In the Base Curricular da Rede Municipal de Ensino de Palhoça document, table 18 EJA 8th grade of elementary school, which topic is developed in Oral Production?

De acordo com a Matriz Curricular 17 – Linguagens: Lingua Inglesa (EJA – nível III – 7º ano), o estudo do Léxico e da Gramática estão inseridos em qual eixo?

Methods and approaches of English language Teaching are important to develop English language skills.
Mark the correct option about Methods and Approaches.

Assinale a alternativa que apresenta, em consonância com o documento sobre a Base Curricular da Rede Municipal de Ensino de Palhoça’ - (EJA Nível III – 6º ano), os eixos organizadores para o componente Língua Inglesa.

According to the Base Curricular da Rede Municipal de Ensino de Palhoça, Matriz Curricular (table 16 EJA-Linguagens-Língua Inglesa) physical caracteristics, parts of the body and the verb ‘to be’ are topics studied in:

Which of the following best describes how new technologies can enhance the teaching and learning of English in the classroom?

In the context of teaching English, which of the following statements best illustrates the concept of linguistic variation and its relevance to language learning?

A morpheme is the smallest unit of grammar with meaning making up all words in the English language. Because learning morphemes unlocks the structure and significance within words, analyse the word group to choose the appropriate option.

Fun - night - dog - but - shake - girl - after - ball - play - joke - the - fish - book - run - happy - she - free - kiss - time - milk 

Depending upon the purpose, different texts have specific styles and structure. The communicative purpose and genre conventions present in the text that follows make it a:

 (Available in: https://www.theguardian.com/childrens-books-site. Acessed: July, 2024) 

The didactic approach of knowledge aims at emphasizing the importance of giving proper treatment to the different contents that make up a teacher’s plan in order to equip his/her practice, as well as cover distinct categories integrating reality and understanding. Some kinds of contents cater to the active construction of capacities that operate with symbols, ideas, images, and representations that will allow the assignment of meaning to reality. From the least to the most complex perceptions, learning happens through a continuous process of coming and going, advancements and retreats upon which learners build tentative ideas, that are then amplified, modified, getting closer and closer to what is really accurate. The construction of some of these ideas might not be immediate, it will take them longer to be ready since hypothesis elaboration and original expression also rely on personal conditioning. The data offered refers to content which is:

Traditional views set the teachers’ task as the application of theory to practice, in more recent views teachers are seen to be both practitioners and theory builders (Prabhu 1992; Savignon 2007). Given the latter view of teachers, their knowledge of methods is beneficial because:

The way we use language depends on factors such as the situation we are in (at a friend’s house, in a job interview, in a tutorial); who we are talking to (friends, potential employer, tutor); and our means of communication (conversation face to face, telephone, email, report). Our decisions about the way we use language are to a great extent unconscious ones: we instinctively know how to adapt our language to the situation. For example, there are a number of differences between spoken and written language. This being so, we can characterize spoken language as quite informal, colloquial and presumably unstructured (since it is often spontaneous). Furthermore, spoken language mostly takes place in the form of a dialogue with another speaker. Written language, on the other hand, is generally more structured, formal, impersonal and wordy. Also, written language is considered more formal and should follow the rules of the English language. Spoken language is generally less formal, and the rules are less important. Slang, an informal language understood only by certain groups, is acceptable in spoken language but not in written language. That said, read the statements that follow, then check ( T ) for TRUE and ( F ) for FALSE while indicating the correct answer (by also checking it).

( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.

( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.

( ) Spoken English is more fixed and stable than written English, which is more fleeting.

( ) Spoken English is usually more organized and carefully formulated than written English.

( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.

( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.

( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.

( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages. 

Active methodologies are teaching methods that place students as the main characters in their learning process. The main aim of active methodologies is to train students and teachers with the competencies and skills of the future, which are: argumentation, digital culture, good communication, critical thinking, responsibility, cooperation, and much more. Active methodologies are the basis for creating more open learning environments, with interactivity and cooperation between students. It is the transformation of education, which motivates and engages students, reduces dropout rates and failures, and improves the experience as a whole. Also, studies have shown that these methodologies improve grades and help students develop emotional intelligence beyond the basic curriculum. That being said, having in mind the fundamentals and principles of the most known active methodologies, match the second column according to the information provided in the first one, then check the correct answer. 
( A ) Flipped classroom. ( B ) Project-based learning. ( C ) Case studies. ( D ) Peer teaching. ( E ) Gamification. ( F ) Inquiry-based learning.

( ) Students learn from each other through pairing and sharing learning objectives. It is an effective way to encourage collaboration and communication, and can help students retain information.

( ) It involves the use of game elements in non-game situations to increase motivation and learning. It can also be used in the classroom to increase student engagement, motivation, and knowledge retention while helping them to develop a positive attitude towards learning.

( )Students find solutions to problems mainly by themselves, and then present their findings to the class. It is an active approach that encourages students to become self-directed learners. It also emphasizes contextual and experiential approaches to learning.

( ) Students apply their knowledge to real-world problems, often open-ended. They also work on projects over an extended period of time – from a week up to a semester – that engage them in answering a complex question.

( ) Students are placed in an active learning role, promoting research, problem-solving, and highlevel cognitive skills. It challenges students to think critically and creatively to develop solutions.

( ) It focuses on problem solving and learning activities in the classroom, while content transmission happens outside of the classroom. Students learn content at home through readings, videos, or other activities before class. In class, students participate in activities like practice, application exercises, discussions, and team-based learning.

Communicative Language Teaching (CLT) or Communicative Approach (CA) is a language teaching method that focuses on helping students communicate in real-world situations. The goal of CLT is to develop communicative competence, rather than linguistic competence, through learner interaction. That being so, check the answer whose characteristic is not associated with the Communicative Language Teaching.

Over the years, different prescriptions (prescriptive documents) and laws have suggested different statuses for the English language, both as an object of teaching for the English language teachers and as an object of learning for the students from different classroom contexts in Brazil. Some of these documents are the National Curricular Parameters (PCN, 1998), the Common National Curricular Base (BNCC, 2017) and the Law of Guidelines and Bases (LDB, 1996). In this case, when it comes to the PCN (1998), as a prescriptive document, check the answer whose status of English language is correspondent to the one found in the before-mentioned document, which suggests its status and how this target language should be taught in Brazilian classrooms.

The history of English language teaching (ELT) is unarguably linked to the history of imperialism and colonialism, which materializes in a certain extent the explicit or implicit cultural domination. Such domination inevitably involves the insertion of the colonizer's language into the lives of the colonized peoples. In this regard, the history of English language teaching has always been experienced in terms of cycles, such as theoretical principles and techniques that appear as a trend, disappear for a time and reappear for another period time, sometimes with new principles and fundamentals, and the cycles tend to follow one another. In this regard, studies in Applied Linguistics and Methods and Approaches in English Language Teaching suggest Grammar Translation Method, Direct Method, Oral Approach and Audiolingualism Method to be the first ones in ELT history. Having that in mind match the second column based on the information provided in the first one. Then, check the correct answer.

( A ) GRAMMAR-TRANSLATION METHOD ( B ) DIRECT METHOD ( C ) ORAL APPROACH ( D) AUDIOLINGUALISM METHOD

( ) Grammatical rules are not presented formally and the texts used for reading and writing activities are no longer literary since this method is based on certain principles, such as: selection, gradation and presentation.

( ) Learning is associated with syntactic, morphological and phonological structures which are learned from a system of stimulus, response and reinforcement.

( ) In this method, the writing skill is also developed, but not with a communicative purpose.

( ) Adopting the monolingual principle, this method involves the use of objects, gestures and images to explain the meanings of words, since the students' native language is prohibited from being used.

( ) Language learning would be associated with the formation of readers and the intellectual development of students.

( ) This method involves automatic correction and immediate assessment of students' mistakes by teachers in order to prevent the students from forming or acquiring bad habits and behaviors during the learning process.

( ) As a theoretical systematization of foreign language teaching, its objective would be the development of students' oral skills as the vocabulary and grammatical structures they have learned would be controlled in terms of frequency of occurrence.

( ) In this method, learning must be directly connected to the target language without going through the process of translation into the students' native language.

( ) The language to be taught is the spoken language and the new elements of the language are practiced situationally as the grammatical items are proposed gradually, that is, from the simplest to the most complex forms.

( ) In this method, language is both seen and considered as a behavior, for it is a means of oral communication.

O Documento Curricular para o Ensino de Língua Inglesa do Estado do Tocantins apresenta as competências e habilidades propostas para os Anos Iniciais e Finais. Considerando esse documento, analise as habilidades propostas a seguir:
I. Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas. II. Explorar ambientes virtuais e/ou aplicativos para construir repertório lexical na língua inglesa. III. Mobilizar conhecimentos prévios para compreender um texto oral. IV. Identificar argumentos principais e as evidências/exemplos que os sustentam. V. Escrever palavras e frases simples, utilizando um modelo e vocabulário estudado previamente.
Considerando que o Documento Curricular elaborado tem a preocupação de progressão didática para o desenvolvimento das competências e habilidades do aprendizado de Língua Inglesa, assinale a alternativa que representa as habilidades pensadas para os Anos Finais. 

Considerando as Abordagens, Métodos e Técnicas para o ensino de línguas, analise as proposições a seguir:
I. Audiolingual Approach está baseada em uma concepção estruturalista de linguagem e na visão behaviorista de aprendizagem (estímuloresposta). Sua técnica inclui exercícios orais de ouvir e repetir para se alcançar um nível de precisão das formas e padrões linguísticos. II. Communicative Language Teaching (CLT) é uma abordagem centrada no desenvolvimento da competência comunicativa, ou seja, desenvolver a competência comunicativa dos alunos em todas as quatro habilidades. III. Natural Approach é uma abordagem usada para preparar os alunos para leitura de textos. Seu método e técnica dão pouca ênfase na fala, consistindo no aprendizado de regras gramaticais e lista de vocabulário aplicadas à tradução escrita de textos. IV. Content and Language Integrated Learning (CLIL) é uma abordagem que combina a aprendizagem de um assunto específico com a aprendizagem da língua-alvo. As atividades buscam integrar as quatro competências, levando o aluno ao uso significativo da linguagem e ao desenvolvimento de competências transferíveis para utilização no mundo real. V. Dogme é uma abordagem baseada na noção de que a linguagem compreende unidades lexicais (partes, frases fixas, colocações). Seu método concentra-se no aprendizado de vocabulário e quadros linguísticos em nível de frase que podem ser manipulados pelo aluno realizando substituições e adaptações.
Fonte: https://tefl-toolkit.com (adaptado).
Assinale a alternativa CORRETA.

Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.
[…]



Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on May 6, 2024.
   To develop the BNCC ability of identifying what a text is about and recognising its textual organization and cognate words, English teachers are recommended to exploit different textual genres in the language classroom. Examples of such texts range from a menu, a text message or a poem to a book review.
To develop the BNCC ability EF06LI08, which includes identifying what a text is about, an English teacher should make use of

“A lesson plan is a set of notes that helps us think through what we are going to teach and how we are going to teach. It also guides us during and after the lesson. We can identify the most important components of a lesson plan by thinking carefully about what we want our learners to do and how we want them to do it. So, it helps the teacher before the lesson (writing down the aims and procedures for each stage of the lesson), during the lesson (timing each stage) and after the lesson (using the plan and notes to help plan the next lesson)”.

(THORNBURY, 2005, p. 91-92)

Considering Thornbury’s (a very famous applied linguistics in the early 2000s) quotation, put the numbers 1 – 5 in the correct place in the following lesson plan:

Lesson plan headings	Teacher’s note
Level and number of learners	15 – intermediate level
Timetable fit	( )
Main aim(s)	( )
Subsidiary aim(s)	To listen for detail to a model story
Personal aim(s)	( )
Assumptions	Students can already form tenses accurately
Anticipated language problems	Students may use present tenses
Possible solution	( )
Teaching aids	Storytelling prompts, dvd
Procedures	( )
Timing	15 min.
Interaction patterns	Ss – ss
Homework	Write a story

1. To enable students to use past tenses accurately and put events in order in simple narratives.

2. Students listen to the model story, then, in groups, plan and write their own stories.

3. Use gestures to remind students to use past tenses.

4. To follow on from work on past tenses and to prepare for the storytelling project.

5. To make sure that board writing is clear and readable.

Choose the CORRECT sequence.