The English language, which is mandatory to be studied in High School (LDB, Art. 35-A, 8 4), continues to be understood as a language of global character - due to the multiplicity and variety of uses, users and functions in contemporaneity -, assuming its lingua franca role, as defined in the BNCC of Elementary Education - Final Years. (BNCC, 2017, p.485)

It is NOT correct to say that teaching English as a lingua franca involves:

In High School, the contextualization of language practices in different fields of activity allows students to explore multiple uses of the English language in digital culture, youth cultures and in studies and research, as well as broaden their perspectives in relation to their personal and professional life. Furthermore, itopens up possibilities for approaching and integrating these students with multilingual and multicultural groups in the globalized world, where the English language presents itself as a common language for interaction. (BNCC, 2017, p.485)

Judge as (T) True or (F) False the following statements about the teaching of English according to the Base Nacional Comum Curricular.

( ) Expand students” linguistic, multisemiotic and cultural repertoires, enabling the development of greater awareness and critical reflection on the functions and uses of English in contemporary societies - allowing, for example, to problematize with greater criticality the reasons why English has become a language of global use. ( ) In English learning situations, students can recognize the fluid, dynamic and particular character of this language, as well as the identity and uniqueness marks of its users, in order to expand their experiences with other ways of organizing, saying and valuing the world and building identities.

( ) Aspects such as precision, standardization, error, imitation and level of proficiency or mastery of the language are replaced by more comprehensive notions related to the discursive universe in situated practices.

( ) Students should learn to cooperate and share information and knowledge through English, as well as act and take critical stances in society, locally and globally.

( ) Learningin English will allow students to use this language to deepen their understanding of the world they live in, explore new research perspectives and obtain information, expose ideas and values, argue, deal with conflicts of opinion and criticism, among other actions. In this way, they expand their discursive and reflection capacity in different areas of knowledge.

Choose the CORRECT sequence.

According to Jesus (2016), in the past decade, the issue of difference has been addressed from various theoretical perspectives (COPE; KALANTZIS, 2000; MONTE MÓR, 2008; MENEZES DE SOUSA; ANDREOTTI, 2008), which clearly demonstrates the need to question and understand our social lives in a supposedly globalized world. English Language Training (ELT) research has shown that the English language classroom has become a rich scenario to develop studies which focus on critical education and which reassess language teaching practices and curricula in a way that they are more responsive to diversity. [...] Therefore, there are mandatory subjects in teacher education undergraduate courses. Despite the advancement of such policies, ELT teachers' pre-service courses continue to produce curricula based on the four traditional communicative skills (reading, writing, speaking, and listening) and on well-defined grammar sequences. This type of curriculum maintains a linear view of learning, avoiding the complexity of the issue of diversity in ELT contexts. (JESUS, 2016).

Choose the statement that DOES NOT represent the conception that Jesus (2016) argues for in the teaching about differences in English classes.

According to the Orientações Curriculares de Mato Grosso (2012, p. 86), foreign languages need a change in their teaching approach to function as a discipline in the same way they exist naturally. This involves restoring the basic objectives of foreign languages in contemporaneity.

Judge as (T) True or (F) False the statements below about the aims of foreign language teaching in the Orientações Curriculares de Mato Grosso.

I - To teach the language based on its practical use in speaking and writing, aiming to achieve a level of proficiency that enables the interaction with individuals that have this language as a mother tongue.

Il - Provide no access to oral and/or written production aimed at speakers of the speech community where the foreign language is learned.

Il- Achieve successful interaction with people with a different mother tongue through the foreign language that has been studied.

IV - Establish a relativistic stance on what is naturally considered unique: language, culture, values, and personal behaviors, contributing to a critical formation.

V- Rethink and reinforce knowledge of the mother tongue.

Choose the alternative that presents all TRUE statements.

Regarding the “Orientações Curriculares para o Ensino Médio” (Brazil, 2008), select the alternative that DOES NOT match the objectives of the document.

The Orientações Curriculares for a foreign language aim to:

To think about meaningful learning, it is necessary to consider the reasons why it is important to know one or more foreign languages. If instead of thinking only about linguistic skills, we think about competences to be mastered, perhaps it will be possible to establish reasons that actually justify this learning. In this way, a communicative competence will only be achieved if, in a language course, other competences that comprise communicative activity are developed. (PCNs, 2008, p. 150)

The text brings the discussion presented in PCNs (2008, p.150) about some skills that should be developed for achieving the competence necessary for high school students. Match the skills related to each competence.

Competences:

(1) Representation and communication

(2) Investigation and understanding

(3) Sociocultural contextualization

Skills:

( ) Choosing an appropriate register to the situation in which the communication takes place and the word that best reflects the idea one intends to communicate.

( ) Understanding how certain expressions can be interpreted due to social and/or cultural aspects.

( ) Analyzing the expressive resources of verbal language according to the production/reception conditions.

( ) Knowing how to distinguish between linguistic variants; understanding how statements reflect the way of being, thinking, acting and feeling of those who produce them.

( ) Using cohesion and coherence mechanisms in oral and/or written productions; using verbal and non-verbal strategies to compensate for failures, promote effective communication and achieve the desired effect in production situations and reading.

( ) Knowing and using modern foreign languages as a tool for accessing information and other cultures and social groups.

Choose the CORRECT sequence.

For many decades the predominant method of language instruction was the grammar-translation method. This method is rooted in the teaching of the nineteenth century and was widely used for the first half (in some parts of the world even longer) of the last century to teach modern foreign languages (Richards and Rodgers 2001). [...] The Grammar-translation Method was not without its opponents, and the demand for oral proficiency led to several counter and parallel movements that laid the foundation for the development of new ways of teaching, as we still know them today. One such method is the Direct Method, sometimes also referred to as the Berlitz Method as it was widely used in Berlitz schools. Some reformers of the nineteenth century (e.g., Gouin and Sauveur) believed that languages should be taught in a natural way, that is, how children learn language. As Richards and Rodgers (2001) point out, believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner's native language if meaning was conveyed directly through demonstration and action (p. 11). For this reason, they also strongly promoted the spontaneous use of language.

According to the text, choose a procedure that WAS NOT used in the Direct Method.

ESP in Brazil appeared in the late 1970s as a reaction to a need. As indicated by Celani et al. (1988) and Celani (2005), many factors contributed to the need for a center of excellence in ESP equipped to offer advice, resources and teacher education for Brazilian universities. It also focuses on some myths that originated from the very nature of the needs identified in this Project. (RAMOS, 2008)

According to Ramos (2008), choose the sentence that IS NOT a myth about ESP:

The history of teaching and learning English for Specific Purposes (ESP) in Brazil started in the 1970s and has spread in the country throughout the Brazilian National ESP Project, which stands as a signpost for the tenets of the approach adopted. It is possible to identify some of the legacies of this Project in the way ESP has been developed in the country or what Celani (2005, p.17) called “a specifically Brazilian approach to ESP”. (RAMOS, 2008)

Judge the sentences about the legacy of ESP in Brazil as (T) True or (F) False:

( ) It relates to the weight given to the knowledge teachers and students brought to the classroom that generated a crucial change in their roles: teacher and students became co-collaborators, responsible for their own development. As a consequence, this view also came to affect, in succeeding years, how the roles of teacher and learners are to be understood in English teaching and learning in general.

( ) It relates to the use of Portuguese as the classroom language. At that time this use was considered heretical by most teachers. Today it has become a well-established procedure applied in the classroom by both ESP teachers and many General English teachers.

( ) It provided conditions to optimize the teaching and learning of reading in a foreign language for students who needed to develop such a skill not only in English but also in Portuguese, as it was found afterwards. For this reason, the methodology developed by the Project brought as a contribution to English teaching and learning a course in which using authentic texts is organized to proceed from general comprehension to detailed comprehension.

( ) After almost thirty years, it is still the preferred reading course throughout the country. A proof of this is that now such “ESP” courses are seen in many current textbooks lately published in Brazil. Besides, some of the sample materials compiled in the Resource Packages are still used due to the evident usefulness they offer to the teacher who wants to argue in favor of strategies as a preliminary requirement for the teaching of reading. In this case, thus, it is not restricted to the area of ESP but English teaching and learning in general.

( ) Another merit of the Project was materials production. At the time when materials used in the classroom meant a textbook, and a textbook that generally emphasized vocabulary (or specific vocabulary), decontextualized sentences and sometimes non-authentic texts, it seems quite a victory to change from this perspective to a strategy-skill based one. This perspective guided the production of materials and the participating teachers were better prepared to produce their own materials. If it was not the case, they had to learn how to evaluate and adapt materials in order to customize them to their specific group of students.

Choose the CORRECT sequence.

In the fragment of paragraph 7 “Lawmakers should amend the law to establish comprehensive child data protection rules”, the word should indicates a(n)