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.

Sobre a BNCC, considere:

I) A área de Linguagens, no Ensino Fundamental, está centrada no conhecimento, na compreensão, na exploração, na análise e na utilização das diferentes linguagens (visuais, sonoras, verbais, corporais).

Il) No Ensino Médio, o foco da área de Linguagens e suas Tecnologias está na ampliação da autonomia, do protagonismo e da autoria nas práticas de diferentes linguagens; na identificação e na crítica aos diferentes usos das linguagens, explicitando seu poder no estabelecimento de relações; na apreciação e na participação em diversas manifestações artísticas e culturais; e também no uso criativo das diversas mídias.

Ill) A BNCC na área de Linguagens e suas Tecnologias no Ensino Médio prioriza cinco campos de atuação social. São eles: o campo das práticas de estudo e pesquisa; o campo de atuação na vida pública, o campo artístico, o campo jornalístico-midiático e o campo da vida pessoal.

IV) A BNCC na área de Linguagens e suas Tecnologias no Ensino Médio prioriza três campos de atuação social. São eles: o campo das práticas de estudo e pesquisa, o campo artístico e o campo jornalístico-midiático.

Assinale a alternativa CORRETA:

Leia:

A Base Nacional Comum Curricular (BNCC) é um documento de caráter normativo que define o conjunto orgânico e progressivo de aprendizagens essenciais que todos os alunos devem desenvolver ao longo das etapas e modalidades da Educação Básica, de modo a que tenham assegurados seus direitos de aprendizagem e desenvolvimento, em conformidade com o que preceitua o Plano Nacional de Educação (PNE).

BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília: MEC, 2018.

Sobre a BNCC para o ensino médio, é CORRETO afirmar que:

No que tange à incidência de crase, está CORRETO afirmar que há caso(s) obrigatório(s) de uso de crase nas linhas:

Em relação à acentuação gráfica, assinale a alternativa CORRETA quanto ao número de linhas nas quais nenhuma palavra deve ser acentuada graficamente.

Os fragmentos contidos nas opções a seguir constituem sequencialmente um texto. Assinale a opção em que o fragmento apresenta ERRO de pontuação.