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COSEAC - 2024 - Prefeitura de Maricá - RJ - Docente I – Língua Estrangeira – Inglês

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Disciplinas:
Direito da Criança e do Adolescente - Estatuto da Criança e do Adolescente (ECA) - Lei nº 8.069 de 1990 1 Inglês 30 Pedagogia 9 Português 10
#3093782
Inglês: Interpretação de texto | Reading comprehension
2024 COSEAC Prefeitura de Maricá - RJ
Docente I – Língua Estrangeira – Inglês
Texto da Questão:

Question relate to teaching skills and abilities:

Harmer (2015) suggests a basic procedure for teaching receptive skills that involves two types of tasks:

I (1) Lead in; (2) T directs comprehension task; (3) SS read/listen for task; (4) T directs feedback; (5) T directs text-related texts.
II (1) Lead in; (2) T directs comprehension task; (3) SS read/listen for task; (4) T directs feedback; (5) T directs comprehension task; (6) SS read/listen for task; (7) T directs feedback; (8) T directs text-related texts.

Looking at I and II, the most appropriate conclusion is that:

  • task I focuses on getting students to read or listen to a text for detailed understanding, while Task II focuses on general understanding of the text.
  • task I focuses on getting students to go into a deeper analysis of the text they are reading or listening to and Task II focuses on understanding its language and vocabulary.
  • both tasks focus on detailed comprehension of a text (reading for details).
  • both tasks focus on general comprehension of a text (reading for gist).
  • task I focuses on getting students to read or listen to a text for general understanding, while Task II focuses on getting students to pick up details or go into a deeper analysis of the text (both content and language) they are reading or listening to.
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