“Reading comprehension strategies are intentional plans and procedures that proficient readers apply to comprehend the text (MAINE, 2013). Readers should equip themselves with multiple reading strategies to comprehend a text effectively (SOHAIL, 2016). The complexity of the reading process is often associated with grasping the intended meaning of the text (YAPP et al., 2021). In addition, the process often involves “internal thinking” (PARIS & FLUKES, 2005). Reading strategies are thus employed by the readers who deliberately attempt to monitor and alter their initiatives in decoding the text, comprehending words, and understanding the meaning of the text (AFFLERBACH et al., 2008, apud PERTANIKA, 2022).
After reading the extract from Pertanika J. (2022) about reading, choose the CORRECT item that best summarizes the main ideas about reading strategies.

[…] information technology is an indivisible part of education in the twenty-first century. When used correctly in the classroom, technology can allow students to experience situations and circumstances that the students of 20 years ago could only dream about. Through technology, books and figures can suddenly become alive and applicable to the real world. In addition, information technology provides an even greater avenue for interaction between teacher and students. At the English lessons different videos, exercises, games, listening drills may be done. Information technology makes learning English available to a wider range of learners as well. (RODINADZE, & ZARBAZOIA, 2012, p. 274)
According to Rodinadze, S., & Zarbazoia, K., 2012, judge the items below as (T) True or (F) False regarding the ADVANTAGES of information technology in teaching the English language.
I. Information technology helps students as well as teachers in studying the course material easily because of fast access. Studying the subjects with the help of online libraries and dictionaries has made grasping and increasing knowledge easy for the students.
II. Information technology may facilitate learning or serve as the actual educational structure allowing learning to occur. It benefits both traditional education institutions and online educational models in fundamental ways. For example, multimedia presentations, knowledge-management softwares, apps, mobile devices such as tablets, personal digital assistants (PDAs), lap tops, video conferencing, cloud computing, and collaborative document editing are notable information technology services benefiting education that can provide teachers with an endless choice to create more exciting and interactive lessons.
III. Students and educators utilizing cloud computing to store their homework can also modify the documents access settings to allow multiple editors and contributors to participate in an assignment. This empowers educators to design work assignments for teams of students working together and, in so doing, cultivate a teamwork ethos preparing them for the workplace. Now information technology has made it easy to study as well as teach in groups or in clusters. At the English lessons with online resources they can be united together to do the desired task.
IV. Teachers can enter grades and assignment updates online, rather than in a paper grade-book. Libraries with a digital database in place of a traditional card catalog make their resources available for students to search anywhere with an Internet connection. Staff members can find and send transcript information and other records quickly by accessing a digital filing system, saving time and paper.
V. Information and communication technology opens the doors for better distance learning programs, allowing those in disadvantaged areas to have access to the same education as the privileged. Because this technology makes information accessible from nearly any location with a mobile device or laptop, courses can be more flexible; meaning those with full schedules who may not have the time or opportunity to further their education can choose to enroll in courses online and complete assignments on their own time.
VI. Interactive audio and video allow real time communication using phones and computers at the English lessons. Voice over Internet Protocol enables a person's voice to be transmitted through an Internet connection. Voice and multimedia presentations can also be delivered to a dispersed class with questions and answers taking place in real time.
Choose the CORRECT sequence.

“The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. […] The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners”. (FIORITO, 2005) Disponível em: https://www.usingenglish.com/ teachers/articles/teaching-english-for-specific-purposes-esp.html, accessed on 15th December 2022.
According to Fiorito (2005), what is INCORRECT to say about English for Specific Purposes (ESP)?

Read the quote and choose the CORRECT statement that completes the given sentence.

“Throughout this paper I have been arguing that we have to go further than finding ways of improving techniques to create “real life” situations in the classroom. Teachers as decision-makers and agents need to consider the identities that are being (re)constructed by their pedagogical practices and choices. Considering that those identities are being shaped anyway, it is important that teachers become aware of the effects of their actions. One of the possible identities is that of a global citizen: not someone who knows many languages but someone who deals with the conflicts inherent in communicative events made possible by a language that has acquired a global dimension” (GIMENEZ, 2007, p. 27).

According to Gimenez, globalization and the spread of English around the world have posed new challenges to language teachers because:

Rose, D. & Martin, J. (2012) have contributed to what is known as a genre approach to literacy development. According to them, genres are generic categories of written forms. The term is commonly used in literary circles to refer to the major genres of poetry, prose and drama. In relation to literacy studies, genres are broadened substantially, so as to include such generic forms as narratives, descriptions, information reports and procedural texts.
According to the authors, it is CORRECT to point that:

The OCEM were published in 2006 for improving teacher’s practice in the classroom. They bring some examples of activities that teachers should put into practice in the classroom for achieving their aims concerning reading, writing and speaking (OCEM, 2006, p. 87).
Judge the items below as (T) True or (F) False about the aims of OCEM (2006).
I. To reflect on the educational function of teaching foreign languages in high school and to emphasize their importance in the curriculum;
II. To reaffirm the notion of citizenship and discuss the practice of this notion in the foreign languages teaching context without considering globalization;
III. To discuss the problem of exclusion in the teaching context in the face of “globalizing” values and the feeling of inclusion often combined with foreign languages knowledge;
IV. To introduce theories about language and new technologies emphasizing globalization and individualism.
V. To give suggestions on the practice of teaching foreign languages through literacies, multiliteracies, multimodality and hypertext.
Choose the statement with the TRUE items.

According to the "Orientações Curriculares para o Ensino Médio" (OCEM) (2006, p. 117), there are two types of reading that can be explored by teachers in the classroom: critical reading and critical literacy. They guide students to different ways of seeing themselves and the world in this context. Choose the FALSE statement about critical literacy.

O ensino de Língua Portuguesa por meio de gêneros discursivos vem ganhando espaço em diferentes propostas curriculares para a Educação Básica no Brasil nas últimas décadas. Entre outros referenciais importantes que embasam tais propostas, destacam-se as postulações de Dolz e Schneuwly (2004, p. 7), para quem os gêneros “constituem o instrumento de mediação de toda estratégia de ensino e o material de trabalho, necessário e inesgotável, para o ensino da textualidade.”
Uma proposta de ensino de Língua Portuguesa por meio de gêneros discursivos está epistemológica e metodologicamente mais alinhada com qual concepção de linguagem?

Segundo Luft (2008, p. 5, adaptado), “em sentido restrito, e mais habitual, regência é a subordinação especial de complementos às palavras que os preveem na sua significação. Assim, ‘cúmplice’, na sua significação, implica ‘co-autoria’ ou ‘envolvimento’ e ‘ato (negativo)’: em ‘cúmplice/com marginais/num crime’, o (nome) adjetivo ‘cúmplice’ rege dois complementos nominais, ‘com marginais’ e ‘num crime’; é um caso de regência nominal. ‘Pôr’, na sua significação, implica ‘objeto (a movimentar)’ e ‘lugar-meta’: em ‘pôr/o livro/na estante’, o verbo ‘pôr’ rege dois complementos verbais, ‘o livro’ e ‘na estante’; é um caso de regência verbal. (...) Outros nomes e verbos dispensam complemento(s): ‘casa’, ‘corpo’, ‘mesa’, ‘rosa’...; ‘azul’, ‘eterno’, ‘moreno’...; ‘bocejar’, ‘chover’, ‘dormir’, ‘morrer’... Regência em sentido restrito é, pois, a necessidade ou desnecessidade de complementação implicada pela significação de nomes (substantivos, adjetivos, advérbios) e verbos. No terreno que aqui interessa, esse necessitar ou prescindir, o verbo, de elementos nominais para completar uma estrutura significativa é o que se chama regência verbal”.
Conforme a definição acima, qual das preposições destacadas nas frases abaixo NÃO é exigida pelo fenômeno de regência?

Segundo Lucchesi (2015, p. 176), “o grau de diferenciação morfofonológica entre a forma da terceira pessoa do plural e a forma da terceira pessoa do singular tem-se mostrado um fator determinante no emprego da regra de concordância verbal no português brasileiro (...). O princípio básico é o de que, quanto maior for a diferença morfofonológica entre a forma marcada e a forma não marcada, maior será a probabilidade de o falante fazer a concordância verbal”.
De acordo com a afirmação acima, em qual dos contextos abaixo haveria MENOR probabilidade de um falante fazer a concordância verbal conforme postula a norma padrão para o registro escrito?