Questão de Língua Inglesa

During the first stage of a sequence on formal e-mails, students write a message requesting information from a cultural institution. Their texts reveal difficulties with subject lines, organization of requests, levels of formality 2 and closing formulas. The teacher uses the productions to revise the following stages of the sequence. Mark T for true statements and F for false statements. (__)Comparing authentic or adapted e-mail models can help students identify relationships among audience, purpose, organization and linguistic choices. (__)Providing a fixed template for reproduction is sufficient to develop students' ability to adapt formal e-mails to different communicative situations. (__)Revising the initial texts after collective analysis can connect diagnostic evidence with the development of genre awareness. (__)Replacing the formal e-mail with a more familiar genre preserves the original learning objective because both activities involve written communication. Select the alternative that presents the CORRECT sequence.