Indicate whether each of the following statements about the principal characteristics of the GrammarTranslation Method, presented by Richards and Rogers in Approaches and methods in language teaching is true (T) or false (F).

( ) Speaking or listening are the major focus; little or no systematic attention is paid to reading and writing.

( ) Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.

( ) It views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of foreign language.

( ) The first language is not maintained as the reference system in the acquisition of the second language, because the student’s native language is not the medium of instruction.

( ) It is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.  


According to the statements, the correct sequence is:

Analyze the following assertions made by Brown, in Teaching by Principles, about the characteristics of communicative language teaching.

I- Language techniques are not designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

II- The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge; students are therefore encouraged to construct meaning through genuine linguistic interaction with others.

III- Students lack opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.

IV- Fluency and accuracy are seen as complementary principles underlying communicative techniques; at times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

V- Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence; goals therefore must intertwine the organizational aspects of language with the pragmatic.


It is correct only what is stated in 

Considering the statements presented by Lightbown and Spada, in How Languages are Learned, about the behaviourist perspective, a theory of learning that was very influential in the 1940s and 1950s, especially in the United States, analyze the following assertions.

I- The behavourists viewed imitation and practice as the primary processes in language development.

II- This theory gives great importance to the environment as the source of everything the child needs to learn.

III- Traditional behaviourists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’.

IV- Encouraged by their environment, children would continue to imitate and practice the sounds and patterns until they formed ‘habits’ of correct language use.

V- According to this view, the quality and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the in the environment, would not shape the child’s language behaviour.


It is correct only what is stated in 

"Decoloniality aims to break paradigms crystallized in sociocultural, political-economic, ethnic-racial, and gender/sexuality relations imposed by the processes of coloniality of power. In turn, the concept of coloniality of power (Quijano, 2000) clarifies that colonial relations in the economic and political spheres did not end with the destruction of colonialism. Coloniality, according to Maldonado-Torres (2007), is reproduced in a triple dimension: of power, knowledge, and being. […] But how does teaching English relate to the concept of decoloniality? Pardo (2019) explains that coloniality permeates everyday school life in public schools (but I believe we can extend this account to other contexts in which English circulates as the language of instruction or as the target language)." (Megale, 2020, p. 3)

MEGALE, A. O que é uma perspectiva decolonial de ensino em/de inglês?. ENTREVISTA. 25 de agosto de 2020. Disponível em: https://www. santillana.com.br/conteudos/o-que-e-uma-perspectiva-decolonial-de-ensino-em-de-ingles. Acesso em: 22 abr. 2025.

Judge the items as (T) TRUE or (F) FALSE about Decolonialism in English Language Teaching.

( ) It is not uncommon to come across questions about whether your English is British or American, whether you have ever lived in the United States, or which English rock band you prefer. According to Pardo (2019), these questions reveal issues of submission and subordination and demonstrate how much the issue of coloniality is still present in English language teaching today.
( ) It is emphasized that a model of native speaker to be imitated, usually the American or British, is still very present in language teaching and in teaching materials that do not "consider the diversity and multiplicity of epistemologies, cultures and English-speaking people around the world" (Pardo, 2019, p. 212).
( ) The United States and England are positioned as "'owners of knowledge´ and language, reiterating their epistemic privilege and the maintenance of the logic of coloniality". Therefore, it is necessary to break with the imposed logic that only hegemonic countries represent cultures and models of English speakers.
( ) Part of this process of decoloniality in English language teaching is related to the view that the role of the teacher is not the mere technical and utilitarian work of teaching English, but rather providing students with a linguistic education that is based on the concept that teaching a language is a political task that should aim to develop critical thinking and that, to this end, it must be committed to work that values difference, be it linguistic, political, social, ethnic or gender, as a pedagogical input and as a mark of our humanity.
( ) "When we realize that English is used as a language of interaction in more than 70 countries (Eberhard; Gary; Charles, 2020 apud Megale, 2020, p.3), the opportunity opens up for the histories and cultures of nonhegemonic countries to enter the school community".

Choose the CORRECT sequence. 

"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)

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.

Choose the INCORRECT item about flipped classroom.

"The English language, the study of which is mandatory in High School (LDB, Art. 35-A i 4), must be understood as a globally used language due to its multiplicity and variety of uses, users, and functions in contemporary times, as defined in the BNCC for Elementary Education - Final Years." (BNCC, 2021, p. 476)

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Base Curricular Nacional Comum: Educação é a base. Ensino Médio. A área de Linguagens e suas Tecnologias, 2021. 


Choose the INCORRECT alternative regarding English language teaching, according to the BNCC.

The Curricular Guidelines for High School (2006, p.87) propose new aims for Foreign Languages teaching.

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Orientações Curriculares para o Ensino Médio: Linguagens, códigos e suas tecnologias. Brasília, 2006, p.87.

Choose the item(s) that point(s) those new aims.

I. To revisit the reflection on the educational role of foreign language teaching in High School and emphasize its importance.
II. To reaffirm the relevance of the notion of citizenship and discuss the practice of this concept in foreign language teaching.
III. To discuss the problem of exclusion in education in the face of "globalizing" values and the feeling of inclusion often associated with knowledge of foreign languages.
IV. To introduce theories on language (literacies, multiliteracies, multimodality, hypertext).
V. To provide suggestions for the practice of foreign language teaching through new technologies.

Choose the CORRECT alternative.

PCNs (2000, p.28) bring some competencies and skills to be developed in Modern Foreign Languages and make some reflection about what to teach.

BRASIL. Ministério da Educação: Secretaria de Educação Básica. Parâmetros Curriculares Nacionais (Ensino Médio). Parte II - Linguagens, Códigos e suas Tecnologias. 2000. 

Choose the INCORRECT sentence about the discussion presented in PCNs (2000) about foreign language teaching.

"The multiliteracies approach in English Language Teaching in 21st Century Paradigm is a learning that has long been echoed in the world of education. However, there are still some people who are opaque about those multiliteracies. The teaching paradigm with a multiliteracies approach in this paper is defined as a strategic concept of English Language teaching that is not only limited to teaching language skills (listening, speaking, writing, and reading), but rather more complex in the practice of cultural and social accuracy. Thus, learning leads to cognitive, affective, and psychomotor enrichment through a variety of learning content that is integrated with social and cultural understanding of learners." (Siyaswati, 2019, p.1)

SIYASWATI. Multiliteracies Approach in English Language Teaching Paradigm in 21st Century. Advances in Social Science, Education and Humanities Research. Volume 434. Pages 90 - 96. Disponível em: https://www.atlantis-press.com/proceedings/iconelt-19/125939251. Acesso em: 03 mai. 2025. 

After reading Siyaswati´s definition of multiliteracies, judge the items as (T) TRUE or (F) FALSE about the role of multiliteracies in English Language Teaching (ELT).

( ) The multiliteracies pedagogy in ELT is inclusive, as it makes provision for learners with different learning styles and abilities as well as learners who struggle with conventional literacy skills.
( ) ELT pedagogy based on multiliteracies moves English language learning beyond just the acquisition of language skills, and supports the development of critical literacy.
( ) Multiliteracies try to integrate technologies (e.g., new literacies; digital m edia) in the classroom and are characterized by four pedagogical practices (situated practice, overt instruction, critical framing, and transformed practice), and cultural and social practices.
( ) ELT pedagogy based on multiliteracies considers language is still taught as a set of productive (speaking and writing) and receptive (listening and reading) skills.

Choose the CORRECT sequence.

Concerning the history of teaching English as a foreign language, in the 70s, teachers faced another approach to teaching. Language was not seen as a set of sentences anymore, but as a set of communicative events.

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025. 


Judge the items as ( T ) TRUE or ( F ) FALSE according to the Communicative Approach.

( ) Instead of organizing the syllabus based on grammar topics (simple past, simple present, if clauses, etc.), the organization is focused on developing students´ communicative competence.
( ) Classes based on Communicative Language Teaching (CLT) tend to be more teacher-centered, with a greater emphasis on teacher-student interactions and situations where the language must be used by students for communicative purposes.
( ) Errors are viewed as part of development, and most of the time are not corrected immediately. ( ) The role of the teacher in CLT is to promote situations where students need to communicate in their mother tongue.
( ) Students must be exposed to authentic materials, that is, language as it is actually used in daily routines in the real world.

Choose the CORRECT sequence.

"Teaching is characterized by many factors, such as teachers´ beliefs, preferences, personalities, and one of the factors that mostly influences teaching is the method, which holds systematic procedures prescribed to the teacher based on linguistic theory or legal documents." (Piazza, 2024, p.3)

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025.

According to Larsen-Freeman and Anderson (2011, p.38 apud PIAZZA, 2024, p. 5), in a class based on the GrammarTranslation method, the "fundamental purpose of learning a language is to be able to read literature written in the target language".

Choose the item that IS NOT applied to the Grammar-Translation method.

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

Leia o texto a seguir.

Digital tools powered by AI are increasingly used to support language learning classrooms. Instead of replacing communicative activities, these tools offer new opportunities for students to engage in simulated dialogues, receive instant feedback, and experiment with multiple forms of expression. Teachers report that AI expands the possibilities for personalized tasks, reinforcing the principles of communicative and task-based approaches.
EDUTOPIA. How AI tools support language learning in the classroom. 2024. Disponível em: https://www.edutopia.org. Acesso em: 10 fev. 2025. (Fonte inspirada: Edutopia / TESOL Blog, 2024).


Com base no excerto, o uso de ferramentas digitais, impulsionadas por inteligência artificial, se relaciona a abordagens de ensino que

Analise a imagem a seguir.

Com base na imagem, recursos tecnológicos utilizados no ensino inclusivo de Língua Inglesa podem

Analise a imagem a seguir. 

CHARGE/ANÚNCIO. In: SARMENTO, Leila Lauar. Gramática em textos. Belo Horizonte: Dimensão: Dimensão, s.d., p. xx.

Considerando o uso de tecnologias educacionais no ensino de Língua Inglesa, ferramentas baseadas em inteligência artificial podem

O trabalho com gêneros textuais no ensino de Língua Inglesa contribui para: 

No contexto das novas tecnologias de comunicação, o ensino de Inglês deve considerar que:

O conceito de gênero textual, conforme abordado no ensino de Língua Inglesa, pressupõe a compreensão de que os textos:

Considere o excerto abaixo:
"Learning a language means engaging with different worldviews and negotiating meanings across cultures."
A partir do texto, a estratégia de leitura mais adequada para explorar seu sentido global em sala de aula é:

 Considering the Common National Curricular Base (BNCC) for the teaching of English in elementary school, which text genres are appropriate to teach sixth-grade students?