GÊNEROS TEXTUAIS E O ENSINO DA LÍNGUA INGLESA

Prévia do material em texto

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Local: Sala 1 - Sala de Aula / Andar / Polo Duque de Caxias / POLO DUQUE DE CAXIAS - RJ
Acadêmico: EAD-IL80068-20224A
Aluno: JOANNA KAROLINA SANTOS CANDIDO DA ROSA
Avaliação: A2-
Matrícula: 20221301175
Data: 3 de Dezembro de 2022 - 08:00 Finalizado
Correto Incorreto Anulada  Discursiva  Objetiva Total: 10,00/10,00
1  Código: 31549 - Enunciado: Material design has become an important job market over the last
five years since the introduction of the Programa Nacional do Livro Didático – PNLD into the
Brazilian ELT scenario. Coursebook authors must attend to the program's requisites while
considering teachers' and students' demands for flexible, practical and enjoyable classroom
materials. In order to do so, book authors resort to:
 a) Previously published coursebooks, using them as models for the development of their
own material.
 b) Their own teaching experience, as the sole trustworthy basis for task design and
implementation.
 c) Grammar manuals understood as optimal model providers for real life pratice and usage.
 d) The government's o�icial documents and research on the country's educational context.
 e) Foreign editing standards, considering them the highest level of achievement in the area.
Alternativa marcada:
d) The government's o�icial documents and research on the country's educational context.
Justificativa: Correct answer:The government's o�icial documents and research on the
country's educational context.This option refers to the PCN, the BNCC and the PNLD, as well as to
research in the field, which encompasses the main sources of information authors base
themselves on when planning course books syllabi. Distractors:Previously published course
books, using them as models for the development of their own material. Wrong. This option
ignores the need for updated materials and methodological approaches.Foreign editing
standards, considering them the highest level of achievement in the area. Wrong. This option
ignores the special needs of the Brazilian educational context.Grammar manuals understood as
optimal model providers for real life pratice and usage. Wrong. This option refers to ideal, not
real, models of language usage.Their own teaching experience, as the sole trustworthy basis for
task design and implementation. Wrong. An author's teaching experience cannot be the sole
basis for material design.
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2  Código: 31529 - Enunciado: According to professor Martin Irvine, from Georgetown University,
the concept of dialogism refers to: "an ongoing chain or network of statements and responses,
repetitions and quotations, in which new statements presuppose earlier statements and
anticipate future responses".In this sense, when planning an interactive class, you would be
closer to considering dialogic teaching if you:
 a) Designed a task in which students had to read modelled dialogues, memorizing and
practicing pronunciation.
 b) Presented the concept of dialogism and asked students to write a text based on the
previously cited excerpt.
 c) Chose de-contextualized chunks of language according to the systemic traits you mean to
emphasize.
 d) Designed a task based on the social function of a given genre, respecting its
references and occurrence in life.
 e) Created a worksheet on a given genre, asking students to answer questions about its
grammar and vocabulary.
Alternativa marcada:
d) Designed a task based on the social function of a given genre, respecting its references and
occurrence in life.
Justificativa: Correct answer:Designed a task based on the social function of a given genre,
respecting its references and occurrence in life.An activity based on a genre's social function
considers the ongoing process to which professor Irvine refers. Also, references/occurrence
contemplate the need for historical contextualization, also mentioned in the
excerpt. Distractors:Chose de-contextualized chunks of language according to the systemic traits
you mean to emphasize. Incorrect. The words de-'contextualized' and 'systemic' suggest an
approach which disregards the creation of an ongoing chain or network of statements.Presented
the concept of dialogism and asked students to write a text based on the previously cited excerpt.
Incorrect. Presenting the concept and asking students to write about it does not introduce a
contextualization, the basis for dialogic teaching.Designed a task in which students had to read
modelled dialogues, memorizing and practicing pronunciation. Incorrect. Modelled dialogues
(and models in general), memorization and pronunciation practice do not lead to context
creation.Created a worksheet on a given genre, asking students to answer questions about its
grammar and vocabulary. Incorrect. The teacher is using the text as a mean of assessing systemic
traits only, not resorting to references or historicity, as suggested by the excerpt.
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3  Código: 31531 - Enunciado: According to Silva (2010), in the interview genre, "valuation given to
the interviewee materializes itself through his [her] social role". The social interactionist view of
language understands social roles as constructed by and through verbal and nonverbal linguistic
protocols.Therefore, when analyzing interviews as a text genre, teachers must consider:
 a) Attitudes, gestures, question-answer dynamics and vocabulary/syntactic patterns.
 b) Formal syntactic patterns, considered appropriate in any interview context.
 c) The recommendations of interview manuals for excellent performance in each context.
 d) Vocabulary choices considered appropriate for each interview protocol.
 e) Syntactic patterns, vocabulary choices and the most commonly used interview
expressions.
Alternativa marcada:
a) Attitudes, gestures, question-answer dynamics and vocabulary/syntactic patterns.
Justificativa: Correct answer:Attitudes, gestures, question-answer dynamics and
vocabulary/syntactic patterns.This is the only option mentioning verbal and nonverbal cues to
meaning, as suggested by the questions' formulation. Distractors:Syntactic patterns, vocabulary
choices and the most commonly used interview expressions. Wrong. It only mentions verbal cues
to meaning and suggests that there are models to be followed in a variety of
situations.Vocabulary choices considered appropriate for each interview protocol. Wrong. It only
mentions vocabulary choices, which are part of the verbal cues to meaning, while ignoring
nonverbal cues.Formal syntactic patterns considered appropriate in any
interview context. Wrong. It only mentions syntax, which is a part of the verbal cues to meaning,
while ignoring nonverbal cues and suggesting that there are standards that can be applied to any
context.The recommendations of interview manuals for excellent performance in each
context. Wrong. Focus here lies on prescription, instead of analytical exercises.
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4  Código: 31557 - Enunciado: A Brazilian English teacher has designed a teaching material based
on the cartoon genre with the objective of developing narrative-related abilities. Its opening task
elicits students' previous knowledge on the genre and is followed by a list of
syntactic rules for the simple and perfect past tenses. A�er that, students are encouraged to
underline past tenses and adverbial connectors in a cartoon sample. Finally, they need to
produce their own cartoons.Analyzing the tasks for thissequence, we could state that:
 a) They o�er opportunities for integrated work with the four communicative skills.
 b) They propose a pre-reading activity, based on the features of the cartoon genre.
 c) They o�er a contextualized systematization of narrative grammar structures.
 d) They propose a clear connection to students' community lives, based on cartoons.
 e) They foster the appreciation of the aesthetic elements in the cartoon genre.
Alternativa marcada:
b) They propose a pre-reading activity, based on the features of the cartoon genre.
Justificativa: Correct answer: They propose a pre-reading activity, based on the features of the
cartoon genre. Correct, because the elicitation of students' previous knowledge works as a
preparation for the other tasks. Distractors:They o�er opportunities for integrated work with the
four communicative skills. Incorrect, because there are no mentions to orality-related skills. They
foster the appreciation of the aesthetic elements in the cartoon genre. Incorrect, because
cartoons are not considered as aesthetic manifestations in the development of the activity.They
propose a clear connection to students' community lives, based on cartoons. Incorrect, because a
connection to students' community life would need to link cartoons to the students' families or
friends, local news etc.They o�er a contextualized systematization of narrative grammar
structures. Incorrect, because the systematization o�ered is based on syntactic patterns, not on
text type features.
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5  Código: 32401 - Enunciado: In the context of an English class, the preparation of a mock trip
itinerary could be used as an excuse for information gathering on cities out of Brazil (this might
open an opportunity for on-line chatting with foreigners via English practice chats or social media
tourism groups).Analyze the on-line chatting activity, considering which aspect of language
is emphasized by its inclusion:
 a) Multimodality.
 b) Phonology.
 c) Morphology.
 d) Competency.
 e) Syntax study.
Alternativa marcada:
a) Multimodality.
Justificativa: Correct answer:Mutimodality. This aspect refers to language as a manifestation
involving oral, written and visual modes, which co-occur in the construction of meaning through
messages, mostly in complementary ways. The inclusion of any web-based genre in lesson
dynamics fosters higher awareness on multimodality since these genres tend to display higher
levels of this mode interaction. Distractors:Phonology. Incorrect: this aspect refers to
combinations of sounds in code-making patterns that lead to further constructions of meaning
and can only be observed in online chatting if audio/video files are exchanged.Syntax study.
Incorrect: this aspect refers to the structural construction of sentences, including the relationship
between its elements.Morphology. Incorrect: this aspect refers to the structural construction of
words, including the study of its origins and development.Competency. Incorrect: this aspect
refers to the set of skills needed in order to accomplish a given communicative task.
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6  Código: 32260 - Enunciado: According to Swales (2004), genre chains are "a succession of genres
ordered in a particular chronological sequence in which one genre is o�en a necessary
antecedent to another. Such sequences can be used as a planning tool for discourse communities
familiar with each genre." English teachers can sucessfully prepare their classes based on
meaningful genre chains, as illustrated when they work with:
 a) Any group of texts introduced according to their chronological order of production and
publication, with a focus on analysis.
 b) Any group of texts which is related to the students' lived experiences out of the classroom
and can be easily traced back in time.
 c) A Facebook chat, a Whatsapp group interchange and a series of e-mails by two people
who try to solve a common problem.
 d) A list of selected poems and short stories written by authors from the same country and
following the same literary style.
 e) Exercises on a given grammar topic which go from easy-level tasks to complex
dissertative proposals focusing on accuracy.
Alternativa marcada:
c) A Facebook chat, a Whatsapp group interchange and a series of e-mails by two people who try
to solve a common problem.
Justificativa: Correct answer:A Facebook chat, a Whatsapp group interchange and a series of e-
mails by two people who try to solve a common problem. This option shows a succession of
genres in a particular chronological sequence, since both people were trying to solve a common
problem. Each genre has been meaningfully used according to the interactants
needs. Distractors:A list of selected poems and short stories written by authors from the same
country and following the same literary style. Incorrect: the selection of poems, short stories or
any other literary genre by author's nationality and literary style does not guarantee a meaningful
chronology.Exercises on a given grammar topic which go from easy-level tasks to complex
dissertative proposals focusing on accuracy. Incorrect: the selection of exercise genres based on
level of di�iculty and accuracy does not focus on a meaningful chronology, which should be
socially constructed within the genre production scheme.Any group of texts introduced according
to their chronological order of production and publication, with a focus on analysis. Incorrect:
the selection of a group of random texts based on chronology alone does not guarantee that they
are necessary and meaningful antecendents in a communicative chain.Any group of texts which
is related to the students' lived experiences out of the classroom and can be easily traced back in
time. Incorrect: texts related to students' lived experiences may or not be linked chronologically
and their tracing in time does not guarantee intrinsic conexion.
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7  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:
a) their form/style - di�erent types of titling to show the information and importance and guide
reading by the use of font types and sizes and also colors; narrative texts with images, scenes of
the object or product.
b) their theme/content - evolution, innovation, the beauty and cultural construction
c) their social function/use - giving as much as possible information, persuading people to
purchase the product
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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8  Código: 32423 - Enunciado: Two Brazilian English teachers working at a public school (adapted
from Rosa and Basso, 2010) have developed a lesson plan with the objective of working with their
students' realities. It was proposed as follows: Pre-reading: a discussion in Portuguese on their
cityʼs characteristics, assisted by visual aids shown in a multimedia room (first class). Reading:
the presentation of a blog in English whose purpose was to encourage people from all over the
world to share information on their cities. A�er orally discussing the genre in Portuguese,
students were asked to fill in an itinerary of their city. In pairs, they had to provide
information/opinions in Portuguese, while writing in English with the help of their
teacher (second class). During the following classes, the teacher showed di�erent blogs and
further discussed the genre. Post-reading: the creation of a blog. Students were asked to select
information from a tourism guide, in order to create posts for independently created blogs. The
process of researching and writing their own posts was completed in eight hours (around nine
classes). A�er that, one of the teachers dedicated one class to the publishing process itself. The
blogs were written in English, but the discussions were in Portuguese. Considering that the class
is composed by basic-level students, modify the pre-reading, reading and post-reading steps in
order to encourage orality development throughout the lesson.
Resposta:
Pre-reading: create groups of students and iniciate a discussion in Portuguese to showing
them di�erent examples of multiples subjects and let their chose one (first class).
Reading: each group have to make a research about the chosen subject and bring
 materials to the class. The students have to create a power point presentation about the
content subject they chose.
Post-reading: The teacher, with the students, has to choose a subject to start the
presentation and incite debates in portuguese on that subject. During the debates, the
teacher needs to show the students how to write and pronunciate some phrases in english
showing online sites which speaks about the same content.
Justificativa: Expected answer: Pre-reading: students can indicate any of the following
measures: mixing English and Portuguese during the presentation of the characteristics of the
city; presenting simple vocabulary for students to interchange opinions on their city in pairs or
groups; asking students to agree or disagree with recorded opinions in English about their city,
while allowing for more complex interchange to take place in Portuguese; explaining vocabulary
related to opinion before asking students' opinions on the city. Reading: students can indicate
any of the following measures: transforming pair work into an English-based activity,
transforming site presentation into an orally performed opinion sharing activity in English; asking
students to position themselves in English regarding the itineraries produced by other pairs. Post-
reading: students can indicate any interchange or task in which the discussion around blog
creation is performed in English. They may illustrate their point by indicating that the teacher
needs to provide students with basic vocabulary on blogs, writing, and creation.
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