Effective listening skills can enhance language learning. Consequently, teaching L2 listening effectively has become a crucial responsibility for language educators. Anna Chang (In: RENANDYA & WIDODO, 2016) outlines a theory-driven listening lesson, consisting of three stages: pre-listening, while-listening and post-listening. Connect each stage with its purposes, using the following code:

I. Pre-listening

II. While-listening

III. Post-listening

( ) Verify understanding, clear up any confusion, and consider challenges faced during listening.

( ) Engage in straightforward tasks that require minimal writing or reading.

( ) Complete tasks of various difficulty levels, focusing on different elements of the information.

( ) Define the objectives for listening exercises.

( ) Stimulate relevant prior knowledge and provide language support.

The correct association, from top to bottom, is:

In any language teaching, materials play a pivotal role in shaping the instruction. Concerning English for Specific Purposes (ESP) materials, according to Widodo (2016), mark T for True statements and F for False ones.

( ) Authenticity in ESP materials involves various factors, such as real-life users or participants, communicative and social purposes, settings, and social practices.

( ) For ESP students with low proficiency, authentic materials can be adapted based on the language and content they aim to learn. Learners can engage with shorter texts, easier vocabulary, and simpler sentence structures.

( ) To design ESP materials, teachers should include texts from different and varied vocational domains, so that students will become familiar with how to understand and produce texts in as many professional areas as possible.

The correct sequence of True and False statements, from top to botton, is

Studies on Needs Analysis have been conducted to investigate the needs of various learner groups in academic, professional, occupational, and survival contexts. In terms of teaching, needs analysis serves several distinct functions.

Which of the following is NOT a purpose of Needs Analysis?

Understanding coherence is crucial for students to produce coherent texts. Yin Cheung (In: RENANDYA & WIDODO, 2016) points out that teachers should guide students in grasping coherence, from the narrow view of sentence connection to the broader idea of linking ideas at the discourse level to create meaning for readers. About two common features of coherence, read the text that follows:

__________________ help establish relationships between different sentences, with examples including pronouns, conjunctions, repetition, superordinates and hyponyms (like animals/cats), as well as synonyms and antonyms. Another tool for enhancing coherence in writing is ________ ________________, which help readers structure, interpret, and assess information. Examples include logical connectives (e.g., therefore, but), sequencers (e.g., firstly, finally), certainty markers (e.g., certainly), among others.

The noun phrases that correctly fills in the text, from left to right, is

Lawrence Zhang (In: RENANDYA & WIDODO, 2016) examines the process of reading. Considering it, mark T for True statements and F for False ones.

( ) Top-down processing refers to understanding a text or information by starting with smaller components, such as letters, words, and sounds, and building up to a broader understanding of the meaning.

( ) Bottom-up processing involves using prior knowledge, context, and expectations to make sense of the information.

( ) Critical reading involves actively engaging with a text or media in a way that goes beyond surface-level understanding. This process involves looking for implied meanings, questioning the purpose of the author, and assessing the credibility of the arguments.

( ) The concept of reading and literacy now includes digital forms, where understanding the internet and intertextuality is crucial. Digital texts often link to additional meanings on other websites and feature multimedia elements like sounds, images, and videos.

The correct sequence of True and False statements, from top to bottom, is

Christine Goh (In: RENANDYA & WIDODO, 2016) examines three strategies that can improve the speaking abilities of L2 learners. Make the correct association between numbers and letters, relating the type of strategy and its exemplification.

1. Pre-task Planning

2. Task Repetition

3. Metacognition Enhancement

A. Teachers need to offer support and direction, both in terms of content and language, to assist learners in successfully completing a speaking task.

B. Teachers should promote self-assessment, encouraging learners to evaluate their own speaking performance and the effectiveness of the tasks.

C. Teachers should inspire learners by having them do the task in its original format again with different speaking partners.

What is the correct association between numbers and letters?

According to Christine Goh (In: RENANDYA & WIDODO, 2016), speaking activities that foster real communication among learners can be divided into three broad categories: communication-gap tasks, discussion tasks, and monologic tasks. With this idea in mind, read the following statements:

I. Communication-gap tasks can take various forms, often involving missing information or details that one student must describe, narrate, or explain to their partner.

II. In discussion tasks, learners are expected to present their ideas individually to either one listener or an audience of listeners. Students may also speak extensively on a topic without interruptions.

III. Monologic tasks are interactive activities in which learners exchange ideas, opinions, or information on a particular topic, typically in a pair setting. When a consensus is required, students should also negotiate with one another.

IV. Monologic tasks may be done in small groups, but presenting them to the entire class is preferable, as it lowers speaker anxiety and allows peers to ask questions and offer feedback in a more spontaneous manner.

The INCORRECT affirmatives are only

According to Leffa (2016), there are different strategies to increase both the student's cognitive and affective investment in intentional vocabulary learning in L2. With this in mind, mark T for True statements and F for False ones.

( ) Students should learn new words within a meaningful context. The subjects in the student's curriculum can represent the ideal context for lexical development, making learning more authentic and communicative.

( ) There are words that are more frequent and others that will rarely be encountered by students. Considering the ease with which the most frequent terms can be identified, priority should be given to teaching and analyzing less frequent words.

( ) Regarding retention strategies, the most pertinent proposals involve a conscious effort to retain both the form and content of the word.

The correct sequence of True and False statements, from top to bottom, is

Leffa (2016) proposes analyzing the lexical development process through three dimensions, namely quantity, depth and productivity.

Regarding these three dimensions, associate the items, using the following code:

I. Quantity

II. Depth

III. Productivity

( ) Considers the evolution that goes from superficial knowledge to complex knowledge of the word.

( ) Considers lexical development along a continuum of words known by the learner.

( ) Considers the ability to establish paradigmatic, syntagmatic and collocational relationships.

( ) Considers the opposition between receptive knowledge and active knowledge of the lexicon

The correct association, from top to bottom, is

The vowel system, the consonant system, and the syllabic and accentual patterns of the English language present differences and similarities in relation to those of the Portuguese language (ALVES et al., 2020). With this in mind, mark T for True statements and F for False ones.

( ) There are more vowels in the Portuguese language compared to the English language.

( ) Regarding the consonants of the English language, there is phonetic variability depending on the syllabic position occupied by such segments within the word.

( ) The stress is distinctive in both English and Portuguese. In both languages, it can be used to differentiate verbs from nouns, for example.

( ) In the English language, words can be stressed on any syllable, unlike Portuguese, where words are stressed on one of the last three syllables.

The correct sequence of True and False statements, from top to bottom, is