Analyze the following assertions made by Brown, in Teaching by Principles, about the characteristics of communicative language teaching.

I- Language techniques are not designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

II- The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge; students are therefore encouraged to construct meaning through genuine linguistic interaction with others.

III- Students lack opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.

IV- Fluency and accuracy are seen as complementary principles underlying communicative techniques; at times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

V- Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence; goals therefore must intertwine the organizational aspects of language with the pragmatic.


It is correct only what is stated in

According to ideas developed by Brown and Abeywickrama, in Language assessment: principles and classroom practices, indicate whether each of the following statements about the advantages of standardized tests is true (T) or false (F).

( ) Readily available product. ( ) Easily administered only to small groups. ( ) Previously validated product (in many cases). ( ) Streamlined scoring and reporting procedures. ( ) As an indirect testing, it will always elicit a good sample of performance.
According to the statements, the correct sequence is:

Considering the statements presented by Lightbown and Spada, in How Languages are Learned, about the behaviourist perspective, a theory of learning that was very influential in the 1940s and 1950s, especially in the United States, analyze the following assertions.

I- The behavourists viewed imitation and practice as the primary processes in language development.

II- This theory gives great importance to the environment as the source of everything the child needs to learn.

III- Traditional behaviourists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’.

IV- Encouraged by their environment, children would continue to imitate and practice the sounds and patterns until they formed ‘habits’ of correct language use.

V- According to this view, the quality and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the in the environment, would not shape the child’s language behaviour.


It is correct only what is stated in

Associate the expressions with their respective synonyms.

EXPRESSIONS

1. Best man

2. Man of means

3. Man in the street

4. Man about town

5. Man of his word

SYNONYMS

( ) An average person.

( ) A fashionable, high-living man.

( ) A man who keeps his promises.

( ) A person who is wealthy and has substantial resources.

( ) An official supporter of the bridegroom at a wedding ceremony.

The correct sequence of this association is

Indicate whether each of the following statements presented by Jeremy Harmer, in The practice of English language teaching, about the advantages of nonnative-English-speaker teachers, is true (T) or false (F).

( ) They have often had the same experience of learning English as their students.
( ) They are frequently considerably more familiar with local customs and learning styles.
( ) On the vast majority of contexts, in countries all over the world, English is taught by non-nativeEnglish-speaker teachers.
( ) They represent a “Western culture” from which spring the ideals both of the English language and English language teaching methodology.

According to the statements, the correct sequence is:

Texts for question 60.

"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.

It is reasonable to affirm that Freire (1970) is the main author in Brazil to propose Education as a social practice. In the field of English language teaching, there are many approaches and perspectives aligned with Freire’s ideas, such as Siqueira’s (2021) way of rethinking the English teaching process in the context of 21st-century Brazil.Considering the relationship between these two authors perspectives and the quotation from the main author of African literature, it is correct to affirm:

The words wafted and sizzling could be correctly replaced by:

Analyze the following excerpt: "The laboratory implemented a new security protocol. This decision aimed to reduce chemical exposure." Following Halliday and Hasan’s theory, the bolded term functions as:

HALLIDAY, M.A.K.; HASAN, R. Cohesion in English. London: Longman, 1976.

Available in: https://www.cartoonstock.com/directory/m/marriage_misconceptions.asp?srsltid=AfmBOoo13-VO8MyPIb8Kuv7orn0VhJe8xm_l8yXx6ljoeNsbQt3DXwTh. Acess on: Jan. 15, 2026.

According to the cartoon,

Can the subaltern speak?

Gayatri Spivak

Some of the most radical criticism coming out of the West today is the result of an interested desire to conserve the subject of the West, or the West as Subject. The theory of pluralized ‘subject-effects’ gives an illusion of undermining subjective sovereignty while often providing a cover for this subject of knowledge. Although the history of Europe as Subject is narrativized by the law, political economy, and ideology of the West, this concealed Subject pretends it has ‘no geo-political determinations.’ The much-publicized critique of the sovereign subject thus actually inaugurates a Subject. I will argue for this conclusion by considering a text by two great practitioners of the critique: ‘Intellectuals and power: a conversation between Michel Foucault and Gilles Deleuze.

I have chosen this friendly exchange between two activist philosophers of history because it undoes the opposition between authoritative theoretical production and the unguarded practice of conversation, enabling one to glimpse the track of ideology. The participants in this conversation emphasize the most important contributions of French poststructuralist theory: first, that the networks of power/desire/interest are so heterogeneous, that their reduction to a coherent narrative is counterproductive – a persistent critique is needed; and second, that intellectuals must attempt to disclose and know the discourse of society’s Other. Yet the two systematically ignore the question of ideology and their own implication in intellectual and economic history.

Although one of its chief presuppositions is the critique of the sovereign subject, the conversation between Foucault and Deleuze is framed by two monolithic and anonymous subjects-in-revolution: ‘A Maoist’ (FD, p. 205) and ‘the workers’ struggle’ (FD, p. 217). Intellectuals, however, are named and differentiated; moreover, a Chinese Maoism is nowhere operative. Maoism here simply creates an aura of narrative specificity, which would be a harmless rhetorical banality were it not that the innocent appropriation of the proper name ‘Maoism’ for the eccentric phenomenon of French intellectual ‘Maoism’ and subsequent ‘New Philosophy’ symptomatically renders ‘Asia’ transparent.

Deleuze’s reference to the workers’ struggle is equally problematic; it is obviously a genuflection: ‘We are unable to touch [power] in any point of its application without finding ourselves confronted by this diffuse mass, so that we are necessarily led… to the desire to blow it up completely. Every partial revolutionary attack or defense is linked in this way to the workers’ struggle’ (FD, p. 217). The apparent banality signals a disavowal. The statement ignores the international division of labor, a gesture that often marks poststructuralist political theory. 3 The invocation of the workers’ struggle is baleful in its very innocence; it is incapable of dealing with global capitalism: the subject-production of worker and unemployed within nation-state ideologies in its Center; the increasing subtraction of the working class in the Periphery from the realization of surplus value and thus from ‘humanistic’ training in consumerism; and the large-scale presence of paracapitalist labor as well as the heterogeneous structural status of agriculture in the Periphery. Ignoring the international division of labor; rendering ‘Asia’ (and on occasion ‘Africa’) transparent (unless the subject is ostensibly the ‘Third World’); reestablishing the legal subject of socialized capital – these are problems as common to much poststructuralist as to structuralist theory. Why should such occlusions be sanctioned in precisely those intellectuals who are our best prophets of heterogeneity and the Other? [...].

Available in: https://archive.org/stream/CanTheSubalternSpeak/Can_the_subaltern_speak_djvu.txt. Acess on: Jan. 25, 2026.

Considering the sentences, regarding the highlighted (underlined) discourse marker,

I. [...] first, that the networks of power/desire/interest are so heterogeneous, that their reduction to a coherent narrative is counterproductive [...]

II. Although one of its chief presuppositions is the critique of the sovereign subject, [...]

III. [...] moreover, a Chinese Maoism is nowhere operative [...]

IV. Intellectuals, however, are named and differentiated [...]

V. Why should such occlusions be sanctioned in precisely those intellectuals who are our best prophets of heterogeneity and the Other?

it is found that only the following are correct