De acordo com a Base Nacional Comum Curricular BNCC, no que diz respeito às competências específicas de língua inglesa para o ensino fundamental, analise as afirmativas seguintes e marque a alternativa correta.

I Identificar o lugar de si como falante de língua estrangeira pertencente a um país monolingue, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção desse país no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
lI- Comunicar-se na língua inglesa, por meio do uso variado de linguagens em mídias impressas ou digitais, reconhecendo-a como ferramenta de acesso ao conhecimento, de ampliação das perspectivas e de possibilidades para a compreensão dos valores e interesses de outras culturas e para o exercício do protagonismo social.
IlI- Elaborar repertórios linguístico-discursivos da língua inglesa, usados em diferentes países e por grupos sociais distintos dentro de um mesmo país, de modo a reconhecer a diversidade linguística como direito e valorizar os usos heterogêneos, híbridos e multimodais emergentes nas sociedades contemporâneas.
IV- Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
After carrying out the examination of the abilities’ list, as described in the Parâmetros Curriculares-PCNs for foreign language instrucion, choose the corresponding area they belong in.

a) Selecting the register which fits the communication situationand the words that best convey the idea one intends to forward.
b) Employing cohesion and coherence resources in oral and written production.
c) Using verbal and nonverbal strategies to mske up for the flops, enhancing effective communication, and reaching higher levels in production and Reading.
d) Knowing and applying modern foreign language as a means/tool to access information, other cultures, and social groups.
One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning process. It could also be hypothesized that compared to university students, elementary school students are less able to seize the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning took place: the management of technologies for learning, and the management of one’s image.


BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’
Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.

Considering the excerpt, what is the appropriate oral language intervention for public high school students that accounts for their developmental stage and the role of video in language learning?
The Brazilian Base Nacional Comum Curricular (BNCC) says English is a global language, which allows access to multiple uses and functions in the contemporary times. As one of the possible uses is access to science, it is important to connect the teaching of English with the concept of scientific literacy, addressed by the BNCC as the ability to comprehend, interpret and apply scientific knowledge to make informed decisions and act critically and ethically in society. Analyze the statements below about scientific literacy and mark T, if true, or F, if false.

( ) It involves the ability to evaluate critically scientific information. ( ) It requires advanced knowledge of applied sciences. ( ) It includes understanding the scientific method, such as formulating and testing hypotheses, and analyzing results.

The correct order of filling in the parentheses, from top to bottom, is:
Identifique abaixo as afirmativas verdadeiras(V) e as falsas ( F ) em relação à avaliação de competências linguísticas.

( ) Compreende as seguintes habilidades: compreensão e produção oral e escrita.
( ) Baseia-se no Quadro Europeu Comum de Referência para Línguas (QECR).
( ) Quadro Europeu Comum de Referência para Línguas (QECR) é a única estrutura utilizada para descrever competências linguísticas.
( ) A capacidade de entender a língua falada, incluindo diferentes sotaques, estilos e níveis de complexidade, é desenvolvida na compreensão oral.

Assinale a alternativa que indica a sequência correta, de cima para baixo.
The communicative approach to English language teaching includes the characteristics described in the following items, except for one. Mark the incorrect option.
As origens teóricas da perspectiva reflexiva sobre a prática remontam a John Dewey, que, na década de 30 do século passado, definiu ação reflexiva como o exame ativo, voluntário, persistente e rigoroso de nossas crenças e ações, à luz dos fundamentos que as sustentam e das consequências a que conduzem. Ao caracterizar a reflexão como uma forma especializada de pensar, Dewey a diferencia do ato de rotina, que, embora fundamental ao ser humano, é guiado por impulso, hábito, tradição ou submissão à autoridade. A reflexão, ao contrário, baseia-se na vontade, no pensamento, em atitudes de questionamento e curiosidade.

Rosane Rocha Pessoa. A reflexão interativa
como instrumento de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).

Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.

Nas aulas de língua inglesa, a ação reflexiva é construída a partir da repetição de métodos pré-elaborados para avaliar competências linguísticas dos estudantes.

Associate the second column according to the first, which relates methodological approaches to language teaching with their definitions:

First column: Methodological approaches
(1) Situational Language Teaching (SLT)
(2) CLT - Communicative Language Teaching (The Communicative Approach)
(3) CLIL - Content and Language Integrated Learning

Second column: definitions
(__) The goal of this approach is to develop learners' communicative competence across all four skills. It has been the dominant approach in mainstream language education for many decades.
(__) This is an approach that combines the learning of a specific subject matter with learning the target language.
(__) This approach views language as a purposeful means of achieving goals in real-life situations.


Choose the alternative that presents the correct association between the columns:
This is one of the active methodologies put into practice outside the classroom. The student researches a subject in the place where the situation normally occurs:

Plurilingualism and translanguaging: commonalities and divergences

Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.

All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.

It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.

Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.

Garcia e Otheguy (2020)

In the field of TESOL, understanding language conceptions is crucial for effective language teaching. Which of the following statements accurately represents a commonly held language conception in TESOL?

Considere a seguinte situação:

Em um contexto de comunicação intercultural, um profissional de relações internacionais foi designado para mediar uma negociação complexa entre uma empresa brasileira e uma empresa americana. Durante a reunião, ambas as partes expressaram suas expectativas e preocupações por meio de diferentes estilos comunicativos, refletindo as nuances culturais de seus respectivos países. O representante da empresa brasileira, ao apresentar propostas, utilizou uma abordagem indireta, fazendo uso de metáforas e expressões idiomáticas comuns na cultura brasileira. Por outro lado, o representante americano adotou uma postura mais direta e objetiva, preferindo detalhar números e fatos concretos. Ao final da reunião, o mediador percebeu que, apesar das divergências iniciais, ambas as partes alcançaram um entendimento mútuo, demonstrando habilidades de adaptação e compreensão intercultural.

Considerando o exposto, qual princípio fundamental das relações contextuais foi crucial para o sucesso da comunicação nesse cenário?

The natural order of language skill development reflects the way people typically acquire language skills, especially in first language acquisition. Research and observation show that individuals usually start by absorbing sounds and patterns, then begin to produce language verbally, before progressing to literacy skills. Understanding this sequence can be helpful in designing language learning programs that align with our natural learning processes. Which sequence best represents the natural order of language skill development?
O texto seguinte servirá de base para responder à questão.


Archaeologists conduct first 'space excavation' on International Space Station

By Justin St. P. Walsh and Alice Gorman, The Conversation | Published: August 15, 2024 | Last updated on August 20, 2024

New results from the first archaeological fieldwork conducted in space show the International Space Station is a rich cultural landscape where crew create their own "gravity" to replace Earth's, and adapt module spaces to suit their needs.

Archaeology is usually thought of as the study of the distant past, but it's ideally suited for revealing how people adapt to long-duration spaceflight.

In the SQuARE experiment described in our new paper in PLOS ONE, we re-imagined a standard archaeological method for use in space, and got astronauts to carry it out for us.

Archaeology ... in ... spaaaaace!

The International Space Station is the first permanent human settlement in space. Close to 280 people have visited it in the past 23 years.

Our team has studied displays of photos, religious icons and artworks made by crew members from different countries, observed the cargo that is returned to Earth, and used NASA's historic photo archive to examine the relationships between crew members who serve together.

We've also studied the simple technologies, such as Velcro and resealable plastic bags, which astronauts use to recreate the Earthly effect of gravity in the microgravity environment − to keep things where you left them, so they don't float away.

Most recently, we collected data about how crew used objects inside the space station by adapting one of the most traditional archaeological techniques, the "shovel test pit".

On Earth, after an archaeological site has been identified, a grid of one-metre squares is laid out, and some of these are excavated as "test pits". These samples give a sense of the site as a whole.

In January 2022, we asked the space station crew to lay out five roughly square sample areas. We chose the square locations to encompass zones of work, science, exercise and leisure. The crew also selected a sixth area based on their own idea of what might be interesting to observe. Our study was sponsored by the International Space Station National Laboratory.

Then, for 60 days, the crew photographed each square every day to document the objects within its boundaries. Everything in space culture has an acronym, so we called this activity the Sampling Quadrangle Assemblages Research Experiment, or SQuARE.

The resulting photos show the richness of the space station's cultural landscape, while also revealing how far life in space is from images of sci-fi imagination.

The space station is cluttered and chaotic, cramped and dirty. There are no boundaries between where the crew works and where they rest. There is little to no privacy. There isn't even a shower.

What we saw in the squares

Now we can present results from the analysis of the first two squares. One was located in the US Node 2 module, where there are four crew berths, and connections to the European and Japanese labs. Visiting spacecraft often dock here. Our target was a wall where the Maintenance Work Area, or MWA, is located. There's a blue metal panel with 40 velcro squares on it, and a table below for fixing equipment or doing experiments.

NASA intended the area to be used for maintenance. However, we saw hardly any evidence of maintenance there, and only a handful of science activities. In fact, for 50 of the 60 days covered by our survey, the square was only used for storing items, which may not even have been used there.

The amount of velcro here made it a perfect location for ad hoc storage. Close to half of all items recorded (44%) were related to holding other items in place.

The other square we've completed was in the US Node 3 module, where there are exercise machines and the toilet. It's also a passageway to the crew's favourite part of the space station, the seven-sided cupola window, and to storage modules.

This wall had no designated function, so it was used for eclectic purposes, such as storing a laptop, an antibacterial experiment and resealable bags. And for 52 days during SQuARE, it was also the location where one crew member kept their toiletry kit.

It makes a kind of sense to put one's toiletries near the toilet and the exercise machines that each astronaut uses for hours every day. But this is a highly public space, where others are constantly passing by. The placement of the toiletry kit shows how inadequate the facilities are for hygiene and privacy.

What does this mean?

Our analysis of Squares 03 and 05 helped us understand how restraints such as velcro create a sort of transient gravity.

Restraints used to hold an object form a patch of active gravity, while those not in use represent potential gravity. The artefact analysis shows us how much potential gravity is available at each location.

The main focus of the space station is scientific work. To make this happen, astronauts have to deploy large numbers of objects. Square 03 shows how they turned a surface intended for maintenance into a halfway house for various items on their journeys around the station. Professor de Inglês - 1 1

Our data suggests that designers of future space stations, such as the commercial ones currently planned for low Earth orbit, or the Gateway station being built for lunar orbit, might need to make storage a higher priority.

Square 05 shows how a public wall space was claimed for personal storage by an unknown crew member. We already know there is less-than-ideal provision for privacy, but the persistence of the toiletry bag at this location shows how crew adapt spaces to make up for this.

What makes our conclusions significant is that they are evidence-based. The analysis of the first two squares suggests the data from all six will offer further insights into humanity's longest surviving space habitat.

Current plans are to bring the space station down from orbit in 2031, so this experiment may be the only chance we have to gather archaeological data.


https://www.astronomy.com/space-exploration/archaeologists-conduct-fi rst-space-excavation-on-international-space-station/
You need to find specific information in the article about the duration of the SQuARE experiment conducted onthe International Space Station. Which reading method would be most effective for quickly locating this precise detail?
The didactic approach of knowledge aims at emphasizing the importance of giving proper treatment to the different contents that make up a teacher’s plan in order to equip his/her practice, as well as cover distinct categories integrating reality and understanding. Some kinds of contents cater to the active construction of capacities that operate with symbols, ideas, images, and representations that will allow the assignment of meaning to reality. From the least to the most complex perceptions, learning happens through a continuous process of coming and going, advancements and retreats upon which learners build tentative ideas, that are then amplified, modified, getting closer and closer to what is really accurate. The construction of some of these ideas might not be immediate, it will take them longer to be ready since hypothesis elaboration and original expression also rely on personal conditioning. The data offered refers to content which is:
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