Questão de Língua Inglesa

(M2CDPE0901_14) Even before they start reading the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, some students say they will not be able to understand it. And immediately mention the words “knock”, “households” and “swept”, in the headline and the first paragraph. The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it. II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension. III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures. IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language. V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points. A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items