According to the text, mark the CORRECT alternative:

Read the quote about error to get familiarized with the topic.
“Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually, learners cannot correct errors themselves because they don’t understand what is wrong. Errors play a necessary and important part in language learning. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they realize they have made them.”
(SPRATT; PULLVERNESS; WILLIAMS, 2005, p. 44)
Judge the items below as (T) True or (F) False.
1. There are two main reasons why learners make errors. The first reason is influence from the learner’s first language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own language in English. The second reason is because they are unconsciously working out or organizing language, but this process is not yet complete. This kind of error is called a developmental error.
2. Errors in which learners wrongly apply a rule for one item of the language to another item are known as overgeneralization, and as a second language learners’ language ability increases, these kinds of errors also reduce.
3. Errors are part of learner’s interlanguage, which develops and progresses as they learn more. Experts think that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage and errors are necessary to language learning.
4. Errors are a natural part of learning. They usually show that learners are learning and that their internal mental processes are working on experimenting with language.
5. Sometimes errors do not disappear, but get fossilized. These fossilized errors may be the result of lack of exposure to the second language and/or of a learner’s lack of motivation to improve their level of accuracy.
Choose the CORRECT sequence.

Read the following exchange between two people having breakfast together.

A – Coffee?

B – Please.

A – Milk? Sugar?

B – No milk. One sugar, thanks.

A – Toast?

B – No thanks.

A – Juice?

B – Mmm.

(Thornbury, 2005, p. 3) 

After reading the dialogue, choose the item that DOES NOT describe a correct reflection about grammar.

“In recent years Content-Based Instruction (CBI) has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary (11 - 16 years old) education sector. It is a kind of approach in which lesson focuses on the topic or subject matter. During the lesson students are focused on learning about something that interests them, from a serious science subject to their favorite pop star or even a topical news story or film”. 
Peachey, N. (2021), disponível em: https://www.teachingenglish.org.uk/article/content-based-instruction, accessed on 15h December 2022.

According to Peachey, judge the items as (T) True or (F) False concerning CBI ADVANTAGES.
I. It can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make them both more independent and confident.
II. Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects. So students can also develop a much wider knowledge of the world through CBI, which can feed back into improving and supporting their general educational needs.
III. CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts.
IV. The inclusion of a group work element within the framework given can also help students to develop their collaborative skills, which can have great social value. V. Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focused on language practice, students find it much easier and quicker to use their mother tongue.
VI. It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties.
Choose the CORRECT sequence.

Teachers in the history of language learning and teaching have faced several methods that have been employed to the course of language teaching and learning, among them, we have faced Communicative Language Teaching (CLT).
Choose the CORRECT item that points the basic premises of this approach.

In teachers’ training programs, many methods and approaches are presented, among them, the audio-lingual method that grew into prominence in the 1950s in the USA. During the Second World War, US officials felt the need for translators and interpreters who were fluent in major foreign languages. In 1942, a special training program was organized to train fluent foreign speakers in a short time which is why this method is also referred to as the Army Method. According to the discouraged audio-lingual method, it is NOT CORRECT to say that: 

“Reading comprehension strategies are intentional plans and procedures that proficient readers apply to comprehend the text (MAINE, 2013). Readers should equip themselves with multiple reading strategies to comprehend a text effectively (SOHAIL, 2016). The complexity of the reading process is often associated with grasping the intended meaning of the text (YAPP et al., 2021). In addition, the process often involves “internal thinking” (PARIS & FLUKES, 2005). Reading strategies are thus employed by the readers who deliberately attempt to monitor and alter their initiatives in decoding the text, comprehending words, and understanding the meaning of the text (AFFLERBACH et al., 2008, apud PERTANIKA, 2022).
After reading the extract from Pertanika J. (2022) about reading, choose the CORRECT item that best summarizes the main ideas about reading strategies.

[…] information technology is an indivisible part of education in the twenty-first century. When used correctly in the classroom, technology can allow students to experience situations and circumstances that the students of 20 years ago could only dream about. Through technology, books and figures can suddenly become alive and applicable to the real world. In addition, information technology provides an even greater avenue for interaction between teacher and students. At the English lessons different videos, exercises, games, listening drills may be done. Information technology makes learning English available to a wider range of learners as well. (RODINADZE, & ZARBAZOIA, 2012, p. 274)
According to Rodinadze, S., & Zarbazoia, K., 2012, judge the items below as (T) True or (F) False regarding the ADVANTAGES of information technology in teaching the English language.
I. Information technology helps students as well as teachers in studying the course material easily because of fast access. Studying the subjects with the help of online libraries and dictionaries has made grasping and increasing knowledge easy for the students.
II. Information technology may facilitate learning or serve as the actual educational structure allowing learning to occur. It benefits both traditional education institutions and online educational models in fundamental ways. For example, multimedia presentations, knowledge-management softwares, apps, mobile devices such as tablets, personal digital assistants (PDAs), lap tops, video conferencing, cloud computing, and collaborative document editing are notable information technology services benefiting education that can provide teachers with an endless choice to create more exciting and interactive lessons.
III. Students and educators utilizing cloud computing to store their homework can also modify the documents access settings to allow multiple editors and contributors to participate in an assignment. This empowers educators to design work assignments for teams of students working together and, in so doing, cultivate a teamwork ethos preparing them for the workplace. Now information technology has made it easy to study as well as teach in groups or in clusters. At the English lessons with online resources they can be united together to do the desired task.
IV. Teachers can enter grades and assignment updates online, rather than in a paper grade-book. Libraries with a digital database in place of a traditional card catalog make their resources available for students to search anywhere with an Internet connection. Staff members can find and send transcript information and other records quickly by accessing a digital filing system, saving time and paper.
V. Information and communication technology opens the doors for better distance learning programs, allowing those in disadvantaged areas to have access to the same education as the privileged. Because this technology makes information accessible from nearly any location with a mobile device or laptop, courses can be more flexible; meaning those with full schedules who may not have the time or opportunity to further their education can choose to enroll in courses online and complete assignments on their own time.
VI. Interactive audio and video allow real time communication using phones and computers at the English lessons. Voice over Internet Protocol enables a person's voice to be transmitted through an Internet connection. Voice and multimedia presentations can also be delivered to a dispersed class with questions and answers taking place in real time.
Choose the CORRECT sequence.

“The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. […] The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners”. (FIORITO, 2005) Disponível em: https://www.usingenglish.com/ teachers/articles/teaching-english-for-specific-purposes-esp.html, accessed on 15th December 2022.
According to Fiorito (2005), what is INCORRECT to say about English for Specific Purposes (ESP)?  

Read the quote and choose the CORRECT statement that completes the given sentence.

“Throughout this paper I have been arguing that we have to go further than finding ways of improving techniques to create “real life” situations in the classroom. Teachers as decision-makers and agents need to consider the identities that are being (re)constructed by their pedagogical practices and choices. Considering that those identities are being shaped anyway, it is important that teachers become aware of the effects of their actions. One of the possible identities is that of a global citizen: not someone who knows many languages but someone who deals with the conflicts inherent in communicative events made possible by a language that has acquired a global dimension” (GIMENEZ, 2007, p. 27).

According to Gimenez, globalization and the spread of English around the world have posed new challenges to language teachers because:

Rose, D. & Martin, J. (2012) have contributed to what is known as a genre approach to literacy development. According to them, genres are generic categories of written forms. The term is commonly used in literary circles to refer to the major genres of poetry, prose and drama. In relation to literacy studies, genres are broadened substantially, so as to include such generic forms as narratives, descriptions, information reports and procedural texts.
According to the authors, it is CORRECT to point that:

The OCEM were published in 2006 for improving teacher’s practice in the classroom. They bring some examples of activities that teachers should put into practice in the classroom for achieving their aims concerning reading, writing and speaking (OCEM, 2006, p. 87).
Judge the items below as (T) True or (F) False about the aims of OCEM (2006).
I. To reflect on the educational function of teaching foreign languages in high school and to emphasize their importance in the curriculum;
II. To reaffirm the notion of citizenship and discuss the practice of this notion in the foreign languages teaching context without considering globalization;
III. To discuss the problem of exclusion in the teaching context in the face of “globalizing” values and the feeling of inclusion often combined with foreign languages knowledge;
IV. To introduce theories about language and new technologies emphasizing globalization and individualism.
V. To give suggestions on the practice of teaching foreign languages through literacies, multiliteracies, multimodality and hypertext.
Choose the statement with the TRUE items. 

According to the "Orientações Curriculares para o Ensino Médio" (OCEM) (2006, p. 117), there are two types of reading that can be explored by teachers in the classroom: critical reading and critical literacy. They guide students to different ways of seeing themselves and the world in this context. Choose the FALSE statement about critical literacy.

Analyze the textual genre in which the text “Mark Moffet and his strange love” was developed; then mark the alternative that establishes the relationship between the text and its genre.

Return to the text “Mark Moffet and his strange love”, according to the information provided by the author, choose the correct alternative.

Read the text “Mark Moffet and his strange love” again and select the ONLY CORRECT statement.

Analyze this definition of discourse marker as a reading strategy: “Discourse markers are words or expressions that link, manage, and help to organize sentences; they connect what is written or said”. Now read the alternatives and tick the one in which the discourse marker is highlighted.
I. “And studies say that students enjoy ‘watching’ videos and retain information from them well”. II. “A PowerPoint presentation should be ‘basic’, simple and not distracting”. III. “The summary slide serves as the main topic and what students should learn after viewing the presentation. Then, at the end of the PowerPoint presentation, teachers should include another summary slide (…)”.

After reading the text, choose the correct alternative about its content. 

Sobre inferência e, a partir delas, assinale a alternativa incorreta.

Sobre estratégia de leitura, assinale a alternativa incorreta em relação a SCANNING.