On the use of textual genres in classrooms, analyze the statements below and mark T, iftrue, or F, if false.

( ) In Brazilian EFL classes, teaching of reading through textual genres should not be restricted to the decoding of words and structures and should involve reflection on the communicative purpose and social-discursive function of the texts. For instance, if students are asked to read an opinion piece on climate change and figure out the position of the writer, the evidence used to support their argument, and how this relates to their lives, they are engaging in critical reading. This methodology is in consonance with the theoretical statements of Kleiman (2013) and Rojo (2012), who suggest reading is a social practice and working with different text genres is key to develop students” critical stance and participation in the social debate.

( ) High School English teacher displays a job ad, asks students what it is for, how it is laid out, and who might read it. The teacher next directs students to write an ad of their own in small groups. This exercise fits in with a genre-based approach, according to Marcuschi (2008), by relating form, function, and communicative context.

( ) Reading strategies (e.g., skimming, scanning and inference) do not need to be taught when using genres since genre-based reading addresses the social function of texts but consider reading strategies as less relevant.

( ) In a 9th-grade class, students read Instagram captions and TikTok comments in English. The teacher asks them to analyze tone, abbreviations, emojis, and interactional purposes. This activity aligns with Rojo's (2012) view that digital and multimodal genres are essential for inclusive and socially relevant reading instruction.

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

Analyze the following statements about teaching reading through textual genres:

I. It allows learners to understand not only the linguistic structure but also the social purpose of texts.

II. All genres follow a rigid structure and are universally interpreted the same way across cultures.

III. Textual genres promote interaction with diverse discursive practices, supporting literacy beyond grammar.

IV. According to Marcuschi (2008), genres are socio-discursive tools that reflect the communicative practices of communities.

Which ones are correct?

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?