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This paper analyzes the teaching and learning process of English in public schools. It aims to observe the theoretical applicability of teaching approaches in teaching practice. The analysis was conducted through observations of English classes and questionnaires distributed to students and teachers, which will be compared with the supporting theory in order to analyze the degree of difficulty encountered in the learning process. The purpose of this study is to present a new proposal for teaching English to facilitate teaching practice.

Produktbeschreibung
This paper analyzes the teaching and learning process of English in public schools. It aims to observe the theoretical applicability of teaching approaches in teaching practice. The analysis was conducted through observations of English classes and questionnaires distributed to students and teachers, which will be compared with the supporting theory in order to analyze the degree of difficulty encountered in the learning process. The purpose of this study is to present a new proposal for teaching English to facilitate teaching practice.
Autorenporträt
Larissa R. C. Tassi hat einen Abschluss in Literaturwissenschaft vom Centro Universitário de Votuporanga (UNIFEV) und ist festangestellte Lehrerin im Bildungsministerium des Bundesstaates São Paulo. Rita C. S. Penteado ist Masterstudentin im Fach Linguistik an der Universidade Federal do Mato Grosso (UFMT) und Lehrerin am Instituto Federal do Mato Grosso (IFMT).