GÊNEROS TEXTUAIS E O ENSINO DA LÍNGUA INGLESA

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10/12/2022 17:27 Ilumno
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Place: Sala 1 - Sala de Aula / Andar / Polo Centro II / POLO CENTRO II - RJ
Academic: EAD-IL80068-20224A
Candidate: ROBERTO JOSE FERREIRA SOARES
Assessment: A2-
Registration: 20223303333
Date: Dec. 3, 2022 - 8 a.m. Finished
Correto Incorreto Anulada  Discursive  Objective Total: 8.50/10.00
1  Código: 32403 - Enunciado: E-texts and Internet-based genres can encourage shy students to
produce orally in foreign language at their own pace, since activities mediated by social media
and instant messengers allow them to work with both text messages and audio files as they
choose.Analyze the statement, considering the methodological aspect it emphasizes:
 a) Working with listening skills.
 b) Integrating the four skills.
 c) Working with visual literacy.
 d) Integrating speaking skills.
 e) Working with reading skills.
Alternativa marcada:
b) Integrating the four skills.
Justification: Correct answer:Integrating the four skills.The statement mentions the possibility of
integrating reading, writing, listening and speaking while working with internet-based genres and
e-texts, what could help shy students. Distractors:Working with reading skills. Incorrect: the
statement mentions the possibility of working beyond the development of reading skills, for the
integration of writing, listening and speaking, while working with internet-based genres and e-
texts, what could help shy students.Working with listening skills. Incorrect: the statement
mentions the possibility of working beyond the development of listening skills, for the
integration of writing, reading and speaking, while working with internet-based genres and e-
texts, what could help shy students.Integrating speaking skills. Incorrect: speaking skills are a set
of abilities which is normally already worked with in integration. The statement mentions the
possibility of integrating writing, reading and listening to this set. Without the participation of the
other skill sets there would be no real integration.Working with visual literacy. Incorrect: the
statement does not directly mention an opportunity for the work with visual texts, but
encourages an integrated approach to the four basic skills – reading, writing, listening and
speaking, while working with internet-based genres and e-texts, what could help shy students. 
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2  Código: 32390 - Enunciado: Describing a text genre means thinking about its social function,
style (including predominant text types) and thematic scope.The “chat” genre presents informal
content/themes, normally based on specific codes shared by the participants. Its social function
is enabling people who are physically separate to maintain conversational relationships. It is
strongly connected to contemporary job market demands.Analyze the chat genre in terms of
style:
 a) It is devoid of prosody marks due to its written modality.
 b) Its strict punctuation is an influence of the oral modality.
 c) It is punctuated by long utterances in written modality.
 d) It refers to experiences the interactants have in common. 
 e) Its prosody marks are indicated by graphic resources.
Alternativa marcada:
e) Its prosody marks are indicated by graphic resources.
Justification: Correct answer:Its prosody marks are indicated by graphic resources.Style, within
the chat genre, is punctuated by short utterances, influenced by orality. Prosody marks are
indicated by graphic resources such as capital letters, alternative punctuation, emoticons and
typing/answering delay (in synchronous interaction). Distractors:It refers to experiences the
interactants have in common. Genre analysis is rendered through an examination of
content/themes, social function and style. The experiences shared by participants are related to
the content/themes axis, not to the style axis.It is devoid of prosody marks due to its written
modality. Style, within the chat genre, is punctuated by short utterances, influenced by orality.
Prosody marks are indicated by graphic resources such as capital letters, alternative punctuation,
emoticons and typing/answering delay (in synchronous interaction).It is punctuated by long
utterances in written modality. The chat genre, is punctuated by short utterances, influenced by
orality.Its strict punctuation is an influence of the oral modality. The chat genre follows
alternative punctuation, influenced by the speed of communication and oral discourse, as well as
the need to express prosody marks.
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3  Código: 31534 - Enunciado: In English language, there are expressions such as "I mean",
"uh" and "like", which give speakers time to process their listening input and produce
adequate responses. Known as fillers, these expressions are common to most known languages
and present di�erent levels of acceptability and formality. If we mean to apply a competency-
based approach, as proposed by the Parâmetros Curriculares Nacionais – PCN, the speaking tasks
we design should:
 a) Encourage students to practice and use fillers only in informal conversational contexts.
 b) Develop strategies to help students overcome the need to use fillers in conversations.
 c) Focus on the classification of fillers, as a means of facilitating students' comprehension.
 d) Practice the use of fillers, as an important characteristic of conversational discourse.
 e) Ignore fillers, as informal traits that are not relevant within the schooling process.
Alternativa marcada:
d) Practice the use of fillers, as an important characteristic of conversational discourse.
Justification: Correct answer: Practice the use of fillers as an important characteristic of
conversational discourse.Correct. This reinforces the characteristics shown in the introductory
text, proposing practice as a means to develop competencies and understanding fillers as non-
negotiable language features. Distractors:Ignore fillers, as informal traits that are not relevant to
the schooling process. Incorrect, because it disregards the social interactionist approach,
mentioned in the introductory text, understanding language teaching as purely normative.Focus
on the classification of fillers, as a means of facilitating students' comprehension. Incorrect, as it
does not directly consider speaking skills and ignores practice by proposing classification
activities.Develop strategies to help students overcome the need to use fillers in conversations.
Incorrect, once it understands fillers as a problem, not as a discursive feature, as explained in the
introductory text.Encourage students to practice and use fillers only in informal conversational
contexts. Incorrect, because fillers can be either formal or informal.
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4  Código: 32378 - Enunciado: According to Oliveira (2016), "reading activities can be a very strong
pedagogical option to promote an e�ective discussion about cultural and social issues in the
classroom." By choosing texts which deal with relevant cultural and social questions, such as:
protests, vandalism, religion, political engagement, ghetto culture, multicultural society etc.,
material designers can suggest pre-reading and post-reading activities that follow some of the
intercultural perspective conceptions with tasks that aim to stimulate learnersʼ criticism and
point of view through open-answers. However, the majority of reading activities suggested tasks
with closed-answers which emphasized the discussionof lexical and grammatical
components.Identify the criterium in the Programa Nacional do Livro Didático – PNLD which the
mentioned book author does not follow:
 a) Including pre, during and post tasks.
 b) Connecting texts to students' lives.
 c) Highlighting cultural plurality traits.
 d) Developing socially critical awareness.
 e) Contextualized linguistic knowledge.
Alternativa marcada:
a) Including pre, during and post tasks.
Justification: Correct answer:Contextualized linguistic knowledge. This criterium indicates that
grammar should be presented within the scope of each chosen text, considering it as a whole
genre and with a focus on its communicative and social functions. Distractors:Connecting texts to
students' lives. Incorrect: this criterium indicates that all tasks should be connected to students'
realities, something which is provided by the themes of social interest and the possibility of
discussing them through open-ended questions.Highlighting cultural plurality traits. Incorrect:
this criterium indicates that all tasks should include representative samples of social diversity,
something which is provided by text selections including socially relevant polemics.Including
pre, during and post tasks. Incorrect: this criterium indicates that all texts should be
contextualized, worked with and lead to some kind of production, something which is provided
by the reading tasks mentioned in pre-reading and post-reading activitiesDeveloping socially
critical awareness. Incorrect: this criterium indicates that all tasks should encourage autonomous
analysis of each text in order to allow students to follow through in their reading proficiency
development, something with is provided by the focus on debating socially relevant issues.
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5  Código: 31578 - Enunciado: In many ways, the establishment of Base Nacional Comum Curricular
– BNCC is an answer to the critiques published on the Parâmetros Curriculares Nacionais – PCN
and their approach to speaking and listening skills. By proposing an orality axis, the
BNCC enables teachers to plan interactive lessons to integrate the four skills into genre-based
tasks. While dealing with the orality axis, teachers should:
 a) Consider them in connection to the inter-cultural competency axis to provide relevant
debate topics.
 b) Focus on their connection to the linguistic-grammar axis to help students organize
systemic knowledge.
 c) Consider them in connection to the written axis to emphasize the predominance of
written skills.
 d) Consider them in connection to all axes, allowing for development opportunities
including the four skills.
 e) Consider them independently from objectives in other axes to encourage oral fluency.
Alternativa marcada:
d) Consider them in connection to all axes, allowing for development opportunities including the
four skills.
Justification: Correct answer: Consider them in connection to all axes, allowing for development
opportunities including the four skills.As stated by the introductory text, the BNCC proposes an
integrated approach to skill teaching. Therefore, all axes must be taken into account in lesson
planning. Distractors:Consider them independently from the objectives stated in other axes to
encourage oral fluency. Incorrect: The BNCC proposes, as stated by the introductory text, an
integrative approach to skill teaching.Focus on their connection to the linguistic-grammar axis to
help students organize systemic knowledge. Incorrect: The BNCC proposes an integrative
approach. Furthermore, the objectives listed in the linguistic-grammar axis are meant to be
experienced and not only organized (as suggested by the text when referring to genre-based
tasks).Consider them in connection to the inter-cultural competency axis to provide relevant
debate topics. Incorrect: This alternative disregards the integrative aspect and ignores the real
purpose of the inter-cultural competency axis, which goes beyond providing relevant debate
topics. It is an intrinsic part of orality development.Consider them in connection to the written
axis to emphasize the predominance of written skills. Incorrect: This alternative ignores
the critiques on the PCN about little attention to orality development, as stated by the text.
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6  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 complete, since it considers the three main steps for reading task
design.
 b) The lesson plan is incomplete, since the chosen genre is not a good source of past simple
use.
 c) The lesson plan is incomplete, since linguistic knowledge is not contextualized with the
genre.
 d) The lesson plan is not focused on genre awareness, since it is not explaining what a genre
is.
 e) The lesson plan is complete, since it considers students' realities when introducing the
genre.
Alternativa marcada:
c) The lesson plan is incomplete, since linguistic knowledge is not contextualized with the genre.
Justification: 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 analysesregarding texts.
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7  Código: 31527 - Enunciado: Read the following excerpt from the short story Bliss, by Katherine
Mansfield:"It was dusky in the dining-room and quite chilly. But all the same Bertha threw o� her
coat; she could not bear the tight clasp of it another moment, and the cold air fell on her arms.
But in her bosom, there was still that bright glowing place — that shower of little sparks coming
from it. It was almost unbearable. She hardly dared to breathe for fear of fanning it higher, and
yet she breathed deeply, deeply. She hardly dared to look into the cold mirror [...]"Short stories,
like other text genres, can be analyzed according to their social function, style and content. Style
traits include, but are not limited to, text typology, i. e., the use of descriptive, narrative and
argumentative sequences. Classify the sentences in these excerpt, according to their typology,
indicating whether they are narrative, descriptive or argumentative. Justify your answer
commenting on how each sentence composes this short story's style.
Resposta:
in these sentences "It was dusky in the dining-room and quite chilly " ". But in her bosom, there
was still that bright glowing place" it is descriptive because it is is describing some things that are
presented in the scene.
in these sentences "But all the same Bertha threw o� her coat "She hardly dared to breathe for
fear of fanning it higher, and yet she breathed deeply, deeply " it is narrative because it is
narrating some things that are happening at the moment
in these senteces "that shower of little sparks coming from it. It was almost unbearable" is
argumentative because it presents agurments 
Justification: Expected answer:Descriptive phrases: it was bad in the dining room and quite cold
/ But in his chest, there was still that bright and shiny place — that bath of small sparks coming
from it. It was almost unbearable. They are used to convey humour, describe the setting,
introduce character settings and feelings/impressions.Narrative phrases: But Bertha himself took
o� his coat; she could not stand the grip of the other moment, and the cold air fell into his arms.
She hardly dared to breathe for fear of lowering him higher, and yet she breathed deeply, deeply.
She barely dared look into the cold mirror. They are used to report the actions of the character.
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8  Código: 32416 - Enunciado: The Programa Nacional do Livro Didático — PNLD has established
standards for textbook production, evaluation and distribution in Brazil. Public schools that
subscribe to the program receive materials which have been designed under the Social
Interactionist approach to language, considering guidelines provided by the Base Nacional
Comum Curricular — BNCC. Teachers will work with these books according to each communities'
specific needs.List the responsibilities assigned to language teachers towards PNLD approved
textbooks.
Resposta:
the teachers must develop the four skills of comunication in their class, speaking, reading,
listening and writing, while they work with diferent kinds of texts genres that Highlighting
cultural plurality traits while it develops socially critical awareness. 
Justification: Language teachers are expected to select which textbook will be used with each of
their class groups from a list of pre-approved PNLD collections. This choice must consider the
specific needs of each school community. Teachers are also expected to adapt the units and tasks
provided by each textbook according to each lesson dynamics and objectives. It is important to
consider that books are not to be confused with lesson plans, therefore a simple application of
the instructions provided by the teacher's guide is not enough to guarantee an adequate
teaching-learning process. The production of extra material, such as worksheets and special
activities, may also be required as a means to reach the goals for any given group.
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