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“In many Brazilian public universities, English instruction has historically prioritized the development of strategic reading abilities, enabling learners to extract relevant information from academic texts in their fields, rather than pursuing full oral fluency.” (Excerpt adapted from: Celani [1988]; Ramos [2005]. “Brazilian ESP tradition”)
The pedagogical orientation described aligns most closely with:
“An adequate theory of language pedagogy must extend beyond grammatical mastery and account for the sociocultural rules governing appropriateness, discourse cohesion, and strategic resourcefulness in real-life interaction.” (Excerpt adapted from: Hymes,1972, On Communicative Competence; Canale & Swain, 1980, Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing.)
The theoretical construct being operationalized in the excerpt is:
“In structurally oriented classrooms influenced by audiolingual principles, language is conceptualized primarily as a system of habits to be formed through pattern drills, repetition, and controlled manipulation of grammatical structures, with minimal emphasis on spontaneous interaction.” (Excerpt adapted from: Richards & Rodgers [2001]. Approaches and Methods in Language Teaching)
The pedagogical orientation most accurately characterized in the excerpt corresponds to:
Task-Based Language Teaching (TLBT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. A wide variety of realia can be used as resources for TLBT. Choose the item which describes a task type that is realia based.
Choose the option that best completes the following sentence:

“The new café opened _____ the corner of my street _____ September.”
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