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How to Exercise While Sítting At Your Computer
Is your work stressing you out? Is your work making you fat? Of course, it is. If you are in a relationship with your work like me (I hate the word "workaholic") , then maybe you are also dealing with some relationship issues like stress and weight gain. Every person who has a desk job does not need to indulge in a tub of ice-cream after a particularly stressful day at work to gain the pounds. In fact, the downside of being a way too dedicated employee is that it will make you fat! The stress to perform plus the inactivity of a desk job will definitely increase your waist size. What's more, you will become lethargic once four hours of inactivity can seriously send your metabolism leveis to an all-time low. If you think that a 30 minute walk every day is enough cardio activity in a week to maintain your metabolism, you are wrong! Yes, I was surprised too! The mathematics of this is that when you perform any cardio activity, it elevates your metabolism rate for a span of time, but not the entire day. Because the rest of the day you are sitting idle on your chair without much activity, the 30 minute walk is not enough, nor is the 1-hour intense workout. What you need to do to keep yourself from pilling on the pounds is to keep your metabolism rate high all day long. For that, you need to break the no physical activity routine from 9 to 5 by exercising while sitting at your desk!
Here are simple exercises that take 5 minutes of your day and prevent you from feeling stiff.
A) Neck: To stretch your neck, slowly flex your head forward and backward, side to side and look right and left. This can be done almost any time to lessen tension and strain. Never roll your head around your neck— this could cause damage to the joints of the neck.
B) Shoulders: Roll your shoulders forward around 10 times, then backward. This helps release the tension off your shoulders.
C) Wrists: Roll your wrists regularly, around every hour or so. Roll the wrists 10 times clockwise, then 10 times counterclockwise. This will help minimize the potential for getting carpal tunnel syndrome if you spend a lot of time typing.
D) Ankles: Roll your ankles regularly. As with your wrists, roll the ankles in a clockwise motion three times, then counterclockwise. This helps improve blood circulation, and prevents that tingling feeling you can get when blood circulation is cut off, also known as "pins and needles".
(Adapted from http://www.buzzle.com and http://www.wikihow.com)
Atenção! Leia o texto a seguir para responder à questão.
Are functional and situational language the same thing?
The two labels represent different ways of organising this kind of social language. Functional language comprises expressions that do different things, for example: make a request, invite someone to do something or suggest something. Situational language comprises expressions we use in specific situations, for example: at a restaurant, shopping for clothes or asking for tourist information.
Clearly, there is overlap between the two. In the situation of a doctor’s appointment, different functions will be used. The patient makes a request at a doctor’s appointment, the doctor invites the patient into their consulting room and gives advice on dealing with the medical problem. It is important that you, the teacher, know the primary focus of the lesson. Is it to present and practise expressions associated with a particular function, or to present and practise language related to a specific situation?
THAINE, Craig. Key considerations for teaching functional/situational language. Disponível em: https://www.cambridge.org/elt/blog/2021/11/24/teachingfunctional-situational-language/. Acesso em: 11 jul. 2024. Adaptado.
TEXT 2
Workplace Burnout Survey
Burnout without borders
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:
from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted
Text 4
Help students to learn vocabulary in context
The best internalization of vocabulary comes from encounters (comprehension or production) with words within the context of surrounding discourse. Data from linguistic corpora can provide real-world actual language that has been printed or spoken. Rather than isolating words and/or focusing on dictionary definitions, learners can benefit from attending to vocabulary within a communicative framework in which items appear. Students will then associate new words with a meaningful context to which they apply. For example, for a beginning level of students, pictures, realia, and gestures can be used to describe meaning incontext. For a more advanced level of students, encourage them to consult online corpora (e.g., the British National Corpus, or the Corpus of Contemporary American English: COCA) to gain knowledge of patterned sequences, particularly collocations or words that go together (Liu & Jiang, 2009).
Encourage students to develop word-learning strategies
Included in the discussion of teaching reading were such strategies as guessing vocabulary in context. A number of clues are available to learners to develop word-attack strategies.
Considering that only a small fraction of the word list can be covered inside the classroom, it is necessary for students to develop effective strategies for learning vocabulary on their own. Word-learning strategies refer to “the planned approaches that a word-learner takes as an agent of his or her own word learning” (Zimmerman, 2014, p. 297). Once they encounter unknown words, they can try to figure out how the words are used by asking questions such as:
• Is the word countable or uncountable?
• Is there a particular preposition that follows it?
• Is it a formal word?
• Does it have positive or negative connotations? (Zimmerman, 2014, p. 298)
An effective way to encourage word-learning is to urge students to use vocabulary notebooks to enter new words, and to review them daily, once they identify their learning goals. Studies show that in order to understand television shows learners need to know about 3,000 word families and have knowledge of proper nouns (Web & Rodgers, 2009). If they wish to read novels and newspapers comfortably, they need to have a vocabulary size of 8,000–9,000 word families (Nation, 2006). The fact that increasing vocabulary size will influence the degree to which they can understand and use language may motivate them to be determined to expand their vocabulary notebooks.
Unfortunately, professional pendulums have a disturbing way of swinging too far one way or the other, and sometimes the only way we can get enough perspective to see these overly long arcs is through hindsight. Hindsight has now taught us that there was some overreaction to the almost exclusive attention that grammar and vocabulary received in the first two-thirds of the twentieth century. So-called “natural” approaches in which grammar was considered damaging were equally overreactive. Advocating the “absorption” of grammar and vocabulary with no overt attention whatsoever to language forms went too far. We now seem to have a healthy respect for the place of form-focused instruction — attention to those basic “bits and pieces” of a language — in an interactive curriculum. And now we can pursue the business of finding better and better techniques for getting these bits and pieces into the communicative repertoires of our learners.
BROWN, H. D.; LEE, H.. Teaching by Principles: An Interactive Approach to Language Pedagogy. Fourth Edition. New York: Longman. 2015.