To optimize the comprehension of texts in English, different reading strategies can be applied. Which strategy consists of a quick reading of the text to identify the main idea, focusing on elements such as title, subtitles, and keywords?

Writing in English requires knowledge of the characteristics of different text genres. When asking students to write a formal email to request information about a course abroad, which element is fundamental for appropriateness to this genre?

Cohesion and coherence are essential textual properties for constructing meaning. Which alternative correctly describes the function of referential cohesion elements in a text?

Lexical semantics studies word meaning. Regarding synonyms and antonyms in English, mark T for true statements and F for false ones:

(__) Synonyms are words that have identical meanings in all contexts and can be freely substituted without any change in meaning or nuance (e.g., "big" and "large").

(__) Antonyms are words that express opposite meanings (e.g., "hot" and "cold," "happy" and "sad").

(__) Many words considered synonyms actually have subtle differences in meaning, connotation, or register (formal/informal), which makes lexical choice important for communicative precision.

(__) The word "fast" can be considered both a synonym of "quick" and an antonym of "slow."

After analysis, select the alternative that presents the correct sequence, from top to bottom:

All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lin’d,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well sav’d, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans everything

1- Check your overall understanding of the text by deciding if the statements below are true (T) or false (F).
( ) The text is largely autobiographical.
( ) The text clearly makes a criticism of the government of the period.
( ) The idea of the text is that the world can be compared to a stage.
( ) The character being portrayed in the text is not a woman.
( ) Some kinds of clothes described in the text are typical of a period and of a country.
( ) The author points out the best qualities and attitudes of a person in each phase of life.
( ) The author uses comparisons to explain what humans look like and how they act in different ages of their lives.

DIAS, R.; JUCA, L.; FARIA, R. Prime: inglês para o ensino médio. São Paulo: Macmillan, 2014 (adaptado).

This textbook page brings an activity which aligns well with the Base Nacional Comum Curricular (BNCC) English language section, which emphasizes the development of students’ critical reading, interpretation, and reflection on different textual genres, including literary texts. This statement is correct because students

In the third class of this lesson plan based on Warsan Shire’s poem Home, the teacher wants to assess students’ ability to recognize and interpret figures of speech. Therefore, which of the following classroom tasks best aligns with this objective?

A high school teacher designed the lesson plan presented in the text, which consisted of a two-day sequence combining reading, discussion, group analysis, and multimodal production. Which lesson title and learning objective complete the missing information in the lesson plan?

“Oh!” cried Anne eagerly, “I hope I do justice to all that is felt by you, and by those who resemble you. God forbid that I should undervalue the warm and faithful feelings of any of my fellow-creatures! I should deserve utter contempt if I dared to suppose that true attachment and constancy were known only by woman. No, I believe you capable of everything great and good in your married lives. I believe you equal to every important exertion, and to every domestic forbearance, so long as — if I may be allowed the expression — so long as you have an object. I mean while the woman you love lives, and lives for you. All the privilege I claim for my own sex (it is not a very enviable one; you need not covet it), is that of loving longest, when existence or when hope is gone”.
AUSTEN, J. Persuasion. Phoenix Edition, 2001.

In a public high school, an English teacher uses the excerpt from Jane Austen’s Persuasion to help students recognize and analyze literary language features such as irony, tone, and figurative expressions. This pedagogical approach meets Base Nacional Comum Curricular (BNCC) standards by promoting critical literacy and interpretive skills in English language learning. What is the primary focus of the teacher’s lesson using the Persuasion excerpt?

In reference to the multilingual lyrics and cultural blending presented in Waka Waka Cymru, which of the following classroom activity reflects an inclusive and context-aware approach to teaching English varieties and global linguistic practices?

The presented lyrics mix terms in English, Welsh, and Cameroonian Fang language. In the chorus, Tsamina mina and Waka Waka are famously featured in the South Africa 2010 World Cup anthem, and Cymru is the Welsh name of the country, followed by We’re going to Qatar. This hybrid composition reflects the multilingual and multicultural nature of global football culture. Which quote from the Base Nacional Comum Curricular (BNCC) relates this idea to the concept of language use in such document?