Questões de Concursos Inglês

TEXTO REFERENTE À QUESTÂO.

Perfectly Preserved Ancient Shipwreck Found in the Baltic Sea with Guns Ready to Fire

By Yasemin Saplakoglu, Staff Writer | July 24, 2019 01:33pm ET

An incredibly well-preserved ancient shipwreck has been uncovered in the Baltic Sea.

Though it likely dates back to 500 to 600 years ago, "it's almost like it sank yesterday," Rodrigo Pacheco-Ruiz, a maritime archeologist with the survey specialists MMT, said in a statement. The ship was first discovered using sonar - which uses sound waves to detect objects - by the Swedish Maritime Administration back in 2009.

But Pacheco-Ruiz and his team, in collaboration with the Centre for Maritime Archeology at the University of Southampton in England, recently led an archeological survey of the wreck using underwater robots.

The survey revealed that the ship likely dates to the 15th to early 16th centuries. Though it looks tattered, it is still largely intact. The masts of the ship were still in place and the hull is complete. On the main deck, leaning against the main mast, the scientists found a small boat that was likely used to transport the crew to and from the ship. They also found swivel guns on the main deck, some still neatly packed away in gun ports. Two swivel guns were still aimed in the firing position, The Independent reported.

"This ship is contemporary to the times of Christopher Columbus and Leonardo Da Vinci, yet it demonstrates a remarkable level of preservation after five hundred years at the bottom of the sea," Pacheco-Ruiz said. It's very wellpreserved due to the cold, slightly salty waters of the Baltic Sea, he added.

(Adaptado de < https://www.livescience.com/66011-ancientshipwreck-baltic-sea.html > Acesso em 04/08/2019)

O texto seguinte servirá de base para responder à questão.

The Future of Global Economy and Society

Characters:

Emma: A professor of International Relations.

John: A journalist specializing in global economics.

Sophia: An environmental activist and policy advisor.

Emma: Good afternoon, everyone. Today, I'd like to delve into the intricacies of the global economy and its impact on society. As we navigate through these unprecedented times, what do you think are the key drivers reshaping our world?

John: From my perspective, the most significant factor is the acceleration of technological innovation. The digital economy is not just expanding; it's revolutionizing traditional sectors. Artificial Intelligence, blockchain technology, and the Internet of Things are all converging, creating a paradigm shift in how we understand and conduct business.

Sophia: I agree, John. However, I would argue that while technological advancement is transformative, it also presents ethical dilemmas. The digital divide is growing, and the disparity between those who have access to these technologies and those who don't is becoming a critical issue. Moreover, the implications for data privacy and surveillance are profound and cannot be overlooked.

Emma: That's an excellent point, Sophia. The ethical implications are vast. But moving beyond technology, how do you see geopolitical tensions influencing global economic stability?

John: Geopolitical tensions have always played a pivotal role. However, with the recent rise of protectionist policies and trade wars, we are witnessing a fragmentation of the global economic order. Countries are increasingly prioritizing national interests, which could lead to a significant realignment of global alliances and trade networks.

Sophia: And this realignment is not without consequences. We must consider the environmental impact as well. The current economic model, heavily reliant on fossil fuels, is unsustainable. We need a radical transition towards a green economy, and that requires international cooperation—something that's hard to achieve amid rising nationalism.

Emma: Absolutely. The concept of a green economy is gaining traction, but there's a lot of skepticism about its feasibility, especially in developing countries where economic growth is still heavily dependent on traditional industries. What are your thoughts on this?

John: It's indeed a delicate balancing act. Developing nations argue that stringent environmental regulations could stifle their economic growth and exacerbatepoverty. On the other hand, the consequences of inaction could be catastrophic, not just for these countries, but globally. Perhaps the solution lies in creating financial incentives for sustainable development.

Sophia: That's where policy-making becomes crucial. We need to implement more robust frameworks for international cooperation that include financial support, technology transfer, and capacity building. The global north has a historical responsibility to assist the global south in this transition.

Emma: These are compelling insights. It's clear that the path forward is complex and requires a multifaceted approach. Balancing technological, economic, environmental, and ethical considerations is a formidable challenge. However, it's also an opportunity for us to redefine the future of global society.

John: I couldn't agree more, Emma. The question is not whether we will face these challenges, but how we will respond to them collectively.

Sophia: Exactly. It's not just about adapting to change but about proactively shaping it. We must engage in more dialogue, foster innovation, and, above all, uphold our shared values of equity, justice, and sustainability.

Emma: Well said, Sophia. I believe our discussion today has highlighted the interconnectedness of these issues and the importance of global solidarity. Thank you both for this enlightening conversation.

John and Sophia: Thank you, Emma.

At Hwaban, Mihyun Han with her husband, Key Kim, will present their take on Korean fare, traditional and personalized with modern touches. The serene, neutral-toned dining room with pale brick walls, accented by dark furniture, is the setting for their varied menu. Some of the small plates to start are shrimp or scallop, an organic egg with king crab in a pine nut sauce, and pan-seared zucchini with shrimp in a soy sauce. More substantial dishes include poached lemon sole with vegetables, chicken with root vegetables, and grilled New York strip steak with Korean mountain greens and mustard dressing. Classics like bibimbap, kimchi stew with pork belly, and galbi (short ribs) are also served, and there is a set array of dishes called Hwaban Table. The name of the restaurant means “as beautiful as a flower,” and there are floral elements in the dining room and on some plates.

(Florence Fabricant. www.nytimes.com, 14.08.2018. Adaptado.)

READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOWS IT:

TEXT IV

What is the global situation in relation to literacy?

Great progress has been made in literacy with most recent data (UNESCO Institute for Statistics) showing that more than 86 per cent of the world’s population know how to read and write compared to 68 per cent in 1979. Despite this, worldwide at least 754 million adults still cannot read and write, two thirds of them women, and 250 million children are failing to acquire basic literacy skills. Before the COVID-19 pandemic, which caused the worst disruption to education in a century, 617 million children and teenagers had not reached minimum reading levels.

Acquiring literacy is not a one-off act. Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world.

Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.

Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.

Adapted from https://www.unesco.org/en/literacy/need-know

Read the text, and analyse the assertives that are introduced.

The field of English language instruction for non-native speakers, commonly referred to as Teaching English as a Second Language (ESL), has experienced significant changes in recent times, due to the emergence of technology and the use of novel pedagogical methods. Conventional approaches, characterised by a focus on memorization and repeated grammar drills, are being replaced by dynamic and interactive methodologies that accommodate a wide range of learning preferences.

The integration of technology has emerged as a prominent transformation in the field of ESL instruction. Digital platforms, such language learning applications and online courses, provide customised learning experiences that may adjust to the unique pace and skill level of each individual learner. The utilisation of gamification is employed to transform the process of language acquisition into an enjoyable and captivating endeavour. In addition, the utilisation of online forums and virtual classrooms enables individuals to engage in real-time communication with native speakers, therefore providing them with valuable opportunities for meaningful language practise.

Content-Based Instruction (CBI) is an increasingly prominent pedagogical technique that has garnered significant attention and recognition. This approach facilitates the integration of English language acquisition with content-based instruction, so students acquire English proficiency by actively interacting with academic topics such as science, history, or literature. The implementation of contextual learning not only enhances the relevance and engagement of the language learning process, but also facilitates the organic acquisition of intricate vocabulary and concepts by students.

Task-Based Learning (TBL) places emphasis on the utilisation of language as a means to achieve certain objectives. Within Task-Based Language (TBL) classes, the conventional approach of introducing a language element followed by practise and production is substituted with the use of activities that require students to employ English in a genuine manner. This may encompass the resolution of problems, the execution of tasks, or the enactment of role-playing scenarios. These activities possess a high level of motivation and accurately reflect the usage of language in real-world contexts.

Flipped Classrooms is a pedagogical approach that combines online and in-person learning, wherein students are assigned to review instructional materials, often in the form of video courses, outside of the classroom, and subsequently participate in interactive activities during class time to consolidate their understanding. This technique facilitates increased engagement during classroom sessions and affords educators the chance to deliver focused assistance in areas requiring the greatest attention.

Cultural Immersion programmes, which involve placing students in English-speaking situations, have been demonstrated to significantly enhance language competence. This approach facilitates learners' exposure to the language within authentic contexts, fostering the acquisition of colloquial idioms and idiomatic use, which are frequently omitted in conventional instructional materials.

In summary, the contemporary approaches to ESL instruction are distinguished by a transition towards enhanced authenticity, interactivity, and individualization in the learning process. Through the use of technology and the implementation of novel pedagogical approaches, educators have enhanced capabilities to adequately equip students for practical English communication in real-life scenarios, making the learning experience more efficacious and pleasant, and at the same time recognising the cultural context meaning in the process of language acquisition.

(Available in: https://www.skylineuniversity.ac.ae/knowledge-update/from-different-corners/. Adapted.)

Examine the set of sentences to answer question.

1. Sam has stayed in Los Angeles for two years, and completed his course.

2. Raj has just gone out to the market since we’ve run out of coffee.

3. We have been to many amazing foreign countries.

4. My brothers have waited for hours at the train station last week.

5. My last birthday was the worst day I have ever had.

6. Sheila has been working on that project for over a month.

7. Hasn’t he been trying to get into Jawaha University? Is there any progress?

8. As the weather was fine, the old man sat down to read outdoors.

9. I can’t get in my house because I lost my keys, and my wife isn’t home.

10. Scientists have recently discovered a new breed of monkey.