In a reading class, the technique of having students look for specific information in a text is called:

In a Communicative Language Teaching class,

A language teacher focused on Communicative Language Teaching should:

In her book “Teaching Community” (2003), bell hooks claims that educators must work “so that the classroom is not a site where domination (on the basis of race, class, gender, nationality, sexual preference, religion) is perpetuated” and that it should be “a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teacher and students together work in partnership”. This is in agreement with the Parâmetros Curriculares Nacionais (PCN) because it promotes the classroom as:

Thinking of teacher development, it’s good practice for any L2 teacher to:

According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes:

Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:

I conducting dictations.

II having students brainstorm in groups.

III doing a quick bingo.

IV composing stories together.

V finding collocations on websites or dictionaries.

The alternative that best matches the exercises suggested above with their target language is:

In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student. Using the Passive Voice as mere example, Larsen-Freeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to:

According to Larsen-Freeman (2003), it’s possible to assert that focusing on the dynamics of language (grammaring) is very important and it helps improve teaching/ learning abilities because:

I it allows teachers/ learners to understand language as having an organic dynamism that renders it simultaneously flexible (real-time) and stable (over-time).

II teachers/ learners tend to perceive language as an idealized, objectified, atemporal “thing” that can be easily understood by the examination of its parts, which is very limited.

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

Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately” and she goes on to say that “the complexity is partly captured by the fact that form is only one of three dimensions, all of which play a part in grammaring”. The other two dimensions she refers to are:

Leaving words out

Ellipsis means leaving words out. Instead of repeating a noun phrase, we can use a pronoun or we can leave the pronoun out. Instead of repeating a verb phrase, we can use a substitution form or leave the substitution form out. We usually use ellipsis instead of repeating words before nouns in phrases joined by and, but, or. We can also use ellipsis after a comma in a list.

(adapted from YULE, George. Oxford Practice Grammar. Pearson: 2001, p.106)

Choose the shortest possible version of the following text considering the explanation about ellipsis.

He put the money on the table and he sat down. He sat in his hot clothes and he felt heavy. The woman looked over at him and she smiled. Her smile said she was in charge and she could take his money if she wanted to take his money. The smile lingered for a moment or two than the smile disappeared and the smile was replaced by a dark stare.

One of the most commonly mispronounced sounds in American English is the “th” sound. This is likely do to the fact that the “th” phonemes are rare sounds, not found in most European and Asian languages. When we do not have a sound in our own language, the natural tendency to substitute a similar sound, such as “z,” “d” or “t.” Unfortunately, this has a big impact on accent, because the “th” sound is found in 20% of the 25 words we say the most in English. The most commonly used word, “the,” begins with this sound. So, when we mispronounce “th,” it is very noticeable in everyday speech.


Choose the words in which the ‘th’ sound is voiced

Mark the item corresponding to the inconsistent underlined part correction.