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

Question

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 Alternativa A: it reveals the audio-lingual approach, focusing on repetition drills and accurate imitation of language models;
it uses the direct method approach, in which reading in the target language is taught from the beginning. Ou Alternativa B: it exemplifies the grammar-translation method, as the aim of the class is not to communicate in the
target language; it represents the audio-lingual approach, aiming at habit formation through repetition. Ou Alternativa C: it relies on the communicative language approach, as students engage in meaningful dialogues to
develop fluency; it employs the audio-lingual approach, emphasizing pattern drills and accuracy. Ou Alternativa D: it exemplifies the audio-lingual approach, by focusing on repetition and mimicking for language
mastery; it employs the communicative language approach, by prioritizing meaning over form.

Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira · Accepted Answer

Alternativa [D] it exemplifies the audio-lingual approach, by focusing on repetition and mimicking for language
mastery; it employs the communicative language approach, by prioritizing meaning over form.

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TEXT 1 After the students have repeated the dialogue severa...

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