Suppose you are correcting some literary essays. In one essay, you find the following extract.

“It begins with the Giant coming back to his garden after a seven-year trip. When arriving they see that children play in his garden." (source: a real student's essay)

The mistake that directly affects the cohesion of the extract is the/a:

In language teaching studies, some attempts of modeling the reading process have been made. The approach to reading that is generally accepted today is:

The “Currículo Mínimo – Língua Estrangeira” (2012) aims at promoting interdisciplinarity, majorly with the discipline of Portuguese language. The document suggests that this promotion be achieved by means of:

In “Dimensões Comunicativas no Ensino de Línguas", Almeida Filho (2007) discusses the types of competence a language teacher should achieve. For the author, “implicit competence" is the most basic one and should be surpassed. This competence can be defined as a/an:

In “Oficina de Linguística Aplicada”, Moita Lopes (1996) discusses the concept of “self-ful?lling prophecy”, presented by Rosenthal and Jacobson in 1973. The author particularly uses this concept to tackle the belief of failure, which:

When teaching vocabulary, teachers should be aware of the purpose of the activities they propose. Harmer (2007) presents some examples of vocabulary activities associated with a specific purpose. One example of correct association between the activity and its purpose is:

Suppose a student asks you if 'whose' in the following academic passage is wrong.

“There is a way of proceeding in conceptual matters whose method is to define away any inconvenient difficulty." (Biber et al, 1999, p. 617)

The alternative with the correct answer and comment is:

Assuming that current language teaching tends to be eclectic in terms of approaches and that this might result in inconsistent and unfounded practice, Harmer (2007) recommends three essential elements for any teaching sequence: engage, study and activate. The alternative with a correct example of one of these elements is:

Consider the following sentence from a student’s essay.

“The theme of this short story make us see the beauty in another vision.” (source: a real student’s essay)

The sentence should be rewritten as the following alternative:

The current state of the reflections about language teaching is broadly associated to the idea of “postmethod". This term was proposed by Kuramadivelu in 1994 and it includes ten macrostrategies. Three of these macrostrategies are: