Identifique abaixo as afirmativas verdadeiras ( V ) e falsas ( F ) sobre os Aspectos Metodológicos do ensino da Língua Inglesa.

( ) No planejamento do ensino de língua inglesa, o principal objetivo é organizar objetivos, conteúdos, métodos e avaliação de forma coerente.

( ) Uma sequência didática caracteriza-se pela aplicação de atividades gramaticais e aleatórias, sem conexão entre si.

( ) No ensino por tarefas, o foco principal está no uso da língua para realizar uma tarefa significativa, e não na explicação prévia de regras gramaticais.

( ) Os recursos digitais, como aplicativos e plataformas educacionais, substituem totalmente o papel do professor no processo de ensino-aprendizagem.

( ) Na avaliação formativa, o feedback contínuo é essencial para orientar o progresso dos alunos durante o processo de aprendizagem.

Assinale a alternativa que indica a sequência correta, de cima para baixo.

Study these sentences and decide if they are true ( T ) or false ( F ), according to structure and grammar use.

( ) The noun rice is countable and can be used with a/an.

( ) the genitive case is being used correctly in the sentence The children’s toys are on the floor.

( ) The following sentences are examples of the correct use of indefinite and relative pronouns There isn’t nothing in the box; The house which roof was damaged needs repairs.

( ) The sentence in direct speech I will call you tomorrow, she said., in indirect speech is She said that she would call me the next day.

( ) The sentence It says that the company will close soon., is the Passive form of People say that the company will close soon.

Choose the alternative which presents the correct sequence, from top to bottom.

A legislação educacional brasileira, por meio das Diretrizes Curriculares Nacionais e da Base Nacional Comum Curricular (BNCC), orienta a organização do ensino de Língua Inglesa na Educação Básica, especialmente nos anos finais do Ensino Fundamental.

Analise as frases abaixo.

A BNCC define o Inglês como língua franca e estabelece competências específicas que visam ao desenvolvimento da comunicação, do pensamento crítico e da consciência ...................................... dos estudantes.

As competências específicas, apresentadas no documento da BNCC, são concretizadas por meio das práticas de linguagem - oralidade, leitura, escrita, escuta e análise .............................. - organizadas em unidades temáticas que articulam aspectos linguísticos, discursivos e socioculturais.

As habilidades descritas no documento da BNCC, indicam progressivamente o que os alunos devem saber e ser capazes de fazer em diferentes contextos de uso da língua, promovendo uma aprendizagem significativa, ......................................... e alinhada às demandas sociais contemporâneas.

Assinale a alternativa que completa corretamente as lacunas do texto.

Study the sentences below about “Vocabulary and Communication of English-speaking countries”, appropriate for Ensino Fundamental, and decide if they are true ( T ) or false ( F ).

( ) In many English-speaking countries, shaking hands is a common form of greeting.

( ) The words kitchen, closet, bedroom, and cellphone are part of the semantic field of parts of a house.

( ) In the United States and the United Kingdom, punctuality is generally considered important in social and professional contexts.

( ) Words like teacher, classroom, and homework are connected to the semantic field of school and education.

( ) Semantic fields are only useful for advanced learners and are not important in elementary English learning.

Choose the alternative which presents the correct sequence, from top to bottom.

Read the following text about Reading Comprehension.

Cohesion and coherence play a crucial role in reading comprehension because they help readers understand how ideas are connected and how meaning is constructed throughout a text.

..............................., on the other hand, relates to the logical organization of ideas and the overall sense that the text makes as a whole.         

............................... refers to the linguistic elements that link sentences and paragraphs, such as conjunctions, pronouns, repetition, and ............................. ties, guiding the reader through the text smoothly. When a text is cohesive and coherent, readers can follow the flow of information more easily, make inferences, and grasp both explicit and implicit meanings, which significantly ..................... comprehension.

Choose the alternative that contains the correct words to complete it.

Analyze the following sentences according to vocabulary and grammar use, from text 1.

1. get out, come across (paragraph 1), and live on (paragraph 2), are examples of phrasal verbs.

2. The word better (paragraph 3), is the superlative form of the adjective bad.

3. The following pronouns: they (paragraph 2), their and them (paragraph 3) are, respectively: a personal pronoun, a possessive adjective and an object pronoun.

4. The underlined word in Soon, they started exchanging messages and videos, sharing their daily routines, cultures, and challenges., is an example of a discourse marker.

5. The underlined word in Through these digital interactions, Emma realized that storytelling was no longer limited to books.” can be replaced by carried out without changing its meaning.

Choose the alternative which contains the correct sentences about vocabulary and grammar use.

Read text 1 carefully. Study the sentences below and decide if they are true ( T ) or false ( F ).

( ) Emma shared the digital story she found with a student from another country.

( ) Storytelling has changed because now it combines images, sounds, and words on digital platforms.

( ) The main idea of the text is ‘social media replaces education’.

( ) Emma and her students communicate through messages and books.

( ) Every morning Emma writes stories.

Choose the alternative which presents the correct sequence, from top to bottom.

In English, a Coordinating Conjunction is a word that joins two elements of equal grammatical rank and syntactic importance. About this, choose the only alternative with Coordinating Conjunctions:

Interjection is part of a speech that refers to words which express emotions. Since interjections are commonly used to convey strong emotions, they are usually followed by an exclamation point. About the alternatives below, which do not include one example of interjection:

Coordinating conjunctions coordinate or join two or more sentences, main clauses, words, or other parts of speech which are of the same syntactic importance. Also known as

The (IPA) International Phonetic Association was founded in 1886. This association’s mission is to “promote the scientific study of phonetics”. The terms: /ˈteɪ.bəl/ - /əˈplen.ti/ - /ɡreɪs/ - /smuːð// are the phonetic transcriptions of the respectively words: 

This part of educational process is extremely important and is the most superior method of intellectual education. Learning Activity Planning represents a: 

Education is considered as an investment in human beings in terms of development of human resources, skills, motivation and knowledge. Evaluation is concerned with:

Um subtítulo adequado para a primeira circunstância que pode impedir uma boa auditoria é

Segundo o texto,

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De acordo com o texto,

Segundo o texto,

Language Pedagogy and Teacher Identity:
A Decolonial Lens to English Language Teaching from a Teacher Educator’s Experience
        [...] Identity is a central category in ELT (English Language Teaching). For instance, several studies have been conducted to document English language teachers’ identities (ELTIs) and how they are constructed [...]. However, identity continues to be seen and researched within what Mignolo (2009) labels as the colonial difference. The colonial difference operates by converting differences into values and establishing a hierarchy of human beings ontologically and epistemically. Ontologically, it is assumed that there are inferior human beings. Epistemically, it is assumed that inferior human beings are rationally and aesthetically deficient. 
        In this respect, the ELT field has witnessed how colonial constructions of ELTIs have been combined with factors such as race, gender, ethnicity, class, language, and others [...].
        Therefore, ELP (English Language Pedagogy) is a remnant of coloniality. In particular, ELP in ELT has separated the subjects from their bodies/identitary features and their geographical location regarding the teaching practice [...]. This attempt is evident in the insertion of the notion of competence as the only discourse mostly reproduced in teaching and teacher education. This unidirectional/dimensional discourse is what has caused that “English language teaching and learning identities are more oriented towards that goal of identifying decontextualized forms of being in the field of teaching” (Castañeda-Peña, 2018, p. 18). For instance, Grosfoguel (2010), when discussing coloniality, claims that: “By breaking the link between the subject of enunciation and the ethnic/racial/sexual/gender/epistemic place, Western philosophy and science manage to create a myth about a real universal knowledge that masks, that is, conceals not only the speaker but also the epistemic, geo and body-political place of the structures of colonial power/knowledge from which the subject speaks [...].
        In line with decoloniality by Mignolo and Walsh (2018), we think of ELP otherwise – as “the ongoing serpentine movement toward possibilities of other modes of being, thinking, knowing, sensing, and living”; a movement only possible if those who enact ELP name it, reclaim it, and commit to “changing, disrupting, and dismantling the hegemonic relations” [...].
        Therefore, I would like to resort to intersectionality – the intersection of different identitary features – to allow the recognition of whom we are based on what we do, as “who we are and from where we speak is highly relevant for the intellectual projects we are likely to pursue” (Moya, 2011, p. 79). Intersectionality can assist in claiming agency (Stone-Mediatore, 2003) in spaces and territories where colonial histories have been present [...].
        Intersectional narratives are then discursive representations of experience in which there is conceptual integration among those conversing. In fact, intersectional narratives serve this study to ground concepts and interpretations for “knowledge co-creation, in which researchers and participants develop shared understandings and develop new ideas” (Galafassi et al., 2018, p. 9). This is why intersectional narratives in this study comprise a relevant theoretical construct indispensable to investigating epistemological ruptures [...].
Available in: https://revistas.unal.edu.co/index.php/profile/article/view/90754. Acess on: Feb. 10, 2026. (Adapted).
The article states that

Communication Strategies in English as a Second Language (ESL) Context 
        [...] Foreign language learners may encounter various communication problems when their interlanguage is limited. In order to convey their messages and remain in a conversation until their communication goal is achieved, [...] learners need to employ communication strategies, which have been defined generally as device used by second language learners to overcome perceived barriers to achieving specific communication goals [...]. Language learning cannot be separated from its culture. Language is a clear manifestation of culture. A word can have both cognitive meaning and cultural meaning. Cultural meaning refers to words and expressions which represent cultural perception, values and behavior. At discourse level, the link between language, communication and culture is virtually inseparable.
        Miscommunication occurs when one interprets communicative rules of one culture in terms of the rules of another culture. In the process of learning a second language, learners make some errors due to first language interference. By knowing strategies to avoid misinterpretation between different backgrounds of speakers, the problems mentioned before shall be avoided easily. Language teaching at school has traditionally been aimed at developing linguistic competence. Teachers tend to teach grammar and linguistic features without letting their learners practice and improve their communication in English. Probably this is one reason that cause some learners are good in English but they cannot use English orally. This problem may be solved by introducing communication strategies to learners in order to avoid communication problems and equip them with strategies to overcome the problems of speaking that they are dealing with [...].
        Communication strategies are usually associated with spoken language and research has shown that students tend to use various communication strategies when they are unable to express what they want to say because of their lack of resources in their second language (L2) [...]. When learners experience that fluency in their first language (hereafter L1) does not follow the same pattern as their L2, a gap is created in the knowledge of their L2. These gaps can take many forms: a word, a phrase, a structure, a tense marker or an idiom [...]. In order to overcome that gap, learners have two options: they can either leave the original communicative goal or they can try to reach alternative plans and use other linguistic means that they have at their disposal [...]. It is also important to know that culture and language cannot be separated. Therefore, in the context of language teaching, the knowledge of language and its culture need to be taught as well. The role of teachers in introducing communication strategies to students could determine learners’ successfulness in facing problems of communication [...].
        Despite the fact that many [...] researchers lend support to communication strategies training, some opposition to it has been expressed. Bialystok (1990) and Kellerman (1991) argue that one should teach the language itself rather than the strategies. Schmidt (1983) believes that L2 learners develop their strategic competence at the expense of their linguistic competence. According to Skehan (1998), using communication strategies by skilled learners may hinder the development of their interlanguage knowledge resources [...].
Available in: https://files.eric.ed.gov/fulltext/EJ1129727.pdf. Acess on: Jan. 30, 2026.
According to the text,