Harmer (2015) suggests a basic procedure for te...

457941200529375

Ano: 2024Banca: COSEACOrganização: Prefeitura de Maricá - RJDisciplina: Língua InglesaTemas: Compreensão de Texto

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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 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.

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 general comprehension of a text (reading for gist).

both tasks focus on detailed comprehension of a text (reading for details).

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.

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457941200529375

Ano: 2024Banca: COSEACOrganização: Prefeitura de Maricá - RJDisciplina: Língua InglesaTemas: Compreensão de Texto

Texto associado

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.

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

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 general comprehension of a text (reading for gist).

both tasks focus on detailed comprehension of a text (reading for details).

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.

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Harmer (2015) suggests a basic procedure for teaching receptive skills that involves two types of tasks: I (1) Lead in; ...

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Harmer (2015) suggests a basic procedure for teaching receptive skills that involves two types of tasks: I (1) Lead in; ...

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