Questão 66580

In a professional development session for English teachers, the facilitator aims to shift the focus of linguistic analysis from a purely form-based approach to one that integrates pragmatics and discourse. The goal is to equip teachers with the skills to analyze language as it is used in real communicative contexts. The facilitator presents the following authentic utterance, overheard in a conversation between two colleagues, A and B, who are looking at a proposal for a new project: 'So, what do you think? Are we good to go?' The facilitator asks the teachers to consider how they would guide B2-level students to analyze this utterance. One teacher suggests a traditional morphosyntactic analysis: breaking down the interrogative sentences, identifying the verb tenses, and parsing the grammatical functions of each word. Another teacher proposes a phonological analysis, focusing on the intonation pattern of the questions. A third teacher, however, argues for an analysis centered on pragmatic-discursive features. This teacher points out that the utterance is more than just two questions; it is a complex speech act. The first question ('So, what do you think?') is an open-ended solicitation for an opinion. The second question ('Are we good to go?'), however, is a 'pre-closing' move that also functions as a proposal, strongly implying that the speaker (A) is ready to approve the project and is seeking confirmation rather than a detailed opinion. This analysis touches upon speech act theory, conversational analysis, and lexical-grammatical choices (e.g., the idiomatic expression 'good to go').

To promote this deeper level of linguistic description and analysis, which activity should the facilitator propose to the teachers?