INSTRUCTIONS: Read the following text and then answer the questions or complete the sentences presented in questions 37 to 40.

Everyone had their own job to do on the Ryans’ farm in Stoneybridge. The boys helped their father in the fields, mending fences, bringing the cows back to be milked, digging drills of potatoes; Mary fed the calves, Kathleen baked the bread, and Geraldine did the hens.

Not that they ever called her Geraldine – she was “Chicky” as far back as anyone could remember. A serious little girl pouring out meal for the baby chickens or collecting the fresh eggs each day, always saying, “Chuck, chuck, chuck,” soothingly into the feathers as she worked. Chicky had names for all the hens, and no one could tell her when one had been taken to provide a Sunday lunch. They always pretended it was a shop chicken, but Chicky always knew.

Chicky watched as Kathleen went off to train to be a nurse in a big hospital in Wales, and then Mary got a job in an insurance office. Neither of those jobs appealed to Chicky at all, but she would have to do something. The land wouldn’t support the whole Ryan family. Two of the boys had gone to serve their time in business in big towns in the West. Only Brian would work with his father. Their parents were relieved when Chicky got a job in the knitting factory. It wasn’t a great job, but it did mean that she could stay at home.

From BINCHY , Maeve. A week in Winter. New York: Anchor Books, 2013, p.3-4. (Adapted).

INSTRUCTIONS: Read the following text and then answer the questions or complete the sentences presented in questions 37 to 40.

Everyone had their own job to do on the Ryans’ farm in Stoneybridge. The boys helped their father in the fields, mending fences, bringing the cows back to be milked, digging drills of potatoes; Mary fed the calves, Kathleen baked the bread, and Geraldine did the hens.

Not that they ever called her Geraldine – she was “Chicky” as far back as anyone could remember. A serious little girl pouring out meal for the baby chickens or collecting the fresh eggs each day, always saying, “Chuck, chuck, chuck,” soothingly into the feathers as she worked. Chicky had names for all the hens, and no one could tell her when one had been taken to provide a Sunday lunch. They always pretended it was a shop chicken, but Chicky always knew.

Chicky watched as Kathleen went off to train to be a nurse in a big hospital in Wales, and then Mary got a job in an insurance office. Neither of those jobs appealed to Chicky at all, but she would have to do something. The land wouldn’t support the whole Ryan family. Two of the boys had gone to serve their time in business in big towns in the West. Only Brian would work with his father. Their parents were relieved when Chicky got a job in the knitting factory. It wasn’t a great job, but it did mean that she could stay at home.

From BINCHY , Maeve. A week in Winter. New York: Anchor Books, 2013, p.3-4. (Adapted).

INSTRUCTIONS: Read the following text and then answer the questions or complete the sentences presented in questions 37 to 40.

Everyone had their own job to do on the Ryans’ farm in Stoneybridge. The boys helped their father in the fields, mending fences, bringing the cows back to be milked, digging drills of potatoes; Mary fed the calves, Kathleen baked the bread, and Geraldine did the hens.

Not that they ever called her Geraldine – she was “Chicky” as far back as anyone could remember. A serious little girl pouring out meal for the baby chickens or collecting the fresh eggs each day, always saying, “Chuck, chuck, chuck,” soothingly into the feathers as she worked. Chicky had names for all the hens, and no one could tell her when one had been taken to provide a Sunday lunch. They always pretended it was a shop chicken, but Chicky always knew.

Chicky watched as Kathleen went off to train to be a nurse in a big hospital in Wales, and then Mary got a job in an insurance office. Neither of those jobs appealed to Chicky at all, but she would have to do something. The land wouldn’t support the whole Ryan family. Two of the boys had gone to serve their time in business in big towns in the West. Only Brian would work with his father. Their parents were relieved when Chicky got a job in the knitting factory. It wasn’t a great job, but it did mean that she could stay at home.

From BINCHY , Maeve. A week in Winter. New York: Anchor Books, 2013, p.3-4. (Adapted).

INSTRUCTIONS: Read the following text and then answer the questions or complete the sentences presented in questions 37 to 40.

Everyone had their own job to do on the Ryans’ farm in Stoneybridge. The boys helped their father in the fields, mending fences, bringing the cows back to be milked, digging drills of potatoes; Mary fed the calves, Kathleen baked the bread, and Geraldine did the hens.

Not that they ever called her Geraldine – she was “Chicky” as far back as anyone could remember. A serious little girl pouring out meal for the baby chickens or collecting the fresh eggs each day, always saying, “Chuck, chuck, chuck,” soothingly into the feathers as she worked. Chicky had names for all the hens, and no one could tell her when one had been taken to provide a Sunday lunch. They always pretended it was a shop chicken, but Chicky always knew.

Chicky watched as Kathleen went off to train to be a nurse in a big hospital in Wales, and then Mary got a job in an insurance office. Neither of those jobs appealed to Chicky at all, but she would have to do something. The land wouldn’t support the whole Ryan family. Two of the boys had gone to serve their time in business in big towns in the West. Only Brian would work with his father. Their parents were relieved when Chicky got a job in the knitting factory. It wasn’t a great job, but it did mean that she could stay at home.

From BINCHY , Maeve. A week in Winter. New York: Anchor Books, 2013, p.3-4. (Adapted).

Language: Concepts and Precepts

INTRODUCTION “A definition of language,” observed the British cultural critic, Raymond Williams, “is always, implicitly or explicitly, a definition of human beings in the world” (1977, p. 21). That is because language permeates every aspect of human experience, and creates as well as reflects images of that experience. It is almost impossible to imagine human life without it. And yet, we seldom think about it. We are oblivious of its ubiquitous presence in and around us, just as the fish is (or, is it?) unmindful of the water it is submerged in. Even those who systematically study language have not fully figured out what it is. A case in point: After brilliantly synthesizing both Western and non-Western visions of language developed through the ages, the leading French linguist and psychoanalyst, Julia Kristeva (1989, p. 329) ends her erudite book on language with the humbling phrase: “that still unknown object—language.” Without delving deep into that still unknown object, I briefly outline in this chapter my understanding of how theoretical linguists have attempted to decipher the fundamental concepts of language and how applied linguists have tried to turn some of those theoretical concepts into applicable pedagogic precepts.

From: KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. Londres: Lawrence Erlbaum Associates, 2006.

Available at: https://livelongday.files.wordpress.com/2011/08/ kumaraposmethod.pdf Acess: 17 de may de 2022.

Language Learning Strategies

Strategies in language learning, or the steps that one takes to learn a language, are very important in ultimate language performance. It is defined as “specific actions, behaviors, steps, or techniques — such as seeking out conversation partners or giving oneself encouragement to tackle a difficult language task — used by students to enhance their own learning”. There are six strategies that learners use when learning a language. The strategies include:

1. Memory; 2. Cognitive; 3. Comprehension; 4. Metacognitive; 5. Affective; 6. Social.

Let’s examine some of them:

Memory strategy

People who adopt the memory strategy depend on their memorizing ability. They find ways to remember better to aid in entering information into long-term memory, by creating a word-meaning map in their brain (mental linkages), and then being able to retrieve that information. Adopting this strategy will allow the learning and retrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the keyword method), body movement (e.g., total physical response), mechanical means (e.g., flashcards), or location (e.g., on a page or blackboard).

Things they do: Do a lot of exercises on English grammar. Create a word bank from your reading materials or TV shows and memorize the meaning of the words and try to use them.

Cognitive strategy

People who adopt the cognitive strategy tend to analyse and reason. They form internal mental codes and revise them to receive and produce the message in the target language. Adopting this strategy will enable you to internalize the language in direct ways such as through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, practicing in naturalistic settings, and practicing structures and sounds formally.

Comprehension strategy

People who adopt the comprehension strategy find themselves guessing unknown words when listening and reading. They also try to replace words they do not know with longer phrases or other words that they know when speaking and writing to overcome gaps in knowledge.

Things they do: Try to guess the meaning of words they don’t know. Try to understand the meaning through looking at the word in context. Guess the meaning of some words by reading the whole passage. Try to look for cues or nonverbal signs when in conversation.

Metacognitive strategy

People who adopt the metacognitive strategy plan, arrange, focus, evaluate on their own learning process. They identify and monitor their own learning style preferences and needs, such as gathering and organizing L2 materials, arranging a study space and a schedule for L2 revision and learning, monitoring mistakes made in L2, and evaluating task success, and evaluating the success of any type of learning strategy.

Things they do: Observe how the SL teacher speaks in the SL. Observe how they themselves speak in the SL. Practice speaking in SL in front of the mirror. Crosscheck with Google to find out if their pronunciation is correct, and correct it. Doing crossword puzzles and play word games like scrabble. Take note of how other people communicate in SL, especially natives.

Social/Affective strategy

People who adopt the social/affective strategy control their feelings, motivations and attitudes when in social situations such as asking questions, communicating with others, facilitate conversation and interaction.

Things they do: They encourage themselves to speak in SL even when they are afraid of making a mistake. They reward themselves for good performance. They remind themselves that it is okay to make mistakes. They tell themselves to be confident and not be afraid to make mistakes. They try to speak in SL to others. They ask for clarifications of a confusing point of the L2, or when communicating. They ask people to correct their speech when communicating.

Available at: https://blogs.ntu.edu.sg/hss-second-language-

acquisition/wiki/chapter-17/ Acess: 17 de may de 2022.

(Adapted).

Language Learning Strategies

Strategies in language learning, or the steps that one takes to learn a language, are very important in ultimate language performance. It is defined as “specific actions, behaviors, steps, or techniques — such as seeking out conversation partners or giving oneself encouragement to tackle a difficult language task — used by students to enhance their own learning”. There are six strategies that learners use when learning a language. The strategies include:

1. Memory; 2. Cognitive; 3. Comprehension; 4. Metacognitive; 5. Affective; 6. Social.

Let’s examine some of them:

Memory strategy

People who adopt the memory strategy depend on their memorizing ability. They find ways to remember better to aid in entering information into long-term memory, by creating a word-meaning map in their brain (mental linkages), and then being able to retrieve that information. Adopting this strategy will allow the learning and retrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the keyword method), body movement (e.g., total physical response), mechanical means (e.g., flashcards), or location (e.g., on a page or blackboard).

Things they do: Do a lot of exercises on English grammar. Create a word bank from your reading materials or TV shows and memorize the meaning of the words and try to use them.

Cognitive strategy

People who adopt the cognitive strategy tend to analyse and reason. They form internal mental codes and revise them to receive and produce the message in the target language. Adopting this strategy will enable you to internalize the language in direct ways such as through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, practicing in naturalistic settings, and practicing structures and sounds formally.

Comprehension strategy

People who adopt the comprehension strategy find themselves guessing unknown words when listening and reading. They also try to replace words they do not know with longer phrases or other words that they know when speaking and writing to overcome gaps in knowledge.

Things they do: Try to guess the meaning of words they don’t know. Try to understand the meaning through looking at the word in context. Guess the meaning of some words by reading the whole passage. Try to look for cues or nonverbal signs when in conversation.

Metacognitive strategy

People who adopt the metacognitive strategy plan, arrange, focus, evaluate on their own learning process. They identify and monitor their own learning style preferences and needs, such as gathering and organizing L2 materials, arranging a study space and a schedule for L2 revision and learning, monitoring mistakes made in L2, and evaluating task success, and evaluating the success of any type of learning strategy.

Things they do: Observe how the SL teacher speaks in the SL. Observe how they themselves speak in the SL. Practice speaking in SL in front of the mirror. Crosscheck with Google to find out if their pronunciation is correct, and correct it. Doing crossword puzzles and play word games like scrabble. Take note of how other people communicate in SL, especially natives.

Social/Affective strategy

People who adopt the social/affective strategy control their feelings, motivations and attitudes when in social situations such as asking questions, communicating with others, facilitate conversation and interaction.

Things they do: They encourage themselves to speak in SL even when they are afraid of making a mistake. They reward themselves for good performance. They remind themselves that it is okay to make mistakes. They tell themselves to be confident and not be afraid to make mistakes. They try to speak in SL to others. They ask for clarifications of a confusing point of the L2, or when communicating. They ask people to correct their speech when communicating.

Available at: https://blogs.ntu.edu.sg/hss-second-language-

acquisition/wiki/chapter-17/ Acess: 17 de may de 2022.

(Adapted).

INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after questions 33, 34 and 35.

Language Learning Strategies

Strategies in language learning, or the steps that one takes to learn a language, are very important in ultimate language performance. It is defined as “specific actions, behaviors, steps, or techniques — such as seeking out conversation partners or giving oneself encouragement to tackle a difficult language task — used by students to enhance their own learning”. There are six strategies that learners use when learning a language. The strategies include:

1. Memory; 2. Cognitive; 3. Comprehension; 4. Metacognitive; 5. Affective; 6. Social.

Let’s examine some of them:

Memory strategy

People who adopt the memory strategy depend on their memorizing ability. They find ways to remember better to aid in entering information into long-term memory, by creating a word-meaning map in their brain (mental linkages), and then' being able to retrieve that information. Adopting this strategy will allow the learning and retrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the keyword method), body movement (e.g., total physical response), mechanical means (e.g., flashcards), or location (e.g., on a page or blackboard).

Things they do: Do a lot of exercises on English grammar. Create a word bank from your reading materials or TV shows and memorize the meaning of the words and try to use them.

Cognitive strategy

People who adopt the cognitive strategy tend to analyse and reason. They form internal mental codes and revise them to receive and produce the message in the target language. Adopting this strategy will enable you to internalize the language in direct ways such as through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, practicing in naturalistic settings, and practicing structures and sounds formally.

Comprehension strategy

People who adopt the comprehension strategy find themselves guessing unknown words when listening and reading. They also try to replace words they do not know with longer phrases or other words that they know when speaking and writing to overcome gaps in knowledge.

Things they do: Try to guess the meaning of words they don’t know. Try to understand the meaning through looking at the word in context. Guess the meaning of some words by reading the whole passage. Try to look for cues or nonverbal signs when in conversation.

Metacognitive strategy

People who adopt the metacognitive strategy plan, arrange, focus, evaluate on their own learning process. They identify and monitor their own learning style preferences and needs, such as gathering and organizing L2 materials, arranging a study space and a schedule for L2 revision and learning, monitoring mistakes made in L2, and evaluating task success, and evaluating the success of any type of learning strategy.

Things they do: Observe how the SL teacher speaks in the SL. Observe how they themselves speak in the SL. Practice speaking in SL in front of the mirror. Crosscheck with Google to find out if their pronunciation is correct, and correct it. Doing crossword puzzles and play word games like scrabble. Take note of how other people communicate in SL, especially natives.

Social/Affective strategy

People who adopt the social/affective strategy control their feelings, motivations and attitudes when in social situations such as asking questions, communicating with others, facilitate conversation and interaction.

Things they do: They encourage themselves to speak in SL even when they are afraid of making a mistake. They reward themselves for good performance. They remind themselves that it is okay to make mistakes. They tell themselves to be confident and not be afraid to make mistakes. They try to speak in SL to others. They ask for clarifications of a confusing point of the L2, or when communicating. They ask people to correct their speech when communicating.

Available at: https://blogs.ntu.edu.sg/hss-second-languageacquisition/wiki/chapter-17/ Acess: 17 de may de 2022. (Adapted).

INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after questions 33, 34 and 35.

Language Learning Strategies

Strategies in language learning, or the steps that one takes to learn a language, are very important in ultimate language performance. It is defined as “specific actions, behaviors, steps, or techniques — such as seeking out conversation partners or giving oneself encouragement to tackle a difficult language task — used by students to enhance their own learning”. There are six strategies that learners use when learning a language. The strategies include:

1. Memory; 2. Cognitive; 3. Comprehension; 4. Metacognitive; 5. Affective; 6. Social.

Let’s examine some of them:

Memory strategy

People who adopt the memory strategy depend on their memorizing ability. They find ways to remember better to aid in entering information into long-term memory, by creating a word-meaning map in their brain (mental linkages), and then' being able to retrieve that information. Adopting this strategy will allow the learning and retrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the keyword method), body movement (e.g., total physical response), mechanical means (e.g., flashcards), or location (e.g., on a page or blackboard).

Things they do: Do a lot of exercises on English grammar. Create a word bank from your reading materials or TV shows and memorize the meaning of the words and try to use them.

Cognitive strategy

People who adopt the cognitive strategy tend to analyse and reason. They form internal mental codes and revise them to receive and produce the message in the target language. Adopting this strategy will enable you to internalize the language in direct ways such as through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, practicing in naturalistic settings, and practicing structures and sounds formally.

Comprehension strategy

People who adopt the comprehension strategy find themselves guessing unknown words when listening and reading. They also try to replace words they do not know with longer phrases or other words that they know when speaking and writing to overcome gaps in knowledge.

Things they do: Try to guess the meaning of words they don’t know. Try to understand the meaning through looking at the word in context. Guess the meaning of some words by reading the whole passage. Try to look for cues or nonverbal signs when in conversation.

Metacognitive strategy

People who adopt the metacognitive strategy plan, arrange, focus, evaluate on their own learning process. They identify and monitor their own learning style preferences and needs, such as gathering and organizing L2 materials, arranging a study space and a schedule for L2 revision and learning, monitoring mistakes made in L2, and evaluating task success, and evaluating the success of any type of learning strategy.

Things they do: Observe how the SL teacher speaks in the SL. Observe how they themselves speak in the SL. Practice speaking in SL in front of the mirror. Crosscheck with Google to find out if their pronunciation is correct, and correct it. Doing crossword puzzles and play word games like scrabble. Take note of how other people communicate in SL, especially natives.

Social/Affective strategy

People who adopt the social/affective strategy control their feelings, motivations and attitudes when in social situations such as asking questions, communicating with others, facilitate conversation and interaction.

Things they do: They encourage themselves to speak in SL even when they are afraid of making a mistake. They reward themselves for good performance. They remind themselves that it is okay to make mistakes. They tell themselves to be confident and not be afraid to make mistakes. They try to speak in SL to others. They ask for clarifications of a confusing point of the L2, or when communicating. They ask people to correct their speech when communicating.

Available at: https://blogs.ntu.edu.sg/hss-second-languageacquisition/wiki/chapter-17/ Acess: 17 de may de 2022. (Adapted).

INSTRUCTIONS: Read the following text and then answer the questions or complete the sentences presented in questions 31 and 32.

A Task-based approach

Task-based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn’t predetermine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.

Pre-task

The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

Task

The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement

Planning

Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.

Report

Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.

Analysis

The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

Practice

Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

The advantages of TBL

Task-based learning has some clear advantages

• The students are free of language control. In all three stages they must use all their language resources rather than just practising one preselected item.

• A natural context is developed from the students’ experiences with the language that is personalised and relevant to them.

• The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.

• The language explored arises from the students’ needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.

• It is a strong communicative approach where students spend a lot of time communicating. Just watch how much time the students spend communicating during a task-based lesson.

• It is enjoyable and motivating.

Richard Frost, British Council, Turkey

Available at: https://www.teachingenglish.org.uk. Accessed on August 10th, 2019. (Adapted).