their child's behaviour
[24] in class, we will now probe deeper into behaviour more generally to ensure that no child has to put up with
[25] having their education disrupted by misbehaviour.”
[26]         Tom Bennett, school behaviour expert, said:
[27]       “Technology is transforming society and even classrooms - but all too often we hear of lessons
[28] being disrupted by the temptation of the smartphone.”
[29]       “Learning is hard work and children are all too aware of this. So when they have a smartphone in
[30] their pocket that offers instant entertainment and reward, they can be easily distracted from their work.”
[31]       “This is a 21 st-century problem and the majority of schools are dealing with it effectively. But I will
[32] now probe deeper into this issue, and behaviour challenges more broadly, to uncover the real extent of the
[33] problem and see what we can do to ensure all children focus on their learning.”
[34]       A 201 3 survey suggested that the vast majority of schools have some form of mobile phone policy
[35] in place. One third of schools ban mobile phones outright, with a further fifth Iimiting their use in lessons.
[36] (...) 
[37]       Thanks to the government's reforms and the hard work of teachers, school behaviour has been
[38] transformed since 2010:
[39]       - fewer pupils are persistently absent from school than ever before, with the number of pupils in this
[40] category almost halving since 2010
[41]       - more teachers rated behaviour in their schools as “good” or “very good, in 201 4 than when previously
[42]surveyed in 2008
[43]       The government's reforms include a number of measures to encourage good behaviour and
[44] attendance in school, including:
[45]       - changing the law so that headteachers only grant leave from school in exceptional circumstances
[46]       - encouraging schools to tackle the problem of persistent absence earlier by reducing the threshold
[47] by which absence is defined as persistent from 20% to 15% from October 2011 - this means schools are
[48] held to a higher standard in performance tables than before
[49]       - making clear that teachers can use "reasonable force” to maintain behaviour and extending their
[50] searching powers from 2011
[51]       - allowing teachers to impose same-day detentions from 2011.
Disponível em: https://www.gov.uk/government/news/impact-of-smartphones-on-behaviour-in-Iessons-to-be-reviewed. Acesso em: 13 set. 2015.

Impact of smartphones on behaviour in lessons to be reviewed
School Minister Nick Gibb announces Torn Bennett Will review Wider behaviour issues including smartphones in lessons.

[01]       An investigation into how to train teachers to tackle poor pupil behaviour wiII be expanded to cover
[02] Wider issues such as the use of mobile phones and other devices in schools, Schools Minister Nick Gibb
[03] announced today (13 September 201 5).
[04]       In June, the government expert former teacher Tom Bennett to lead a review into how initial teacher
[05] training prepares teachers for tackling low-level disruption in class - but now his role wiII be expanded to
[06] look at aII of the challenges of managing behaviour in 2lst-century schools.
[07]       Appropriately used, technology can offer opportunities to enhance the educational experience of
[08] pupils - devices such as tablets and smartphones are used by many schools to aid teaching. Teachers,
[09] however, have reported that the growing number of children bringing personal devices into class is hindering
[10] teaching and leading to disruption.
[11]       In May, the London School of Economics found that banning mobile phones from classrooms could
[12] benefit students” learning by as much as an additional week's worth of schooling over an academic year.
[13] The report found that banning phones would most benefit Iow-achieving children and those from
[14] disadvantaged backgrounds.
[15]      Chief Inspector Sir Michael Wilshaw has already called for more schools to ban children from
[16] bringing phones into lessons - a major issue that Tom Bennett will now review.
[17]        Schools Minister Nick Gibb said:
[18]       “Since 2010 we have given teachers more power to ensure good behaviour in the classroom. But
[19] we need to make sure the advice we give to schools and the approaches being used across the country are
[20] fit for the 21st century when even primary school pupils may be bringing in phones or tablets.”
[21]       “That is why we have taken the decision to expand Tom Bennett's review to look at how teachers
[22] can tackle bad behaviour.”
[23]       “Whether it is the use of mobile phones in schools or the attitudes of parents to their child's behaviour
[24] in class, we will now probe deeper into behaviour more generally to ensure that no child has to put up with
[25] having their education disrupted by misbehaviour.”
[26]         Tom Bennett, school behaviour expert, said:
[27]       “Technology is transforming society and even classrooms - but all too often we hear of lessons
[28] being disrupted by the temptation of the smartphone.”
[29]       “Learning is hard work and children are all too aware of this. So when they have a smartphone in
[30] their pocket that offers instant entertainment and reward, they can be easily distracted from their work.”
[31]       “This is a 21 st-century problem and the majority of schools are dealing with it effectively. But I will
[32] now probe deeper into this issue, and behaviour challenges more broadly, to uncover the real extent of the
[33] problem and see what we can do to ensure all children focus on their learning.”
[34]       A 201 3 survey suggested that the vast majority of schools have some form of mobile phone policy
[35] in place. One third of schools ban mobile phones outright, with a further fifth Iimiting their use in lessons.
[36] (...) 
[37]       Thanks to the government's reforms and the hard work of teachers, school behaviour has been
[38] transformed since 2010:
[39]       - fewer pupils are persistently absent from school than ever before, with the number of pupils in this
[40] category almost halving since 2010
[41]       - more teachers rated behaviour in their schools as “good” or “very good, in 201 4 than when previously
[42]surveyed in 2008
[43]       The government's reforms include a number of measures to encourage good behaviour and
[44] attendance in school, including:
[45]       - changing the law so that headteachers only grant leave from school in exceptional circumstances
[46]       - encouraging schools to tackle the problem of persistent absence earlier by reducing the threshold
[47] by which absence is defined as persistent from 20% to 15% from October 2011 - this means schools are
[48] held to a higher standard in performance tables than before
[49]       - making clear that teachers can use "reasonable force” to maintain behaviour and extending their
[50] searching powers from 2011
[51]       - allowing teachers to impose same-day detentions from 2011.
Disponível em: https://www.gov.uk/government/news/impact-of-smartphones-on-behaviour-in-Iessons-to-be-reviewed. Acesso em: 13 set. 2015.

Impact of smartphones on behaviour in lessons to be reviewed
School Minister Nick Gibb announces Torn Bennett Will review Wider behaviour issues including smartphones in lessons.

[01]       An investigation into how to train teachers to tackle poor pupil behaviour wiII be expanded to cover
[02] Wider issues such as the use of mobile phones and other devices in schools, Schools Minister Nick Gibb
[03] announced today (13 September 201 5).
[04]       In June, the government expert former teacher Tom Bennett to lead a review into how initial teacher
[05] training prepares teachers for tackling low-level disruption in class - but now his role wiII be expanded to
[06] look at aII of the challenges of managing behaviour in 2lst-century schools.
[07]       Appropriately used, technology can offer opportunities to enhance the educational experience of
[08] pupils - devices such as tablets and smartphones are used by many schools to aid teaching. Teachers,
[09] however, have reported that the growing number of children bringing personal devices into class is hindering
[10] teaching and leading to disruption.
[11]       In May, the London School of Economics found that banning mobile phones from classrooms could
[12] benefit students” learning by as much as an additional week's worth of schooling over an academic year.
[13] The report found that banning phones would most benefit Iow-achieving children and those from
[14] disadvantaged backgrounds.
[15]      Chief Inspector Sir Michael Wilshaw has already called for more schools to ban children from
[16] bringing phones into lessons - a major issue that Tom Bennett will now review.
[17]        Schools Minister Nick Gibb said:
[18]       “Since 2010 we have given teachers more power to ensure good behaviour in the classroom. But
[19] we need to make sure the advice we give to schools and the approaches being used across the country are
[20] fit for the 21st century when even primary school pupils may be bringing in phones or tablets.”
[21]       “That is why we have taken the decision to expand Tom Bennett's review to look at how teachers
[22] can tackle bad behaviour.”
[23]       “Whether it is the use of mobile phones in schools or the attitudes of parents to their child's behaviour
[24] in class, we will now probe deeper into behaviour more generally to ensure that no child has to put up with
[25] having their education disrupted by misbehaviour.”
[26]         Tom Bennett, school behaviour expert, said:
[27]       “Technology is transforming society and even classrooms - but all too often we hear of lessons
[28] being disrupted by the temptation of the smartphone.”
[29]       “Learning is hard work and children are all too aware of this. So when they have a smartphone in
[30] their pocket that offers instant entertainment and reward, they can be easily distracted from their work.”
[31]       “This is a 21 st-century problem and the majority of schools are dealing with it effectively. But I will
[32] now probe deeper into this issue, and behaviour challenges more broadly, to uncover the real extent of the
[33] problem and see what we can do to ensure all children focus on their learning.”
[34]       A 201 3 survey suggested that the vast majority of schools have some form of mobile phone policy
[35] in place. One third of schools ban mobile phones outright, with a further fifth Iimiting their use in lessons.
[36] (...) 
[37]       Thanks to the government's reforms and the hard work of teachers, school behaviour has been
[38] transformed since 2010:
[39]       - fewer pupils are persistently absent from school than ever before, with the number of pupils in this
[40] category almost halving since 2010
[41]       - more teachers rated behaviour in their schools as “good” or “very good, in 201 4 than when previously
[42]surveyed in 2008
[43]       The government's reforms include a number of measures to encourage good behaviour and
[44] attendance in school, including:
[45]       - changing the law so that headteachers only grant leave from school in exceptional circumstances
[46]       - encouraging schools to tackle the problem of persistent absence earlier by reducing the threshold
[47] by which absence is defined as persistent from 20% to 15% from October 2011 - this means schools are
[48] held to a higher standard in performance tables than before
[49]       - making clear that teachers can use "reasonable force” to maintain behaviour and extending their
[50] searching powers from 2011
[51]       - allowing teachers to impose same-day detentions from 2011.
Disponível em: https://www.gov.uk/government/news/impact-of-smartphones-on-behaviour-in-Iessons-to-be-reviewed. Acesso em: 13 set. 2015.