Questões de Concursos Inglês

Text 2

Immigrants and Public Schools

Public schools in the United States helped immigrants in different ways. First the school gave the children a free education. This meant that many young people became better educated than their parents and had more chances for better jobs. In addition, many schools had evening classes for adults.

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Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.

Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.

Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.

(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)

A questão tem como base o texto abaixo:

Text Two:

“I read once, passingly, about a man named Shakespeare. I only read about him passingly, but I remember one thing he wrote that kind of moved me. He put it in the mouth of Hamlet, I think, it was, who said, ‘To be or not to be.’ He was in doubt about something—whether it was nobler in the mind of man to suffer the slings and arrows of outrageous fortune—moderation—or to take up arms against a sea of troubles and by opposing end them. And I go for that. If you take up arms, you’ll end it, but if you sit around and wait for the one who’s in power to make up his mind that he should end it, you’ll be waiting a long time. And in my opinion, the young generation of whites, blacks, browns, whatever else there is, you’re living at a time of extremism, a time of revolution, a time when there’s got to be a change. People in power have misused it, and now there has to be a change and a better world has to be built, and the only way it’s going to be built—is with extreme methods. And I, for one, will join in with anyone—I don’t care what color you are — as long as you wantto change this miserable condition that exists on this Earth.”

(Malcolm X speaking at Oxford University in 1964)

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Abstract

Over the past few decades, South Korean culture has gained popularity worldwide. Since the 1990s, government-led cultural policies have transitioned from focusing on economic strategy to national branding and soft power and have had a positive impact on the domestic ecosystem of cultural industry and contributed to promoting South Korea abroad. There are three aspects contributing to the development of South Korean soft power—the successful history with economic development and democratization, the development of creative content that led to global competitiveness due to the compressed growth experience and the limited domestic market, and the development of digital technology, especially the change in the media environment. However, this increased soft power is still limited as a tool to handle problems facing South Korea, mainly because of the nation’s geopolitical situation. South Korea should pay more attention to active participation in specific global agendas— especially in development and cooperation, emerging technology, and human rights issues. As a beneficiary of the existing liberal international order, South Korea achieved a prosperous economy and democracy. This aspect provides a cornerstone upon which to build South Korean cultural resources and promote them beyond its borders. South Korea should contribute creating public goods through its active engagement and leadership on various global agendas. This dedication to the international community ultimately benefits South Korea in the long run.

KIM, Minsung. The Growth of South Korean Soft Power and Its Geopolitical Implications. Disponível em: https://www.airuniversity.af.edu/JIPA/Display/Article/3212634/the-growth-ofsouth-korean-soft-power-and-its-geopolitical-implications/. Acesso em: 12 ago. 2024. Adaptado.

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Are functional and situational language the same thing?

The two labels represent different ways of organising this kind of social language. Functional language comprises expressions that do different things, for example: make a request, invite someone to do something or suggest something. Situational language comprises expressions we use in specific situations, for example: at a restaurant, shopping for clothes or asking for tourist information.

Clearly, there is overlap between the two. In the situation of a doctor’s appointment, different functions will be used. The patient makes a request at a doctor’s appointment, the doctor invites the patient into their consulting room and gives advice on dealing with the medical problem. It is important that you, the teacher, know the primary focus of the lesson. Is it to present and practise expressions associated with a particular function, or to present and practise language related to a specific situation?

THAINE, Craig. Key considerations for teaching functional/situational language. Disponível em: https://www.cambridge.org/elt/blog/2021/11/24/teachingfunctional-situational-language/. Acesso em: 11 jul. 2024. Adaptado.

Professores de inglês têm uma variedade de abordagens de ensino à sua disposição para incluir em seu repertório. Cada método evoluiu ao longo do tempo, influenciado por teorias linguísticas, abordagens pedagógicas, eventos culturais e avanços tecnológicos. Na busca por instrução eficaz de idiomas, abordagens/métodos populares emergiram ao longo dos anos, enfatizando diferentes aspectos da aprendizagem de idiomas e atendendo a diversas necessidades dos aprendizes.

Cada abordagem tem seus próprios prós e contras, e nenhum método é universalmente considerado superior aos outros em todos os contextos de ensino. A instrução moderna de idiomas envolve uma “abordagem eclética”, uma combinação de métodos, adaptada aos níveis de proficiência dos aprendizes, objetivos de aprendizagem específicos e origens culturais.

Internet: <aprendebrasil.com.br> (com adaptações).

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Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.

H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).

So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:

– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.

– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.

– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.

– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.

– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.

– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.

(Celce-Murcia, M. 2001. Adaptado)

Read the song lyrics below and answer the question.

Hand In My Pocket

Alanis Morissette

I'm broke, but I'm happy

I'm poor, but

I'm kind I'm short, but

I'm healthy, yeah

I'm high, but

I'm grounded

I'm sane, but

I'm overwhelmed

I'm lost, bu

t I'm hopeful, baby

And what it all comes down to

Is that everything's gonna be fine, fine, fine

'Cause I've got one hand in my pocket

And the other one is giving a: High five

I feel drunk, but

I'm sober I'm young and

I'm underpaid

I'm tired, but

I'm working, yeah I care, but

I'm restless

I'm here, but

I'm really gone

I'm wrong and

I'm sorry, baby

And what it all comes down to

Is that everything's gonna be quite alright

'Cause I've got one hand in my pocket

And the other is flicking a cigarette

And what is all comes down to

Is that I haven't got it all figured out just yet

'Cause I've got one hand in my pocket

And the other one is giving the peace sign

I'm free, but

I'm focused

I'm green, but

I'm wise

I'm hard, but

I'm friendly, baby

I'm sad, but

I'm laughing

I'm brave, but

I'm chicken shit

I'm sick, but

I'm pretty, baby

And what it all boils down to

Is that no one's really got it figured out just yet

Well, I've got one hand in my pocket

And the other one is playing a piano

What it all comes down to, my friends, yeah

Is that everything's just fine, fine, fine

'Cause I've got one hand in my pocket

And the other one is hailing a taxi cab

Scientists study the world’s oldest person

1. After being bewildered by the “super grandmother’s” great health at 116 years old,
2. scientists are studying Maria Branyas, the world’s oldest person, in an attempt to unearth the
3. secret to a long life. Mr. Branyas was born __ San Francisco __ 1907, and __ the age of eight,
4. she moved __ Catalonia, Spain, where her family was originally from. Ms. Branyas, known to her
5. X followers as the “Super Catalan Grandma”, has lived in the region ever since and has resided
6. in the same nursing home, Residència Santa María del Tura, for the last 22 years.
7. She has agreed to undergo scientific testing, which researchers hope will further their
8. understanding of certain illnesses associated with old age, such as neurodegenerative or
9. cardiovascular diseases. Despite her age, Ms. Branyas has no health complications other than
10. mobility issues and hearing (she suffered permanent hearing loss when she was a child). She also
11. still has a great memory: “She has a completely lucid head,” scientist Manel Esteller told ABC, a
12. Spanish outlet. “She remembers with impressive clarity episodes of her when she was only four
13. years old, and she does not present any cardiovascular disease, common in elderly people.”
14. Esteller, who studies genetics and how it applies to health conditions, became curious about how
15. Ms. Branyas’ genetic makeup might affect her aging. After a long talk with Ms. Branyas, Mr.
16. Esteller believes there must be more to her longevity than meets the eye.
17. The remarkable woman has not had an easy life; she survived an earthquake while she
18. was in the US, a major fire, both world wars, the Spanish Civil War, the Spanish Flu pandemic,
19. and more recently, COVID-19 in 2020. Despite the various pandemics, wars, and family losses
20. she has endured, her longevity has made scientists question what her secret could be. “We know
21. Maria’s chronological age, 116 years, but we must determine her biological age,” Esteller said to
22. ABC, believing that “she is much younger” physically. The scientist has taken biological samples
23. of saliva, blood, and urine from Ms. Branyas, which are thought to be the “longest-lived” biological
24. samples and have great scientific value, Josep Carreras, the head of a leukemia research institute,
25. said to ABC. The samples will be compared with the 116-year-old’s middle daughter, who is 79
26. years old.
27. Ms. Branyas often has been asked what her secret is to her long life, and she uses her X
28. account to post her advice for others. She attributed her longevity to “order, tranquillity, good
29. connection with family and friends, contact with nature, emotional stability, no worries, no
30. regrets, lots of positivity, and staying away from toxic people”. However, she also credits a great
31. amount of luck. “It is clear that there is a genetic component because there are several members
32. of her family who are over 90 years old,” said Esteller. The rare biological samples will assess her
33. genes, which will hopefully advance the research of drugs that could help diseases associated
34. with age and cancer. As for Ms. Branyas, she said on her X account that she is “very happy she
35. can be useful for research and progress”.

(Available in: https://www.independent.co.uk/extras/lifestyle/maria-branyas-oldest-person-alive-spain-b2436228.html – text especially adapted for this test).