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Modern methodologies in English language teaching (ELT) often incorporate technology and active learning. Regarding these methodologies, mark T for True or F for False:
(__)Task-Based Learning (TBL) focuses on the completion of meaningful tasks, where the target language is used as a vehicle to achieve a specific communicative outcome.
(__)Content and Language Integrated Learning (CLIL) involves teaching a non-linguistic subject (like Science or History) through a foreign language, promoting dual learning goals.
(__)The Audiolingual Method is based on the idea that language learning should focus only on the translation of long literary passages to ensure the students' cultural depth.
(__)Flipped Classroom is a methodology where students first explore new content at home, while class time is dedicated to practice, discussion, and active problem-solving.
Now, choose the CORRECT alternative with the sequence from top to bottom:
A
T, T, F, F.
B
T, F, T, F.
C
T, T, F, T.
D
F, T, T, T.
You, an English teacher, want to use active methodologies to work with the article “Why art gallery visits may be one of the healthiest habits you can build” in your classroom. Choose the alternative which presents correctly an active methodology and how it can be used to study the article with your students.
A
Flipped classroom - you read the article to the students during the class.
B
Peer instruction - you ask the older students to explain the article to the younger ones.
C
Maker culture - you show the students how different artists made their paintings and sculptures.
D
Gamification - after studying the article, you divide the students into groups, so they can compete in an online quiz about it.
E
Debates - the students watch a debate about art, for example, the recent debates on digital art and use of artificial intelligence.
Leia o parágrafo a seguir sobre o tema Práticas Pedagógicas e Avaliação.
As práticas pedagógicas e a avaliação no ensino da língua inglesa envolvem um processo contínuo e articulado entre planejamento, ________ e avaliação do trabalho docente. O planejamento deve considerar os objetivos de aprendizagem, o perfil dos estudantes, os conteúdos ____________ e culturais, bem como as metodologias mais adequadas para promover a comunicação significativa.
A execução das atividades precisa favorecer a participação ativa dos alunos, o desenvolvimento das competências __________ e o uso da língua em contextos reais ou simulados. Já a avaliação deve ser entendida como um instrumento ______________ , que acompanha o progresso dos estudantes, orienta as intervenções pedagógicas e contribui para a melhoria do ensino, indo além da mera verificação de conteúdos e valorizando o processo de aprendizagem.
Assinale a alternativa que completa corretamente as lacunas do texto.
A
elaboração • lexicais • interpretativas • diagnóstico
B
aplicação • linguísticos • comunicativas • somativo
C
execução • semânticos • conceituais • coavaliativo
D
elaboração • semânticos • interpretativas • diagnóstico
E
execução • linguísticos • comunicativas • formativo
After giving instructions for an activity, a teacher appropriately checks students' comprehension by:
A
asking learners to do the activity according to the instructions.
B
having learners paraphrase the instructions in their own words.
C
repeating the instructions in a clearer and brief way.
D
illustrating the instruction with examples close to learners' realities.
E
dividing the class into groups before repeating the instructions.
When teaching Reading Skills in a communicative lesson, the teacher should avoid getting students to:
A
read the comprehension questions before they read the text.
B
predict what the answers to the questions are.
C
read aloud a text they have not seen before.
D
discuss their answers to the questions in groups or in pairs.
E
skim the text to find the general idea in it.
Leia o texto a seguir.
“In recent years, English language teaching has shifted toward assessment practices that focus on learning rather than only measuring outcomes. Teachers are encouraged to use continuous feedback, self-assessment tools, and learning portfolios to monitor progress. These strategies help learners understand their strengths, recognize gaps, and make informed decisions about how to improve their linguistic performance.”
BRITISH COUNCIL. Assessment for Learning in English Language Teaching. Londres, 2023. Disponível em: https://www.britishcouncil.org. Acesso em: 10 fev. 2025.
De acordo com o texto, as práticas avaliativas contemporâneas no ensino de Língua Inglesa privilegiam
A
exames finais que verificam apenas o domínio de regras gramaticais, garantindo objetividade e padronização.
B
instrumentos formais e pontuais, utilizados exclusivamente para atribuir nota e classificar o desempenho do aluno.
C
atividades de correção automática que substituem a mediação docente, garantindo agilidade e neutralidade no julgamento da produção textual.
D
processos contínuos que incluem feedback, autoavaliação e portfólios, permitindo que o aprendiz acompanhe sua evolução e participe ativamente de seu desenvolvimento linguístico
Leia o texto a seguir.
Plataformas digitais de aprendizagem de línguas têm adotado tarefas curtas e interativas que combinam leitura, escuta e fala em uma mesma atividade. Os ambientes digitais também utilizam pequenos diálogos e simulações comunicativas para favorecer a participação do aluno e o desenvolvimento integrado das habilidades linguísticas.
Recursos digitais para aprendizagem de línguas. British Council e UNESCO Digital Learning, 2024. [Adaptado].
Com base no texto, tais plataformas organizam o processo de aprendizagem de modo a
A
separar rigidamente cada habilidade, priorizando exercícios mecânicos de repetição fonética.
B
concentrar o ensino apenas na leitura, entendida como habilidade suficiente para o domínio da língua.
C
integrar leitura, escuta e fala em tarefas breves e interativas, promovendo o desenvolvimento conjunto das habilidades comunicativas.
D
utilizar diálogos apenas como ilustração, sem função na construção de práticas comunicativas.
The concept of "Linguistic Relativity" (Sapir-Whorf Hypothesis) is relevant when discussing the relationship between language and culture, specifically in how different languages encode concepts like "space" or "time". Select the alternative that best illustrates the "weak version" of this hypothesis in a pedagogical context.
A
Language determines thought completely; therefore, it is impossible for a speaker of English to understand a concept from another culture if there is no direct translation.
B
All languages share the exact same conceptual metaphors for time and space, proving that culture has no impact on linguistic structure or cognition.
C
Language influences thought and perception, meaning that speakers of different languages may conceptualize reality (e.g., spatial orientation) differently, but are not prisoners of their language.
D
Language and culture are entirely separate entities; learning the grammar of a language is sufficient for full communication without any cultural context.
O trabalho com gêneros textuais no ensino de Língua Inglesa contribui para:
A
o ensino isolado de estruturas gramaticais.
B
a padronização absoluta das práticas discursivas.
C
a eliminação da variação linguística.
D
a compreensão da língua como prática social.
“Active methodologies encompass a broad framework of approaches, strategies, and learning activities that work with students! autonomy and creativity in the construction and application of knowledge. Among the active teaching-learning methods, the best known are: Flipped Classroom, Problem-Based Learning, Gamification, Hybrid Teaching, Project-Based Learning, Design Thinking, Cooperative Learning, Experiential Team Activity, Portfolio, films, storytelling, theatrical technique, technical visit, seminar, debate, case study, Verbalization Group and Observation Group, role-play, field practice, among others.” (Moran, 2013; Pessoa et al, 2019; Leal et al, 2019; Nogueira et al, 2020 apud Nascimento; Oliveira-Melo, 2022, p.3)
Choose the INCORRECT item about flipped classroom.
NASCIMENTO, W. C.; OLIVEIRA-MELO, F. G. English language and active learning: challenges, experiences, and perspectives from teachers. Research, Society and Development, v. 11, n. 6, 2022. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/29345. Acesso em: 10 nov. 2024.
A
Flipped classroom invites students and teachers to invert not only the way they teach and learn, but also the ways they act in the learning environment.
B
With flipped classroom, teachers and students change their roles and responsibilities in the learning process, which now fall to the learners themselves.
C
Flipped classroom occurs when students are offered inputs related to vocabulary, granmmatical structure, pronunciation, and sociocultural aspects of the target language, associated with moments of practice aimed at solving problems and opportunities to express themselves in another language.
D
In flipped classroom, there must be a change in the student's posture, who stops being a supporting actor in their learning process and becomes the main author, being responsible for the consumption of the inputs offered and for the use of these inputs with the mediation of their teacher and peers.
E
In flipped classroom the student studies the theory at school, and practices what they have learned at home, always interacting and working collaboratively. In this way, time in the classroom is optimized and the teacher can dedicate it to reinforcing concepts, resolving doubts, working as a team and attending to each student's needs in a personalized way.
PCNs (2000, p.28) bring some competencies and skills to be developed in Modern Foreign Languages and make some reflection about what to teach.
Choose the INCORRECT sentence about the discussion presented in PCNs (2000) about foreign language teaching.
BRASIL. Ministério da Educação: Secretaria de Educação Básica. Parâmetros Curriculares Nacionais (Ensino Médio). Parte Il - Linguagens, Códigos e suas Tecnologias. 2000.
A
It is evident that grammatical aspects are not the only ones that should be present throughout the language teaching and learning process. To be able to affirm that a particular individual has good communicative competence in a given language, it becomes necessary for him/her to have a good command of each of its components in his/her first language.
B
In addition to grammatical competence, the student needs to have a solid grasp of sociolinguistic, discursive, and strategic competence. These constitute the main goals of foreign language teaching in High School.
C
It's not enough to be able to produce grammatically correct utterances alone. It is also necessary to know and employ the ways to combine these utterances in a specific context so that communication is achieved.
D
In other words, beyond acquiring the ability to form correct sentences, it is necessary to understand how these sentences are appropriate to a particular context.
E
Considering learning a Foreign Language in an integrated way, based on the different components of linguistic competence, it necessarily involves giving importance to cultural issues. Learning then begins to be seen as a source of broadening cultural horizons. By getting to know other cultures, other ways of perceiving reality, students also start to reflect much more on their own culture and expand their ability to analyze their social environment more deeply, having better conditions to establish connections, similarities, and contrasts between their way of being, acting, thinking, and feeling and that of other people, thereby enriching their education.
Read the following excerpt from OCENSs (2006, p.116):
“Activity B
A teacher brings an advertisement about Mother's Day, taken from a magazine. She asks students to read it and answer questions such as:
- Do the mothers represented in the advertisement resemble those you know? Why not?
— Which mothers are not represented in the advertisement?
— Which children will give presents to their mothers?
- How do the children get money to buy presents for their mothers?
- Who creates/produces these advertisements?
— Why do the people who produce the advertisements spend time and effort to ensure that the reader knows which product is available on the market?”
Concerning Critical Literacy studies, choose the CORRECT alternative:
BRASIL. Ministério da Educação: Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio: Linguagens, códigos e suas tecnologias. Brasília, 2006, p.116.
A
This activity seeks to guide students in constructing meaning from what they read, rather than extracting the meaning from the text [...]. Italso believes that meanings are constructed within a social and historical context, immersed in power relations. Hence, reading is a language activity that involves knowing the world, having a vision ofit, and reflecting on the possibilities and conveniences of social transformation.
B
In this activity students can analyze the differences between the model mother in the magazine advertisement and the mothers in their own social environment. In this reading work, aimed at reading comprehension, emphasis is placed on representations, but does not analyze differences, such as: racial, sexual, gender, and questions about who wins or loses in certain social relations.
C
The questions in this activity help students examine the authors! choices of specific world representations, but they do not lead them to develop a social critique.
D
It is expected that students stop celebrating Mother's Day because they understand the date as a symbol of consumerism.
E
Critical literacy suggests that reading does not treat language as a sociocultural practice.
Weiner's Attribution Theory is pivotal in understanding students' motivation and their response to failure in the English classroom. According to this theory, the way learners explain the causes of their success or failure dimensions (locus of control, stability, and controllability) determines their future engagement. Select the alternative that identifies the specific attributional style that is most detrimental to language learning and leads to "Learned Helplessness".
A
Attributing failure to external, stable, and uncontrollable factors, such as "The teacher is always too strict and hates me," which leads to anger but preserves self-esteem.
B
Attributing failure to external, unstable, and controllable factors, such as "The classroom was too noisy today," allowing the student to hope for better conditions in the future.
C
Attributing failure to internal, stable, and uncontrollable factors, such as "I failed the English test because I lack the natural ability/talent for languages," which leads to shame and a cessation of effort.
D
Attributing failure to internal, unstable, and controllable factors, such as "I failed because I did not study enough for this specific exam," which usually prompts increased effort next time.
E
Attributing success to external, unstable factors like "luck," which boosts confidence immediately but does not sustain long-term motivation.
In the context of teaching English through the lens of African American Vernacular English (AAVE) or Ebonics, sociolinguist William Labov provided crucial insights. Analyze the following statements concerning the linguistic legitimacy of AAVE and its role in education.
I.AAVE is a systematic, rule-governed variety of English with its own complex grammar (e.g., habitual "be", copula deletion), and not a collection of random errors or "broken" English.
II.The "Bridge Approach" suggests using AAVE as a bridge to learning Standard English, validating the student's home language while teaching code-switching skills explicitly.
III.Teachers should correct every instance of AAVE in oral communication immediately to prevent fossilization, as acknowledging non-standard dialects in the classroom legitimizes incorrect grammar.
Is/Are correct the statement(s):
A
I and II only.
B
I and III only.
C
II and III only.
D
I only.
E
I, II, and III.
Text 1
Reading Strategies
Good readers use a variety of reading strategies to understand a text more effectively. Before reading, they often preview the title, images, and subtitles to predict what the text will be about. During reading, they use strategies such as skimming to get the general idea and scanning to locate specific information. They also make inferences by combining clues from the text with their background knowledge. After reading, they summarize the main points to check their understanding. Using these strategies helps readers become more independent and confident learners.
Study the sentences below and decide if they are true ( T ) or false ( F ), according to Text 1.
( ) Good readers usually preview the title and images before reading.
( ) The purpose of skimming is to translate the text into another language.
( ) Scanning is used when the reader wants to search for specific information.
( ) Combining clues from the text with what the readers already know is to make inferences.
( ) Readers often summarize after reading to avoid making inferences.
Choose the alternative which presents the correct sequence, from top to bottom.
A
T • F • T • T • F
B
T • F • T • F • T
C
T • F • F • T • F
D
T • F • F • F • T
E
F • T • T • F • T
Interests in learning strategies began with the publication of papers collectively known as the “good language learner” studies (Cohen; Weaver, 1998). Since then, hundreds of studies have been generated that look at different aspects of learning strategies and their roles in language learning. In an effort to make sense of the huge database and numerous research findings in this area, Oxford (1990, as cited in Cohen; Weaver, 1998) differentiates learning strategies into four categories: cognitive, metacognitive, affective and social (Oxford, 2002, p.121).
Identify the learning strategies as exposed by Oxford (2002) by matching each definition to the CORRECT category.
1. Cognitive
2. Metacognitive
3. Affective
4. Social
() This strategy deals with the planning, monitoring, and evaluation of language learning activities. For example, students may develop a plan for monitoring their progress by constantly comparing their current level of proficiency with the course goals outlined in the curriculum.
() This strategy involves the identification, retention, and retrieval of language elements. For example, students may use memory-enhancing strategies (e.g., the keyword method) to help them remember new words.
() This strategy refers to actions learners take to interact with users of the language. For example, students may deliberately seek out opportunities to use the target language with native speakers of the language.
()This strategy serves to regulate emotions, attitudes, and motivation. For example, students may read linguistically simplified books to develop a positive attitude toward reading materials.
Choose the CORRECT sequence.
Oxford. L.Language Learning Strategies in a Nutshell: Update and ESL Suggestions.In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 11 - pages 121 -132.
A
1-2-3-4.
B
2-1- 4-3.
C
2-4-1-3.
D
4-2-1-3.
E
2-3-1-4.
Leia o texto a seguir.
Literacy plays a key role in learners’ ability to participate fully in society. Current educational policies emphasize not only reading and writing skills, but also critical thinking, digital literacy, and the development of autonomous learning strategies. Teachers are expected to create learning environments in which students interpret texts, collaborate, and make informed decisions about how to express ideas.
UNESCO. Literacy and Education: Global Literacy Outlook 2024. Paris: UNESCO, 2024. Disponível em: https://www.unesco.org/en/literacy. Acesso em: 10 fev. 2025.
O texto destaca que, no processo contemporâneo de ensino e aprendizagem de línguas, o desenvolvimento da autonomia do estudante está relacionado à
A
seleção consciente de estratégias de leitura e escrita adequadas a cada contexto.
B
memorização sistemática de regras gramaticais apresentadas de forma isolada.
C
reprodução mecânica de modelos textuais previamente definidos.
D
substituição de práticas colaborativas por atividades individuais de avaliação.
In an 8th-grade speaking lesson, the teacher wants learners to ask for clarification during pair work. Choose the most appropriate classroom expression to model this function:
A
“Do you like English?”
B
“Can you repeat that, please?”
C
“What time is it now?”
D
“What page are we on?”
E
“Can I go to the bathroom?”
Reflective teaching involves a continuous process of self-observation and evaluation to improve professional practice, based on concepts such as reflection-in-action and reflection-on-action. Analyze the statements below regarding the reflexive approach in language teaching and mark (T), for True, or (F), for False:
(__)Reflection-on-action occurs after the teaching event, allowing the teacher to analyze what happened and plan for future improvements.
(__)The reflexive approach suggests that teachers should strictly follow the textbook manual without questioning its suitability for their specific context.
(__)Reflection-in-action refers to the teacher's ability to make decisions and adjust instruction during the actual classroom process.
(__)Reflective practice is a static process that ends once a teacher acquires their initial certification and requires no further development.
Choose the alternative that presents the correct sequence:
A
F, F, T, T.
B
F, T, T, F.
C
T, T, F, T.
D
T, F, T, F.
E
T, F, F, T.
The Brazilian National Common Curricular Base (BNCC) outlines specific competences for the English Language component, emphasizing its role as a global language. Analyze the following statements regarding these competences:
I.It involves recognizing English as a lingua franca, enabling access to diverse knowledge and participation in the global world.
II.It requires the use of new technologies and digital languages to research, select, share, and produce information critically.
III.It aims to amplify students' perspectives through contact with other cultures, fostering respect for diversity and intercultural understanding.
Choose the correct alternative:
A
I and III only.
B
III only.
C
II and III only.
D
I and II only.
E
I, II, and III.
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