In a High School English class, when dealing with a reading comprehension activity, the teacher brought to the class the textual genre “movie poster” and presented the following example:

Available at: https://www.pastposters.com. Accessed on: Jun. 7, 2024.

To help the students interpret the text, the teacher should choose the most relevant teaching strategy to go beyond literal meanings, that is, to

The belief that students don’t learn English effectively in public schools can have a great impact on the emotions, beliefs, and professional identity of Brazilian English teachers. This belief may stem from a variety of factors, such as limited resources, large class sizes, and inadequate language proficiency among students. As a result, teachers may experience a range of emotions, including frustration, disappointment, and a sense of helplessness in their efforts to facilitate language learning in such environments. Emotions influence beliefs and vice-versa. Understanding this relationship is necessary to offer a more supportive environment to help teachers to re-signify their beliefs and emotions. Numerous studies have shown that emotions are also interconnected with various other concepts, including identities and motivations.
BARCELOS, A.; ARAGÃO, R. Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. Chinese Journal of Applied Linguistics. v. 41, p. 506-531, 2018 (adapted).

Considering the text, we can state that

A High School teacher brought to his English class a text about English as a lingua franca. After reading the text and discussing it with the students, he asked them to write a text related to the theme. The students argued that they would have difficulties with linguistic issues to accomplish the task. The teacher told them that there was a technology lab at the school with internet access, so he took the students there and taught them how to use some translation tools available.

Considering this situation, the teacher’s decision to allow students to use electronic translation tools to accomplish the task will

In a High School English class, the teacher decides to use a documentary about cultural travels around the world. The video presents different tourist destinations, local customs, and different cultural traditions of some English-speaking countries. The activity aims to develop the students’ knowledge about cultural diversity and stimulate oral comprehension of English language varieties.

Considering the goal of the activity planned, the directions that the teacher should give to the students after they watch the video is

Burgeoning online environments offer completely new opportunities for ethnographic and other forms of qualitative research. Yet there are no clear standards for how we study online texts from an ethnographic perspective. In this article, we identify barriers to the application of traditional qualitative methods online, using the example of a systematic thematic analysis of weight-loss blogs. These barriers include the influence of the technology structuring online content, the fluid nature of online texts such as blogs and the highly connected and public nature of online identities, which may span multiple social media platforms. We discuss some potential approaches to addressing these challenges as preliminary steps toward developing a tool kit suited to ethical, high-quality online modes of ethnographic research.
Available at: https://journals.sagepub.com/. Accessed on: August 27, 2024 (adapted).

According to the text, it is correct to state that

The postmethod condition is a sustainable state of affairs that compels us to fundamentally restructure our view of language teaching and teacher education. It urges us to review the character and content of classroom teaching in all its pedagogical and ideological perspectives. It drives us to streamline our teacher education by refiguring the reified relationship between theory and practice. In short, it demands that we seriously contemplate the essentials of a coherent postmethod pedagogy.
KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. New Jersey: Lawrence Erlbaum Associates, 2006 (adapted).

Considering the ideas contained in the text, a successful lesson plan should include activities that

During an English class, a teacher presents samples of texts for students so that they identify features found in imaginative, informative and persuasive texts. The teacher asks students to pay attention to how headings, subheadings, bold type and graphic organizers are used to order and present information. The text set contains samples from different genres, media and levels of reading difficulties. By the end of this lesson, students will be able to (i) identify and describe the purpose of persuasive texts; (ii) identify and describe the text structure of persuasive writing; and (iii) demonstrate an understanding of persuasive text conventions.

In this context, the language concept that supported this lesson is

Available at: https://www.instagram.com/. Accessed on: June 17, 2024

Last week, when an English teacher got into her High School class, one of her students was showing the poem above to her friends. She said she had found it online and was curious about it because its structure was different from the ones she was used to reading. The teacher was pleased to hear that, and thought this would be an excellent opportunity to introduce her class into this non-canonical literature. She started presenting the author, Rupi Kaur, a contemporary Indian poet. Then, she read it aloud and asked them to work in pairs to figure out its main idea.

Considering the students’ ages, their school level and their critical thinking ability, the teacher anticipated they should be able to understand that

TEXT 1
After the students have repeated the dialogue several times, the teacher gives them a chance to adopt the role of Bill while she says Sally’s lines. Before the class actually says each line, the teacher models it. In effect, the class is experiencing a repetition drill where the students have to listen carefully and attempt to mimic the teacher’s model as accurately as possible.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & principles in language teaching. Oxford: OUP, 2011 (adapted).

TEXT 2
The teacher greets the class and distributes a handout. There is writing on both sides. On one side is a copy of a sports column from a recent newspaper. The reporter is discussing the last World Cup competition. The teacher asks the students to read it and then to underline the predictions the reporter makes about the next World Cup. He gives them these directions in the target language. Then, he and the students discuss which predictions the reporter feels more certain about and which predictions he feels less certain about.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & principles in language teaching. Oxford: OUP, 2011 (adapted).

Considering the concept of language learning methods and their characteristics, we can state about text 1 and text 2, respectively, that

TEXT 1
Available at: https://saladerecursos.com.br/. Accessed on: April 8, 2024 (adapted).

TEXT 2
Available at: https://petletras.paginas.ufsc.br/. Accessed on: April 8, 2024 (adapted).

From the analysis of the images above, nowadays, the use of digital technologies in English learning

The Technological Pedagogical Content Knowledge (TPACK) is a model that seeks to identify the types of knowledge a teacher needs to master to integrate Information and Communication Technologies (ICT) in an effective way in the teaching process. Its main objective is the articulation of the three knowledges that form its basis. The model can be viewed in the figure below.

SILVA, J. B.; BILESSIMO, S. M. S.; MACHADO, L. R. Integration of technology in education: proposal for a teacher training model inspired by TPACK. Educação em revista, v. 27, 2021 (adapted).

After a two-week workshop on TPACK, a High School teacher prepared a class to be taught in a computer lab in which he had to focus on a coursebook unit entitled Fashion & English, and on the Base Nacional Comum Curricular (BNCC) skill EM13LP17, which covers the phenomenon of regional language variation in its pragmatic-discursive dimension and seeks to promote a students’ broader understanding of the living and dynamic nature of the English language.
Based on these informations, which of the following class ideas can he develop in order to meet the elements presented above?

Discussions around teaching in a culturally sustaining manner in the English language arts classroom, specifically when teaching literary analysis, often address the need to incorporate multicultural literature so that students are exposed to stories told from diverse perspectives. However, the reality in many schools is that teachers do not have ownership over their curriculum in a way that allows them to choose which texts they should read and study with students. In this context, culturally sustaining teaching presents a difficult challenge. In this literature review, the author presents classroom strategies that apply a critical literacy lens to analysis of canonical literature as a way to create a place for culturally sustaining teaching within a prescribed curriculum.
ERVIN, J. Critically reading the canon: culturally sustaining approaches to a prescribed literary curriculum. Journal of adolescent & adult literacy, v. 65, n. 4, 2022 (adapted).

The abstract excerpt above points to a challenge faced by literature teachers in finding classroom procedures that ensure more culturally sustaining teaching considering limitations imposed by a prescribed curriculum.
In this context, which of the following examples of classes conducted in the scope of literary analysis would align with the approach advocated in the abstract?

AMOS, E.; CONDI, R. (Orgs.). Peacemakers: 6º Ano. 2 ed. São Paulo: Richmond, 2022.

Due to the spread of English in the 21st century to countries where it is neither a first nor an official language, its use is evident in various contexts, as illustrated in the textbook pictures above. A teacher could use this material to

Imagine a situation in which an English teacher has to deal with students’ diverse linguistic background knowledge and make them recognize and value the different English dialects and varieties, promoting a pluralistic view of English.

Considering this scenario, to foster an inclusive learning environment, the teacher should address the linguistic diversity and geopolitical aspects of English by

An Elementary School English teacher wants to create a didactic sequence based on the theme “social media”. The teacher decided to explore the following texts with her students, considering the principles of a critical approach and the principles proposed in the Base Nacional Comum Curricular (BNCC).

TEXT 1
News is irrelevant. Out of the approximately 10,000 news stories you have read in the last 12 months, name one that – because you consumed it – allowed you to make a better decision about a serious matter affecting your life, your career or your business. The point is: the consumption of news is irrelevant to you. But people find it very difficult to recognise what’s relevant. It’s much easier to recognise what’s new. The relevant versus the new is the fundamental battle of the current age. In reality, news consumption is a competitive disadvantage. The less news you consume, the bigger the advantage you have.

Available at: https://www.theguardian.com/. Accessed on: June 06, 2024 (adapted).

TEXT 2
What students are saying about how social media affects their body image?
By The Learning Network – March 31, 2022
As we regularly do when The Times writes about an issue that touches the lives of young people, we used our daily Student Opinion forum to ask teenagers to share their perspectives on social media and body image. Let’s see what students from Hanover Horton High School think about it:
Student: LB, Hoggard High School, Wilmington NC
“When I was in fifth grade, I got Instagram and, at first, I was obsessed… It was all so new, but eventually I realized there was “no harm”. I regret thinking that. I would follow all the celebrities my friends did [...]. I started to feel inadequate about the way I dressed and looked… Eventually, I couldn’t stand the unhappiness of it all and I deleted the app. At first it felt weird. I would turn my phone to check it and nothing was there, in the end I forgot about it and I am better because of it. Social media makes you feel like you are less than you are.”
Student: Alexis, Hanover Horton High School “I find that I encounter more body positive content than negative. The reason for this though depends who you follow and surround yourself with, and I make sure to surround myself and follow those who encourage me instead of putting me down. When I see body positive content on social media I find that it just makes me feel normal for the body I have. Positive content can show people that your body doesn’t define you.”
Available at: https://www.nytimes.com/. Accessed on: August 9, 2024 (adapted). *R1001202422* LETRAS - INGLÊS 23

TEXT 3

Available at: https://inglesnoteclado.com.br/. Accessed on: August 9, 2024.

The Base Nacional Comum Curricular (BNCC) objective that could be covered in such a teaching proposal is

What are the two ways of saying 9:15 am correctly?

Which are some of the countries that have English as the/an official Language? Choose the correct answer:

Still according to the text, which are some of the countries that have English native speakers? choose the correct answer:

According to the text, what is the rank English holds by the number of native speakers?

Read the text below and answer the questions about it correctly:
Over 2 billion people speak English as a first or second language, which means one out of 4 people can speak English! It makes English the largest language by the number of speakers, and the third largest language by the number of native speakers. With 300 million native speakers, the United States of America is the largest English-speaking country. And by the way, the US doesn’t have an official language. Additionally, there are 60 million native speakers in the United Kingdom, 29 million in Canada, 25.1 million in Australia, 4.7 million in the Republic of Ireland, and 4.9 million in New Zealand.It is an official language of 67 countries as well as 27 non-sovereign entities such as Hong Kong or Puerto Rico. From the website: https://englishwithnab.com/25-facts-about-the-english-language/
According to the text, which position English as a language holds among the most spoken languages of the world?