In a public high school, a teacher is preparing a lesson for a first-year Ensino Médio class. The group is large and heterogeneous, with students showing varying levels of English proficiency. Some students are highly motivated and interested in international pop culture, while others are disengaged and focused solely on passing the ENEM exam. The teacher notices that many students struggle to express their opinions in English, even though they have strong personal views on social issues.

To address this, the teacher plans a lesson using a short video clip from a youth-led environmental campaign. The clip includes subtitles in English and presents arguments both for and against the use of plastic packaging. The teacher’s goal is to develop students’ argumentation skills in English while also raising awareness of global issues.

The lesson plan includes:

A pre-viewing discussion on environmental issues.

Watching the video with English subtitles.

A guided reading of a short opinion article on the same topic.

A “for and against” writing activity where students must express their opinions in English.

A peer-review session using a checklist focused on clarity, vocabulary, and argument structure.

Based on the information presented and on the base text of Metodologia de Ensino de Língua Inglesa – Lesson 5, Theme 3, analyze which of the following strategies best aligns with the principles of teaching English to teenagers at Ensino Médio, as discussed in the course material:
A)Prioritizing grammar drills and vocabulary memorization to ensure students are prepared for standardized tests like ENEM.
B)Using translation exercises to help students understand the video content and improve their reading comprehension.
C)Encouraging students to express personal opinions through structured argumentation tasks, integrating real-world topics and multimodal texts.
D)Focusing on individual silent reading and written summaries to avoid classroom disruptions in large, multilevel groups.

Question

In a public high school, a teacher is preparing a lesson for a first-year Ensino Médio class. The group is large and heterogeneous, with students s...

Ed · Answer

Vamos analisar as alternativas apresentadas em relação à metodologia de ensino de língua inglesa para adolescentes no Ensino Médio, considerando o contexto da aula descrita.

A) Prioritizing grammar drills and vocabulary memorization to ensure students are prepared for standardized tests like ENEM.
- Essa abordagem é muito tradicional e não se alinha com a proposta de desenvolver habilidades de argumentação e expressão pessoal.

B) Using translation exercises to help students understand the video content and improve their reading comprehension.
- Embora a tradução possa ajudar, essa estratégia não promove a expressão pessoal e a argumentação, que são o foco da aula.

C) Encouraging students to express personal opinions through structured argumentation tasks, integrating real-world topics and multimodal texts.
- Esta alternativa se alinha perfeitamente com os objetivos da aula, que é desenvolver habilidades de argumentação em inglês e abordar questões do mundo real.

D) Focusing on individual silent reading and written summaries to avoid classroom disruptions in large, multilevel groups.
- Essa abordagem pode ser útil para evitar desordem, mas não promove a interação e a expressão de opiniões, que são essenciais para o aprendizado da língua.

A alternativa que melhor se alinha com os princípios de ensino de inglês para adolescentes no Ensino Médio, conforme discutido no material do curso, é: **C) Encouraging students to express personal opinions through structured argumentation tasks, integrating real-world topics and multimodal texts.**

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