Questões de Concursos Inglês

Doctors Know Best

By Ted Spiker

Along with all the disease stomping, heart reviving, baby delivering, and overall people healing they do, doctors have another full-time job: keeping themselves healthy. Scratch that - keeping themselves healthiest. So instead of peeking into their medical practices, we looked at what they actually practice - in their own lives. Use personal strategies and insider tips from the best medical pros to supercharge your health this year.

( I)-______ "As soon as I feel an illness coming on, I go to sleep for at least nine hours," says Hilda Hutcherson, MD, clinical professor of ob-gyn at Columbia University Medicai Center. "I also lie on the floor with my legs elevated and propped against the wall and breathe deeply for five minutes." It helps lower stress, which weakens the immune system.

(II )-______ Instead of having a garden-variety green salad, Margaret McKenzie, MD, assistant professor of surgery at the Cleveland Clinic, tosses napa cabbage, radicchio, edamame, and carrots with ginger-soy dressing. "It gives me a lot of vitamins, antioxidants, and protein and makes me feel full," she says.

(III)-______ [...] Gary Small, MD, professor of psychiatry and biobehavioral sciences at the University of California, Los Angeles, and author of The Alzheimer's Prevention Program, plays Scrabble and Words With Friends on his smartphone most days. These word games are perfect brain boosters, because they build not only verbal and math skills but also spatial abilities as you position letters to create words. "Combining several mental tasks strengthens multiple neural circuits," Dr. Small says. "It's like cross-training for your brain."

(IV) - _____ Make your bedroom spalike: Dim the lights at least an hour before you go to bed; ban cell phones, laptops, and the TV; ask your partner for a foot rub. "I do deep breathing exercises," Dr. Hutcherson says. "Sometimes I play relaxing music softly."

(V) - _____ The most important meal is breakfast, says David Katz, MD, director and founder of Yale-Griffin Prevention Research Center in Derby, Connecticut. He often has two breakfasts, divvying up his morning meal so that he eats half before his workout and half after. "It helps with portion control, and it establishes a daily eating pattern," Dr. Katz says. Plan your breakfast at night to start the next day on a healthy note.

(Abridged from https ://www.fitnessmagazine.com/health/doctors-tips-tostay-healthy/)

READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT

TEXT I

National Assessment Reform: Core Considerations for Brazil

Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.

Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D

“There is a kind of sleep that steals upon us sometimes, which, while it holds the body prisoner, does not free the mind from a sense of things about it, and enable it to ramble at its pleasure. So far as an overpowering heaviness, a prostration of strength, and an utter inability to control our thoughts or power of motion, can be called sleep, this is it; and yet we have a consciousness of all that is going on about us; and if we dream at such a time, words which are really spoken, or sounds which really exist at the moment, accommodate themselves with surprising readiness to our visions, until reality and imagination become so strangely blended that it is afterwards almost a matter of impossibility to separate the two. Nor is this, the most striking phenomenon, incidental to such a state. It is an undoubted fact, that although our senses of touch and sight be for the time dead, yet our sleeping thoughts, and the visionary scenes that pass before us, will be influenced, and materially influenced, by the mere silent presence of some external object: which may not have been near us when we closed our eyes: and of whose vicinity we have had no waking consciousness. ”

— Charles Dickens, Oliver Twist

Read Text 1 and answer question.

TEXT 1

English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.

Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.

However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.

BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.

Read Text 1 and answer question.

TEXT 1

English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.

Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.

However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.

BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.

Read the text to answer question.

No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).

(Harmer, 1998. Adaptado)

Read the text to answer question.

No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).

(Harmer, 1998. Adaptado)