Questão FC586288
( ) Now that we read the article, do you think you will use ChatGPT instead of Google Search? Why (not)?
Interpretação de Textos (Understanding)
Instituto AOCP · 2023
When setting up a task, the teacher has to consider and plan how to do a number of things: giving instructions, checking instructions, monitoring and giving feedback. You, an English language teacher, is setting up a reading task for the article Bing A.I. and the Dawn of the Post-Search Internet. Match the functions listed A – I with the examples of teachers’ language. There are three extra functions which you do NOT need to use.
Functions
A. Asking students to speculate and make predictions.
B. Checking instructions.
C. Giving feedback.
D. Correcting students.
E. Grouping students.
F. Personalizing.
G. Activating students’ schemata.
H. Giving instructions. I. Prompting.
Examples of teachers’ language
( ) What do you know about ChatGPT?
( ) Now work with the classmate sitting next to you and compare your answers. Justify them using the text.
( ) Do you have to summarize the details of the text of just the main ideas?
( ) Now that we read the article, do you think you will use ChatGPT instead of Google Search? Why (not)?
( ) You summarized the main idea of your part of the text really well. Good job.
( ) You have to compare Google Search and ChatGPT, right? So, Google Search gives you lots of results and you choose what you need and ChatGPT…
- A – E – H – F – C – D.
- G – E – B – F – C – I.
- A – D – B – C – I – H.
- G – D – H – F – I – A.
- F – E – H – A – D – I.
Mostrar resposta e comentário
Gabarito
Errado
Comentário do professor
F – Personalizing: "What do you know about ChatGPT?" aproxima o tema da experiência pessoal dos alunos, ativando opiniões e tornando a tarefa relevante.
E – Grouping: "Now work with the classmate sitting next to you..." organiza a interação em pares, definindo a distribuição de trabalho e o formato colaborativo.
H – Giving instructions: "Do you have to summarize the details... or just the main ideas?" esclarece o produto esperado e orienta a abordagem da tarefa.
A – Asking students to speculate and make predictions: "Now that we read the article, do you think you will use ChatGPT instead of Google Search?" convida à reflexão sobre consequências futuras e posicionamento pessoal.
D – Correcting students: "You summarized the main idea of your part of the text really well. Good job." aponta desempenho do aluno, avaliando e ajustando a aprendizagem.
I – Prompting: "You have to compare Google Search and ChatGPT, right? So, Google Search gives you lots of results and you choose what you need and ChatGPT…" estimula o aluno a completar o raciocínio e a desenvolver a comparação.
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