A2 - GÊNEROS TEXTUAIS E O ENSINO DA LÍNGUA INGLESA

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Local: Sala 1 - Sala de aula / Andar / Polo Bangu / POLO BANGU - RJ 
Acadêmico: EAD-IL80068-20204A
Aluno: DANIELLA DE CARVALHO ALVES 
Avaliação: A2-
Matrícula: 20201302322 
Data: 12 de Dezembro de 2020 - 08:00 Finalizado
Correto Incorreto Anulada  Discursiva  Objetiva Total: 2,50/10,00
1  Código: 32385 - Enunciado: A ninth-grade English teacher, working for a Brazilian public school,
designs a lesson plan with the objective of developing genre awareness competencies. The
lesson focuses on the short story genre, including a pre-reading activity in which students need
to evoke their previous knowledge on the subject at hand and the general characteristics of short
stories. For the reading activity, students will study the past simple, since it is the prevailing tense
throughout the text. For the post-reading activity, students will be required to write their own
short stories, based on personal experiences.Analyze the lesson plan described in the paragraph,
considering its potential for genre awareness development:
 a) The lesson plan is not focused on genre awareness, since it is not explaining what a genre
is.
 b) The lesson plan is incomplete, since linguistic knowledge is not contextualized with the
genre.
 c) The lesson plan is incomplete, since the chosen genre is not a good source of past simple
use.
 d) The lesson plan is complete, since it considers the three main steps for reading task
design.
 e) The lesson plan is complete, since it considers students' realities when introducing the
genre.
Alternativa marcada:
a) The lesson plan is not focused on genre awareness, since it is not explaining what a genre is.
Justificativa: Correct answer:The lesson plan is incomplete, since linguistic knowledge is not
contextualized with the genre.The reading activity needs to be more than an explanation and/or a
task dealing with any specific grammar point, because, as stated by the Parâmetros Curriculares
Nacionais and the Base Nacional Comum Curricular, linguistic knowledge needs to be
contextualized. Context is provided by the use each genre makes of each grammar feature within
the text and grammar contents cannot be understood in isolation. Distractors:The lesson plan is
complete, since it considers the three main steps for reading task design. Incorrect: the lesson
plan in question does not consider the reading step (as in pre-reading, reading and post-reading),
since the reading step demands more than an explanation or activity related to the grammar
features present in a given text. It requires that teachers guide students through a careful analysis
of the structure and social function of each genre as well.The lesson plan is complete, since it
considers students' realities when introducing the genre. Incorrect: considering students'
realities is not the only way of making a lesson plan social-interactional and it is only one of the
requirements for a genre pedagogy.The lesson plan is incomplete, since the chosen genre is not a
good source of past simple use. Incorrect: short stories are o�en written in narrative text type
sequences, which resort to the past simple tense. Therefore, there is coherence in the emphasis
given on this tense, even if the idea of reading as a step is misguided. Reading needs to be more
than simply explaining grammar features of a text.The lesson plan is not focused on genre
awareness, since it is not explaining what a genre is. Incorrect: genre awareness is not achieved
by an explanation of genre, genre chains and genre analysis concepts. It is achieved through
everyday critical interaction with genres and should be strongly encouraged at schools, having
teachers as mediators of the students' perceptions and analyses regarding texts.
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2  Código: 31562 - Enunciado: Brazilian coursebook authors, such as Rogério Tílio, attend to the
national curriculum, the students' age range and probable level of development, among other
issues, in order to outline a syllabus for each book accordingly.Considering that coursebooks are
not to be mistaken by lesson plans, they also:
 a) Provide special multimedia resources which enable tasks to be followed by any group,
independently of their context.
 b) Suggest an order of task presentation and execution which is the most adequate
considering public school needs.
 c) Suggest the most e�icient way of working with each unit in class, since authors are
responsible for book adaptation.
 d) Include planning approaches that need to be followed by teachers in order to accomplish
their proposed goals.
 e) Aim at o�ering di�erent classroom implementation possibilities, since teachers are
responsible for book adaptation.
Alternativa marcada:
e) Aim at o�ering di�erent classroom implementation possibilities, since teachers are
responsible for book adaptation.
Justificativa: Correct answer:Aim at o�ering di�erent classroom implementation possibilities,
since teachers are responsible for book adaptation.As suggested by the introductory text, all
books need to be adapted and lesson plans are a teacher's responsibility. Distractors:Include
planning approaches that need to be followed by teachers in order to accomplish their proposed
goals. Incorrect. Course books should not be followed like lesson plans.Suggest the most e�icient
way of working with each unit in class, since authors are responsible for book
adaptation. Incorrect. Adaptations are made in lesson plans and they are a responsability of
teachers.Suggest an order of task presentation and execution which is the most adequate
considering public school needs. Incorrect. The order of task presentation and execution cannot
guarantee a book's adequacy to the many d�erent public school contexts.Provide special
multimedia resources which enable tasks to be followed by any group, independently of their
context. Incorrect. Multimedia resources cannot guarantee a book's adequacy to the many
di�erent school contexts.
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3  Código: 32388 - Enunciado: The following plan can easily be imagined as a lesson applied at a
public school:- Writing the present tense conjugation for the verb to be on the board.- Asking
students to repeat and/or copy it.- Asking students to do “fill in the blanks” exercises, such as: 
She ______ the teacher. Sheʼs the doctor.Analyze the plan above, considering the social
interactionist perspective:
 a) It integrates the four communicative skills.
 b) It is based on de-contextualized grammar.
 c) It focuses on reading and writing as skills.
 d) It focuses on acuracy as a speaking skill.
 e) It is a genre-based approach to teaching.
Alternativa marcada:
c) It focuses on reading and writing as skills.
Justificativa: Correct answer:It is based on de-contextualized grammar.The lesson plan has been
designed to introduce a verb conjugation in a given tense as an abstract linguistic knowledge. It
cannot be considered contextualized, since it does not resort to any real-life genre
materialization. Distractors:It is a genre-based approach to teaching. The lesson plan has not
been designed around any real-life genre manifestation, therefore, it cannot be considered as
part of a genre-based approach.It integrates the four communicative skills. The lesson plan does
not focus on communication, therefore, it cannot be considered as a set of activities to foster
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communicative skills.It focuses on accuracy as a speaking skill. The lesson plan does not focus on
speaking skills, therefore, it cannot be considered as a set of activities to foster accuracy.It
focuseson reading and writing as skills. The lesson plan does not focus on
communication, therefore, it cannot be considered as a set of activities to foster communicative
skills.
4  Código: 31571 - Enunciado: The Base Nacional Curricular Comum – BNCC considers multimodal
aspects of the work with genres when listing its goals for di�erent grades. Multimodality
presupposes the use of di�erent visual, oral and written media in the negotiation of a given
interaction, as well as a shi� in interactants' profiles: they easily become co-authors of complex
e-texts by posting, sharing and commenting on them.Regarding the profile of contemporary
users in virtual contexts, we could say that internet reader-writers:
 a) Develop critical awareness on internet genres.
 b) Become co-authors of everything they read.
 c) Use reading and listening skills only. 
 d) Use the four communicative skills integratedly.
 e) Are aware of their internet authorial status.
Alternativa marcada:
a) Develop critical awareness on internet genres.
Justificativa: Correct answer:Use the four communicative skills integratedly.As suggested by the
introductory text, multimodality requires interaction with di�erent communication
media. Distractors:Use reading and listening skills only. Incorrect. As suggested by the
introductory text, multimodality requires interaction with di�erent communication media.Are
aware of their internet authorial status. Incorrect. Even though reader-writers become co-
authors, they may not be aware of their status, being the teacher's role to guide them in such a
discovery.Develop critical awareness on internet genres. Incorrect. Even though reader-writers
interact with genres, they may not develop critical awareness about their construction processes,
being the teacher's role to guide them in such a discovery.Become co-authors of everything they
read. Incorrect. Co-authorial processes, as suggested by the introductory text, refer to specific
moments in internet interaction (commenting, posting and sharing, for example).
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5  Código: 32294 - Enunciado: In teaching, the instructorʼs must address the learning style of the
learner, the learner must be motivated, and the setting must provide resources and values that
strongly support the language teacher. In addition to the four strands mentioned above
— teacher, learner, setting, and the target language — other important strands exist — the four
primary skills, which are also associated with knowledge of vocabulary, spelling, pronunciation,
syntax, meaning, and usage.Identify among the options below the four skills mentioned by the
authors:
 a) Reading, writing, speaking, listening.
 b) Form, structure, function, usage.
 c) Fluency, accuracy, form, usage.
 d) Coherence, cohesion, context, form.
 e) Pronunciation, syntax, usage, form.
Alternativa marcada:
a) Reading, writing, speaking, listening.
Justificativa: Correct answer: Reading, writing, speaking, listening. The four items mentioned in
this option are primary communicative skills, since they are necessary as a means of developing
any kind of language-based interaction. Distractors:Pronunciation, syntax, usage, form. 
Incorrect: these words do not refer to skills, but to areas of study which admit di�erent levels of
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acuity and are not primarily linked to communicative e�ectiveness.Coherence, cohesion, context,
form. Incorrect: the terms listed in this option are not skills, but areas of study which admit
di�erent degrees of analysis and application, being the first two items normally related to written
modalities and the latter related to text in general.Form, structure, function, usage. Incorrect: the
terms mentioned in this option are not skills, but concepts that can be used for identification and
analysis of text genres.Fluency, accuracy, form, usage. Incorrect: the first two terms can be
considered secondary skills, since their development facilitates communication, even if their lack
does not prevent it. The last two items refer to areas of study which can admit di�erent levels of
acuity.
6  Código: 32389 - Enunciado: Read the sentences:a) She was a tall, medium-height, Brazilian
tutor.b) On Sunday, I woke up at 10. I had prepared my speech the night before.c) Schools can be
understood as distant from real life. Nevertheless, they should be an open space for studentsʼ
needs and experiences.Classify each sentence according to its predominant text type sequence:
 a) Injunctive; argumentative; narrative.
 b) Narrative; descriptive; argumentative.
 c) Narrative; argumentative; injunctive.
 d) Argumentative; descriptive; narrative.
 e) Descriptive; narrative; argumentative.
Alternativa marcada:
e) Descriptive; narrative; argumentative.
Justificativa: Correct answer:Descriptive; narrative; argumentative.The first sentence is
descriptive, since it o�ers visualization/strict contextualization; the second sentence is narrative,
since it presents a sequence of events; the third sentence is argumentative, since presents a
logical sequence leading to persuasive conclusion. Distractors:Narrative; descriptive;
argumentative. Incorrect: narrative sequences present sequences of events; descriptive
sequences o�er visualization/strict contextualization; argumentative sequences present a logical
sequence leading to persuasive conclusion.Argumentative; descriptive; narrative. Incorrect:
narrative sequences present sequences of events; descriptive sequences o�er visualization/strict
contextualization; argumentative sequences present a logical sequence leading to persuasive
conclusion. Injunctive; argumentative; narrative. Incorrect: narrative sequences present
sequences of events; injunctive sequences o�er instructions and/or direct messages to the
listener/reader; argumentative sequences present a logical sequence leading to persuasive
conclusion. Narrative; argumentative; injunctive. Incorrect: narrative sequences present
sequences of events; injunctive sequences o�er instructions and/or direct messages to the
listener/reader; argumentative sequences present a logical sequence leading to persuasive
conclusion. 
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7  Código: 31533 - Enunciado: According to Strickland (2014), "Bakhtinʼs theories can lead teachers
and researchers of foreign language pedagogy to design classroom curricula and tasks that will
allow them to expand the walls of their classrooms, from the very initial stages of language
instruction. If authentic oral and written uses of a language involve concrete, contextualized
utterances that are enabled by familiarity with other voices and with specific speech genres, then
mere exposure to writing textbooks, or even to interactive pair work with classmates, will simply
not o�er the kinds of opportunities necessary for deeper language development".Illustrate how
teachers can include authentic materials in a lesson plan in order to implement an interactive
approach to teaching. Mention, at least, two examples and justify your answer.
Resposta:
Justificativa: Expected answer:Students are expected to provide examples of genres which are
available on the di�erent communication media (including mass media and the Internet) with
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special attention to the context in which they are produced. Possible answers include: - music
video clips, chats, forums, posts, interviews, articles, blog and social media entries, with excerpts
from their retrieval pages, justified by the importance of illustrating to the highest extent their
original formatting. Teachers can also mention the need of accessing online pages at school
directly and giving their students the opportunity of freely navigating them.- printed magazines,
newspapers, leaflets, coupons,books and forms, justified by the same criteria mentioned
above.A possible answer could be: Any material coming from an original context of English
language usage (be it foreign or national) could be adapted for interactive lesson planning. We
can work with music video clips and leaflets, for instance, trying to showcase/illustrate their
original formatting to the highest extent, since formatting and context provide important cues to
genre analysis and production. Therefore, video clips could be shown in their original home site
and leaflets could be shared/reproduced with information on their context of publication.
8  Código: 31538 - Enunciado: Posters are amongst the most common ways of advertising products
and services, generating a genre on their own. According to bakhtinian studies, when analyzing
text genres one must consider: a) their form/style, b) their theme/content and c) their social
function/use. 
Based on the above, cite at least two characteristics of each of the mentioned aspects (a, b and c)
in relation to the publicity advertisement genre.
Resposta:
Comentários: What happened??
Justificativa: Expected answer:Students are expected to mention at least six of the following
traits (two for each aspect):a) Form/Style: di�erent levels of titling to indicate the relevance of
each piece of information and guide reading (normally materialized by the use of font sizes,
colors, shaping and perspective), dialogic text type sequences (using imperative verbs and
commands), descriptive text type sequences (normally using short verb and noun phrases,
bulleting and other design-highlighting resources), narrative text type sequences performed by
images: photograph/drawing of a recently married couple, for example. Any re-enactment of a
daily scene suggesting movement can be read as a narrative to be associated with the o�ered
product or service.b) Theme/Content: cultural constructs of success, beauty, innovation,
evolution and strength.c) Social function/Use: providing information, persuading, encouraging
the purchase of a specific product or service.
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