Questão FC225367
In the question below you will be analyzing two reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ens
Interpretação de Textos (Understanding)
CESGRANRIO · 2010
In the question below you will be analyzing two reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).
ACTIVITY 3
| READ THE FOLLOWING TEXT. An amazing species with an uncertain future The Atlantic bluefin tuna can reach over 4 metres in length and average around 250kg in weight. When chasing prey they travel at speeds that can exceed 70 kph. But the bluefin tuna stock in the Mediterranean Sea is at serious risk of collapse. A massive and hi-tech commercial fishing fleet and illegal fishing could mean that this magnificent species is gone from Mediterranean waters. It isn’t too late... yet. WWF is demanding a sensible and science-based management scheme in the long term, but this is not happening and the species is collapsing. The only way to allow the recovery of bluefin tuna stocks in the Atlantic and Mediterranean - and ensure a sustainable fishing industry - is to temporarily ban global trade through the Convention on International Trade in Endangered Species (CITES). The time to act is now. http://wwf.panda.org/what we do/footprint/smart fishing/sustainable fishiers/bluefin tuna/ Retrieved on August 28, 2010 |
ACTIVITIES 3 and 4 are examples of highly appropriate assignments in EFL classes since they conform to several of the guidelines expressed in the PCNs (Parâmetros Curriculares Nacionais: terceiro e quarto ciclo do Ensino Fundamental – Língua Estrangeira) reproduced below.
The only guideline that is NOT addressed by the proposals of Activity 3 and 4 is
- adoption of texts on the transversal themes in order to focus exclusively on their linguistic structure and practice specific grammatical difficulties.
- selection of different textual genres that will expand the students’ intertextual knowledge and show them how different texts can be used to fulfill specific purposes in society.
- use of the English language in the classroom as a means to understand and express opinions, values, feelings, and information through the oral or written modes.
- expansion of the learners’ knowledge of the world by giving them access to how social questions are dealt with at a global level, and possibly establishing a comparison with their own environment.
- choice of themes which are relevant to the students, to the country, and to the world at that particular moment, so that the classroom is not disconnected from the social reality.
Mostrar resposta e comentário
Gabarito
A
Comentário do professor
As atividades apresentam textos sobre conservação e sustentabilidade com objetivo de informar, sensibilizar e mobilizar os alunos. Em vez de tratar o conteúdo como pretexto para exercícios gramaticais, trabalham o conteúdo, a intenção comunicativa e a relação do texto com a realidade social.
Portanto a orientação do PCN que NÃO é atendida refere‑se ao foco exclusivo em estrutura linguística e prática de dificuldades gramaticais: aqui os textos são explorados para desenvolver conhecimento de mundo, atitudes e compreensão crítica, integrando língua e conteúdo. Em suma, as propostas valorizam usos significativos da língua, não exercícios isolados de forma.
Conteúdo do catálogo FC Concursos · Atualizado em