Prévia do material em texto

● 1)​ Phrases and clauses get within and beside each other as sentences grow. Read the following sentence: 
The boy from the company is waiting at the corner. 
 
Consider the following statements: 
I. There is an adverbial prepositional phrase. 
II. There is a nominal prepositional phrase. 
III. The subject is a (long) noun phrase. 
IV. The verb phrase comprises two words. 
 
Identify the true statements. 
○ A)​ II and IV. 
○ B) I and III. (CORRETA) 
○ C)​ I, II and III. 
○ D)​ I, II and IV. 
○ E)​ I, III and IV. 
 
● 2)​ Approaches are different ways to teach the same content. Read these teachers’ oral lesson outlines on 
noun phrases: 
“I usually explain what noun phrases are, show them a couple of examples and give them a list of 
exercises.” - Tijana, 29. 
“I like to give them a text, such as a song, a book passage or an advertisement. Then, we discuss the 
content and the language. After that, we analyze language and practice a little bit.” - Mohamed, 22. 
Identify the approaches these teachers use. 
○ A)​ They are both deductive, using different techniques. 
○ B)​ These approaches apply only to grammar. 
○ C)​ Tijana uses an inductive approach, while Mohamed uses a deductive one. 
○ D)​ They are both inductive, using different techniques. 
○ E) Tijana uses a deductive approach, while Mohamed uses an inductive one. (CORRETA) 
 
● 3)​ Students have difficulties. This is totally natural. Our role as facilitators and educators is to help them 
overcome their problems and become better each time. Read this case study: “Student M. has had 
problems in writing. He cannot write complete ideas. Every time, he will write fragments such as ‘While the 
city was dark.’, ‘Whenever you need.’ totally decontextualized.” Infer from this teacher’s report: 
○ A)​ Student M. has a hard time writing complex sentences only because he may lack knowledge of 
conjunctions. 
○ B)​ Student M. does not understand what a phrase is; therefore, he writes fragments. 
○ C)​ Student M. cannot form just complex sentences as he does not know what one comprises. 
○ D)​ Student M. will not grasp what a predicate is; therefore, he writes only subjects. 
○ E) Student M. has problems differ sentences and clauses since his ideas are not complete. 
(CORRETA) 
 
● 4)​ Language is a living organism. Therefore, it does not stay rigid; it is susceptible to changes. 
Read the following passage: “Language has grammar: a set of rules and patterns that are to be followed in 
order to promote language homogeneousness. When lower-class groups change the rules – either because 
they do not know or do not care about them – there is a linguistic variation. While it is just different from the 
standardized pattern, they might face linguistic prejudice. When this variation starts to be used by upper 
classes, the rule might be changed.” Analyze its accuracy. 
○ A)​ Rules are not to be changed. They are just adapted by lower class. 
○ B)​ Linguistic prejudice does not happen. It is just pointing out the rules. 
○ C) There are no mistakes in the text. (CORRETA) 
○ D)​ Even though variations exist, changes do not happen, what happens is a flexibility of the rules 
depending on the context you are inserted in. 
○ E)​ It is the upper class that starts the variation. However, lower-class groups are the ones that face 
prejudice anyway while they are still using old forms. 
 
● 5)​ Sentence analysis is a tool that helps us organize words, phrases, and clauses in our minds. 
Analyze the following sentence: 
Ana helped the boy from Nepal while Maria was dancing with his brother. 
○ A)​ NP + VP (VT + OD (NP (det + H + AdjPP)) + CooConj + NP + VP (VL + VT + AdvPP) 
○ B)​ NP + VP (VT + OD (NP (det + H + AdjPP)) + CooConj + NP + VP (VL + VI + AdvPP) 
○ C) NP + VP (VT + OD (NP (det + H + AdjPP)) + SubConj + NP + VP (Aux V + VI + AdvPP) 
(CORRETA) 
○ D)​ NP + VP (VT + OD (NP (det + H + AdjPP)) + CooConj + NP + VP (VL + VI + AdvPP) 
○ E)​ NP + VP (VT + OD (NP (det + H + AdvPP)) + SubConj + NP + VP (VL + VT + AdjPP) 
 
● 6)​ English Language Teaching, especially to Speakers of Other Languages (TESOL) has seen a lot of 
changes throughout the years. One of the most important ones was ELF (English as a Lingua Franca). 
Read the following passage: Thiago is an American teacher who works in Canada. He teaches people from 
all over the world. As much as possible, Thiago tries to encourage his students to focus on communication, 
raise awareness of cultural aspects, plays audios from non-native speakers in English, shows successful 
interaction of English being used as a Lingua Franca and discourages his learners from trying to speak like 
natives. 
Can we say Thiago works with principles of English as a Lingua Franca? 
○ A)​ No, because he works in an English-speaking country. 
○ B)​ No, because he is a native speaker. 
○ C)​ Yes, because he works in an English-speaking country. 
○ D)​ Yes, because he is a native speaker. 
○ E) Yes, because he raises awareness of ELF aspects and exposes them to it. (CORRETA) 
 
● 7)​ Teaching morphosyntax is a challenge, but it is possible. 
Support with solid arguments five points to take into account when planning a lesson to teach 
morphosyntax. 
Students should be aware of (1) terminology: the study of terms and their uses; (2) register: the way a speaker uses 
the language in different forms of communication; (3) linguistic aspects: different linguistic aspectual distinctions; (4) 
relevance: the importance of being aware of learning morphosyntax is relevant for your group of students; and (5) 
context: contextualizing language teaching is what makes language unique. They should also be able to support 
their viewpoints with thorough arguments. 
 
● 8)​ Conjunctions are a tool to connect sentences and help the text become more fluid and pleasant to the 
reader. Write a fifteen-line lesson outline of how you would teach subordinating and coordinating 
conjunctions to your sixteen-year-old learners. Remember to mention examples. 
Using an inductive approach, I would write FANBOYS on the board with the words each letter reprensent below. 
The best way to teach coordinating conjunctions is by having the students directly read and understand the usage 
of each one of them, I would only intervene and explain if a student has doubts about it. For example, I would wite 
the sentence "I'm not paying attention ​so ​I don't understand what you are saying", while highlithing the word "so" I 
would explain how to use and provide the students with other examples until they fully understand the rules. For 
controlled practice, I believe gap filling exercises would be the best optionsm seeing as they need to understand 
that each conjuction has its purpose and place in a phrase. For freer practice, I'd suggest that the students turn their 
tables so they are sitting in a circle organization and we'd create a story, each student using a at least one sentence 
that contains a coordinating conjuction; As for the subordinating conjuctions, it would be more difficult to use the 
same approach seeing as the number of conjuctions is much bigger and harder to memorize. The first step (using 
now the deductive approach) is to tell the students the purpose of this type of conjuctions, which is to combine two 
ideas or establishing a relationship between the two sentences linked together. It's essential that examples with the 
most seen ones are brought beforehand, such as "because, that, when, while, after, as" also making sure you point 
out that "so that" becomes a subordinating conjuction. For practice, I would write on a board 5 or 6 examples of 
sentences and some examples of conjuctions. The students would need to start with my examples and then finish 
the sentence using a conjuction and another phrase of their choosing.