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Texts for question.
"The white man is very clever. He came quietly and peaceably with his religion.… He has put a knife on the things that held us together and we have fallen apart.”
ACHEBE, Chinua. The African Trilogy: Things Fall Apart; Arrow of God; No Longer at Ease. New York: Penguin Classics, 2017.
“No pedagogy which is truly liberating can remain distant from the oppressed; nor can it afford to impose the teacher’s cultural patterns upon them.”
FREIRE, Paulo. Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. New York: Herder and Herder, 1970.
"Once critical pedagogues see schools as cultural arenas where distinct social and ideological forms find themselves in constant conflict, what they shall be seeking is society transformation through education, including language education."
SIQUEIRA, Sávio. Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, Basel, v. 11, n. 5, p. 235, May 14, 2021.
1- They inform students about the use of the verb without subject, which it is not part of standard English and how language works in an informal context and why it is important to use it in ads.
2- They ask students to observe the use of the comparative form without the adjective, provide multiple examples, and then ask them to do a sentence level exercise to show how the students could apply that structure.
3- They explain to students why the advertisement compares a Daihatsu Hijet to a Lamborghini and how women are used in many car advertisements.
4- They show other car ads and ask students, divided into groups, to identify the humorous effect and which established ideas are subverted in the advertisement.
Check the correct alternative:
Read the text and the quote below to answer question
Obama’s Speech- 2008
For when we have faced down impossible odds, when we've been told we're not ready or that we shouldn't try or that we can't, generations of Americans have responded with a simple creed that sums up the spirit of a people: Yes, we can. Yes, we can. Yes, we can.
It was a creed written into the founding documents that declared the destiny of a nation: Yes, we can.
It was whispered by slaves and abolitionists as they blazed a trail towards freedom through the darkest of nights: Yes, we can.
It was sung by immigrants as they struck out from distant shores and pioneers who pushed westward against an unforgiving wilderness: Yes, we can.
It was the call of workers who organized, women who reached for the ballot, a president who chose the moon as our new frontier, and a king who took us to the mountaintop and pointed the way to the promised land: Yes, we can, to justice and equality.
Yes, we can, to opportunity and prosperity. Yes, we can heal this nation. Yes, we can repair this world. Yes, we can.
https://www.vpro.nl/zomergasten/artikelen/new-hampshire-primary-2008. Acesso em 04 fev.2026.
“Meanings are not in words; they are in people, situated in social contexts.”
KRAMSCH, Claire. Language and Culture. Oxford: Oxford University Press, 1998
Text for question
When international companies and organizations developed, English was often chosen as a working language of European Central Bank, although the bank is in Germany. In Asia and the Pacific, nine out of ten international organizations work only in English.
English is important not because it has more first - language speakers than other languages (Chinese has more) but because it is used extremely widely. Will this situation continue?
VINEY, Brigit. Oxford Bookworms Factfiles: The History of the English Language: Level 4: 1400-Word Vocabulary. Oxford: Oxford University Press, 2008.
https://www.newyorker.com/magazine/2025/07/07/the-argentinean-comic-strip-that-galvanized-a-generation. Acesso em 04 fev.2026.
Text for question
At around 6:30 p.m., I decide I’m not going to sleep at the hospital tonight. I need to shower and eat real food. I call my best friend, Yara, and tell her I’m on my way to her house. Everything in Gaza is within walking distance, but I’m absolutely exhausted. I realize with dread that, if I’m not mistaken, I’ve left my wallet in mama’s bag, and I don’t have any money at all. So I do something embarrassing, and ask a taxi driver if he can drive me to Yara’s for free. He agrees on one condition: ‘When I get killed’, he says, ‘post a nice picture of me online, and ask people to pray for me.’
Everyone in Gaza knows that they’ll eventually die, and that it’s only a matter of time. I smile at the taxi driver and assent.
ALAQAD, Plestia. The Eyes of Gaza: A Diary of Resilience. New York: Little, Brown and Company, 2025.
Read the excerpt from News of a Kidnapping by García Márquez (1997), a Colombian Nobel Prize - winning novelist and journalist whose significant work includes this book, and identify the relationship established between genre and text types.
After waiting three hours, a man in a mask came in, welcomed them on behalf of high command, and announced that Father Pérez was expecting them but for reason of security the women should go first. This was the first time that Diana showed signs of uneasiness. Hero Buss took her aside and said that under no circumstances should she agree to break up their group. Because she could not prevent that from happening, Diana slipped him her identity card. She did not have time to explain why, but he understood it to be a piece of evidence in the event she disappeared.
GARCÍA MÁRQUEZ, Gabriel; GROSSMAN, Edith (trad.). News of a Kidnapping. 1. American ed. New York: Alfred A. Knopf, 1997
Text for question
“I always tried to be decent to the warders in my section; hostility was self-defeating. There was no point in having a permanent enemy among warders.
It was ANC policy to try to educate all people, even our enemies: we believed that all men, even prison service warders, were capable of change, and we did our utmost to try to sway them.
In general we treated the wanders as they treated us. If a man was considered, we were considerate in return. Not all of our warders were ogres. We noticed right from the start that there were some among them who believed in fairness.”
MANDELA, Nelson. Long Walk to Freedom. Boston; New York: Little, Brown and Company, 1994.
Text for question
The notion of Multiliteracies supplements traditional literacy pedagogy by addressing these two related aspects of textual multiplicity. What we might term ‘mere literacy’ remains centred on language only, and usually on a singular national form of language at that, being conceived as a stable system based on rules such as mastering sound-letter correspondence. This is based on the assumption that we can actually discern and describe correct usage. Such a view of language must characteristically translate into a more or less authoritarian kind of pedagogy. A pedagogy of Multi-literacies, by contrast, focuses on modes of representation much broader than language alone. These differ according to culture and context, and have specific cognitive, cultural, and social effects. In some cultural contexts – in an Aboriginal community or in a multimedia environment, for instance – the visual mode of representation may be much more powerful and closely related to language than ‘mere literacy’ would ever be able to allow. Multiliteracies also creates a different kind of pedagogy: one in which language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural purposes.
COPE, Bill; KALANTZIS, Mary (org.). Multiliteracies: literacy learning and the design of social futures. Londres: Routledge, 2000.
Text for question.
I believe that on the first night I went to Gatsby’s house I was one of the few guests who had actually been invited. People were not invited – they went there. They got into automobiles which bore them out to Long Island, and somehow they ended up at Gatsby’s door. Once there they were introduced by somebody who knew Gatsby, and after that they conducted themselves according to the rules of behavior associated with amusement parks. Sometimes they came and went without having met Gatsby at all, came for the party with a simplicity of heart that was its own ticket of admission.
I had been actually invited. A chauffeur in a uniform of robin’s-egg blue crossed my lawn early that Saturday morning with a surprisingly formal note from his employer: the honor would be entirely Gatsby’s, it said, if I would attend his “little party” that night. He had seen me several times, and had intended to call on me long before, but a peculiar combination of circumstances had prevented it – signed Jay Gatsby, in a majestic hand.
Dressed up in white flannels I went over to his lawn a little after seven, and wandered around rather ill at ease among swirls and eddies of people I didn’t know – though here and there was a face I had noticed on the commuting train. I was immediately struck by the number of young Englishmen dotted about; all well dressed, all looking a little hungry, and all talking in low, earnest voices to solid and prosperous Americans. I was sure that they were selling something: bonds or insurance or automobiles. They were at least agonizingly aware of the easy money in the vicinity and convinced that it was theirs for a few words in the right key.
FITZGERALD, F. S. The Great Gatsby. Charles Scribner's Sons, 1925. p. 41-42
Text for question.
I believe that on the first night I went to Gatsby’s house I was one of the few guests who had actually been invited. People were not invited – they went there. They got into automobiles which bore them out to Long Island, and somehow they ended up at Gatsby’s door. Once there they were introduced by somebody who knew Gatsby, and after that they conducted themselves according to the rules of behavior associated with amusement parks. Sometimes they came and went without having met Gatsby at all, came for the party with a simplicity of heart that was its own ticket of admission.
I had been actually invited. A chauffeur in a uniform of robin’s-egg blue crossed my lawn early that Saturday morning with a surprisingly formal note from his employer: the honor would be entirely Gatsby’s, it said, if I would attend his “little party” that night. He had seen me several times, and had intended to call on me long before, but a peculiar combination of circumstances had prevented it – signed Jay Gatsby, in a majestic hand.
Dressed up in white flannels I went over to his lawn a little after seven, and wandered around rather ill at ease among swirls and eddies of people I didn’t know – though here and there was a face I had noticed on the commuting train. I was immediately struck by the number of young Englishmen dotted about; all well dressed, all looking a little hungry, and all talking in low, earnest voices to solid and prosperous Americans. I was sure that they were selling something: bonds or insurance or automobiles. They were at least agonizingly aware of the easy money in the vicinity and convinced that it was theirs for a few words in the right key.
FITZGERALD, F. S. The Great Gatsby. Charles Scribner's Sons, 1925. p. 41-42
(…) even when teachers appear to be in control of interaction, they are subject to the dynamics of the complex system of the classroom. Teachers do not control their students' learning. Teaching does not cause learning; learners make their own paths (…). This does not mean that teaching does not influence learning, far from it; teaching and teacher-learner interaction construct and constrain the learning aff ordances of the classroom. What a teacher can do is manage and serve her or his students' learning in a way that is consonant with their learning-processes. Thus, any approach we might advocate would not be curriculum-centered nor learner-centered, but it would be learning centered – where the learning guides the teaching and not vice versa.
Due to the non-linearity of a complex dynamic system as it moves through state space, small perturbations (teacher interventions) can make a big difference. Of course, it also can happen the other way around. Teachers and students may work very hard on some aspect of language using, with little apparent success. One day, though, the point of criticality may be reached and the system self-organizes in a new way.
LARSEN-FREEMAN, Diane; CAMERON, Lynne. Complex systems and applied linguistics. Oxford: Oxford University Press, 2008. p. 199-200
Read the text below and answer question.
Sometimes when we have talked or written about using ideas from complexity theory, we have been challenged as to whether we are 'just' being metaphorical. There are two ways to answer this question: firstly, to reject the 'just' and to assert the importance of metaphor; and secondly, to discuss what it would mean to say that the comparison between systems in applied linguistics and complex systems is more than metaphor. Our contention, to be supported throughout this book, is that complexity theory off ers applied linguistics at least an important new metaphor that brings with it new ways of thinking about issues in the field, and, maximally, may push the field towards radical theoretical change. (…) Metaphors are not just literary tools for ornamenting language; they are indispensable to the human mind. Whenever we have to contemplate the abstract, voice the difficult, or make sense of the complicated, we turn to metaphor. Metaphor enables us to 'see' or understand one thing in terms of another, through analogies or mappings between two conceptual domains.
(Cameron 1999). LARSEN-FREEMAN, Diane; CAMERON, Lynne. Complex systems and applied linguistics. Oxford: Oxford University Press, 2008. p. 11.
I. The authors argue that complexity theory should be seen primarily as a rhetorical or literary device in applied linguistics.
II. According to the text, one response to the criticism about metaphor is to emphasize the fundamental importance of metaphors in human cognition.
III. The authors claim that complexity theory may contribute not only to new ways of thinking but also to potentially radical theoretical changes in applied linguistics.
IV. The text suggests that metaphors are mainly used to embellish language rather than to support understanding of abstract or complex ideas.
V. Metaphor is presented as a cognitive tool that allows understanding one conceptual domain in terms of another through analogies or mappings.
Which statement is NOT accurate regarding the use of infinitives in the following headlines?
Headline 1:
Exclusive: US to issue generallifting some sanctions on Venezuelan oil industry
It's a shift from a previous plan to grant individual exemptions to sanctions for companies seeking to do business in the country.
Headline 2:
https://www.theguardian.com/international.
Read the text below and answer question.
Language learning, like any other type of learning, is not a linear process and therefore cannot be deemed as predictable as some of these models of acquisition have hypothesized it to be. Minimal differences in initial conditions can cause very different results. Nevertheless, I consider that the previous attempts to explain SLA should not be disregarded because when they are put together they provide a broader view of the phenomenon. In this new perspective, a SLA model should be considered as a set of connections within a dynamic system that moves in the direction of the “edge of chaos” considered as a zone of creativity with the maximum potential for learning.
PAIVA, V. L. M. O. Second Language Acquisition: Reconciling Theories. Open Journal of Applied Sciences, 2013, 3, 404-412. Disponível em: http://dx.doi.org/10.4236/ ojapps.2013.37050.
UN: Iran using drones to enforce hijab law
A report by the United Nations says Iran is using advanced technology, including drones, facial recognition and a citizen-reporting app to crack down _______ violations of its mandatory hijab laws.
A key element of the eff ort is the government - backed Nazer app, which enables the police and "vetted" members of the public to report alleged violations by women in vehicles, including those in ambulances, mass transit and taxis.
The report describes the app as allowing users to upload the vehicle license plate, location and time of an alleged violation. It then, according to the report, alerts police. Then, according to the report, the app "triggers a text message (in real-time) to the registered owner of the vehicle, warning them that they had been found ______ violation of the mandatory hijab laws, and that their vehicles would be impounded for ignoring these warnings."
According to the report, authorities are using drones in Tehran and the southern part of the country to monitor hijab compliance in public areas, as well as new facial recognition software said to have been installed last year _______ the entrance of Tehran’s Amirkabir University.
(Source: VOA News, March 15th, 2025. UN: Iran using drones to enforce hijab law.
Available at: https://www.voanews.com/a/un-iran-using-drones-to-enforce-hijab-law/8011563.html)
About the use of Reference, which of the following statements is NOT correct, according to the text?
Reference is a crucial component within semantics. It can be defined as characterising the relationships between language and the world, in particular, specific entities that are being focused upon. Reference is context-dependent, and ascertaining the meaning of particular referents depends entirely upon who is speaking, whom they are speaking with and in what setting the interaction is taking place.
MULLANY, L.; STOCKWELL, P. Introducing English Language: A resource book for students. Routledge, 2010
While ESP teachers may have some understanding of the fields in which their students work, these teachers do not have to be knowledgeable in all of these fields. A degree in law or medicine is not required of teachers in ESP courses for lawyers or doctors. In ESP, teachers’ and students’ roles are different but complementary. Teachers are the language education specialists; they know (about) English in addition to having pedagogical skills. Students, on the other hand, have some knowledge of their professional field (generally in their first language) and usually have a real motivation to learn the language (e.g., communicate with clients, read a manual, be promoted). It is not possible to generalize, however, whether they know English.
SARMENTO, S.; VIANA, V.; BOCORNY, Ana E. English for Specific Purposes (ESP). TESOL Press: 2018.
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