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4PSBC1001/13-PEBII-EJA-Inglês
Questions 08 through 10 deal with different aspects related to the 
teaching of reading in the English as a Foreign Language situation.
08.	 Choose the alternative that best completes the gap in the short 
paragraph below, adapted from an article by Gareth Rees, 
which deals with the teaching of reading using news articles 
(found in www.teachingenglish.org.uk).
The activities should avoid a large 
number of detailed questions. By the end of this activity the 
students should be able to give a brief summary of what the 
article is about, what the main points are.
(A) before-reading
(B) pre-reading
(C) first-reading
(D) second-reading
(E) follow-up-reading
09.	 Read the following paragraph adapted from Mario Rinvolu cri’s 
How useful are comprehension questions? and choose the best 
answer.
The list of questions could be much longer and more detailed, 
but you will notice they all focus on the students’ elaborated 
text and on their reactions to the text. None are about details 
of the original text. “Very nice” I can hear some readers saying 
“but what if the students did not understand the language 
during the telling?” My answer to this is that the teacher 
needs to make sure she gets her meaning across by using 
mime, drawing and L1 glosses on words or phrases that may 
be hard for students. It is the teacher’s job to ensure language 
comprehension as she tells a story, and I believe minimal, 
disciplined recourse to L1 is natural in this situation.
(from www.teachingenglish.org.uk – Adapted)
Which among the following activities would the author 
endorse for the teaching of vocabulary?
(A) Translation into the students’ native language.
(B) Pair work with a bilingual dictionary.
(C) Teacher’s explanation using English only.
(D) Students’ guessing from context.
(E) Students asking each other.
10.	 Look at the following list of tasks.
•	Tell your partner what you know about the topic.
•	Do a quiz in pairs to find out what you know about the topic.
•	Look at some pictures related to the topic.
•	Skimming the first paragraph for gist and then predicting.
The tasks listed above are among some that could be used in 
a reading class. At what stage of such a class are they more 
likely to be used?
(A) while-reading activities.
(B) language exploitation.
(C) post-reading practice.
(D) extensive reading at home.
(E) pre-reading exercises.
For questions 11 through 15 you are given five paragraphs 
describing different methods or approaches to the teaching of 
English as a Foreign Language, adapted from a glossary by Brian 
Tomlinson. For each of them, choose the alternative which more 
accurately names it.
11.	 An approach to teaching EFL which stresses the importance 
of learning through using the language and which gives 
the learners frequent opportunities to interact with each 
other and with the teacher in “natural” situations. Class 
activities are designed to get learners to use the language for 
communication rather than for language practice.
(A) Communicative approach. 
(B) Direct method.
(C) Functional approach.
(D) Learner-centered approach.
(E) Structural approach.
12.	An approach to EFL teaching based on the presentation and 
practice of the basic forms of the language. In other words, 
the learners are taught the grammar of the language. It is 
based on theoretical ideas that language learning is a process 
of habit formation relying on correct imitation and frequent 
repetition.
(A) Communicative approach. 
(B) Direct method.
(C) Functional approach.
(D) Learner-centered approach.
(E) Structural approach.
13.	An approach to language learning based on induction–process 
of generalizing about the language as a result of practicing 
sentences which exemplify these generalizations–rather than 
on deduction–process of consciously working out rules of the 
language from an analysis of samples of such language–and 
thus on learning the grammar of a language through practice 
of it rather than through being taught about it.
(A) Communicative approach. 
(B) Direct method.
(C) Functional approach.
(D) Learner-centered approach.
(E) Structural approach.