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

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

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

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

A High School English teacher prepared an activity in order to engage students in critical reflection on the impact of social media on teenager’s lives and promote responsible digital citizenship. Initially, the teacher introduced the concept of responsible digital citizenship, stressing the importance of understanding both the positive and negative aspects of social media use. Then, students were divided into small groups and assigned specific aspects of social media impact to research, such as cyberbullying, body image and privacy concerns. Their task was to create presentations to share their findings with other groups, employing creative visual tools like infographics and incorporating real-life examples to reinforce their arguments.

Based on this case study, we can state that the approach used is communicative because the teacher