At a Brazilian public school, Ms. Letícia, who teaches English as a foreign language to a roomful of second-year of High School students, is planning a listening class. The aim is to develop listening comprehension and metacognitive listening strategies with authentic audio materials of teenage life in different countries. Analyze the statements below about the relation of teaching listening to teens and young adults, and mark T, if true, or F, if false.

( ) Metacognitive training in listening is proved not to influence the development of independent learning in adolescent learners (Vandergrift & Goh, 2012).

( ) According to Richards (2008), bottom-up listening skills prove to be more advantageous to teenage learners than top-down listening skills in genuine real communication contexts.

( ) In the research, Gilakjani and Sabouri (2016) revealed that one of the most common problems that stand in the way of listening comprehension for EFL learners is not understanding spoken reduced forms and connected speech.

( ) Field (2008) claims that there is little value in young adult learners practicing listening with authentic material to achieve listening fluency.

( ) Nation and Newton (2009) strongly believe that adolescents at the intermediate level must be regularly exposed to meaning-focused input types as an aspect of listening instruction.

( ) In Brown (2011), teaching listening to teenagers should center largely on assessing understanding rather than providing them with a range of strategies.

( ) According to Siegel (2018), explicit instruction of strategies of listening has achieved little success with adolescent EFL learners.

( ) Rost (2016) emphasizes motivation and affective engagement are paramount key elements when creating listening tasks for young adults.

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

According to Celani and Gouveia (2006), which of the following statements about teaching speaking to young learners in Brazil is INCORRECT?

In a classroom scenario, a teacher wants to encourage communicative speaking among teenagers in a public school. She organizes a role-play activity where students must simulate ordering food in a restaurant. Which of the following strategies is most effective according to communicative language teaching principles?

A teacher asks students to analize the following sentence:

“It was raining heavily; therefore, the match was postponed.”

What is the function of the word “therefore”?

In EFL contexts, integrating grammar into reading instruction is supported by communicative and text-based approaches. Mark the INCORRECT statement about this principle.

In EFL teaching, the relationship between tense (grammatical form) and time (semantic concept) is not always direct. Which of the following statements best reflects this distinction?

In the context of Brazilian public education, the implementation of English for Specific Purposes (ESP) in English as a Lingua Franca (EFL) classrooms requires careful consideration of learners” profiles, institutional objectives, and available resources. According to Hutchinson and Waters (1987) and Dudley-Evans and St John (1998), what is the theoretical foundations and practical implications of ESP for classroom application?

In a Brazilian second year High School English class, the topic of the week is Politeness and Attitude in Questions. To reinforce the lesson, the teacher shows a brief video of two characters asking the same question — “Could you help me with this?” — but with different intonations:

1. In the first version, the speaker employs a friendly, rising-falling intonation, sounding polite and approachable.
2. In the second, the speaker's pitch is flat or sharp, and he sounds impatient, even rude.

The teacher then covers how intonation can alter the attitude that is perceived from the speaker and even with the same words. Students then pair off to practice short dialogues (at a hotel help desk), working on how to adopt intonation to show politeness, surprise, annoyance, or uncertainty. The activity closes with students acting out short role-plays and classmates providing feedback on intonation and communicative impact. As Gilbert (2008) expresses it, suprasegmental features such as intonation that “are of great concern at the intermediate level” and are necessary for assisting “learners to acquire not only correct grammar but also communicative effectiveness”, as said by Celce-Murcia, Brinton and Goodwin (2010). According to the authors, what purpose does intonation serve for the intermediate L2 learner of English?

In an English class at a Brazilian state school, the teacher puts a recording on for students to listen to it: two native speakers in a conversation in a café. Before listening to the recording, she elicits many students” existing knowledge by projecting a menu, teaching key vocabulary (e.g., “espresso,” “takeaway,” “change”), and asking learners what they typically order at cafés. She plays the recording two times next; the first time for general comprehension, and the second time with some particular activities (such as noting the prices or items ordered). After that, students pair up and role-play a similar conversation with the expressions they heard. Which principle of instruction on listening does the teacher clearly demonstrate in this way?