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The text enumerates a wide range of fields in which Egypt and Azerbaijan are planning to enhance cooperation, from renewable energy to pharmaceutical projects. Identifying what is included and what is excluded demonstrates the candidate's ability to extract details accurately from the passage. According to the text, which of the following was NOT mentioned as a field of cooperation between the two countries?
A
Sports development.
B
Pharmaceutical manufacturing.
C
Renewable energy.
D
Oil and gas.
Analyze the following statementes about teaching tense and time in Brazilian EFL classrooms:
I. Brazilian learners tend to confuse the present perfect with the simple past because of Li interference.
II. Explicit instruction on tense/time distinction is unnecessary because learners acquire it naturally.
III. Emphasizing communicative contexts helps learners understand tense use more effectively.
IV. Aspectual distinctions are essential for explaining English verb usage.
Which ones are correct?
A
Only I and II.
B
Only I and III.
C
Only I, II and II.
D
Only I, III and IV.
E
I, II, III and IV.
Analyze the following statements about teaching reading through textual genres:
I. It allows learners to understand not only the linguistic structure but also the social purpose of texts.
II. All genres follow a rigid structure and are universally interpreted the same way across cultures.
III. Textual genres promote interaction with diverse discursive practices, supporting literacy beyond grammar.
IV. According to Marcuschi (2008), genres are socio-discursive tools that reflect the communicative practices of communities.
Which ones are correct?
A
Only I and III.
B
Only III and IV.
C
Only I, II and III.
D
Only I, III and IV.
E
I, II, III and IV.
A teacher asks students to analize the following sentence:
“It was raining heavily; therefore, the match was postponed.”
What is the function of the word “therefore”?
A
It gives the idea of a sequence of events taking place, that the game was played straight after the rain.
B
It indicates a discrepancy between what is anticipated and what actually occurred, for unexpected weather occurred.
C
It illustrates an additive combination of weather events and events that don't depend on the weather in a cause-and-effeci way.
D
It shows a contrast between two unrelated events happening at the same time.
E
It connects two clauses as a cause-effect, providing the meaning of cause to the first clause.
The BNCC emphasizes that English teaching in Brazil should not be limited to the traditional idea of a “foreign language” belonging only to native speakers in hegemonic countries. Instead, it prioritizes its social and political role, considering it as:
A
A lingua franca used by speakers worldwide.
B
A variant restricted to British and American standards.
C
A fixed and homogeneous model of English.
D
An isolated code unrelated to identity and culture.
E
A tool solely for achieving grammatical precision.
Which research methodology is appropriate to deal with students’ difficulties?
A
Autoetnography.
B
Quantitative research.
C
Bibliographical research.
D
Action research.
To encourage students to reflect on their textual production and play an active role in their learning process, what is the alternative for assessing the presented written activity?
A
The teacher assesses the essays and returns them with written feedback, directly correcting spelling mistakes so that students avoid making them in a future situation.
B
The teacher gives a lecture on the most common mistakes related to the use of discourse markers and asks students to rewrite their texts individually, applying the rules explained.
C
Students in pairs review each other’s essays, identifying mistakes related to the use of the simple present tense based on a checklist provided by the teacher, and propose corrections while discussing their choices.
D
Students receive a model essay with correct structure and vocabulary and must compare their own production with the model, rewriting the text to match the given example and paying attention to the placement of adjectives.
MODERNA. Coleção 360 – Ways: Ensino Médio. São Paulo: Moderna, 2021 (adaptado).
The prompt “O que você pode fazer para melhorar sua aprendizagem?”, from a textbook page, asks students to reflect on their own learning process. From a formative assessment perspective, what justifies the pedagogical purpose of this activity?
A
It allows teachers to assign numerical grades to students’ reflections about their learning, using them to calculate their final average score.
B
It encourages students to reflect on their learning process and identify strategies for improvement, promoting autonomy and shared responsibility.
C
It helps the school track student performance by ranking them according to confidence levels, enabling competitive academic benchmarking.
D
It serves as a replacement for all formal tests, since students’ own perceptions of their abilities are more relevant than objective criteria.
Which of the activities takes into account the concept of multiliteracies?
A
Students are asked to do research on climate change. Then, they are supposed to use all the data they have gathered to write a paragraph, so their classmates can learn about climate change.
B
Students are asked to read a short story. In pairs, they are supposed to study another literary piece by the same author and present similarities between the two works.
C
Students are asked to look for and catalog insects found in a park. Then, they write a post for Instagram with the pictures of the insects and a caption describing their most prominent traits.
D
Students are asked to choose a significant historical occurrence they have learned in History class and write a timeline in English describing all of the events that led to that occurrence.
Which linguistic theory supports the teaching approach demonstrated in the text?
A
Structuralism.
B
Behaviorism.
C
Functionalism.
D
Generativism.
Due to the alarming rise in hate speech on the internet over the last years, a teacher wants to promote an opportunity for students to reflect on hate speech incorporating the concepts of literacy and multiliteracies. What is the appropriate activity to accomplish that?
A
Asking students to look for posts on social media from people who are living the conflict between Russia and Ukraine. Students then transform the posts into digital “diary entries”, inspired by the diary of Anne Frank.
B
Dividing the class in two large groups and have students hold a debate in favor and against vaccines. Students can use AI to help write their arguments for the debate.
C
Having students work in teams to do research on cases of misogyny in their hometown and prepare posts for different social media with the objective of raising awareness to the issue.
D
Carrying on a survey in class to find out students’ opinions about freedom of speech on social media and ask them to prepare an infographic with the results from the survey.
TEXT 1
Two worlds of words
I learned to talk when I was young.
My grandma’s singing filled my ears.
My family spoke the native tongue
our ancestors passed through the years.
I knew the names of everything.
My voice was fast. My thoughts were strong.
My grandma taught me how to sing.
Back then my accent wasn’t wrong.
Between two worlds my brain is caught.
Your language grows inside my mind.
I have two words for every thought.
But sometimes yours is hard to find.
We learn to talk when we are small.
First language gets a running part.
I speak your words but that’s not all.
My grandma’s songs still fill my heart.
Available at: https://poemfarm.amylv.com. Acessed: May 20, 2025.
TEXT 2
Two worlds: languages IRL and Online
Available at: https://english.binus.ac.id. Acessed: May 20, 2025.
The Base Nacional Comum Curricular (BNCC) presents ten general competences concerned with human development, social justice, and enviromental preservation, as well as the approach to English as a Lingua Franca. Based on this perspective, which teaching procedure can be developed grounded on the infographic and the message in the poem?
A
Learning about different cultural heritages, both material and immaterial, disseminated in the English language aiming to exercise enjoyment and expand perspectives.
B
Using new technologies, with new languages and modes of interaction, to research, select, share, position oneself and produce meanings in literacy practices in the English language.
C
Identifying one’s own place and that of others in a multilingual and multicultural world, reflecting critically on how learning the English language contributes to the insertion of individuals in the globalized world.
D
Communicating in English, through the varied uses of languages in printed or digital media, recognizing it as a tool for accessing knowledge, expanding perspectives and possibilities for understanding the values and interests of other cultures.
“Oh!” cried Anne eagerly, “I hope I do justice to all that is felt by you, and by those who resemble you. God forbid that I should undervalue the warm and faithful feelings of any of my fellow-creatures! I should deserve utter contempt if I dared to suppose that true attachment and constancy were known only by woman. No, I believe you capable of everything great and good in your married lives. I believe you equal to every important exertion, and to every domestic forbearance, so long as — if I may be allowed the expression — so long as you have an object. I mean while the woman you love lives, and lives for you. All the privilege I claim for my own sex (it is not a very enviable one; you need not covet it), is that of loving longest, when existence or when hope is gone”.
AUSTEN, J. Persuasion. Phoenix Edition, 2001.
In a public high school, an English teacher uses the excerpt from Jane Austen’s Persuasion to help students recognize and analyze literary language features such as irony, tone, and figurative expressions. This pedagogical approach meets Base Nacional Comum Curricular (BNCC) standards by promoting critical literacy and interpretive skills in English language learning. What is the primary focus of the teacher’s lesson using the Persuasion excerpt?
A
Identifying literary devices that enrich the text’s meaning and tone.
B
Highlighting misogyny through the ironical words of the character
C
Exploring the historical background of Austen’s writing period.
D
Practicing grammar rules through classic literary examples.
Reading Strategies help students by improving comprehension, active engagement, and retention of information.
Decide if the following affirmatives about Reading Strategies are true ( T ) or false ( F ).
( ) Pre-reading: students predict the content from title, images, or layout.
( ) Identifying key words can help you understand the main ideas.
( ) Extensive reading involves reading long texts for pleasure or general understanding.
( ) Skimming and scanning are examples of intensive reading.
Choose the alternative which presents the correct sequence, from top to bottom:
A
T • T • T • F
B
T • F • F • T
C
F • T • T • F
D
F • T • F • T
E
F • F • F • T
“ESP is a specialized branch of English language teaching focused on equipping learners with the language and communication skills necessary for specific academic or professional fields. This approach is particularly relevant in disciplines such as medicine, business, and science, where the language used can differ significantly from standard English in terms of grammar, vocabulary, and discourse. ESP courses are designed to be experiential and needs-driven, providing practical lessons that simulate realworld tasks professionals may encounter.”
Adapted from: https://www.ebsco.com/research-starters/language-and-linguistics
ESP refers to:
A
English for Specials Purposes
B
English for Specifics Purposes
C
English for Selected Purposes
D
English for Specific Purposes
Communicative Competence, as proposed by Hymes and later developed by Canale and Swain, goes beyond grammatical correctness. Select the option that correctly defines 'Sociolinguistic Competence' within this framework.
A
It is the ability to use coping strategies to overcome communication breakdowns, such as paraphrasing.
B
It involves the ability to use language appropriately in various social contexts, considering participants and norms of interaction.
C
It refers strictly to the mastery of vocabulary and morphological rules of the target language.
D
It focuses exclusively on the coherence and cohesion of written texts across different genres.
O ensino de Inglês na BNCC enfatiza o desenvolvimento de competências e habilidades essenciais para a comunicação eficaz em Inglês, considerando a língua como um instrumento de acesso ao conhecimento e participação na sociedade globalizada, promovendo o ensino por meio de eixos distintos. No texto da doutora Randi Reppen, a habilidade exposta está relacionada ao eixo da BNCC que envolve:
A
orality
B
reading
C
linguistic knowledge
D
intercultural dimension
Consider the following excerpt:
"Born in 1964 in Plovdiv, Filip Popov spent several years of his childhood in Germany, where he formed his ideas for unity between art, architecture, design and technology."
An English teacher designing a reading comprehension lesson for intermediate Brazilian students analyzes this biographical sentence to identify potential comprehension obstacles. Regarding vocabulary, syntax, and cultural references that may challenge Brazilian EFL learners, and considering effective scaffolding strategies aligned with communicative language teaching and BNCC principles, which analysis is pedagogically accurate?
A
The sentence requires explicit vocabulary pre-teaching of "unity" (unidade/união) and the abstract concept of "ideas for unity between" multiple disciplines, as well as discussion of the noun phrase "art, architecture, design and technology" as interconnected fields, which Brazilian students may not automatically recognize as unified domain in contemporary art discourse.
B
The sentence should be entirely rewritten to remove all cultural references to Germany and European cities, replacing them with Brazilian equivalents to ensure students can relate to the content according to domestication principles.
C
The main comprehension challenge is the city name "Plovdiv" which students cannot possibly understand without extensive geography lessons about Eastern European cities, making the sentence inappropriate for use with Brazilian learners regardless of proficiency level.
D
Brazilian students will automatically comprehend all vocabulary through cognates like "architecture," "design," and "technology," making any scaffolding unnecessary and even counterproductive to natural language acquisition processes.
Considering the excerpt, what is the appropriate oral language intervention for public high school students that accounts for their developmental stage and the role of video in language learning?
A
Designing a project where students plan and record oral texts using video, then reflect gradually with structured feedback. This supports the development of self-awareness and the ability to manage one’s image over time.
B
Asking students to record unscripted monologues and self-assess them without prior guidance or support. This assumes readiness for self-correction and minimizes the need for guided learning in reflective video use.
C
Avoiding using video to prevent emotional discomfort and prioritize written feedback and non-visual oral practices. This promotes the necessary management skills taught in oral practices in digital scenarios.
D
Assigning live oral performances and emphasizing grades and external responses as sources of improvement. This relies on performance-based motivation, combining reflective learning and teacher guidance.
Ano:
2025
Banca:
Instituto AOCP
Throughout the History of language teaching, different methods were believed to be ideal for students’ language development. The audiolingual and the grammar-translation methods are two known examples. However, Kumaravadivelu (1994) argues in favor of the postmethod condition, which implies that
A
a new method should be developed to account for the technological era we live in.
B
teachers are not simply consumers of knowledge produced by theorists.
C
the grammar-translation method can be effective
D
there is a need to focus on communication in language teaching.
E
audiolingualism should be mixed with grammar-translation.
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