A father earns the gratitude of his children by nurturing them to be preeminent in the Assembly of the Learned.

Thirukural, verse 67, circa 100 A.D. in: KUMARAVADIVELU, B. 2003.

Regular verbs ending in voiced sounds are pronounced with the sound /d/ in the simple past and past perfect, and so are most adjectives with the same form. However, the word “Learned”, present in the quotation above, has a distinctive pronunciation feature when functioning as an adjective or a noun: /ˈlɜːnɪd/. Among the words below, choose the one that follows the same characteristic of pronunciation when used in such functions.

In the part of the text “the awareness and the tools that will allow them to achieve their academic, professional, social, and personal goals” the bolded portion is

In the excerpt “and some of these are discussed below”, the referent of the word in bold is

O conectivo em negrito no trecho retirado do texto “Because the culture of any community has many facets and manifestations” pode ser substituído, sem alteração de significado ou estrutura da frase, por

Read the following exchange:

A: Why was the king only able to draw straight lines?
B: Because he is a ruler.
Humor is caused by a linguistic property named

Even before they start reading the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, some students say they will not be able to understand it. And immediately mention the words “knock”, “households” and “swept”, in the headline and the first paragraph.

The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to

I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.
II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.
III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.
IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.
V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points.

A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items

While preparing reading comprehension exercises on the text, the teacher notes the absolute predominance of verbs in the simple past. However, this is not a language class, but a reading one, and the teacher wouldn’t like to deal with the topic “verbs” in isolation, as followers of structuralism would do. This way, in trying to articulate reading comprehension and linguistic knowledge, in a class on the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, the teacher

Um professor encontra essa notícia, publicada imediatamente após uma tempestade haver devastado a cidade de São Paulo. Suponha que esse professor considere pertinente trabalhar a notícia com sua turma do 1º ano do Ensino Médio que vem desenvolvendo um projeto interdisciplinar intitulado “Mudanças climáticas: efeitos sentidos no Brasil”. Consciente de que o reconhecimento do contexto de produção favorece o processo de compreensão do tema tratado, o professor propõe, como primeira atividade de sua aula de leitura,

Em uma sala de nono ano com 40 estudantes, o professor está revisando as preposições de tempo in, on, at, um dos temas da prova bimestral. Coloca na lousa cinco frases com lacunas, que devem ser preenchidas com a preposição adequada. Veja a seguir um quadro com as frases dadas pelo professor, e o número de estudantes que escolheu cada opção de resposta:

I. Few people knew how to read and write ............the Middle Ages.	In – 22 estudantes On – 13 estudantes At – 05 estudantes
II. Are you two getting married............ the winter? So cold!!	In – 6 estudantes On – 32 estudantes At – 2 estudantes
III. Would you like to go to the movies with me ........Friday night?	In – 0 estudantes On – 13 estudantes At – 27 estudantes
IV. For my family, getting together .......... Christmas is the best thing ever!	In – 12 estudantes On – 13 estudantes At – 15 estudantes
V. Our parents are meeting us for lunch ........Sunday.	In – 26 estudantes On – 06 estudantes At – 08 estudantes

Das intervenções a seguir, que procuram apontar os desvios na execução da tarefa, está correta aquela em que o professor esclarece

Leia o texto.

Usage and use

The distinction between language use and language usage was first made by Widdowson. He coined the term usage for language which conformed to pre-established paradigms of language. Usage is independent of context, and is related to language correctness.

In contrast, use has to do with the speaker’s intention in producing a particular sentence. For example, the sentence “I don’t know what you mean”, said in a particular context, may imply a request for clarification; the same sentence, said in a different way and in a different context, may be an expression of disbelief.

Most sentences in textbooks and in grammar practices are well-formed sentences. However, can you think of a real-life situation in which a sentence such as “This is my hand” is pronounced?

LEWIS, Michael. The lexical approach. Heinle Cengage, 2010. Adaptado.

Em muitos contextos da escola brasileira permanece forte a herança da tradição estruturalista, focada em usage. Pense em um professor brasileiro formado dentro de tal tradição que, percebendo seus limites para desenvolver a capacidade de o estudante interagir no mundo por meio da língua inglesa, começa a preparar suas aulas sob a ótica de uma abordagem centrada em use. Esse professor, ao final de uma atividade em classe, perguntar-se-ia em primeiro lugar se, em sua aula,