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2025

Text 1

ABSTRACT

The impact of streaming services on youth television viewing habits and media literacy


Streaming services have revolutionized the entertainment industry, playing an important role in attracting young people for movies and television series. The availability of streaming services such as NetFlix, Amazon, Apple TV and other platforms have drastically reduced traditional television viewing. Because of the availability of the shows at any time, youth are used to “marathoning”, resulting in a single session watching complete seasons of different shows in one sitting.
Streaming watching has helped the youth to increase their knowledge about various cultures, beliefs, and perspectives, which has helped in improving their overall understanding of the world. However, this has also led to exposure to inappropriate content, resulting in parental monitoring of the content viewed.
The present research has identified that streaming services have beneficial effects on the media literacy of the youth. Nevertheless, the exposure to inadequate content needs to be monitored, so that the beneficial aspects of streaming viewing outweigh the harm it might cause.


Available at: 10.29121/shodhkosh.v5.i1.2024.946. Access 28 Nov. 2024.
One of the effects of the revolution of streaming services on young people’s entertainment habits is:

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Interpretação de texto Reading comprehension•
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Professor II Língua Inglesa•
2024

Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
The authors present a sequence of reasons why foreign language teaching methods are criticieed. Among these reasons they mention

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Text 4


What Was the First Book Ever Written?
By The Editors of Encyclopaedia Britannica

The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter have survived that are even earlier (notably the “Kesh Temple Hymn” and “The Instructions of Shuruppak”). Apart from its length, the Epic of Gilgamesh may be considered the earliest significant composition because of its enduring impact on literature through the ages. It is believed to have influenced other ancient literary works, including the Iliad, the Odyssey, Alexander romance literature, and the Hebrew Bible (Old Testament), all of which continue to have significant literary impact in their own right.


Available at: https://www.britannica.com/story/what-was-the-first-book-ever-written# Access at: 02 dec. 2024. Adapted.
According to text 4, Mesopotamia was the place where:

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2024

Question relate to teaching skills and abilities:
In the same book, bell hooks (2003, p. 11) states that “Teaching is a performative act”. This means that teachers:

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2025

Text 1

ABSTRACT

The impact of streaming services on youth television viewing habits and media literacy


Streaming services have revolutionized the entertainment industry, playing an important role in attracting young people for movies and television series. The availability of streaming services such as NetFlix, Amazon, Apple TV and other platforms have drastically reduced traditional television viewing. Because of the availability of the shows at any time, youth are used to “marathoning”, resulting in a single session watching complete seasons of different shows in one sitting.
Streaming watching has helped the youth to increase their knowledge about various cultures, beliefs, and perspectives, which has helped in improving their overall understanding of the world. However, this has also led to exposure to inappropriate content, resulting in parental monitoring of the content viewed.
The present research has identified that streaming services have beneficial effects on the media literacy of the youth. Nevertheless, the exposure to inadequate content needs to be monitored, so that the beneficial aspects of streaming viewing outweigh the harm it might cause.


Available at: 10.29121/shodhkosh.v5.i1.2024.946. Access 28 Nov. 2024.
Netflix, Amazon and Apple TV are mentioned in the text as examples of:

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2024

TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Pope’s research, Challenge Success, has been investigating students’ lives and behavior for

ID: 1022946•
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2025

Text 1

ABSTRACT

The impact of streaming services on youth television viewing habits and media literacy


Streaming services have revolutionized the entertainment industry, playing an important role in attracting young people for movies and television series. The availability of streaming services such as NetFlix, Amazon, Apple TV and other platforms have drastically reduced traditional television viewing. Because of the availability of the shows at any time, youth are used to “marathoning”, resulting in a single session watching complete seasons of different shows in one sitting.
Streaming watching has helped the youth to increase their knowledge about various cultures, beliefs, and perspectives, which has helped in improving their overall understanding of the world. However, this has also led to exposure to inappropriate content, resulting in parental monitoring of the content viewed.
The present research has identified that streaming services have beneficial effects on the media literacy of the youth. Nevertheless, the exposure to inadequate content needs to be monitored, so that the beneficial aspects of streaming viewing outweigh the harm it might cause.


Available at: 10.29121/shodhkosh.v5.i1.2024.946. Access 28 Nov. 2024.
The phenomenon popularly known as “marathoning” implies:

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2025

Text 3


'Blitz' review: In wartime London, a family's search for sanity
Adam Graham

By Detroit News Film Critic A mother and her son are separated in wartime London in "Blitz," director Steve McQueen's drama about clinging onto hope in the middle of chaos.
British actress Saoirse Ronan is Rita, who has to say goodbye to her son George (newcomer Elliott Heffernan, in his first role), who joins the thousands of children who are sent by train to live in the English countryside as Germany throws bombs on London during World War II.
Their parting is tense. "Don't forget to be a good boy," she tells him, all love. "I hate you," George replies. The boy, who is bi-racial and never knew his father, is scared by the situation and terrified to be on his own.
Midway into his journey, he jumps off the train to make his way back to London on foot. He ends up in a series of mini-adventures that play out like chapters in a Charles Dickens novel.
Director McQueen efficiently identifies beauty even in the darkest of spaces, whether in a subway station where people are taking cover from air raids, or in the neighborhoods destroyed by bombs. For McQueen, the diversity of London is a constant issue in the film as is the prevalence of racism. "Blitz" is a story of struggle and never giving up in the face of imminent doom.


Available at: https://www.detroitnews.com/story/entertainment/movies/2024/11/21/blitz-review-in-wartime-london-afamilys-search-for-sanity/76474861007/ Access at: 27 Nov. 2024. Adapted.
The review of the film Blitz offers a positive evaluation of the film. The sentence, in the text, which explicitly expresses this evaluation is:

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Answer question according to TEXT 1 below.

TEXT 1
TRUE STORIES – The School teacher

1 IT'S HAPPENED TO me half a dozen times, lately. I'm walking home through the Edinburgh Gardens and I see them heading towards me. Heavy kids, eight of them, maybe ten. I keep walking, but I keep my eyes on them, and my feet wait for the sign to take off.
2 They are Greeks and Italians, all adolescents, all wearing green or maroon cardigans with a double black stripe round the chest, Levis or Wranglers that fit just right, showing a bit of sock and reddish shoes with big heels. I move across to the outside of the footpath to let them pass. They spread out a little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is Chris, from Fitzroy High, and he says, 'Hello, miss!' and the others are kids who have grinned and nodded at me a hundred times in the yard at school.
4 I had taught migrants before, but Fitzroy High is one of those legendary inner-suburban schools which can no longer be properly described as Australian. In none of the classes I took were there more than four kids with Australian names. A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
5 Most of the girls had pierced ears and had worn gold earrings since they were babies. The line was that plain gold sleepers were the only ear decorations allowed. At the time when it was fashionable, in Australia, to wear a zillion colored plastic bangles up your arm, teachers strove hopelessly to prevent this display of gaiety at school. The girls went on wearing them and pulled their sleeves down when they saw a senior mistress coming.
6 There were weekly segregated assemblies. I don't know what they told the boys, but at one girls' assembly I actually heard the senior mistress say, 'As girls we must be modest, quiet, hardworking and well-groomed at all times'.
7 What astonished me was the stubbornness of the kids' resistance to the rules. They didn't organize or protest. They defied. If the pressure got too much for them, they stayed away. And yet they hated to be suspended. One boy was suspended for a week, and every day I'd see him leaning against my front fence, staring wistfully at the school where his mates were tight-roping their way dangerously through the day.
8 In the three other schools I'd taught at, I'd been an authoritarian, a good disciplinarian. It wasn't only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I'd known kids who were 'trouble-makers' or 'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right through those categories.
9 To begin with, they made me laugh. I can't remember ever knowing such exuberant, merry kids. Every class had more than its share of natural clowns. The plays they invented were full of hilarious delight. In a second-form class I had for a year, two Italian boys called Claudio and Joseph used to present weekly plays so excruciatingly funny that we lay across the desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical stories; he could write fairy tales his grandparents had told him in Yugoslavia. Lemonia could break your heart with a story about a lost fountain pen, and Dora with an account of her dreams. Their English may have been rocky, but there was a pure, delicate humour lying bone-deep in them that nothing could corrupt.

GARNER, Helen. True Stories. Melbourne, Australia: The Publishing Company, 2013, pp. 26-28. Adapted.
In the first and second paragraphs, the narrator describes a scene which may provoke, in the reader, a feeling of suspenseful expectation. This may be explained by readers’ ‘shared preconceived notions’ involving:

ID: 1023120•
Inglês•
Interpretação de texto Reading comprehension•
COSEAC•
FME de Niterói RJ•
Professor II Língua Inglesa•
2024

Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
The authors claim that teachers consider procedures more relevant than methods when preparing their lessons. It happens because of

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Question relate to teaching skills and abilities:
According to Motta-Roth (2006) the concept of genre has been a common reference in official documents for education, especially in relation to the PCNs of Foreign Languages, Arts and Computing. However, she states that there is a “fluctuation in the concept of genre in these references” (p. 498). Within these concepts, the one(s) that she considers the most appropriate is/are:

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Interpretação de texto Reading comprehension•
COSEAC•
FME de Niterói RJ•
Professor II Língua Inglesa•
2024

Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
According to Text 2, these are aspects which may affect the adoption of certain method

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Answer question according to TEXT 1 below.

TEXT 1
TRUE STORIES – The School teacher

1 IT'S HAPPENED TO me half a dozen times, lately. I'm walking home through the Edinburgh Gardens and I see them heading towards me. Heavy kids, eight of them, maybe ten. I keep walking, but I keep my eyes on them, and my feet wait for the sign to take off.
2 They are Greeks and Italians, all adolescents, all wearing green or maroon cardigans with a double black stripe round the chest, Levis or Wranglers that fit just right, showing a bit of sock and reddish shoes with big heels. I move across to the outside of the footpath to let them pass. They spread out a little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is Chris, from Fitzroy High, and he says, 'Hello, miss!' and the others are kids who have grinned and nodded at me a hundred times in the yard at school.
4 I had taught migrants before, but Fitzroy High is one of those legendary inner-suburban schools which can no longer be properly described as Australian. In none of the classes I took were there more than four kids with Australian names. A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
5 Most of the girls had pierced ears and had worn gold earrings since they were babies. The line was that plain gold sleepers were the only ear decorations allowed. At the time when it was fashionable, in Australia, to wear a zillion colored plastic bangles up your arm, teachers strove hopelessly to prevent this display of gaiety at school. The girls went on wearing them and pulled their sleeves down when they saw a senior mistress coming.
6 There were weekly segregated assemblies. I don't know what they told the boys, but at one girls' assembly I actually heard the senior mistress say, 'As girls we must be modest, quiet, hardworking and well-groomed at all times'.
7 What astonished me was the stubbornness of the kids' resistance to the rules. They didn't organize or protest. They defied. If the pressure got too much for them, they stayed away. And yet they hated to be suspended. One boy was suspended for a week, and every day I'd see him leaning against my front fence, staring wistfully at the school where his mates were tight-roping their way dangerously through the day.
8 In the three other schools I'd taught at, I'd been an authoritarian, a good disciplinarian. It wasn't only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I'd known kids who were 'trouble-makers' or 'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right through those categories.
9 To begin with, they made me laugh. I can't remember ever knowing such exuberant, merry kids. Every class had more than its share of natural clowns. The plays they invented were full of hilarious delight. In a second-form class I had for a year, two Italian boys called Claudio and Joseph used to present weekly plays so excruciatingly funny that we lay across the desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical stories; he could write fairy tales his grandparents had told him in Yugoslavia. Lemonia could break your heart with a story about a lost fountain pen, and Dora with an account of her dreams. Their English may have been rocky, but there was a pure, delicate humour lying bone-deep in them that nothing could corrupt.

GARNER, Helen. True Stories. Melbourne, Australia: The Publishing Company, 2013, pp. 26-28. Adapted.
The two overall themes which emerge from the narrative in text 1 are:

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TEXT 2

Workplace Burnout Survey

Burnout without borders


Deloitte’s external survey explores the drivers and impact of prolonged, unmanageable stress that may lead to employee burnout.

Deloitte’s marketplace survey on burnout

Professionals today are undoubtedly feeling the pressure of an ‘always on’ work culture, causing stress and sometimes leading to burnout.

Deloitte’s external marketplace survey of 1,000 full-time US professionals explores the drivers and impact of employee burnout, while also providing insight into the benefits and programs employees feel can help prevent or alleviate burnout versus those their companies are currently offering.


The findings indicate that 77 percent of respondents say they have experienced employee burnout at their current job, with more than half citing more than one occurrence. The survey also uncovered that employers may be missing the mark whenit comes to developing well-being programs that their employees find valuable to address stress in the workplace.

Additionally, the survey found that:


  • Employee burnout has no boundaries: 91 percent of respondents say having an unmanageable amount of stress or frustration negatively impacts the quality of their work. 83 percent of respondents say burnout from work can negatively impact their personal relationships.


  • Passion may not prevent workplace stress: 87 percent of professionals surveyed say they have passion for their current job but 64 percent say they are frequently stressed, dispelling the myth that passionate employees are immune to stress or burnout.


  • Many companies may not be doing enough to minimize burnout: Nearly 70 percent of professionals feel their employers are not doing enough to prevent or alleviate burnout within their organization. 21 percent of respondents say their company does not offer any programs or initiatives to prevent or alleviate burnout.
  • Companies should consider workplace culture, not just well-being programs: One in four professionals say they never or rarely take all of their vacation days. The top driver of burnout cited in the survey is lack of support or recognition from leadership, indicating the important role that leaders play in setting the tone.


  • Burnout affects millennial retention: 84 percent of millennials say they have experienced burnout at their current job, compared to 77 percent of all respondents. Nearly half of millennials say they have left a job specifically because they felt burned out, compared to 42 percent of all respondents.


from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted

The percentage of surveyed professionals that admitted to never or rarely utilizing all their allocated vacation days, indicating a potential area of concern for workplace culture is

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TEXT 2

Workplace Burnout Survey

Burnout without borders


Deloitte’s external survey explores the drivers and impact of prolonged, unmanageable stress that may lead to employee burnout.

Deloitte’s marketplace survey on burnout

Professionals today are undoubtedly feeling the pressure of an ‘always on’ work culture, causing stress and sometimes leading to burnout.

Deloitte’s external marketplace survey of 1,000 full-time US professionals explores the drivers and impact of employee burnout, while also providing insight into the benefits and programs employees feel can help prevent or alleviate burnout versus those their companies are currently offering.


The findings indicate that 77 percent of respondents say they have experienced employee burnout at their current job, with more than half citing more than one occurrence. The survey also uncovered that employers may be missing the mark whenit comes to developing well-being programs that their employees find valuable to address stress in the workplace.

Additionally, the survey found that:


  • Employee burnout has no boundaries: 91 percent of respondents say having an unmanageable amount of stress or frustration negatively impacts the quality of their work. 83 percent of respondents say burnout from work can negatively impact their personal relationships.


  • Passion may not prevent workplace stress: 87 percent of professionals surveyed say they have passion for their current job but 64 percent say they are frequently stressed, dispelling the myth that passionate employees are immune to stress or burnout.


  • Many companies may not be doing enough to minimize burnout: Nearly 70 percent of professionals feel their employers are not doing enough to prevent or alleviate burnout within their organization. 21 percent of respondents say their company does not offer any programs or initiatives to prevent or alleviate burnout.
  • Companies should consider workplace culture, not just well-being programs: One in four professionals say they never or rarely take all of their vacation days. The top driver of burnout cited in the survey is lack of support or recognition from leadership, indicating the important role that leaders play in setting the tone.


  • Burnout affects millennial retention: 84 percent of millennials say they have experienced burnout at their current job, compared to 77 percent of all respondents. Nearly half of millennials say they have left a job specifically because they felt burned out, compared to 42 percent of all respondents.


from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted

According to the survey, being passionate about your job

ID: 1023113•
Inglês•
Interpretação de texto Reading comprehension•
COSEAC•
FME de Niterói RJ•
Professor II Língua Inglesa•
2024

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.

In the fragment “These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively [...]”, the expression take place may be replaced by ______ without changing the meaning of the sentence:

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2025

Text 1

ABSTRACT

The impact of streaming services on youth television viewing habits and media literacy


Streaming services have revolutionized the entertainment industry, playing an important role in attracting young people for movies and television series. The availability of streaming services such as NetFlix, Amazon, Apple TV and other platforms have drastically reduced traditional television viewing. Because of the availability of the shows at any time, youth are used to “marathoning”, resulting in a single session watching complete seasons of different shows in one sitting.
Streaming watching has helped the youth to increase their knowledge about various cultures, beliefs, and perspectives, which has helped in improving their overall understanding of the world. However, this has also led to exposure to inappropriate content, resulting in parental monitoring of the content viewed.
The present research has identified that streaming services have beneficial effects on the media literacy of the youth. Nevertheless, the exposure to inadequate content needs to be monitored, so that the beneficial aspects of streaming viewing outweigh the harm it might cause.


Available at: 10.29121/shodhkosh.v5.i1.2024.946. Access 28 Nov. 2024.
The improvement of the youth’s understanding of the world, according to what is stated in the text, is a consequence of:

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2025

Text 4


What Was the First Book Ever Written?
By The Editors of Encyclopaedia Britannica

The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter have survived that are even earlier (notably the “Kesh Temple Hymn” and “The Instructions of Shuruppak”). Apart from its length, the Epic of Gilgamesh may be considered the earliest significant composition because of its enduring impact on literature through the ages. It is believed to have influenced other ancient literary works, including the Iliad, the Odyssey, Alexander romance literature, and the Hebrew Bible (Old Testament), all of which continue to have significant literary impact in their own right.


Available at: https://www.britannica.com/story/what-was-the-first-book-ever-written# Access at: 02 dec. 2024. Adapted.
The Kesh Temple Hymn and The Instructions of Shuruppak are compositions which were:

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2024

TEXT 2

Workplace Burnout Survey

Burnout without borders


Deloitte’s external survey explores the drivers and impact of prolonged, unmanageable stress that may lead to employee burnout.

Deloitte’s marketplace survey on burnout

Professionals today are undoubtedly feeling the pressure of an ‘always on’ work culture, causing stress and sometimes leading to burnout.

Deloitte’s external marketplace survey of 1,000 full-time US professionals explores the drivers and impact of employee burnout, while also providing insight into the benefits and programs employees feel can help prevent or alleviate burnout versus those their companies are currently offering.


The findings indicate that 77 percent of respondents say they have experienced employee burnout at their current job, with more than half citing more than one occurrence. The survey also uncovered that employers may be missing the mark whenit comes to developing well-being programs that their employees find valuable to address stress in the workplace.

Additionally, the survey found that:


  • Employee burnout has no boundaries: 91 percent of respondents say having an unmanageable amount of stress or frustration negatively impacts the quality of their work. 83 percent of respondents say burnout from work can negatively impact their personal relationships.


  • Passion may not prevent workplace stress: 87 percent of professionals surveyed say they have passion for their current job but 64 percent say they are frequently stressed, dispelling the myth that passionate employees are immune to stress or burnout.


  • Many companies may not be doing enough to minimize burnout: Nearly 70 percent of professionals feel their employers are not doing enough to prevent or alleviate burnout within their organization. 21 percent of respondents say their company does not offer any programs or initiatives to prevent or alleviate burnout.
  • Companies should consider workplace culture, not just well-being programs: One in four professionals say they never or rarely take all of their vacation days. The top driver of burnout cited in the survey is lack of support or recognition from leadership, indicating the important role that leaders play in setting the tone.


  • Burnout affects millennial retention: 84 percent of millennials say they have experienced burnout at their current job, compared to 77 percent of all respondents. Nearly half of millennials say they have left a job specifically because they felt burned out, compared to 42 percent of all respondents.


from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted

The specific factor that is cited as the top cause of burnout in the survey, indicating the crucial role of leadership in addressing the issue is

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Prefeitura de Maricá RJ•
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2024

Question relate to teaching skills and abilities:
In the introduction of the book “Teaching to Transgress: education as the practice of freedom”, bell hooks (2003) shares her experience as a student in “all-black grade schools” and “desegregated, white schools” and then at undergraduate and graduate schools in the U.S. How were these experiences different?
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