METODOLOGIA DE ENSINO DE LNGUA 3.

Students talking about and concentrating on the forms

ESTRANGEIRA of language.
1. Pairwork can improve students accuracy no 4. Practicing sentences out of context.
matter the way it is used in class. 5. Focusing on accuracy, rather than fluency, as the
Audiolingual method Communicative desired goal.
6. Using newspaper articles or any other authentic
Language Teaching
1. Attends to Meaning is paramount. material as part of a lesson.
7. Accepting that errors are natural in conversation.
structure and form
more than
As regards language teaching methods, judge the following
meaning.
items.
2. Language items Contextualization is a
8. Content-based Instruction, Task-based Instruction, and
are not necessarily basic premise.
the Participatory Approach to foreign language
contextualized
teaching subvert the idea that students should learn to
3. Language learning Language learning is
use a language and suggest instead that they should use
is learning learning to communicate.
a language in order to learn it.
structures, sounds
9. In Communicative Language Teaching (CLT), the
or words.
target language is a vehicle for classroom
4. Native-speaker- Comprehensible
communication, not just the object of study. That is one
like pronunciation pronunciation is sought.
of the reasons why the use of the mother tongue should
is sought
5. The use of the Judicious use of native be handled sensibly and carefully.
10. Integrating the four skills (reading, speaking, listening,
students native language is accepted
and writing) from the beginning is a characteristic of
language is where feasible.
the AudioLingual Method because it is concerned with
forbidden.
6. Linguistic Communicative habit formation.
11. There is student-to-student interaction in drilling
competence is the competence is the
exercises or when students take different roles in
desired goal desired goal.
dialogs, but this interaction is teacher-centered. Also,
7. Language is Language is created by
students are not allowed to initiate interaction. This
habit so error the individual often
describes the nature of student-student interaction in
must be prevent at through trial and error.
Suggestopedia.
all costs
12. One of the basic assumptions of the Grammar-
8. Students are Students are expected to
Translation Method is that by learning to communicate
expected to interact with other people
students will be more motivated to study a foreign
interact with the either in the flesh
language since they will feel they are learning to do
language system through pair and group
something useful with the language.
embodied in work or in their writings.
13. In the Silent Way, errors are to be avoided at all costs
machine or
through the teachers awareness of where the students
controlled
will have difficulty and restriction of what they are
materials
taught to say.
14. In Communicative Language Teaching (CLT), errors
of form are tolerated during fluency-based activities
Judge whether the actions proposed in the items below
and are seen as a natural outcome of the development
are in accordance with the Communicative Language
of communication skills. The teacher may note the
Teaching approach.
errors during fluency activities and return to them later
1. Using the students native language in some
with an accuracy-based activity.
situations. 15. In the Grammar-Translation method, errors are seen as
2. Extensive drilling in near-native pronunciation.
a natural, indispensable part of the learning process.
The teacher uses students errors as a basis for deciding
where further work is necessary. Self and peer
correction are fostered as well.
 16. In the Total Physical Response (TPR) approach,
errors are expected when students first begin
speaking. The teacher should be tolerant and only
correct structural errors unobtrusively. As
students get more advanced, the teacher can
correct more minor errors.
17. In Georgi Lozanovs Suggestopedia, now called
Desuggestopedia to reflect the importance placed
on suggesting no limitations on learning, errors
are corrected gently, with the teacher using a soft
voice. This method is illustrative of what came to
be known as an affective humanistic approach to
language teaching.
The text A refers to questions 18 through 37
As teachers we cannot ignore the fact that classroom SL
learning has a social dimension. It might be assumed that
all practitioners are aware of this, and also that all SL
teachers 4 will strive to arrange for a relaxed, supportive
environment in order to promote learning. However, it is
desirable to ask what evidence we have to support this
position, or if it is only an assumption. It certainly has not
always been assumed to be an accurate statement, as a
glance at the prescriptions for SL classrooms of 20 years
ago will quickly show. In addition, the position that such
an environment favors learning is not accepted across all
cultures (particularly non-Western educational systems).
Culturally determined student expectations, the individual
teachers personality, and the interaction between these
two impose limitations on the social climate of the
classroom. Nevertheless, teachers have some flexibility
as to what choices they make.
In recent years there have been two streams of discussion
in this area directly connected to SL learning. One is that
broadly associated with the label humanistic
approaches. In this area are the so-called innovative
methods such as counseling-learning and
communicative approach. The training needed to utilize
these techniques according to the full prescriptions of
their founders is more extensive than most SL teachers
have time for, and the evidence for their success has not
been forthcoming. The second strand here is the less
doctrinaire position associated in particular with
Schumann and Krashen. Krashen in particular has
posited an affective filter, which must be lowered if
successful unconscious SL development is to take place.
Meanwhile, for the last 20 years or more, mainstream
educational researchers have been investigating the topic of 34
classroom climate, or classroom environment, in non-SL
classes. Their results have not been particularly clear-cut,
either. Observational measures of positive affect correlate
poorly with achievement, which may have to do with the fact
that praise, a major component of such measures, is distributed
inconsistently across high- and low-achieving pupils.
Judge the following items according to text A
18. A every teacher is conscious that second language
learning is a social event.
19. it should not be taken for granted that all teachers are
worried about creating a favorable atmosphere to
promote learning.
20. there is sound evidence that every teacher is concerned
about promoting a supportive environment.
21. it is advisable to support the idea that English
practitioners have always been preoccupied with
problems which have to do with the promotion of a
relaxed classroom atmosphere.
22. Two decades ago teaching accuracy was pursued the
same way as it is today.
23. Cultural environment is the same the world over.
24. In non-Western countries, the teachers had no choices
as to how to teach foreign languages.
25. Culture and teaching are two closely related issues
26. Lately, there have been two currents of discussions in
the field of SL learning.
27. there is nothing whatsoever new about the humanistic
approach.
28. All SL teachers have no time available to be trained
either in the counseling-learning or in the
communicative approach.
29. The success of the methods mentioned is supposed to
happen soon.
30. classroom climate in non SL class stopped being
investigated two decades ago or more.
31. under no circumstances, positive feedback is the best
way to make students succeed.
32. the effect of classroom environment in non SL classes
is not yet clearly determined.
33. low achievement can be associated with lack of praise.
However, these positions have suffered from a general
lack of direct support
 42. The explanation about the syllabus is a reference to the Silent
According to the text A, judge the items regarding the Way
doctrinaire position associated with Schumann and 43. The explanation about the syllabus is a reference to the
Krashen. Total Physical Response
44. The explanation about the syllabus is a reference to the
34. If the affective filter is low, the learning will
Suggestopedia.
also be low.
45. The explanation about the syllabus is a reference to the
35. The affective filter needs to be lowered in
Natural Approach.
order to reach success in learning. 46. The explanation about the syllabus is a reference to the
36. If the affective filter is high, the learning will Community Language Learning.
also be high.
37. If the affective filter is high, there will be no
learning
Text B refers to items 38 through 41
The native language is learned along with the ways
and attitudes of the social group, and these ways and
attitudes find expression through the language. In this
way 4 the language is an integral part of the
functioning social system. The psychologist Osgood
has set out a theory of language meaning which
maintains that the full meaning of 7 words for
individuals is the result of the total sum of experiences
they have had with those words in the environment in
which they learned them. Since members of 10 a
cultural group have had similar experiences, the
meaning of a word is shared by them all, but it may
differ in certain respects from the meaning this word
has for other groups. It 13 is because of this
interrelationship of language and culture that one-to-
one equivalences can rarely be established between
words and expressions in two languages, once one 16
has passed beyond the stage of physical identification.
Even here there will be divergences, as the speakers of
one language will have identified certain criterial
attributes and 19 categories, according to their
environmental needs, which may not correspond with
the attributes and categories of another language.

According to text B, judge the following items.

38. the four skills should be taught separately.
39. listening must be taught with speaking,
whereas reading has to be taught together with
writing.
40. the integrated teaching/learning of the four
skills provides the students with more
motivation.
41. teaching skills in isolation is not so rich as
teaching them in an integrated way
Text C refers to items 42 through 46
No set syllabus. Course progression is topic-based;
 learners provide the topics. Syllabus emerges from
learners intention and the teachers reformulations.
According to Text C, judge the following items.
Match the columns
A-Formalist Approach 1
B- Berlitz Approach 2
C- Reading Approach 3
D- Structuralist Approach 4
E- Communicative Approach 5
47. Related to the Audio-lingual Method, this approach
grants no importance to cultural and
communicative aspects of language. A deductive
path is intended to enable the creation of automatic
habit. Language is seen as a set of rules. The
operative model is basically composed of short
classes with structural tasks.
48. This approach inspired many different methods, as
the Situational Language Teaching, the Natural
Way, the Total Physical Response, the Community
Language Learning and Suggestopedia. Broadly
speaking, there is an emphasis in the indirect,
implicit and incidental learning of language.
49. Related to the Direct Method, in which
teaching/learning of languages happens through its
exclusive use and meanings should be cleared with
mimics and images. Language is viewed as a
means for communication that carries on cultural
models that should come forth spontaneously
through the guidance of the ideal native speaker
teacher.
50. Related to the Grammar-Translation Method.
Translation is the core of this approach to language
teaching. It is based on Descriptive linguistic
theory, according to which education consists in
respecting the rules of the target language to attain
the command of it.
51. In this approach, priority granted to the reading
ability. Students are autonomous to apprehend
grammatical rules. Translation exercises are used
and readings are controlled for difficulty
Read attentively the assertions about learning assessment
and check (C) for those that are true and (E) for those that
57. Formative assessment, in its current conception, is
interactive and centered in students' cognitive
processes and associated to the processes of feedback,
regulation and self assessment of learning.
Concerning Interaction Hypothesis, judge the
following items.
58. The Interaction Hypothesis is considered to be more
adequate to private schools.
59. Negotiation of meaning is an important element in the
Interaction Hypothesis Theory
As far as teaching methods are concerned, judge the
following items.
60. In the Grammar Translation Method all four language
skills were equally emphasized.
61. The Audiolingual method makes use of deductive
explanation to teach grammar
62. Suggestopedia introduced the notion of teachers as
counselors and of their pupils as clients.
63. Teachers who elected Suggestopedia as their
preferred method of instruction used American class
jazz music to create an environment conductive to
learning
64. The Direct Method makes frequent use of a vast
range of sophisticated vocabulary and grammar
structures.
In the context of teaching a foreign language, judge the
definitions for syllabus or curriculum
65. Specifications for implementing a given language
programme such as the detailing of linguistic and
subject-matter objectives, sequencing and materials.
66. A wide variety of exercises, activities or tasks used in
a teaching/learning environment for fulfilling lesson
objectives
67. An ideological perspective based on sound teaching
theories about the nature of language and the nature
of language learning and how they both can be
applied to a teaching/learning environment
are false:
52. Continuous assessment should be used as a basis to
the construction of intended results;
53. ( ) Assessment must privilege validity, accuracy
and reliability without possible ambiguity or
mistake;
54. ( ) Assessment should use precise and objective
tools to evaluate knowledge acquisition;
55. ( ) The concepts of subjectivity and provisional
truth suspend any assessment criteria;
56. ( ) Assessment can be collaborative, when teachers
and students share their comments and decisions;
According to some research in the field of the teaching of
English as a foreign language, the most sensible, effective
and didactic approach a teacher can adopt when dealing
with a particular students pronunciation mistake(s) is
70. To interrupt him or her on the spot and stress
repeatedly the wrong form(s) he or she has just
used.
71. To allow him or her to carry on speaking, even if
he or she did so incorrectly, and only at the very
end of the class bring up the problem, making all
his or her fellow students pronounce correctly the
word(s) that was (were) mispronounced.
72. To start drilling with all the students the correct
form of the word(s) mispronounced, making them
repeat it (them) in chorus, to the point of
exhaustion.
73. To allow the student to finish his or her imperfect
utterance(s) and immediately afterwards, but
without much fuss, provide him or her with the
correct form(s) of the word(s) mispronounced.
74. To draw a list of all the wrong forms used by the
students in the particular class and write them
down on the blackboard correcting them all one by
one at the end of the class.
In the light of recent research in the field of teaching
English as a foreign language.
75. It has been suggested that the native speaker, non
native speaker dichotomy should be updated to
provide guiding principles for the assessment of
speaking performances.
76. It has been proposed that what is judged to be
acceptable or correct in terms of speaking varies by
context or genres, such as small talk, discussion
and narrative
77. There is now a clear rejection of the integrated
skills approach for it renders a strong principled
approach to the separate, unique characteristics of
68. A selection of teaching practices in their broadest
possible sense
69. Fully-detailed specifications of the individual roles of
teachers and students in the teaching/learning
processes.
83. Due to the complex nature of the spoken language,
students should be exposed only to carefully graded
listening material recorded by native speakers in the
ideal conditions of a recording studio.
84. Background noise and the hustle and bustle of
contemporary urban life should be entirely removed
from recorded listening materials.
One of the types of classroom performance in terms of
speaking is known as Interpersonal. It can be correctly stated
that
85. individuals who engage in this particular kind of
exchange are keenly aware of their social standing
and make their linguistic choices accordingly.
86. the notions of age, gender, and ethnicity play a
negligible role in this kind of exchange.
87. its participants display a clearly negotiative
disposition.
88. its aim is fundamentally to maintain social
relationships rather than provide the transmission of
facts and information.
89. it best suits a situation in which the aim of the
speaking is to stress some particular element of
language form
The most constructive and sensible piece of advice teachers
of Reading Comprehension can offer their students is
90. to concentrate on each individual word as they read
along.
91. to approach any written text with no other purpose
than that of deriving great pleasure from it.
92. to avoid the excessive use of dictionaries while they
read.
93. to produce in their minds the actual sounds of the
words they are reading.
94. to avoid reading between the lines in any text.
The teaching and learning of Writing can be said to be
particularly challenging because
95. it is the only language skill which does not come
 each skill ineffective.
78. There have been calls to remove on theoretical
grounds, English for specific purposes (ESP) from
the category Content- based instruction
79. It was established that Theme-Based instruction
should be organized around subject-matter and that
language skills were to play at best a supporting
role in this particular process.
As far as Listening Comprehension is concerned, it can be
said that
80. It has historically held a pre-eminent position in all
teaching syllabi.
81. Before the 1990s, teachers did not quite know how
to deal effectively with it
82. Teachers have eventually come to the realization
that listening competence is universally larger than
speaking competence
Teachers and learners of Speaking are faced with a
particularly difficult problem presented by
100. the state of generalized anxiety many
participants of a speaking activity feel.
101. the need to balance evenly the mutually
exclusive notions of use and usage.
102. the considerable difficulty students
encounter in mastering the concept of turn-taking.
103. a multicultural learning environment that
makes interclass communication virtually
impossible.
104. the very real possibility of most learners
failing miserably the ultimate test of making
themselves understood by native speakers
Os estudos sobre as metodologias para o ensino de
lngua inglesa indicam que
105. as metodologias se tornaram totalmente
desnecessrias na prtica da sala de aula.
106. a abordagem comunicativa emergiu como
reao aos mtodos voltados para a gramtica.
107. o mtodo audiovisual emergiu como
reao abordagem comunicativa.
108. os mtodos com base na gramtica
surgiram como reao s abordagens humanistas e
ao ensino reflexivo.
109. as metodologias preocupadas com as
necessidades dos alunos tornaram-se obsoletas.
De acordo com os estudos recentes sobre o uso da
lngua inglesa, importante que o professor leve em
considerao o fato de que a maior parte da
comunicao em lngua inglesa ocorre assim:
110. no nativos em comunicao com no
naturally to the individual for it has to be taught and
learnt formally.
96. the rules that govern grammar, spelling, and
rhetorical devices in general are very fluid and
changeable.
97. a writers interlocutors profiles and expectations
may not always be readily or commonly available.
98. the vast lexical range of the English language
overwhelms foreign learners, preventing them from
producing anything meaningful or worth reading.
99. it is not even loosely connected with any of the three
other language skills.
O aprendizado por tarefas (task-based learning)
caracteriza-se
120. pela concentrao na oralidade, questionando
a necessidade das outras habilidades comunicativas.
121. pelo planejamento de atividades a serem
desenvolvidas apenas em sala de aula.
122. por valorizar o produto da aprendizagem ao
invs do processo.
123. pela ateno s necessidades do aluno e
nfase na interao do aluno na lngua-alvo.
124. pela nfase na repetio das atividades,
visando o aprimoramento da comunicao.
In terms of assessment/evaluation in language teaching there
is at least two different dimensions: formative and
summative. Given these two main dimensions in
assessment/evaluation, match each of them to its
corresponding definition. Then choose the alternative that
presents the CORRECT matching order: (1) Formative
assessment/evaluation (2) Summative assessment/evaluation
125. ( ) It can produce results open to
interpretation although it deals with something fixed.
Its force is limited.
126. ( ) It is more likely to be sensitive to promote
development. Teachers use it to modify
teaching/learning objectives.
127. ( ) It is used during the process of learning
for the purpose of helping language planning and
language teaching.
128. ( ) It is more likely to produce information on
which the teaching/learning process can be based on.
129. ( ) It examines the extent to which the
student has acquired the content covered in the
 nativos.
111. no nativos em comunicao com falantes
nativos em viagens internacionais.
112. nativos que se comunicam com no
nativos em visita aos pases destes.
113. professores nativos que se comunicam
com seus alunos no nativos.
114. professores no nativos que se comunicam
com professores nativos.
Segundo a proposta curricular para LEM, no ensino de
lngua inglesa,
115. o ensino comunicativo era focalizado
apenas no Ensino Mdio.
116. o enfoque comunicativo se implementou
na prtica.
117. o ensino comunicativo existia apenas na
prtica.
118. a nfase comunicativa se restringia
escrita.
119. a nfase comunicativa mal se implementou
na prtica.
131. Choose the CORRECT alternative to
complete the following citation:
In critical multicultural education, teachers and
students need to critically _______________ the
taken-for-granted conceptions about groups, Self or
Other, and _______________ how these
conceptions are _______________ and
________________. (KUBOTA, 2005:45)
A( ) support understand denied perpetuated.
B( ) reevaluate understand produced
perpetuated.
C( ) approve disregard produced perpetuated.
D( ) reevaluate understand denied avoided.
E( ) reevaluate understand avoided dismissed.
132. Read the quotation from Heberle and
Meurer (1995:51):
The study of grammar is important, but it is not the most
important or the only aspect to be taught in terms of
reading. Grammar should be taken into consideration in
reading classes to help clarify the meaning of the text. After
the text has been discussed and effectively studied, then the
teacher can proceed to the study of some of the most
evident grammatical points of the text. Our word of advice
is: do not use texts as a pretext for the study of grammar.
Instead use it for comprehension and discussion of ideas
curriculum.
130. One important practice that teachers have to
develop is how to correct errors. Fill in the blanks in
the two sentences below which are related to the
significance that error correction has in two different
learning theories.
According to the ____________________________
tradition, the belief was that practice makes
perfection. Errors had to be
_____________________________. According to the
______________________________ view, errors
might be seen as hypotheses about how language
works and regarded as _______________________
to the learning process.
A( ) cognitive avoided behaviourist practice
B( ) cognitive avoided behaviourist useful
C( ) behaviourist avoided cognitive useful
D( ) behaviourist hypotheses cognitive useful
E( ) cognitive avoided behaviourist errors
133. A dozen of concepts are tied Communicative
Language Teaching (BROWN, 1994: 80-84). Look at
some current jargon, match them to its corresponding
definition and then choose the alternative that
presents the CORRECT order:
1. Learner-centered teaching
2. Cooperative learning
3. Interactive learning
4. Whole language education
5. Content-centered education
6. Task-based learning
( ) In this view, learning is well succeeded due to the
fact that teacher control is not emphasized nor is the
competition in the environment.
( ) Negotiation of meaning is the heart of this
perspective since it promotes space for spontaneous
linguistic changes as those in real communication.
( ) The notion of this perspective is related to the
motivation and emancipation of the students in the
process. It focuses on the students needs.
( ) Language is not taught in isolated parts. Activities
are top-down oriented. Skills are integrated and texts
should be taught in its original and not as an adapted
version.
( ) Obtaining information, giving instruction, asking
for directions are some of the situations which present
meaningful instances of language that goes beyond
and explore it in relation to its communicative value and
function in the context where it occurs.
According to the text decide whether the statements below
are true (T) or false (F). Then, choose the alternative which
presents the CORRECT order.
( ) The study of grammar is the most important aspect of a
reading class.
( ) Grammar is the first aspect to be taught in a reading
class.
( ) The study of explicit grammar in a reading class is a
worthwhile learning strategy only if it helps the
comprehension of the text.
( ) Grammar clarifies the meaning of the text, but it should
not be the main focus of a reading class.
( ) It is advisable to teach grammar as a reading approach.
A( ) F T T F F
B( ) T F T T T
C( ) F F T T F
D( ) T T F T F
E( ) F F T T T
( ) The acquisition of language will occur only if
the learners receive comprehensible input, that is,
the input has to contain forms and structures just
beyond the learners current level of competence in
language.
( ) According to the affective filter hypothesis, the
filter will be up or operating when the learner is
stressed, self-conscious, or unmotivated, and the
filter will be down when the learner is relaxed
and motivated.
A( ) F T T F F
B( ) F T F T T
C( ) F F F T T
D( ) T T T F F
E( ) T F F T F A( ) III II I
135. Read the excerpt below.
Terms like top-down or the contrasting bottom-up []
are, of course, merely metaphors for the complex mental
process of reading... (ESKEY & GRABE, 1988: 223).
Based on these two processes of reading, first match each
of the statements below to its corresponding process. Then,
the grammar and vocabulary teaching.
( ) Subject matters guide the language classroom.
A( ) 2 3 5 6 4 1
B( ) 4 3 1 6 5 4
C( ) 2 1 3 4 5 6
D( ) 4 1 3 4 6 5
E( ) 2 3 1 4 6 5
134. Stephen Krashen (1982) has developed an
overall theory of second language acquisition which
attempts to bring together research findings from a
number of diverse areas. Read the statements and
check if they are true (T) or false (F), and then choose
the CORRECT order:
( ) For the author, acquisition is a minor process, even
though we engage in meaningful interaction in much
the same way that children pick up their first
language with no attention to form.
( ) Krashen argues that the acquired system acts to
initiate the speakers utterances and is responsible for
fluency and intuitive judgments about correctness,
while the learned system acts only as an editor or
monitor, making minor changes and polishing what
the acquired system has produced.
( ) The natural order hypothesis states that learners do
not acquire the rules of a language in a predictable
order.
I. Learning language is like learning any other
habit. You dont have to think about it. It
develops automatically.
II. When learning a language you have to hear
others speaking it. But learners really develop
languages inside themselves, forming their own
view about how it works.
III. III. Amount of practice is not important.
Sometimes you can learn a word after just
hearing it once what matters is where and how
you heard or performed it.
( ) Cognitivism
( ) Sociointeracionism
( ) Behaviourism
B( ) II III III
C( ) II III I
D( ) III III II
E( ) I II III
137. Match the statements considering the main
characteristics of the teaching approaches and methods to
choose the alternative that presents the CORRECT order. 1.
Top-down 2. Bottom-up
( ) Graphemes are perceived as forming words, words as
forming sentences, sentences as forming paragraphs and so
on.
( ) Reading comprehension starts with the general idea of
the text.
( ) Higher order mental concepts are considered as the
knowledge and expectations of the reader.
( ) Decodification of linguistic elements is the starting
point.
( ) It is a data-driven process.
A( ) 2 1 1 2 2
B( ) 1 1 2 1 2
C( ) 2 1 2 2 1
D( ) 1 2 2 1 1
E( ) 2 2 1 2 2
136. Different learning theories have oriented
and guided different views of language learning
and teaching. Match sentences i, ii, and iii,
extracted from Johnson (2008: 44-45), to its
corresponding theoretical background. Then
choose the alternative that presents the CORRECT
order.
The following excerpt is used in questions 138 and 139.
Read it carefully.
It is the first class of the year so after the teacher takes
attendance, she introduces the method they will use study
English. She explains in Swedish. '(...) You will not speak
at first. Rather, you will just listen to me and do as I do. I
will give you a command to do something in English and
you will do the actions along with me.' LARSEN-
FREEMAN, D. Techniques and Principles in Language
Teaching. Oxford: Oxford University Press, 2000. p. 108-
109.
QUESTO 138 Which language teaching method or
approach does it correspond to?
(A) Audio-lingual.
(B) Silent way.
(C) Communicative Language Teaching.
(D) Total Physical Response.
their underlying theory of language and learning:
1. Audiolingual
2. Total Physical Response
3. The Silent Way
4. The Natural Approach
5. Communicative Language Teaching
( ) Language is seen as set of structures, in which the process
of learning a second language is the same as learning a first
language, i.e., comprehension appears before production,
usually through carrying out commands, mimes and gestures.
( ) Language is seen as a system of rule-governed structures
hierarchically arranged, and students learn through habit
formation.
( ) This approach was an attempt to develop a language
teaching proposal that incorporated naturalistic principles.
( ) Language is a system for communication. Primary
function-interaction-communication and learning should be
meaningful for the learner.
( ) In this approach, each sound in the new language is
assigned a unique color and the teacher remains mainly silent.
The CORRECT order is:
A( ) 5 1 4 2 3
B( ) 4 3 5 2 1
C( ) 4 2 1 5 3
D( ) 2 1 4 5 3
E( ) 2 1 4 3 5
141. The following extract was taken from Swan's chapter
in Richards and Renandya (2002, p. 151).
Where ____ is given too much priority the result is
predictable and well known. () Students do not learn
English: they learn ____, at the expense of other things
that matter as much or more. They know the main rules,
can pass tests, and may have the illusion that they know
the language well. However, when it comes to using
language in practice, they discover that they lack vital
elements, typically vocabulary and fluency: They can
recite irregular verbs but cannot sustain a conversation.
SWAN, M. Seven Bad Reasons for Teaching Grammar and Two
Good ones. In: RICHARDS, J. C.; RENANDYA, W. A.
Methodology in Language Teaching: an Anthology of Current
Practice. New York: Cambridge University Press, 2002. p.148-152.
Which of the following words best completes the gaps?
(A) Pronunciation (B) Vocabulary (C) Reading (D)
Grammar
QUESTO 139 Reading the passage, it is possible to
affirm that
(A) the teacher considers Swedish an easier language. than
English.
(B) the students attending the class have Swedish as their
first language.
(C) translation is the best technique to learn a foreign
language.
(D) the students learn by contrasting the structures of both
languages.
Question 140 is based on the following excerpt adapted
from Ur (1996).
In general terms, the teaching of pronunciation,
vocabulary and grammar will tend to be accuracy
oriented, which means the main focus is on the activities
that are carried out by students in a correct way. On the
other hand, in the teaching of the four skills listening,
reading, writing and speaking the emphasis falls on
fluency, i.e., on the learners' facility in receiving and
conveying messages. UR, P. A Course in Language
Teaching. Cambridge: Cambridge University Press, 1996.
p. 103. (Adapted).
QUESTO 140 Read the list of activities below and
choose the one that corresponds to accuracy.
(A) The texts are usually whole pieces of discourse (like
conversation, stories) and the tasks are meaning oriented.
(B) Students' performance is assessed on how few mistakes
are made in a determined task.
(C) Tasks often simulate real life situations and students
are asked to perform accordingly.
(D) Texts are usually used as they would be actually found:
dialogues are spoken, articles and written stories are read.
FONTICA & FONOLOGIA
According to the established rules of phonetics and
phonology of the English language, judge the items below.
142. In the pronunciation of the following words subtle,
lamb, climb and thumb, the b is always silent.
143. In the following words, the initial h is never silent:
hate, hello, honest, history.
144. The sound of the letter a in ago and in about is
unstressed and it is called a schwa.
145. The following sets of words are illustrative of
minimal pairs: toe/so, later/litter, they/day, bid/bead.
146. The pronunciation of the verbal forms attached,
disposed, needed, advanced, disturbed, and noted leads to
the conclusion that there are only three possibilities for the
edending pronunciation.
147. A shift (or change) in the stressed syllable of nouns
such as contract, defect, object, progress turns them into
verbs.
148. The pronunciation of the verb use has two different
forms in He used his pen to sign his name and in He
used to wear short trousers when he was a boy.
About the sounds of North American English and the
points of articulation, judge the following items.
149. The th in thumb and bath is classified as velar
150. The sh in shy and dish is classified as palatal.
151. The h in his and ahead is classified as alveolar
152. The b in boy and cab is classified as labiodentals
153. The g in ago and the k in wake are classified as
glottal.