Está empregada em sentido figurado a palavra destacada no seguinte trecho do texto:

Leia a tirinha. A Brazilian teacher uses this comic strip as part of an English class. The attitude demonstrated by both characters in the last frame could be used as a starting point for a classroom discussion on

The author’s main argument in the text can be summarized as:

In the first paragraph, the idea of fidelity in teaching is presented as

This text rests on information deriving largely from

Leia os trechos abaixo, retirados do terceiro parágrafo: “They discussed how they came up with responses based on best practices they had learned from their own experience as teachers.” “They also spoke of the knowledge acquired in professional development courses.” O conjunto das duas citações ilustra como, para enfrentar os problemas que surgem no seu dia a dia, os professores participantes do estudo descrito no texto recorrem

Suppose this text were used in a professional development course for Brazilian primary and secondary school teachers. The theme “interculturality” would constitute an integral part of this teachers’ course as long as the participants were instigated to:

Falantes do Português brasileiro frequentemente pronunciam o -ed final de verbos regulares em inglês como tendo o mesmo som, embora esse sufixo na verdade possa assumir diferentes pronúncias: /t/; /d/; /id/. Das palavras abaixo, retiradas do texto, assinale aquela em que o sufixo -ed é pronunciado como /id/:

In the sentence from the last paragraph “Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book”, the clause in bold

The first paragraph depicts the topic of “practice” in language learning as

“Images of repetitive drills in the factories of foreign language learning” (paragraph 1) can be most closely associated to

In communicative language teaching (CLT), practice

In the context of the second paragraph, the extract “Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up for team practice, sometimes even with recent injuries. Parents make their kids practice their piano skills at home, and the world’s most famous performers of classical music often practice for many hours a day, even if it makes their fingers hurt” aims at

Read the two quotations by two researchers, commenting on some lexico-grammatical features of English as a lingua franca: “Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2) “Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3) From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is

The VOICE has identified the insertion of prepositions as an emerging pattern in ELF. An example of such a linguistic deviation is found in alternative

Com relação ao uso de tempos verbais no texto, é correto afirmar que

In the first two paragraphs, the pair of terms whose meanings are in evident contrast is:

According to Rubin (Rubin & Thompson, 1982), good language learners “learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”. To help their students develop such an ability, the English teacher may, among other classroom proposals,

Um professor do Ensino Fundamental preocupado em desenvolver no aluno a habilidade n.7 citada no texto de Brown, “Learn to make intelligent guesses”, deverá

In reading, the ability to “make intelligent guesses” is named

Leia a gravura e compare-a ao conteúdo do texto de Brown (2000). The space in the bingo card that best represents learners who “Learn to live with uncertainty by continuing to talk or listen without understanding every word” (item 4 in Brown’s list of strategies”) is the one which reads