Disciplinas:
Antropologia 1
Biologia 1
Direito da Criança e do Adolescente - Estatuto da Criança e do Adolescente (ECA) - Lei nº 8.069 de 1990 1
Estatuto da Pessoa com Deficiência - Lei nº 13.146 de 2015 1
Filosofia 1
História 1
História e Geografia de Estados e Municípios 1
Inglês 16
Linguística 1
Meio Ambiente 1
Pedagogia 12
Português 2
Júlia is a public school teacher who has only recently discovered
an interest in developing her students’ communicative abilities in
the English Language. As she does not know much about
Communicative Language Teaching (CLT), she is always looking
for texts and authors that talk about the approach. One of the
texts she particularly prefers is this short excerpt:
The interest of a soccer game lies of course not in the ball, but in the moves and strategies of the players as they kick, pass, and fake their way along the field. The interest of communication lies similarly in the moves and strategies of the participants. The terms that best represent the collaborative nature of what goes on are interpretation, expression, and negotiation of meaning.
(SAVINGON, Sandra. Communicative language teaching for the twenty-first century. IN: Marianne Celce-Murcia. 3r ed. Teaching English as a second or foreign language. Boston, MA: Heinle&Heinle. 3rd edition. 2002. Adaptado.)
In her search for a better comprehension of CLT, Julia invites the other English teachers in her school to study the topic together and create classroom proposals accordingly. From the five proposals designed by Júlia’s group of teachers, select the one which best reflects the CLT teaching principles.
The interest of a soccer game lies of course not in the ball, but in the moves and strategies of the players as they kick, pass, and fake their way along the field. The interest of communication lies similarly in the moves and strategies of the participants. The terms that best represent the collaborative nature of what goes on are interpretation, expression, and negotiation of meaning.
(SAVINGON, Sandra. Communicative language teaching for the twenty-first century. IN: Marianne Celce-Murcia. 3r ed. Teaching English as a second or foreign language. Boston, MA: Heinle&Heinle. 3rd edition. 2002. Adaptado.)
In her search for a better comprehension of CLT, Julia invites the other English teachers in her school to study the topic together and create classroom proposals accordingly. From the five proposals designed by Júlia’s group of teachers, select the one which best reflects the CLT teaching principles.
