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This study aimed to analyze a reading comprehension activity from a textbook based on the genre approach. To be more specific, the purpose was to verify if the exercises that comprise this activity are in accordance with the teaching perspective based on the genre approach as described in the teacher's guide. Two questions lead this investigation: Which are the exercises that comprise the activity of reading comprehension of the genre biography? Are these exercises in accordance with the teaching perspective based on the genre approach? The activity of the genre biography, the object of this study, was taken from an English textbook used with the 9th grade. The analysis focused on the content of the exercises and supported by the language concept found in Bakhtin (1997) and by Schneuwly and Dolz (2010) discursive genre perspective. The results showed that the exercises explore the teaching perspective based on the genre approach superficially. [ABSTRACT FROM AUTHOR]

Teaching reading in foreign languages (FL) based in genres aims to develop language capabilities and build learning strategies. Considering Bakhtin's (1997) understanding of genres and the study of perspective by Schneuwly and Dolz (2010), this article intends to analyze a reading activity from a 9th grade instructional material. The material analyzed proposes in its methodological guide to teach English as a Foreign Language based on genres. This proposition is only partially fulfilled: the genre is a teaching instrument used more for the structure than for the reading. The students are engaged in verifying content and recognizing information, but are not building meaning. [ABSTRACT FROM AUTHOR]