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Questões de Concursos Língua Inglesa

Resolva questões de Língua Inglesa comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

401Q1024700 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, SEE PB, IDECAN, 2025

The period of technicist education was marked by a strong presence of English language teaching in schools, with a focus on workforce qualification for industrial labor. The most common approach at the time was based on the grammar-translation method. Select the alternative that describes the methodological orientation commonly associated with this method.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

402Q1021927 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de São João Nepomuceno MG, Consulplan, 2024

Texto associado.
Conclusions and Recommendations


Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and considering the results of the surveys conducted with universities and teachers in both states, some conclusions and recommendations could be drawn.

Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.

Another important consideration is the link between initial training for English teachers and how it interacts with the routines and challenges of the classroom. There is room for improvement when considering the mismatch between the programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and communication between State Education Departments and the teacher training programs at universities.

Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully prepared to be teachers and face all the challenges of a classroom.

Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their contracts.

The surveys with teachers demonstrated that many have never participated in a professional development session specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues and areas that English teachers identify as most critical.

Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso, there is already a movement to increase the importance of the discipline.

While Minas Gerais has developed a few specific training courses for English teachers focused on improving their pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in English.

In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State Education Departments.


(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
In 7º§, what idea does the modal verb “may” express?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

403Q1021928 | Inglês, Sinônimos Synonyms, Língua Inglesa, Prefeitura de São João Nepomuceno MG, Consulplan, 2024

Texto associado.
Conclusions and Recommendations


Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and considering the results of the surveys conducted with universities and teachers in both states, some conclusions and recommendations could be drawn.

Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.

Another important consideration is the link between initial training for English teachers and how it interacts with the routines and challenges of the classroom. There is room for improvement when considering the mismatch between the programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and communication between State Education Departments and the teacher training programs at universities.

Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully prepared to be teachers and face all the challenges of a classroom.

Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their contracts.

The surveys with teachers demonstrated that many have never participated in a professional development session specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues and areas that English teachers identify as most critical.

Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso, there is already a movement to increase the importance of the discipline.

While Minas Gerais has developed a few specific training courses for English teachers focused on improving their pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in English.

In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State Education Departments.


(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
What word best substitutes the connector “Therefore” in 4º§?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

404Q1024498 | Inglês, Palavras Conectivas Connective Words, Língua Inglesa, UFF, COSEAC, 2025

Texto associado.
The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter compositions have survived [….].
The conjunction “although”, in the sentence, establishes an idea of:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

406Q1004552 | Pedagogia, A Didática e o Processo de Ensino e Aprendizagem, Língua Inglesa, Prefeitura de Cubatão SP, IBAM, 2024

Na obra de Ana R.S. Carolino de Abreu Nunes (2004), o uso do lúdico no ensino de uma segunda língua é fundamentado em abordagens pedagógicas que valorizam a conexão entre os novos conhecimentos e os conhecimentos prévios dos aprendizes, promovendo uma aprendizagem mais relevante e engajada. Essa abordagem está alinhada a qual das teorias educacionais apresentadas abaixo?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

407Q1024575 | Inglês, Análise Sintática Syntax Parsing, Língua Inglesa, Prefeitura de Catuípe RS, OBJETIVA, 2024

Texto associado.
Birth of Venus is one of the most famous paintings in the world. It was painted by Alessandro di Mariano Filipepi, known as Sandro Botticelli, who was an Italian painter of the Florentine School that emerged in the early Renaissance period. In mythology, Venus wasconceived when the Titan Cronus castrated his father, thegod Uranus, whose severed genitals fertilized the sea.
Venus was conceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea. Venus is an arrestingly beautiful figure with her delicate skin and soft-flowing curls fresh from the sea. Historically, this is the most important depicted nude since classical antiquity.
Apart from its artistic quality, Birth of Venus is noteworthy for having been the first known Tuscan work of art to be painted on canvas, which is now standard but was then revolutionary, with paintings customarily done on more expensive wood panels. It was restored in 1987 to heighten the bright vividness of the painting as it first appeared, an effect achieved by the use of lustrous alabaster powder and gold leaf.

(Source: Encyclopaedia Britannica — adaptation.)
Regarding sentence structures and sentence elements, what is the role of the underlined terms in the text?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

408Q1024577 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Catuípe RS, OBJETIVA, 2024

Texto associado.
Birth of Venus is one of the most famous paintings in the world. It was painted by Alessandro di Mariano Filipepi, known as Sandro Botticelli, who was an Italian painter of the Florentine School that emerged in the early Renaissance period. In mythology, Venus wasconceived when the Titan Cronus castrated his father, thegod Uranus, whose severed genitals fertilized the sea.
Venus was conceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea. Venus is an arrestingly beautiful figure with her delicate skin and soft-flowing curls fresh from the sea. Historically, this is the most important depicted nude since classical antiquity.
Apart from its artistic quality, Birth of Venus is noteworthy for having been the first known Tuscan work of art to be painted on canvas, which is now standard but was then revolutionary, with paintings customarily done on more expensive wood panels. It was restored in 1987 to heighten the bright vividness of the painting as it first appeared, an effect achieved by the use of lustrous alabaster powder and gold leaf.

(Source: Encyclopaedia Britannica — adaptation.)
Which 20th-century American author crafted a satirical novel set in a fantastical land, chronicling the adventures of a curious young girl named Alice?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

411Q978828 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
According to Text 2, what was the first grammar book of the English language?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

412Q1024701 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, SEE PB, IDECAN, 2025

The audiolingual approach to language teaching was highly popular between the 1940s and 1960s, particularly in the United States, and has its roots in behaviorism and structural linguistics. Regarding this approach, select the correct statement.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

413Q1024721 | Inglês, Tag Questions, Língua Inglesa, SEE PB, IDECAN, 2025

About the question tag uses, mark the alternative that presents the correct way to form these sentences.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

414Q1023990 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Sobral CE, UECE CEV, 2023

“I have often thought1 what a melancholy world this would be without children, and what an inhuman world without the aged.” (Samuel Taylor Coleridge)

“She had had2 to change her limbs. She had had to get limbs that ordinary people have and walk, but every step she took, agonizing pain! This is what she was willing3 to go through, to get the prince. So, I thought she deserved more than death on the water.” (Alice Munro)

In terms of verb tenses, the verb forms in bold in these sentences are, respectively, in the

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

415Q1022971 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2024

Texto associado.

TEXT 2

Workplace Burnout Survey

Burnout without borders


Deloitte’s external survey explores the drivers and impact of prolonged, unmanageable stress that may lead to employee burnout.

Deloitte’s marketplace survey on burnout

Professionals today are undoubtedly feeling the pressure of an ‘always on’ work culture, causing stress and sometimes leading to burnout.

Deloitte’s external marketplace survey of 1,000 full-time US professionals explores the drivers and impact of employee burnout, while also providing insight into the benefits and programs employees feel can help prevent or alleviate burnout versus those their companies are currently offering.


The findings indicate that 77 percent of respondents say they have experienced employee burnout at their current job, with more than half citing more than one occurrence. The survey also uncovered that employers may be missing the mark whenit comes to developing well-being programs that their employees find valuable to address stress in the workplace.

Additionally, the survey found that:


  • Employee burnout has no boundaries: 91 percent of respondents say having an unmanageable amount of stress or frustration negatively impacts the quality of their work. 83 percent of respondents say burnout from work can negatively impact their personal relationships.


  • Passion may not prevent workplace stress: 87 percent of professionals surveyed say they have passion for their current job but 64 percent say they are frequently stressed, dispelling the myth that passionate employees are immune to stress or burnout.


  • Many companies may not be doing enough to minimize burnout: Nearly 70 percent of professionals feel their employers are not doing enough to prevent or alleviate burnout within their organization. 21 percent of respondents say their company does not offer any programs or initiatives to prevent or alleviate burnout.
  • Companies should consider workplace culture, not just well-being programs: One in four professionals say they never or rarely take all of their vacation days. The top driver of burnout cited in the survey is lack of support or recognition from leadership, indicating the important role that leaders play in setting the tone.


  • Burnout affects millennial retention: 84 percent of millennials say they have experienced burnout at their current job, compared to 77 percent of all respondents. Nearly half of millennials say they have left a job specifically because they felt burned out, compared to 42 percent of all respondents.


from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted

The percentage of surveyed professionals that admitted to never or rarely utilizing all their allocated vacation days, indicating a potential area of concern for workplace culture is
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

416Q1022972 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2024

Texto associado.

TEXT 2

Workplace Burnout Survey

Burnout without borders


Deloitte’s external survey explores the drivers and impact of prolonged, unmanageable stress that may lead to employee burnout.

Deloitte’s marketplace survey on burnout

Professionals today are undoubtedly feeling the pressure of an ‘always on’ work culture, causing stress and sometimes leading to burnout.

Deloitte’s external marketplace survey of 1,000 full-time US professionals explores the drivers and impact of employee burnout, while also providing insight into the benefits and programs employees feel can help prevent or alleviate burnout versus those their companies are currently offering.


The findings indicate that 77 percent of respondents say they have experienced employee burnout at their current job, with more than half citing more than one occurrence. The survey also uncovered that employers may be missing the mark whenit comes to developing well-being programs that their employees find valuable to address stress in the workplace.

Additionally, the survey found that:


  • Employee burnout has no boundaries: 91 percent of respondents say having an unmanageable amount of stress or frustration negatively impacts the quality of their work. 83 percent of respondents say burnout from work can negatively impact their personal relationships.


  • Passion may not prevent workplace stress: 87 percent of professionals surveyed say they have passion for their current job but 64 percent say they are frequently stressed, dispelling the myth that passionate employees are immune to stress or burnout.


  • Many companies may not be doing enough to minimize burnout: Nearly 70 percent of professionals feel their employers are not doing enough to prevent or alleviate burnout within their organization. 21 percent of respondents say their company does not offer any programs or initiatives to prevent or alleviate burnout.
  • Companies should consider workplace culture, not just well-being programs: One in four professionals say they never or rarely take all of their vacation days. The top driver of burnout cited in the survey is lack of support or recognition from leadership, indicating the important role that leaders play in setting the tone.


  • Burnout affects millennial retention: 84 percent of millennials say they have experienced burnout at their current job, compared to 77 percent of all respondents. Nearly half of millennials say they have left a job specifically because they felt burned out, compared to 42 percent of all respondents.


from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted

According to the survey, being passionate about your job
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

417Q1004546 | Inglês, Língua Inglesa, Prefeitura de Cubatão SP, IBAM, 2024

Com base no conceito de "desestrangeirização" apresentado por Flavius Almeida dos Anjos em O inglês como língua franca global da contemporaneidade (2016), julgue as sentenças abaixo como (V) para verdadeiras ou (F), para falsas.

1.(__) O conceito de "desestrangeirização" enfatiza o uso do inglês como ferramenta para conectar-se a contextos locais e globais, rompendo com a ideia de língua "estrangeira".
2.(__) O objetivo principal da "desestrangeirização" é reduzir o papel do inglês como língua de comunicação intercultural.
3.(__) A "desestrangeirização" é uma abordagem que propõe o ensino de inglês à comunicação funcional, para além dos contextos culturais e históricos.

A sequência correta é:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

418Q984615 | Inglês, Presente perfeito Present perfect, Língua Inglesa, Prefeitura de Nonoai RS, OBJETIVA, 2025

Texto associado.
The size and age of the Cosmos are beyond ordinary human understanding. Lost somewhere between immensity and eternity is our tiny planetary home. In a cosmic perspective, most human concerns seem insignificant, even petty. And yet our species is young and curious and brave and shows much promise. In the last few millennia we have made the most astonishing and unexpected discoveries about the Cosmos and our place within it, explorations that are exhilarating to consider. They remind us that humans have evolved to wonder, that understanding is a joy, that knowledge is prerequisite to survival. I believe our future depends on how well we know this Cosmos in which we float like a mote of dust in the morning sky.
Those explorations required skepticism and imagination both. Imagination will often carry us to worlds that never were. But without it, we go nowhere. Skepticism enables us to distinguish fancy from fact, to test our speculations. The Cosmos isrichbeyond measure — in elegant facts, inexquisiteinterrelationships, in the subtle machinery of awe. The surface of the Earth is the shore of the cosmic ocean. From it we have learned most of what we know. Recently, we have waded a little out to sea, enough to dampen our toes or, at most, wet our ankles. The water seemsinviting. The ocean calls. Some part of our being knows this is from where we came. We long to return. These aspirations are not, I think, irreverent, although they may trouble whatever gods may be.

Cosmos. Carl Sagan.
The tense and aspect of the underlined verbs below are:
From it we have learned most of what we know. Recently, we have waded a little out to sea, enough to dampen our toes or, at most, wet our ankles.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

419Q910384 | Inglês, Língua Inglesa, Prefeitura de Montes Claros MG, FUNDEP, 2024

Texto associado.

Read the following text to answer the question.


By Leo Selivan


In this article, informed by the Lexical Approach, I reflect on grammar instruction in the classroom […]. I consider the problems with ‘traditional’ grammar teaching before arguing that what we actually need is more grammar input as well as showing how lexis can provide necessary ‘crutches’ for the learner.


Lexis = vocabulary + grammar


The shift in ELT from grammar to lexis mirrors a similar change in the attitude of linguists. In the past linguists were preoccupied with the grammar of language; however the advances in corpus linguistics have pushed lexis to the forefront. The term ‘lexis’, which was traditionally used by linguists, is a common word these days and frequently used even in textbooks.


Why use a technical term borrowed from the realm of linguistics instead of the word ‘vocabulary’? Quite simply because vocabulary is typically seen as individual words (often presented in lists) whereas lexis is a somewhat wider concept and consists of collocations, chunks and formulaic expressions. It also includes certain patterns that were traditionally associated with the grammar of a language, e.g. If I were you…, I haven’t seen you for ages etc.


Recognising certain grammar structures as lexical items means that they can be introduced much earlier, without structural analysis or elaboration. Indeed, since the concept of notions and functions made its way into language teaching, particularly as Communicative Language Teaching (CLT) gained prominence, some structures associated with grammar started to be taught lexically (or functionally). I’d like to is not taught as ‹the conditional› but as a chunk expressing desire. Similarly many other ‹traditional› grammar items can be introduced lexically relatively early on.


Less grammar or more grammar?


You are, no doubt, all familiar with students who on one hand seem to know the ‘rules’ of grammar but still fail to produce grammatically correct sentences when speaking or, on the other, sound unnatural and foreign-like even when their sentences are grammatically correct. Michael Lewis, who might be considered the founder of the Lexical Approach, once claimed that there was no direct relationship between the knowledge of grammar and speaking. In contrast, the knowledge of formulaic language has been shown by research to have a significant bearing on the natural language production.


Furthermore, certain grammar rules are practically impossible to learn. Dave Willis cites the grammar of orientation (which includes the notoriously difficult present perfect and the uses of certain modal verbs) as particularly resistant to teaching. The only way to grasp their meaning is through continuous exposure and use.


Finally, even the most authoritative English grammars never claim to provide a comprehensive description of all the grammar, hence the word ‘introduction’ often used in their titles (for instance, Huddleston & Pullum’s A Student’s Introduction to English Grammar or Halliday’s An Introduction to Functional Grammar).


If grammarians do not even attempt to address all areas of grammar, how can we, practitioners, cover all the aspects of grammar in our teaching, especially if all we seem to focus on is a limited selection of discrete items, comprised mostly of tenses and a handful of modal verbs? It would seem that we need to expose our students to a lot of naturally occurring language and frequently draw their attention to various grammar points as they arise.


For example, while teaching the expression fall asleep / be asleep you can ask your students:


• Don’t make any noise – she’s fallen asleep.

• Don’t make any noise – she’s asleep.


What does’s stand for in each of these cases (is or has)?


One of the fathers of the Communicative Language Teaching Henry Widdowson advocated using lexical items as a starting point and then ‘showing how they need to be grammatically modified to be communicatively effective’ (1990:95). For example, when exploring a text with your students, you may come across a sentence like this:


• They’ve been married for seven years.


You can ask your students: When did they get married? How should you change the sentence if the couple you are talking about is no longer married?


The above demonstrates how the teacher should be constantly on the ball and take every opportunity to draw students’ attention to grammar. Such short but frequent ‘grammar spots’ will help to slowly raise students’ awareness and build their understanding of the English grammar system.

[…]


Conclusion


So is there room for grammar instruction in the classroom? Certainly yes. But the grammar practice should always start with the exploitation of lexical items. Exposing students to a lot of natural and contextualised examples will offer a lexical way into the grammar of the language.


To sum up, grammar should play some role in language teaching but should not occupy a big part of class time. Instead grammar should be delivered in small but frequent portions. Students should be encouraged to collect a lot of examples of a particular structure before being invited to analyse it. Hence, analysis should be preceded by synthesis.


Lastly, language practitioners should bear in mind that grammar acquisition is an incremental process which requires frequent focus and refocus on the items already studied.



Available at: https://www.teachingenglish.org.uk/professionaldevelopment/teachers/knowing-subject/articles/grammar-vs-lexisor-grammar-through. Accessed on: April 29, 2024.

Which sentence does not refer to lexis?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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