Questões de Concursos Vocabulário Vocabulary

Text 4

Help students to learn vocabulary in context

The best internalization of vocabulary comes from encounters (comprehension or production) with words within the context of surrounding discourse. Data from linguistic corpora can provide real-world actual language that has been printed or spoken. Rather than isolating words and/or focusing on dictionary definitions, learners can benefit from attending to vocabulary within a communicative framework in which items appear. Students will then associate new words with a meaningful context to which they apply. For example, for a beginning level of students, pictures, realia, and gestures can be used to describe meaning incontext. For a more advanced level of students, encourage them to consult online corpora (e.g., the British National Corpus, or the Corpus of Contemporary American English: COCA) to gain knowledge of patterned sequences, particularly collocations or words that go together (Liu & Jiang, 2009).

Encourage students to develop word-learning strategies

Included in the discussion of teaching reading were such strategies as guessing vocabulary in context. A number of clues are available to learners to develop word-attack strategies.

Considering that only a small fraction of the word list can be covered inside the classroom, it is necessary for students to develop effective strategies for learning vocabulary on their own. Word-learning strategies refer to “the planned approaches that a word-learner takes as an agent of his or her own word learning” (Zimmerman, 2014, p. 297). Once they encounter unknown words, they can try to figure out how the words are used by asking questions such as:

• Is the word countable or uncountable?

• Is there a particular preposition that follows it?

• Is it a formal word?

• Does it have positive or negative connotations? (Zimmerman, 2014, p. 298)

An effective way to encourage word-learning is to urge students to use vocabulary notebooks to enter new words, and to review them daily, once they identify their learning goals. Studies show that in order to understand television shows learners need to know about 3,000 word families and have knowledge of proper nouns (Web & Rodgers, 2009). If they wish to read novels and newspapers comfortably, they need to have a vocabulary size of 8,000–9,000 word families (Nation, 2006). The fact that increasing vocabulary size will influence the degree to which they can understand and use language may motivate them to be determined to expand their vocabulary notebooks.

Unfortunately, professional pendulums have a disturbing way of swinging too far one way or the other, and sometimes the only way we can get enough perspective to see these overly long arcs is through hindsight. Hindsight has now taught us that there was some overreaction to the almost exclusive attention that grammar and vocabulary received in the first two-thirds of the twentieth century. So-called “natural” approaches in which grammar was considered damaging were equally overreactive. Advocating the “absorption” of grammar and vocabulary with no overt attention whatsoever to language forms went too far. We now seem to have a healthy respect for the place of form-focused instruction — attention to those basic “bits and pieces” of a language — in an interactive curriculum. And now we can pursue the business of finding better and better techniques for getting these bits and pieces into the communicative repertoires of our learners.

BROWN, H. D.; LEE, H.. Teaching by Principles: An Interactive Approach to Language Pedagogy. Fourth Edition. New York: Longman. 2015.

Atenção! Leia o texto a seguir para responder à próxima questão.

Ain't It Fun

I don't mind

Letting you down easy, but just give it time

If it don't hurt now then just wait, just wait a while

You're not the big fish in the pond no more

You are what they're feeding on

So what are you gonna do

When the world don't orbit around you?

So what are you gonna do

When the world don't orbit around you?

Ain't it fun?

Living in the real world

Ain't it good?

Being all alone

Where you're from

You might be the one who's running things

Where you can ring anybody's bell and get what you want

See it's easy to ignore trouble

When you're living in a bubble

(…)

WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.

Read the following text to answer question.

Oh, the places you'll go! There is fun to be done! There are points to be scored. There are games to be won.

And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You'll be as famous as famous can be, with the whole wide world watching you win on TV.

Except when they don't

Because, sometimes they won't.

I'm afraid that sometimes

you'll play lonely games too.

Games you can't win

'cause you'll play against you.

All Alone!

Whether you like it or not,

Alone will be something

you'll be quite a lot.

And when you're alone, there's a very good chance

you'll meet things that scare you right out of your pants.

There are some, down the road between hither and yon,

that can scare you so much you won't want to go on.

But on you will go

though the weather be foul.

On you will go

though your enemies prowl.

On you will go

though the Hakken-Kraks howl.

Onward up many

a frightening creek,

though your arms may get sore

and your sneakers may leak.

On and on you will hike,

And I know you'll hike far

and face up to your problems

whatever they are.

“Oh, the Places You'll Go!” by Dr. Seuss - Available at:

https://denuccio.net/ohplaces.html

Read the following text to answer question.

Oh, the places you'll go! There is fun to be done! There are points to be scored. There are games to be won.

And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You'll be as famous as famous can be, with the whole wide world watching you win on TV.

Except when they don't

Because, sometimes they won't.

I'm afraid that sometimes

you'll play lonely games too.

Games you can't win

'cause you'll play against you.

All Alone!

Whether you like it or not,

Alone will be something

you'll be quite a lot.

And when you're alone, there's a very good chance

you'll meet things that scare you right out of your pants.

There are some, down the road between hither and yon,

that can scare you so much you won't want to go on.

But on you will go

though the weather be foul.

On you will go

though your enemies prowl.

On you will go

though the Hakken-Kraks howl.

Onward up many

a frightening creek,

though your arms may get sore

and your sneakers may leak.

On and on you will hike,

And I know you'll hike far

and face up to your problems

whatever they are.

“Oh, the Places You'll Go!” by Dr. Seuss - Available at:

https://denuccio.net/ohplaces.html

TEXTO PARA A QUESTÃO

Foods with Good Bacteria

MOTHER EARTH NEWS – Like many of us, I didn’t think much about my gut health when I was younger. But being more responsible for my own foods when I moved out of the house changed what I bought. For some items, it’s a matter of swapping out a product that’s high in processed sugar and other additives for a healthier option. For others, I’ve rethought my food choices altogether, which includes considering guthealthy options to buy at my local store or make myself. If you’re beginning to explore fermented foods, you’re in the right spot. Here are a few foods with good bacteria and some fermented foods recipes you can try.

Source: https://www.postjournal.com/wire/?category=5307&ID=317975

TEXTO PARA A QUESTÃO

Foods with Good Bacteria

MOTHER EARTH NEWS – Like many of us, I didn’t think much about my gut health when I was younger. But being more responsible for my own foods when I moved out of the house changed what I bought. For some items, it’s a matter of swapping out a product that’s high in processed sugar and other additives for a healthier option. For others, I’ve rethought my food choices altogether, which includes considering guthealthy options to buy at my local store or make myself. If you’re beginning to explore fermented foods, you’re in the right spot. Here are a few foods with good bacteria and some fermented foods recipes you can try.

Source: https://www.postjournal.com/wire/?category=5307&ID=317975

Text I

The BNCC and Twenty-First Century Skills

The most ambitious feature of the BNCC, which only appeared in the document’s third version, was to establish ten core competencies that all students should develop throughout basic education, starting in early childhood. These competencies include lifelong learning, critical thinking, aesthetic sensibilities, communication skills, digital literacy, entrepreneurship, self-care, empathy, citizenship and ethics. The core competencies broaden the goals of basic education well-beyond academic skills to twenty-first century skills widely regarded as essential to preparing the next generations for the challenges of the 4th industrial revolution.

As ambitious as it was, the BNCC was criticized for the lack of explicit links between the ten core competencies and the subject specific competencies and skills, leaving cities and states with the responsibility of making these links themselves. In addition to this, the core competencies are not generally integrated into teacher training programs and are often de-prioritized for the more basic literacy and numeracy needs. In this context, the Ministry of Education and its partners in the third sector have developed orientations, produced videos and online courses aimed at filling this gap, and helped cities and states integrate the ten core competencies in their curricula.

[…]

Ensuring all Brazilian students master the ten core competencies laid out by the BNCC by the end of high school is a long-term, extremely ambitious goal. Before we can set a timeframe for when we will be able to achieve this feat, we need to know where we stand. Due to the core competencies’ complexity, each involves several skills, attitudes and sometimes values, it is unclear whether we will be capable of measuring all ten of them and by when. Until then we are in the company of the OECD, which is already tackling this challenge and will likely pave the way for Brazil in this respect

Note: BNCC: Base Nacional Comum Curricular;

OECD: The Organization for Economic Cooperation and Development.

Adapted from https://link.springer.com/chapter/10.1007/978-3-030-41882-3_2

Read Text I and answer question.

Is social media harming teens? A dive into the research cites risks but returns few hard answers

A new report from the National Academies of Sciences, Engineering and Medicine grapples with the questions: Is social media harming teenagers? And what can Congress, the Education Department and parents do about it?

The answers are murky. The authors surveyed hundreds of studies across more than a decade and came to complicated, occasionally contradictory, conclusions. On one hand, they found there isn’t enough population data to specifically blame social media for changes in adolescent health. On the other hand, as shown in study after study cited by the report, social media has the clear potential to hurt the health of teenagers, and in situations where a teenager is already experiencing difficulties like a mental health crisis, social media tends to make it worse.

“There is much we still don’t know, but our report lays out a clear path forward for both pursuing the biggest unanswered questions about youth health and social media, and taking steps that can minimize the risk to young people using social media now,” Sandro Galea, dean of the Boston University School of Public Health and chair of the committee behind the report, said in a news release.

According to the report, the ways social media is used seem to make a difference. When a teenager passively scrolls, as opposed to actively posting, that’s connected by many studies to low life satisfaction and feelings of sadness. It may be that showcasing a hobby or an interest on social media doesn’t produce the same harms. But those rates differ by demographic group: Black, non-Hispanic participants in one study reported more negative moods during active social media use, suggesting that the potential benefits of posting on social media are not the same for teenagers of all backgrounds.

In addition, age affects how well certain strategies work. In younger children, a family policy that restricts social media except when it’s actively guided by a parent seems to reduce the risk of problematic use and inappropriate behavior online. But in adolescents, overly restrictive and controlling parental rules, like confiscating a phone for punishment, are often associated with that teenager taking more risks online.

Faced with an urgent need to “create a more transparent industry and a better-informed consumer of social media,” the report calls on companies and regulators to establish international standards, such as clear ways for companies to share data with researchers and accepted best practices to avoid proven harms where possible. It recommends that the International Organization for Standardization – a body that sets global rules in areas such as manufacturing and food safety – be tasked with creating a new system, one that could be used by federal and international agencies to track and evaluate social media companies and the algorithms they build. And it asks for funding from the National Institutes of Health, the National Science Foundation and other agencies to pay for the sort of large, long-term studies that have in the past identified major public health crises.

Adapted from: https://www.nbcnews.com/tech/socialmedia/social-media-harming-teens-dive-research-citesrisks-returns-hard-answ-rcna129490