According to Anthony’s model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; technique is the level at which classroom procedures are described (RICHARDS and RODGERS, 2001).

Richards and Rodgers (2001) criticism concerning Anthony’s (1963) definition of approach, method and technique which resulted in the authors new model resides in:

Regarding to questioning strategies for interactive learning, there are many ways to classify what kind of questions are effective in the classroom, beginning with display questions to highly referential ones. Asking a lot of questions in classroom does not guarantee stimulation of interaction, for that reason, knowing how to apply the appropriate question in order to achieve a previous fixed objective is of great importance (BROWN, 2007).

Considering the statement above, choose the alternative that properly presents: (1) a question category (2) its explanation and (3) a correct example of it.

Read the excerpt from Anthony (1963) apud Richards and Rodgers (2001):

“…An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught… …

... Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural.

Within one approach, there can be many methods…”

Considering the excerpt and the nature of approaches and methods in English teaching, it is correct to say that:

According to BROWN (2007):

“As students work together in pairs and groups, they share information and come to each others’ aid. They are a ‘team’ whose players must work together in order to achieve goals successfully.”

Taking into consideration the above passage it is possible to state that the authors refer to

The aim of this particular model is to provide a coherent framework for the integration of the various aspects of learning, while at the same time allowing enough room for creativity and variety to florish. The model consists of four elements: input, content focus, language focus, task (HUTCHINSON and WATERS,1987).

Hutchinson and Waters (1987) present a material design model based on four elements: input, content, language and task. According to the authors, the primary focus of the unit is:

[this domain] deals with the way in which utterences are interpreted in context, and the ways in which the utterences of a particular sentence in a certain context may convey a message that is not actually expressed in the sentence and in other contexts might not have been conveyed. (HUDDLESTON and PULLUM, 2002).

The previous passage is a definition of:

Read the excert from HUTCHINSON & WATERS (1987) about the ESP origin:

“As with most developments in human activity, ESP was not a planned and coherent movement, but rather a phenomenon that grew out of a number of converging trends. These trends have operated in a variety of ways around the world, but we can identify three main reasons common to the emerge of all ESP.”

Taking into consideration HUTCHINSON & WATERS assumptions, what are the three main reasons for ESP emergence?

Não se enojem teus ouvidos

De tantas rimas em a,

Mas ouve meus juramentos,

Meus cantos, ouve, sinhá!

Te peço pelos mistérios

Da flor do maracujá!

(VARELA, F. A flor do maracujá. In: Cantos e fantasias e outros cantos. São Paulo: Martins Fontes, 2003)

O excerto do poema de Fagundes Varela utiliza-se de recurso de linguagem, especificamente no segundo verso, que se relaciona, do ponto de vista da classificação de Jakobson para as funções da linguagem, à função:

A coesão e a coerência constituem dois fatores importantes da textualidade. Quanto ao primeiro, Fávero expõe várias propostas de classificação no que diz respeito às relações que podem ser estabelecidas formalmente num texto. De sua parte, a autora propõe uma reclassificação baseada na função que os mecanismos exercem na construção do texto.

Que opção se refere à proposta de Fávero (1997) quanto à reclassificação teórica dos elementos da coesão?