A teaching methodology centered on active learning encourages students to construct knowledge through critical inquiry, collaboration, and real-world problemsolving, moving away from passive transmission of grammar rules or vocabulary lists. Considering active learning principles within English Language Teaching (ELT), choose the alternative that illustrates an effective pedagogical practice based on Problem-Based Learning.

According to Tomitch (2009), effective reading instruction should be organized into three stages: pre-reading, while-reading, and post-reading. Which alternative best reflects the pedagogical purpose of each stage?

Read the following pedagogical scenario describing a high school English language project.
A language teacher decided to implement ProjectBased Learning to explore environmental issues. Together, the teacher and the students formulated a compelling driving question: "How can our neighborhood reduce plastic waste?" For three weeks, students investigated local waste data, interviewed community members, and systematically reflected on their own learning through weekly journals. They received peer feedback and used it to refine their work throughout the project. In the end, the students compiled their findings into written reports, which were graded by the teacher and archived in the classroom cabinet. 

An analysis of this scenario reveals that, despite the collective efforts, the project was structurally incomplete because it lacked one essential element of Gold Standard Project-Based Learning. Which core element of Project-Based Learning was missing from this practice?

Within the paradigm of English as a Lingua Franca (ELF), Jennifer Jenkins (2000) argues that successful communication relies on mutual intelligibility rather than conformity to native-speaker norms. Based on this perspective, which pedagogical practice is the most appropriate for teaching listening and speaking?

Skehan (1998) argues that not every classroom activity can be considered a task. According to his definition, which of the following best describes a task in TaskBased Language Teaching (TBLT)?

Read the statements about Project-Based Learning (PBL) and mark T (True) or F (False).

( ) PBL organizes learning around meaningful questions or problems that engage students with the key concepts of a subject.
( ) In PBL, projects should follow a fixed plan from beginning to end, avoiding changes during the learning process.
( ) PBL culminates in the development of products or solutions that address the driving question or challenge.
( ) PBL encourages the use of technology, project management, and self-management skills throughout the learning process.
( ) In PBL, assessment focuses mainly on the final product, while the learning process plays a secondary role. 

Choose the alternative that presents the correct sequence from top to bottom.

From a critical perspective on educational technology and digital literacy in language education, Large Language Models (LLMs) are often promoted under the premise of "personalized learning." However, their implementation within the classroom carries significant socio-ideological and pedagogical implications that redefine the role of the language teacher.

Considering the impact of Artificial Intelligence (AI) on language variation, textual standardization, and material curation, the language teacher must act as a

Recognizing the structure and vocabulary of a text is not sufficient for true comprehension. To fully understand a text, it must display both cohesion and coherence. These two properties work together to ensure that the writer's purpose, line of reasoning, and linguistic expressions are effectively unified to make meaning.

Based on the concepts of textual cohesion and coherence, choose the correct statement.

According to Leffa and Irala (2014), the historical evolution of additional language teaching can be understood through three major shifts in how language is conceptualized. Over time, pedagogical practices have shifted their primary focus, transitioning from abstract formal structures to communicative purposes, and ultimately to the socio-political role of discourse in society.

Associate the three language teaching emphases listed in the first column with their corresponding descriptions or classroom examples in the second column.

(1) Emphasis on the system
(2) Emphasis on the function
(3) Emphasis on ideology

( ) Language is viewed as a list of lexical units and syntactic rules used to form sentences, focusing primarily on translation and decontextualized grammatical structures.
( ) Language is understood as a way of acting upon the world to achieve specific goals, with pedagogical practices focusing on communicative actions and competencies.
( ) Language is seen as an instrument of social action that constitutes the subject, serving either to reproduce inequality or to promote social change and critical reflection.
( ) Classroom activities engage students in memorizing vocabulary lists, conjugating verbs in isolation, and completing fill-in-the-blank exercises.
( ) Classroom activities focus on specific communicative objectives such as introducing oneself, asking for help, or refusing an invitation.  

Choose the alternative that presents the correct sequence from top to bottom.

The integration of digital technologies into contemporary classrooms requires an educational model that goes beyond technical skills. Within this scenario, Media Literacy and the strategic use of DICTs (Digital Information and Communication Technologies) aim to empower students not only as functional users of digital technologies, but as active, critical, and ethical participants in the global information ecosystem.

Considering the learning objectives of media literacy and the pedagogical use of DICTs, it is correct to state that these practices should enable students to