According to text clues, the compatible answer is:


Language teaching in a multilingual world


To discuss the complexity of language teaching, we adopt an ecological perspective. This helps us to appreciate the significant challenges for language teachers and language teacher educators at different contextual levels (macro, meso, and micro) (Chong, Issacs & McKinley, 2022). This perspective enables us to assess a variety of challenges relating to macrocontextual conditions, such as cultural traditions, political ideologies, demographic changes, shifting cultural values, and uncertain socioeconomic conditions. The impact of macro-contextual conditions is usually sifted through the mediation of institutional policies and practices at the meso or micro levels before causing changes in language teachers' practice and/or incurring resistance. The ecological perspective also highlights the roles individual teachers play in developing professional practice in response to the mediation of contextual conditions at different levels (e.g., Tao & Gao, 2017, 2018, 2021). It is also important to note that language teachers’ professional practice evolves over time under changing contextual conditions.

Shifting geo-political conditions and the values the public attaches to language learning have been found to profoundly impact language teaching, as they lead to the emergence of new languages, new curricula and the promotion of new pedagogical approaches in educational systems (Gao & Zheng, 2019). For instance, following the government's Belt and Road initiative, universities on the Chinese mainland have launched programs in various languages other than English (LOTE) to provide university graduates with the competences needed to engage with the expanding trade opportunities and frequent sociopolitical exchanges between the People's Republic of China and the countries that speak these LOTEs (e.g., Arabic, Persian).The implementation of these top-down educational initiatives requires language teachers to develop new knowledge and skills, which may enable them to develop new pedagogical practices while engendering a process of ‘deskilling,’ as teachers are told that their well-honed teaching practices are no longer valued. Consequently, the initiatives present new challenges for language teachers, who may not be well-prepared for the task of helping national governments achieve their aspirations.

An increasingly deep engagement with multilingualism in second language acquisition research has had a profound impact on language teacher education, as scholars have been critically examining, identifying, and redressing the deeply entrenched influences of monolingualism, especially English monolingualism, in language education (Li Wei, 2018). The vision of sustaining a multilingual, multicultural world means that LOTEs should be promoted in any educational system as “linguistic diversity is both critical in sustaining cultural diversity and instrumental in supporting vibrant exchanges of knowledge and understanding.


(Available in: https://www.sciencedirect.com/science/article/pii/S0346251X23001495. Adapted.)

Based on the text below, answer the six questions that follow it. The paragraphs of the text are numbered.

If children lose contact with nature they won't fight for it

[1] According to recent research, even if the present rate of global decarbonisation were to double, we would still be on course for 6°C of warming by the end of the century. Limiting the rise to 2°C, which is the target of current policies, requires a six-time reduction in carbon intensity.
[2] A new report shows that the UK has lost 20% of its breeding birds since 1966: once common species such as willow tits, lesser spotted woodpeckers and turtle doves have all but collapsed; even house sparrows have fallen by two thirds. Ash dieback is just one of many terrifying plant diseases, mostly spread by trade. They now threaten our oaks, pines and chestnuts.
[3] While the surveys show that the great majority of people would like to see the living planet protected, few are prepared to take action. This, I think, reflects a second environmental crisis: the removal of children from the natural world. The young people we might have expected to lead the defence of nature have less and less to do with it.
[4] We don't have to undervalue the indoor world, which has its own rich ecosystem, to lament children's disconnection from the outdoor world. But the experiences the two spheres offer are entirely different. There is no substitute for what takes place outdoors, mostly because the greatest joys of nature are unplanned. The thought that most of our children will never swim among phosphorescent plankton at night, will never be startled by a salmon leaping, or a dolphin breaching is almost as sad as the thought that their children might not have the opportunity.
[5] The remarkable collapse of children's engagement with nature - which is even faster than the collapse of the natural world - is recorded in Richard Louv's book Last Child in the Woods, and in a report published recently by the National Trust. Since the 1970s the area in which children may roam without supervision has decreased by almost 90%. In one generation the proportion of children regularly playing in wild places in the UK has fallen from more than half to fewer than one in 10. In the US, in just six years (1997-2003) children with particular outdoor hobbies fell by half. Eleven- to 15-year-olds in Britain now spend, on average, half their waking day in front of a screen.
[6] There are several reasons for this collapse: parents' irrational fear of strangers and rational fear of traffic, the destruction of the fortifying lands where previous generations played, the quality of indoor entertainment, the structuring of children's time, the criminalisation of natural play. The great indoors, as a result, has become a far more dangerous place than the diminished world beyond.
[7] The rise of obesity and asthma and the decline in cardio-respiratory fitness are well documented. Louv also links the indoor life to an increase in attention deficit hyperactivity disorder and other mental ill health. Research conducted at the University of Illinois suggests that playing among trees and grass is associated with a markedreduction in indications of ADHD, while playing indoors appears to increase them. The disorder, Louv suggests, "may be a set of symptoms aggravated by lack of exposure to nature". Perhaps it's the environment, not the child, that has gone wrong.
[8] In her famous essay the Ecology of Imagination in Childhood, Edith Cobb proposed that contact with nature stimulates creativity. Reviewing the biographies of 300 "geniuses", she exposed a common theme: intense experiences of the natural world in the middle age of childhood (between five and 12). Animals and plants, she argued, are among "the figures of speech in the rhetoric of play... which the genius, in particular of later life, seems to remember".
[9] Studies in several nations show that children's games are more creative in green places than in concrete playgrounds. Natural spaces encourage fantasy and roleplay, reasoning and observation. The social standing of children there depends less on physical dominance, more on inventiveness and language skills.
[10] And here we meet the other great loss. Most of those I know who fight for nature are people who spent their childhoods immersed in it. Without a feel for the texture and function of the natural world, without an intensity of engagement almost impossible in the absence of early experience, people will not devote their lives to its protection.
[11] Forest Schools, Outward Bound, Woodcraft Folk, the John Muir Award, the Campaign for Adventure, Natural Connections, family nature clubs and many others are trying to bring children and the natural world back together. But all of them are fighting forces which, if they cannot be changed, will deprive the living planet of the wonder and delight that for millennia have attracted children to the wilds.

(Adapted from: https://www.theguardian.com/commentisfree/2012/nov/19/children-lose-contact-with-nature)
In paragraph 9, the word "there” refers to
Read the text and answer question.


A new age has dawned in additional language teaching methodology which directly reflects wider changes in the world. In the corresponding sea-change in educational philosophy, Content and Language Integrated Learning (CLIL) presents an opportunity and a threat to accepted language teaching practice. As with immersion, formal language instruction remains integral to most CLIL models. But for this to be synchronous to subject teaching through an additional language, curricular and methodological adjustment is often required.

The ways in which content and language are integrated influence decision-making on how each is handled within the model. For example, this may be through language-learning preparation before the CLIL course, language learning embedded in the CLIL course, or language learning parallel to the CLIL course.

A useful starting point is to consider the content of learning. The concept of what constitutes content in a CLIL context is much more flexible than selecting a discipline from a traditional school curriculum such as geography, music, biology or physics. Whilst curricular subjects such as these might be appropriate for some CLIL programmes, contextual variables such as teacher availability, language support, age of learners and the social demands of the learning environment may mean that a different choice of content is more appropriate. In other words: what exactly is meant by ‘content’ in CLIL will depend on the context of the learning institution.

However, the crucial point here is that, no matter whether issues concerning the content or the language are more dominant at a given point, neither must be subsumed or the interrelationship between the two ignored.


(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
Taking into account both the first sentence of the text and what we know about the concepts that support the CLIL methodology, it is correct to state that CLIL represents
TEXT 1
SCHOOL RULES.
The British College of Benalmádena provides its students with an environment in which they can feel safe, cared for and supported, in which they can adequately develop their individual skills, helping them to face the modern world in an autonomous and critical way, preparing them to participate positively in society and in the various professional fields to which they may one day have access.

To achieve these objectives, we encourage our students to accept responsibility and be tolerant, to understand the point of view of others, to help their peers and to maintain a high standard of work, to the best of their ability.

In addition, they must maintain a code of conduct based essentially on respect for their teachers and their peers, as well as on some basic rules that, although obvious, are important to remember:

1. Students must arrive at school on time.

2. During school hours, the pupils are the responsibility of the school and their teachers and therefore, they must always follow their indications.

3. A lack of respect towards peers or teachers will not be tolerated at any time.

4. No type of bullying, neither psychological, physical or cyber will be tolerated under any circumstances.

5. To help their fellow students whenever necessary, to protect the younger ones and be friendly towards everybody is a golden rule for our students.

6. All the school uniform must be worn by all students throughout the school.

7. Students should not bring any valuable items to school. If for any reason they have to do so, they must hand it into the office for safekeeping.

8. Mobiles phones are TOTALLY FORBIDDEN.

9. The school keeps an exhaustive record of the absences of the students and immediately contacts the parents if a child is absent. We therefore beg parents to notify the school of any absences that they might know of in advance, such as doctor’s and dentist’s appointments, etc.

10. Any work missed through absence will have to be made up, including internal examinations.

11. Obviously, smoking or drinking alcohol is TOTALLY FORBIDDEN in school.

12. Students must look after their own belongings and respect others’, as well as the school’s.


Available at: https://thebritishcollege.com/school-rules/
Read the rules of the TEXT 1 and, mark down that one the British College of Benalmádena encourage in relation to uniforms
What is the Difference Between Checking and Savings Accounts?

The main difference between checking and savings accounts is that checking accounts are primarily for accessing your money for daily use while savings accounts are primarily for saving money. Checking accounts are considered “transactional,” meaning that they allow you to access your money when and where you need it. While both allow you to access your money, you may consider it easier to do so with checking accounts. Since these accounts are designed to give you easy access to your cash, they often come with debit cards, checks, and even offer digital payment options. In contrast, savings accounts have a limit on the number of withdrawals you can make each month.
While checking accounts are convenient for daily cash needs, it’s important to remember that they may be age restricted. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account. Before opening a checking account, make sure that its terms fit your financial needs and your lifestyle.
When it comes to setting aside money for a longterm need or goal, you should consider a savings account. Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money.
Keeping some of your money in a savings account is a great way to set it aside for emergencies or large purchases – its limited access will keep you from spending it on day-to-day necessities. There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner.

(Adapted from: https://www.santanderbank.com/personal/resources/checkingsavings/difference-between-checking
savings#:~:text=The%20main%20difference%20between%20check
ing,and%20where%20you%20need%20it)
Read the excerpt below and choose the only alternative with a plausible interpretation of its content:
“Savings accounts are designed to hold money over a long period of time to help you save for larger goals (rather than everyday purchases). As your money stays in the account, it will accrue interest and grow over time. This means that you will need to visit your bank, set up a transfer online, or make an ATM withdrawal to access your money.”

Relate the Column 1 to Column 2, associating the reading strategy with its definition.

Column 1


1. Skimming.

2. Scanning.

3. Predicting.

4. Context clues.

5. Summarizing.



Column 2

( ) Going through the text without reading every word, searching for specific information like dates, numbers, or names.
( ) Using surrounding words or sentences to figure out the meaning of unfamiliar words.
( ) Guessing the content of a text before reading it, based on the title, headings, or visuals. This helps activate prior knowledge and set expectations.
( ) Using the reader own words to state the main points of the text.
( ) Quickly reading the text to get a general overview or the “gist” of the content. Useful to find specific information such as keywords, phrases, or overall themes.

The correct order of filling in the parentheses, from top to bottom, is:

Magi Richani is the founder of San Francisco-based Nobell Foods, a startup company developing a new kind of cheese made from soybeans. She says plant-based cheese not only accommodates people who can’t consume dairy, but it also could be key to more sustainable food production worldwide. “The reality is that when you raise an animal for food, it’s not just the animals, you are actually growing crops, you are clearing land, and you’re raising the animal for years so it builds biomass,” Richani explained. “It’s an extremely inefficient supply chain.”


Nobell is particularly focused on creating plant-based casein, which is a protein produced when a cow gives birth and is present in the milk for its offspring. It is the ingredient that gives dairy cheese its unique stretchy texture. If Nobell is able to go to market and have the kind of impact it’s hoping to, then plant-based cheese could help us stretch toward a more sustainable future.


Internet: <newsweek.com> (adapted).

Based on the ideas presented in the previous text as well as its linguistic aspects, judge the following item.

Magi Richani affirms that the motivation to seek the production of plant-based cheese is twofold.

New Research Sheds Light to The Persian Plateau: A Crucial Hub for Homo Sapiens Post-Africa Migration


March 31, 2024


The Persian plateau, a region that spans modern-day Iran, has been identified as a critical hub for Homo sapiens following their migration out of Africa. This pivotal role was established through the integration of genetic evidence, paleoecological models, and archaeological findings. The research, led by a team of scientists from various institutions, indicates that Homo sapiens dispersed from Africa approximately 70−60 thousand years ago (kya), but it wasn't until around 45 kya that they began to colonize all of Eurasia extensively. The interim period, which saw these early humans settle in the Persian plateau, has been a subject of considerable scientific interest.


The Genetic Evidence


Genetic studies reveal that populations within the Persian Plateau possess ancestry components closely matching those of the earliest Homo sapiens who left Africa. This suggests that the plateau acted as a significant waypoint for our species during their early Eurasian colonization attempts. The genetic markers found in the region provide a direct link to these ancient travelers, shedding light on the movements and expansions of early human populations.


Paleoecological Insights


The research further explores the environmental conditions that made the Persian plateau a suitable habitation site for early Homo sapiens. Using paleoecological models, the team reconstructed the climatic conditions of the plateau between 70 and 30 kya. The models indicate that the region could support human life throughout this period, offering a stable environment for these communities. Moreover, the plateau's ecological diversity and resources could sustain larger populations compared to other West Asian regions, making it an ideal settlement area during this epoch.


Archaeological Corroboration


Archaeological evidence from the Persian Plate supports the genetic and paleoecological findings. Sites across the region have yielded artifacts and remains dating back to the relevant period, indicating a continuous human presence. These archaeological sites, alongside the genetic and environmental data, paint a comprehensive picture of the plateau as a bustling hub for early humans.


The combination of genetic, paleoecological, and archaeological evidence positions the Persian plateau as a critical juncture in the story of human migration and settlement. This research not only highlights the importance of the region in our prehistoric past but also opens new avenues for understanding the complexjourney of Homo sapiens as they spread across the globe. Further investigations into this area are likely to yield even more insights into the early chapters of human history.


https://www.thearchaeologist.org/blog/new-research-sheds-light-to-the persian-plateau-a-crucial-hub-for-homo-sapiens-post-africa-migration

What rationale does the article provide for why the Persian plateau could support larger human populations compared to other regions in West Asia during the period between 70 and 30 kya?
Leia o texto para responder à questão.


What does a Theatrical Company Manager do?



It’s difficult to pin down exactly what a theatrical company manager does simply because they do so much: negotiate contracts, organize payroll, pay for purchases of outside materials, organize rehearsals, arrange transportation and lodging for cast and crew, assist the director, and – of course – handle emergencies inside and outside of the theater. Crucially, company managers also act as the link between the general manager – their boss – and the rest of the company. A generalized problem solver with a focus on human resources and logistics, the company manager’s work is never over, and rarely the same from day to day.

Expected Professional Education

The company manager is one of the highest-ranking professionals in any theater company or production, responsible for overseeing almost all logistical and administrative processes. While a company manager could possibly do well with no more than a bachelor’s degree, most theater companies prefer a master’s degree in theater management, business management, or arts administration.

Many company managers get started as stage managers, working directly with the director, actors, and designers in rehearsal and calling the show. Over time, they may move gradually towards the broader logistical duties of a company manager, perhaps progressing first to become the head of operations or audience services. As this is a high-ranking position, most company managers advance by seeking longterm positions with prestigious and well-funded companies. They can also progress to become general managers, or even choose to become production managers.

(https://www.berklee.edu. Adaptado)
According to the first paragraph, the responsibilities of theatrical company managers
Leia o texto para responder à questão.


What does a Theatrical Company Manager do?



It’s difficult to pin down exactly what a theatrical company manager does simply because they do so much: negotiate contracts, organize payroll, pay for purchases of outside materials, organize rehearsals, arrange transportation and lodging for cast and crew, assist the director, and – of course – handle emergencies inside and outside of the theater. Crucially, company managers also act as the link between the general manager – their boss – and the rest of the company. A generalized problem solver with a focus on human resources and logistics, the company manager’s work is never over, and rarely the same from day to day.

Expected Professional Education

The company manager is one of the highest-ranking professionals in any theater company or production, responsible for overseeing almost all logistical and administrative processes. While a company manager could possibly do well with no more than a bachelor’s degree, most theater companies prefer a master’s degree in theater management, business management, or arts administration.

Many company managers get started as stage managers, working directly with the director, actors, and designers in rehearsal and calling the show. Over time, they may move gradually towards the broader logistical duties of a company manager, perhaps progressing first to become the head of operations or audience services. As this is a high-ranking position, most company managers advance by seeking longterm positions with prestigious and well-funded companies. They can also progress to become general managers, or even choose to become production managers.

(https://www.berklee.edu. Adaptado)
The subtitle which best summarizes the content of the third paragraph is:

Leia o texto, para responder à questão.


This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.



(Journal of Language and Linguistic Studies, 18(Special Issue 1),

556-568; 2022. Adaptado)

This academic text is

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:

TEXT I

Decolonizing English Language Teaching for Brazilian Indigenous Peoples


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

The head of the subject of “must be addressed” (3rd paragraph) is

Read text Ili to answer question.

Text III

Causes and Effects of Climate Change

Glaciers are melting, sea levels are rising, cloud forests are dying, and wildlife is scrambling to keep pace. lt has become clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modem tives. Called greenhouse gases, their leveis are higher now than at any time in the last 800,000 years.



We often call the result global warming, but it is causing a set of changes to the Earth's climate, or long-term weather patterns, that varies from place to place. While many people think of global warming and climate change as synonyms, scientists use "climate change" when describing the complex shífts now affecting our planet's weather and climate systems - in part because some areas actually get cooler in the short term.



Climate change encampasses not only rising average temperatures but also extreme weather events, shifting wildlife populations and habitats, rising seas, and a range of other impacts. Ali of those changes are emerging as humans continue to add heat-trapping greenhouse gases to the atmosphere, changing the rhythms of climate that ali living things have come to rely on.



What will we do - what can we do - to slow this humancaused warming? How will we cape with the changes we ___ into motion? While we struggle to figure it ali out, the fate of the Earth as we know it - coasts, forests, farms, and snow-capped mountains - hangs in the balance.


By Christina Nunez Adapted from


https://www.nationalgeographic.com/environment/article/global-warming-overview


Read the statements. Mark {T) for true and (F) false.

( ) Glaciers, sea leveis, forests and wild life are suffering from global warming.

( ) Global warming and climate change are synonyms.

( ) Greenhouse gases interferes in weather events.

( ) Humans still need to find out how to solve global warming problems.

Mark the correct option.

Read text IV to answer question.

TEXT IV

Generation Z News - Latest Characteristics, Research, and Facts

Generation Z (aka Gen Z, iGen, or centennials}, refers to the generation that was born between 1996-2010, following millennials. This generation has been raised on the internet and social media, with some the oldest finishing college by 2020 and entering the workforce. Generation Z is the youngest, most ethnically-diverse, and largest generation in American history, comprising 27% of the US population. Pew Research recently defined Gen Z as anyone born after 1997. Gen Z 1______ up with technology, the internet, and social media, which sometimes causes them to be stereotyped as techaddicted, anti-social, or "social justice warriors." The average Gen Z got their first smart phone just before their twelfth birthday. They communicate primarily through social media and texts, and spend as much time on their phones as older generations do watching television. The majority of Gen Zs prefer streaming services to traditional cable, as well as getting snackable content they can get on their phones and computers. Gen Z is the most ethnically diverse and largest generation in American history, and eclipses all other generations before it in embracing diversity and inclusion.


Adapted from https:/twww.businessinsider.com/generation-z

Read the sentence and mark the correct option.

"The majority of Gen Zs prefer streaming services to traditional cable, as well as getting snackable content they can get on their phones and computers."

According to the context, you can change · the word "snackable" without modifying its meaning for

Read text V to answer question .

TEXT V

There are no excuses for racism.

Racism take$ many forms and can happen 1 __ many places. lt includes prejudice, discrimination ar hatred directed at someone because of their colour, ethnicity or national origin.

People often associate racism with acts of abuse or harassment. However, it doesn't need to involve violent or intimidating behaviour. Take racial name-calling and jokes. Or consider situations when people may be excluded from groups or activities because of where they come 2 _______.

Racism can be revealed through people's actions as well as their altitudes. !t can also be reflected in systems and institutions. But sometímes it may not be revealed at ali. Not ali racism is obvious. For examp!e, someone may look 3 _______ a list of job applicants and decide not to interview people with certain surnames.

Racism is more than just words, beliefs and actions. lt includes ali the barriers that prevent people from enjoying dignity and equality because of their race.



<https://humanrights.gov.au/our-work/race-discrimination/what-racism>

According to the text, racism
Read the text to answer question.


Making the Case: The Importance

of Listening in Language Learning


It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.


(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a
second or foreign language. Boston: Heinle&Heinle-Thomson, 2001. Adaptado)
Considering the information available in the presentation of the extract, it is correct to state that it is
How online photos and videos alter the way you think



The images we are exposed to on social media and internet websites have a surprising influence on the way we view the world.


Every day we are bombarded with digital images. They appear on our social media feeds, in our search results and the websites we browse. People send them to us via messaging apps or over email. By the end of today, billions more will have been uploaded and shared online.


With the average user spending 6 hours and 40 minutes per day on the internet, according to one report, these images make up a significant portion of our everyday visual input.


And, recent research indicates that they may even be influencing our perceptions.


One study published earlier this year analysed images on Google,Wikipedia and the Internet Movie Database (IMBD), specifically looking at what genders predominated when they searched for different occupations − such as "farmer", "chief executive officer" or "TV reporter". The findings were stark. Although women were underrepresented overall, gender stereotypes were strong. Categories like "plumber", "developer", "investment banker" and "heart surgeon" were far more likely to be male. "Housekeeper", "nurse practitioner", "cheerleader" and "ballet dancer" tended to be female.


So far, so unsurprising. Anecdotally, I found the same phenomenon myself in 2019, when I was trying to find gender-balanced images for this website. Searching on Getty Creative, one of our main stock photo sites, I had found that photographs of male doctors outstripped female doctors by three to one − even though in the US, for example, physicians under 44 at the time were more likely to be female than male. This depiction of medical professionals were only part of the problem. There were twice as many options for photos of women with babies, or for that matter, of women with salads, as of men.


The more biased images AI models themselves spit out, the more we see; the more we see, the more implicitly biased we become ourselves


The latest study, however, took this a step further. Rather than just showing the extent of gender bias in online imagery, the researchers tested whether exposure to these images had any impact on people's own biases. In the experiment, 423 US participants used Google to search for different occupations. Two groups searched by text, using either Google or Google News; another group used Google Images, instead. (A control group also used Google, but to search for categories unrelated to occupations, like "apple" and "guitar"). Then all participants were given an "implicit association test",which measures implicit biases.


Compared to Googling text-based descriptions of occupations, the participants who used Google Images and received visual representations in response showed much higher rates of implicit gender bias after the experiment − both immediately after and three days later.


"The rise of images in popular internet culture may come at a critical social cost," the researchers write. "Our findings are especially alarming given that image-based social media platforms such as Instagram, Snapchat and TikTok are surging in popularity, accelerating the mass production and circulation of images. In parallel, popular search engines such as Google are increasingly incorporating images into their core functionality, for example, by including images as a default part of text-based searches."


There's another growing problem, too: how the images already circulating online are informing and shaping AI models. Earlier this year, I experimented with this myself. I asked ChatGPT to create images for me of dozens of various professionals: doctor, lawyer, scientist, comedian, poet, teacher, customer service representative, nutritionist, thought leader, CEO, expert. Except for two or three results − dental hygienist, nurse and housekeeper − it delivered, again and again, a man. And not just a man, but a slim white man around his 30s with a crop of flowing brown hair.


In a later attempt, trying to get away from career bias, I asked ChatGPT to come up with different sorts of people for me: someone "smart", someone "successful", someone watching an opera, someone watching the show Love Is Blind, someone who quit their job to take care of the kids. Once again, over and over, I got the white guy with the lustrous hair.


Obviously, models like ChatGPT are learning based on the imagery that already exists. But, once again, this may perpetuate a vicious cycle: the more biased images AI models themselves spit out, the more we see; the more we see, the more implicitly biased we become ourselves. And the more biased we become, the more we create and upload our own biased imagery.


So what can be done? A good deal of responsibility lies with the tech and AI companies. But even when their intentions are good, there doesn't seem to be an easy fix. In its attempt to correct for racial, gender and other biases, for example, Google's AI tool Gemini sometimes overcorrected − one image it generated of the US Founding Fathers included a black man, for example, while an image of German soldiers from World War Two featured a black man and an Asian woman.


In the meantime, we need to take control of shaping our digital visual world ourselves.


While it seems obvious, the fact that we can − to a certain extent − curate our social media feeds often goes overlooked. Seeking out accounts and influencers who are of different ethnic and racial backgrounds, or photographers from different parts of the woresults we get by altering the way we phrase the initial query.


The most effective strategy of all might be reclaiming our time. In the eponymous "digital detox plan" of art entrepreneur Marine Tanguy's book The Visual Detox: How to Consume Media Without Letting It Consume You, for example, there are no surprises, but some good, solid reminders − such as putting limits on when you look at a screen or your phone, deleting apps you aren't using, and spending time outside without technology.


I became aware recently that even my several-year-old phone has a timer you can switch on for various apps, choosing whatever time period per day you'd like. While I can't say that I've always heeded its warning when I hit my limit, it's helped me become much more aware of, and cut down on, my social media usage. As we have covered before, putting your phone in another room entirely seems to keep even the thought of checking it at bay.


Above all else, however, it may be awareness that is key. We don't often think about our visual consumption or consider how often we're surrounded by images that have been deliberately created and served to us, often to persuade us to purchase something.


Nor do we think about just how strange and new a phenomenon that is. For the vast majority of human evolutionary history − some 99% of the time we have been around − we wouldn't have seen many images within our own natural environment at all, save some cave paintings or handmade sculptures. While, in Europe, the Renaissance ushered in a new era of image production − which saw the rise of art markets and of artworks made for popular consumption, like printmaking − people still wouldn't have seen anywhere near the number of man-made images that we see today.


In the more than 100,000 generations since the Homo branch of the evolutionary tree emerged, we have evolved to spend far more time looking at the world (and people) around us than at images, never mind images on a screen. Perhaps, it seems, there is an argument for trying to incorporate more of that time away from our screens into our everyday lives today.


https://www.bbc.com/future/article/20241101-how-online-photos-and-vid eos-alter-the-way-you-think
According to the author, what role does "awareness" play in managing the influence of images?
Read the following quote from Ernest Hemingway's "A Farewell to Arms":
“I know the night is not the same as the day: that all things are different, that the things of the night cannot be explained in the day, because they do not then exist, and the night can be a dreadful time for lonely people once their loneliness has started.”
Which of the following statements best captures the essence of the author's reflection on the contrast between night and day?

Read the text below to answer question

“To read these books, in this way, as an exercise in self-knowledge, carries certain risks. Risks that are both personal and political. Risks that every student of Political Philosophy has known. These risks spring from the fact that philosophy teaches us, and unsettles us, by confronting us with what we already know. There is an irony: the difficulty of this course consists in the fact that it teaches what you already know. It works by taking what we know from familiar unquestioned settings, and making it strange. [...] Philosophy estranges us from the familiar, not by supplying new information, but by inviting and provoking a new way of seeing.


But, and here is the risk, once the familiar turns strange, it is never quite the same again. Self-knowledge is like lost innocence; however unsettling you find it, it can never be 'unthought' or 'unknown'. What makes this enterprise difficult, but also riveting, is that Moral and Political Philosophy is a story, and you don't know where the story would lead, but you do know that the story is about You.”


Text taken from: “Justice: What's the Right Thing to Do?” Introduction Class ― Michael Sandel

The phrase "unquestioned settings" in the text refers to:
A majority of remote workers would quit their jobs if forced to return to the office, according to a new study. In FlexJobs’ recent report, 57 percent of remote workers surveyed said they would absolutely look for a new job if they were not allowed to continue working remotely. “Obviously, an employer has the right to call employees back to the office from remote or hybrid positions at any time, but for many who have had these jobs since the early days of the pandemic, working from home during all or part of the week has become a way of life, and they’ve scheduled virtually all other priorities around it,” says Alex Beene, a financial literacy instructor at the University of Tennessee.
The numbers could indicate a significant turnover issue as companies continue to look for ways to be fully in-person again, as just under 25 percent of workers said their employer had already instituted a return-to-office mandate. The report is based on a poll of 3,000 American professionals between August 5 and August 18. Overall, Americans were eager to leave their jobs in pursuit of higher wages or more flexible work, as 67 percent said they planned to change jobs in the next six months. But key things like a promotion, remote work and a better company culture could convince some workers to stay, according to the survey. Between 33 percent and 38 percent of workers said these factors could convince them to stay in their current roles.
Working remotely continues to be a huge draw when it comes to attracting talent, and it can even convince some employees to accept lower salaries. In the report, 58 percent of workers said they’d accept a salary decrease if it meant they could work from home. “We have a generation of employees that live in locations far removed from their actual employer due to work-from-home policies,” Beene said. “For many, hours of commuting may either not be feasible or not add up financially to make sense given their current role.”
And because many remote workers don’t feel a productivity loss, companies are still “vying for talent and willing to accommodate,” said Kevin Thompson, a finance expert and founder and CEO of 9i Capital Group. As a result, workers still largely have the power over their employers, Thompson said. “The only reason they would not is if businesses began to collude and mandated everyone return to work,” Thompson told Newsweek. “As long as the market remains free and fair, the ability to find remote work should actually continue.”
Putting productivity aside, Thompson said the main loss from remote work has been in corporate culture. “I don’t believe you can build a culture through Zoom, but that does not mean it is not possible,” Thompson said. “The consequences of remote work won’t be felt for a number of years.”

Internet: <newsweek.com> (adapted).
About the ideas conveyed by the preceding text, as well as its linguistic aspects, judge the following item.

One can conclude that, for the participants of the survey presented in the text, the advantages of remote work outnumber its drawbacks.
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