Questões de Concurso

The postmethod condition is a sustainable state of affairs that compels us to fundamentally restructure our view of language teaching and teacher education. It urges us to review the character and content of classroom teaching in all its pedagogical and ideological perspectives. It drives us to streamline our teacher education by refiguring the reified relationship between theory and practice. In short, it demands that we seriously contemplate the essentials of a coherent postmethod pedagogy.
KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. New Jersey: Lawrence Erlbaum Associates, 2006 (adapted).

Considering the ideas contained in the text, a successful lesson plan should include activities that

During an English class, a teacher presents samples of texts for students so that they identify features found in imaginative, informative and persuasive texts. The teacher asks students to pay attention to how headings, subheadings, bold type and graphic organizers are used to order and present information. The text set contains samples from different genres, media and levels of reading difficulties. By the end of this lesson, students will be able to (i) identify and describe the purpose of persuasive texts; (ii) identify and describe the text structure of persuasive writing; and (iii) demonstrate an understanding of persuasive text conventions.

In this context, the language concept that supported this lesson is

Available at: https://www.instagram.com/. Accessed on: June 17, 2024

Last week, when an English teacher got into her High School class, one of her students was showing the poem above to her friends. She said she had found it online and was curious about it because its structure was different from the ones she was used to reading. The teacher was pleased to hear that, and thought this would be an excellent opportunity to introduce her class into this non-canonical literature. She started presenting the author, Rupi Kaur, a contemporary Indian poet. Then, she read it aloud and asked them to work in pairs to figure out its main idea.

Considering the students’ ages, their school level and their critical thinking ability, the teacher anticipated they should be able to understand that

TEXT 1
After the students have repeated the dialogue several times, the teacher gives them a chance to adopt the role of Bill while she says Sally’s lines. Before the class actually says each line, the teacher models it. In effect, the class is experiencing a repetition drill where the students have to listen carefully and attempt to mimic the teacher’s model as accurately as possible.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & principles in language teaching. Oxford: OUP, 2011 (adapted).

TEXT 2
The teacher greets the class and distributes a handout. There is writing on both sides. On one side is a copy of a sports column from a recent newspaper. The reporter is discussing the last World Cup competition. The teacher asks the students to read it and then to underline the predictions the reporter makes about the next World Cup. He gives them these directions in the target language. Then, he and the students discuss which predictions the reporter feels more certain about and which predictions he feels less certain about.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & principles in language teaching. Oxford: OUP, 2011 (adapted).

Considering the concept of language learning methods and their characteristics, we can state about text 1 and text 2, respectively, that

TEXT 1
Available at: https://saladerecursos.com.br/. Accessed on: April 8, 2024 (adapted).

TEXT 2
Available at: https://petletras.paginas.ufsc.br/. Accessed on: April 8, 2024 (adapted).

From the analysis of the images above, nowadays, the use of digital technologies in English learning