Analyze the following statementes about teaching tense and time in Brazilian EFL classrooms:

I. Brazilian learners tend to confuse the present perfect with the simple past because of Li interference.

II. Explicit instruction on tense/time distinction is unnecessary because learners acquire it naturally.

III. Emphasizing communicative contexts helps learners understand tense use more effectively.

IV. Aspectual distinctions are essential for explaining English verb usage.

Which ones are correct?

In a classroom situation, the teacher highlights the sentence: “Before the CEO arrived, the staff had prepared the conference room meticulously.” The teacher asks: “Who does “the staff" refer to in relation to “the CEO””. Which teaching approach best supports students' comprehension of these references?

A teacher asks students to analyze the following text excerpt:

“The project was delayed. Nevertheless, the team worked hard to meet the deadline.”

What does the discourse marker “nevertheless” indicate in this context?

According to Kleiman (2013), when teaching reading in public schools, it is essential to:

I. Consider the social function of the text.

II. Avoid multimodal and digital texts, which distract students.

III. Enable students to construct meaning through interaction with the text.

IV. Work only with international testing formats like TOEFL or IELTS.

Which ones are correct”?

Kleiman (2013) conceives reading as a socially situated practice that enables students to interact critically with texts, emphasizing the construction of meaning rather than the passive extraction of information. Rojo (2012) reinforces the idea that reading in schools should be tied to students” social realities, allowing them to reflect on discourses, question power relations, and participate actively in society. Both advocate for multiliteracies and discursive diversity in educational contexts. Which of the following EFL classroom practices best aligns with Kleiman (2013) and Rojo's (2012) views on reading as a socially situated and critical practice?

According to Dudley-Evans and St John (1998), the role of the ESP teacher is extremely varied. In addition to being a language instructor, the ESP teacher should also act as:

I. Course designer and materials provider.

II. Needs analyst.

III. Content expert in the learners' field.

IV. Collaborator with subject specialists.

Which ones are correct?

Which of the following statements about ESP is NOT correct?

What is a core concept in Jenkins” (2000) Lingua Franca Core?

At a Brazilian public school, Ms. Letícia, who teaches English as a foreign language to a roomful of second-year of High School students, is planning a listening class. The aim is to develop listening comprehension and metacognitive listening strategies with authentic audio materials of teenage life in different countries. Analyze the statements below about the relation of teaching listening to teens and young adults, and mark T, if true, or F, if false.

( ) Metacognitive training in listening is proved not to influence the development of independent learning in adolescent learners (Vandergrift & Goh, 2012).

( ) According to Richards (2008), bottom-up listening skills prove to be more advantageous to teenage learners than top-down listening skills in genuine real communication contexts.

( ) In the research, Gilakjani and Sabouri (2016) revealed that one of the most common problems that stand in the way of listening comprehension for EFL learners is not understanding spoken reduced forms and connected speech.

( ) Field (2008) claims that there is little value in young adult learners practicing listening with authentic material to achieve listening fluency.

( ) Nation and Newton (2009) strongly believe that adolescents at the intermediate level must be regularly exposed to meaning-focused input types as an aspect of listening instruction.

( ) In Brown (2011), teaching listening to teenagers should center largely on assessing understanding rather than providing them with a range of strategies.

( ) According to Siegel (2018), explicit instruction of strategies of listening has achieved little success with adolescent EFL learners.

( ) Rost (2016) emphasizes motivation and affective engagement are paramount key elements when creating listening tasks for young adults.

The correct order of filling in the parentheses, from top to bottom, is:

According to Celani and Gouveia (2006), which of the following statements about teaching speaking to young learners in Brazil is INCORRECT?