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In questions 46 to 50 you will be analyzing a series of reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).
ACTIVITIES 3 and 4 (presented in Questions 48 and 49) are examples of highly appropriate assignments in EFL classes since they conform to several of the guidelines expressed in the PCNs (Parâmetros Curriculares Nacionais: terceiro e quarto ciclo do Ensino Fundamental Língua Estrangeira) reproduced below.
The only guideline that is NOT addressed by the proposals of Activity 3 and 4 is
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In questions 46 to 50 you will be analyzing a series of reading activities that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).
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The following statements express justifications for the inclusion of Activity 2 in an EFL reading class.

I - It can be considered a challenging and, possibly, motivating reading comprehension task since it helps students arrive at a general understanding of a piece of text and a detailed understanding of its sentences and linguistic elements.

II - By guessing the missing words in the blanks during the pre-reading phase, the students will be able to identify the writers intent and become more proficient readers.

III - By using their imagination and comparing their guesses with their peers and the original version, the students are learning to resort to their own previous knowledge and confirm or reject expectations in reading a text.

IV - Dynamic activities in which students get involved with the text without actually reading it at first can be one way of motivating them to search for the meanings implied in the original version of the passage.

The correct statements are
The fragment in which the word with the ING suffix functions as a noun is
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This perspective can be linked to the main argument exposed in Text I in that
In the fragments a teachers judgment of his or her capabilities to bring about desired outcomes (lines 1-3) and rely on extrinsic motivation or punishment to get students to study. (lines 54-55), the expressions bring about and rely on mean, respectively,
GABARITO:

  • 1) A
  • 2) D
  • 3) D
  • 4) E
  • 5) C

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