Questão FC478951
Júlia is a public school teacher who has only recently discovered an interest in developing her students’ communicative abilities in the English Language. As she does not know much
Questões Interdisciplinares de Inglês
FGV · 2025
Júlia is a public school teacher who has only recently discovered an interest in developing her students’ communicative abilities in the English Language. As she does not know much about Communicative Language Teaching (CLT), she is always looking for texts and authors that talk about the approach. One of the texts she particularly prefers is this short excerpt:
The interest of a soccer game lies of course not in the ball, but in the moves and strategies of the players as they kick, pass, and fake their way along the field. The interest of communication lies similarly in the moves and strategies of the participants. The terms that best represent the collaborative nature of what goes on are interpretation, expression, and negotiation of meaning.
(SAVINGON, Sandra. Communicative language teaching for the twenty-first century. IN: Marianne Celce-Murcia. 3r ed. Teaching English as a second or foreign language. Boston, MA: Heinle&Heinle. 3rd edition. 2002. Adaptado.)
In her search for a better comprehension of CLT, Julia invites the other English teachers in her school to study the topic together and create classroom proposals accordingly. From the five proposals designed by Júlia’s group of teachers, select the one which best reflects the CLT teaching principles.
- “Divide the class in groups and give each group cards with pictures of objects. Each member of the group writes sentences about themselves using the cards, and then share them with the whole group.”
- “Tell students to choose a partner to work with. Each pair should create and record a dialogue recovering vocabulary and language structures from previous lessons.”
- “Organize the class in pairs with mixed abilities in terms of English. The more proficient student helps the less proficient one perform the oral tasks assigned by the teacher.”
- “Play a short scene from a movie, with closed captions. Help students write down the script of the scene. Students in groups memorize and repeat the dialogues in the scene”
- “Divide the class into small groups. Tell each group to discuss and reach an agreement about the specific theme of their multidisciplinary project on climate change.”
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Esta proposta exemplifica os princípios do Communicative Language Teaching ao colocar os estudantes em atividade comunicativa com propósito real: decidir o tema de um projeto multidisciplinar sobre mudanças climáticas exige interação autêntica.
Ao discutir e chegar a um acordo, os alunos praticam negociação de significado, interpretação e expressão, usando estratégias comunicativas para fazer-se entender e reformular quando necessário.
O trabalho em pequenos grupos promove colaboração e troca de responsabilidades, favorecendo produção espontânea e fluência em contexto significativo, não apenas exercícios isolados.
O professor atua como mediador, propondo um objetivo claro e oferecendo suporte linguístico quando necessário, permitindo que a forma surja a partir da função comunicativa.
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