▶ Navegação rápida
🔐 Abrir TEXTO DE APOIO (material-base da questão)
Inside the classroom, some learners seem to take advantage of what is going on more than others. Aware of this, teachers will frequently say that successful students possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what is going on – not just in the sense of paying attention, but also in terms of really listening to the English that is being used, soaking it up with eagerness and intelligence.
2. A willingness to try new things: many good learners are not afraid to ‘have a go’. They are prepared to try things out and see how it works. Of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.
3. A willingness to think about how to learn: good learners bring or invent their own study skills when they come to a lesson. They think about the best way to memorize vocabulary, the best way to read a text (slowly, translating every word? Or quickly, trying to get a general understanding?), the best method of drafting and re-drafting a piece of writing.
4. A willingness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, the urge to find out why is part of a successful learner’s equipment.
5. A willingness to accept correction: good learners are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constructive criticism. It involves teachers in judging their students’ responses to correction so that they can act accordingly.
QUESTÃO
The 5 items listed by Harmer about the good language learner together point to the fact that good language teachers
are good at teaching the best strategies for developing oral and written skills.
focus on students’ personal qualities and respect individual learners’ styles and pace of learning.
rely on fresh ideas about how to deal with students’ avidness and urge for learning.
grant students opportunities for exploration, experimentation and questioning.
encourage the learning of the various language skills for both present and future language needs.
🔐 Abrir GABARITO
🔐 Abrir QUESTÃO COMENTADA (leitura guiada + pegadinhas)
🧭 1️⃣ Leitura orientada da questão
A questão exige uma leitura global do texto. Os cinco itens não descrevem técnicas isoladas, mas um ambiente de aprendizagem em que o aluno é ativo, reflexivo e participativo.
O foco está nas condições criadas pelo professor para que o aluno explore, experimente, questione e aprenda de forma autônoma.
📝 2️⃣ Análise técnica das alternativas
(A) ❌
Incorreta. O texto não trata de estratégias específicas para habilidades orais ou escritas, mas de
atitudes do aprendiz.
(B) ❌
Incorreta. Embora o texto mencione características dos alunos, o ponto central não é estilo individual
ou ritmo de aprendizagem.
(C) ❌
Incorreta. Não há referência a “novas ideias” docentes, mas a oportunidades oferecidas ao aprendiz.
(D) ✅
Correta. O texto descreve um ambiente em que os alunos têm espaço para explorar, experimentar, refletir
e fazer perguntas — exatamente o que a alternativa afirma.
(E) ❌
Incorreta. O foco não está nas habilidades linguísticas em si, mas no processo de aprendizagem.
⚠️ 3️⃣ Armadilhas clássicas da VUNESP
A VUNESP costuma inserir alternativas que mencionam termos pedagógicos corretos, mas não sustentados pelo texto. A chave é identificar a ideia global, e não palavras isoladas.
🧠 4️⃣ Resumo B3GE™ Master
✔ Ênfase no aluno como agente ativo
✔ Exploração, tentativa, reflexão e questionamento
✔ Ambiente favorecido pelo professor
🔎 Gabarito confirmado: (D)