Don´t count the chickens before they hatch.
Deve-se, de acordo com o ditado acima:
Deve-se, de acordo com o ditado acima:
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A questão tem como base o texto abaixo:
Text Two:
“I read once, passingly, about a man named Shakespeare. I only read about him passingly, but I remember one thing he wrote that kind of moved me. He put it in the mouth of Hamlet, I think, it was, who said, ‘To be or not to be.’ He was in doubt about something—whether it was nobler in the mind of man to suffer the slings and arrows of outrageous fortune—moderation—or to take up arms against a sea of troubles and by opposing end them. And I go for that. If you take up arms, you’ll end it, but if you sit around and wait for the one who’s in power to make up his mind that he should end it, you’ll be waiting a long time. And in my opinion, the young generation of whites, blacks, browns, whatever else there is, you’re living at a time of extremism, a time of revolution, a time when there’s got to be a change. People in power have misused it, and now there has to be a change and a better world has to be built, and the only way it’s going to be built—is with extreme methods. And I, for one, will join in with anyone—I don’t care what color you are — as long as you wantto change this miserable condition that exists on this Earth.”
(Malcolm X speaking at Oxford University in 1964)
According to Malcolm X, what does he believe is
necessary to bring about change in the world?
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 utterance, extracted from the text,
which contributes to the rupture of the
somewhat tense atmosphere created in the 1st
and 2nd paragraphs is:
TEXT:
Four Key Language Skills: Speaking, Listening, Reading, and Writing
Discover how these skills interconnect and contribute to language proficiency, communication, and personal development
Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.
While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.
Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.
In conclusion, the four key language skills - speaking, listening, reading, and writing - each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.
Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp Acesso em 21/10/2024
No trecho: “In this post, we will delve into the relative
importance of these four key language skills and how they
complement each other”, o termo em destaque tem como
definição:
Available at: https://www.gocomics.com/calvinandhobbes/2016/02/22
In the second panel of the image, within the context of the comic strip, the expression "that lost its amateur status" can be replaced, without altering its meaning, by:
Read the following life path and mark the alternative to which author it refers.
"An English novelist and poet, born on April 21, 1816, in Thornton, Yorkshire, is renowned for creating one of the most iconic works in English literature, “Jane Eyre.” This individual published under the pseudonym Currer Bell, a strategy used to avoid the prejudices of the time. Most popular books are "Jane Eyre", "Villette", "Shirley" and "The Professor". Raised in a family with literary inclinations, this writer faced numerous personal tragedies, including the loss of siblings at a young age. Educated at the Clergy Daughters’ School at Cowan Bridge, the experiences there later inspired the depiction of Lowood School in “Jane Eyre.” The writer’s career as a governess also provided material for the novels, reflecting the struggles and societal expectations of the time."
Question relate to teaching skills and abilities:
Orlando and Ferreira (2013) discuss the
contributions of new literacies and
multiliteracies studies to teacher education
regarding identity issues. The authors, based
on New Literacies theory, defend that the role
of the language teacher in contemporary
society is to:
Text CB1A2
Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers.
The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China.
While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise.
User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent.
A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”.
Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access.
Internet: <www.forbes.com/sites> (adapted).
Choose the option that presents a rephrasing of “pry Europeans
away from Bitcoin” (fifth paragraph) that would preserve both
the
original meaning and the grammar correctness of
text CB1A2.
Leia o texto para responder à questão.
While plastic refuse littering beaches and oceans draws high-profile attention, the Food and Agriculture Organization’s (FAO) Assessment of agricultural plastics and their sustainability: a call for action suggests that the land we use to grow our food is contaminated with even larger quantities of plastic pollutants. “Soils are one of the main receptors of agricultural plastics and are known to contain larger quantities of microplastics than oceans”, FAO Deputy Director-General Maria Helena Semedo said in the report’s foreword.
According to data collated by FAO experts, agricultural value chains each year use 12.5 million tonnes of plastic products while another 37.3 million are used in food packaging. Crop production and livestock accounted for 10.2 million tonnes per year collectively, followed by fisheries and aquaculture with 2.1 million, and forestry with 0.2 million tonnes. Asia was estimated to be the largest user of plastics in agricultural production, accounting for almost half of global usage. Moreover, without viable alternatives, plastic demand in agriculture is only set to increase. As the demand for agricultural plastic continues surge, Ms. Semedo underscored the need to better monitor the quantities that “leak into the environment from agriculture”.
Since their widespread introduction in the 1950s, plastics have become ubiquitous. In agriculture, plastic products greatly help productivity, such as in covering soil to reduce weeds; nets to protect and boost plant growth, extend cropping seasons and increase yields; and tree guards, which protect young plants and trees from animals and help provide a growth-enhancing microclimate. However, of the estimated 6.3 billion tonnes of plastics produced before 2015, almost 80 per cent had never been properly disposed of. While the effects of large plastic items on marine fauna have been well documented, the impacts unleashed during their disintegration potentially affect entire ecosystems.
(https://news.un.org, 07.12.2021. Adaptado.)
The text intends to
FGV•
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
As regards Text IV, analyse the assertions below:
I. Assessment should be dissociated from the learning process.
II. Summative evaluations tend to overlook details.
III. Achievement tests must take place at the beginning of the year.
Choose the correct answer.
Leia o texto para responder à questão.
While plastic refuse littering beaches and oceans draws high-profile attention, the Food and Agriculture Organization’s (FAO) Assessment of agricultural plastics and their sustainability: a call for action suggests that the land we use to grow our food is contaminated with even larger quantities of plastic pollutants. “Soils are one of the main receptors of agricultural plastics and are known to contain larger quantities of microplastics than oceans”, FAO Deputy Director-General Maria Helena Semedo said in the report’s foreword.
According to data collated by FAO experts, agricultural value chains each year use 12.5 million tonnes of plastic products while another 37.3 million are used in food packaging. Crop production and livestock accounted for 10.2 million tonnes per year collectively, followed by fisheries and aquaculture with 2.1 million, and forestry with 0.2 million tonnes. Asia was estimated to be the largest user of plastics in agricultural production, accounting for almost half of global usage. Moreover, without viable alternatives, plastic demand in agriculture is only set to increase. As the demand for agricultural plastic continues surge, Ms. Semedo underscored the need to better monitor the quantities that “leak into the environment from agriculture”.
Since their widespread introduction in the 1950s, plastics have become ubiquitous. In agriculture, plastic products greatly help productivity, such as in covering soil to reduce weeds; nets to protect and boost plant growth, extend cropping seasons and increase yields; and tree guards, which protect young plants and trees from animals and help provide a growth-enhancing microclimate. However, of the estimated 6.3 billion tonnes of plastics produced before 2015, almost 80 per cent had never been properly disposed of. While the effects of large plastic items on marine fauna have been well documented, the impacts unleashed during their disintegration potentially affect entire ecosystems.
(https://news.un.org, 07.12.2021. Adaptado.)
No trecho do terceiro parágrafo “such as in covering soil to
reduce weeds”, a expressão sublinhada foi utilizada para
introduzir
"To be, or not to be, that is the question" is a
famous soliloquy from William Shakespeare's
play. Which play does this line belong to?
Flying taxis and drone deliveries, once confined to the realm of science fiction, are poised to become a reality in Shanghai, transforming how its residents commute, work, and live.
Driven by breakthroughs in new energy technologies, a rapidly expanding civil drone sector, and substantial government investment, China's "low-altitude economy" is taking off.
This burgeoning field operates within 3,000 meters above ground, integrating various manned and unmanned aerial vehicles for tasks ranging from passenger transport to cargo delivery.
According to the "China Low-Altitude Economy Development Research Report" by CCID Consulting, the sector reached a staggering 505.95 billion yuan (US$71 billion) in 2023, reflecting a 33.8 percent growth rate. The Civil Aviation Administration of China (CAAC) projects this figure will soar to 2 trillion yuan by 2030.
http://www.shine.cn/news/in-focus/2409020148/
Based on the text, it is incorrect to state that:
Read the text to answer question.
No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.
Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.
Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.
With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).
(Harmer, 1998. Adaptado)
No que diz respeito à coesão, a expressão em negrito no trecho de Harmer (1998) “’beat’ is likely to mean won rather than
physically assaulted or mixed “ estabelece para a segunda parte da sentença a seguinte relação com a primeira parte:
O texto seguinte servirá de base para responder à questão.
How can you make sure you are eating a balanced, filling and nutritious plate at every meal?
Think of your plate divided into different food groups - protein, carbs, fat and fruit and veg.
Protein: David Wiener, training and nutrition specialist at AI-based lifestyle and coaching app Freeletics, told The Sun: "Aim for one to two palm-size portions of lean protein in each meal.
"Protein includes meat (chicken, turkey, pork, beef), beans, peas, lentils and fish.
The NHS Eatwell Guide says to choose lean cuts of meat and mince, and eat less red and processed meat like bacon, ham and sausages.Aim for at least two portions (two x 140g) of fish every week, one of which should be oily, such as salmon, sardines or mackerel.
Carbs: Carbohydrates should make up about a third of your plate, or a fist-sized portion.
The Eatwell Guide says: "Choose higher fibre or wholegrain varieties, such as wholewheat pasta and brown rice, or simply leave the skins on potatoes.
"There are also higher fibre versions of white bread and pasta.
"Starchy foods are a good source of energy and the main source of a range of nutrients in our diet.
"Fat: Generally the advice is to think of fat like a thumb-sized amount on your plate.
The Eatwell Guide says: "Remember all types of fat are high in energy and should be eaten in small amounts.
"These foods include chocolate, cakes, biscuits, sugary soft drinks, butter, ghee and ice cream.
"They're not needed in our diet, so should be eaten less often and in smaller amounts."But a small amount is still essential for the diet.
Try and eat more unsaturated fats (avocado, nuts, olive oil), which are healthier than saturated fats (butter, hard cheese, sour cream).
Fruit and veg: David says: "Make sure you also get lots of colourful fruit and vegetable carbohydrates too.
"Aim for at least five of these portions a day.
"One to two fist-sized portions of fruits and vegetables with every meal is generally recommended.
"Fruit and veg can be fresh, frozen, tinned or dried. You can roast, boil, steam or grill veggies.
https://www.thesun.co.uk/health/31144102/ancient-genes-carbohydrate-strachy-food-cravings-diet-study/
Based on the text, which of the following can be inferred about unsaturated fats?
Julgue o item subsequente.
One of the aspects of the teaching-learning process is its
adaptability as it evolves, therefore nowadays the
institutions are encouraging students to learn more
actively instead of only receiving instructions from the
teacher.
Julgue o item subsequente.
In Graciliano Ramos work the enviroment usually is really
important to the soty, but the interest is directly focused
on human behavior, attitudes, and conduct, and the
description of the landscape arises from the
psychological characterization of the characters.
Read the following passage from a scientific article on the
effects of sleep deprivation on cognitive function.
"Prolonged sleep deprivation has been shown to impair various cognitive functions, including attention, memory, and decision-making. Studies indicate that individuals who sleep less than six hours per night for extended periods experience significant reductions in their ability to concentrate, retain information, and make sound judgments. Moreover, the negative effects of sleep deprivation are cumulative, meaning that even small nightly deficits can add up to substantial impairments over time. These findings underscore the importance of adequate sleep for maintaining optimal cognitive performance."
Which statement best summarizes the author's findings?
"Prolonged sleep deprivation has been shown to impair various cognitive functions, including attention, memory, and decision-making. Studies indicate that individuals who sleep less than six hours per night for extended periods experience significant reductions in their ability to concentrate, retain information, and make sound judgments. Moreover, the negative effects of sleep deprivation are cumulative, meaning that even small nightly deficits can add up to substantial impairments over time. These findings underscore the importance of adequate sleep for maintaining optimal cognitive performance."
Which statement best summarizes the author's findings?
FGV•
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.
Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.
In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.
A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.
For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.
Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
“Such as” in “such as state standardized tests” (3rd paragraph)
signals an:
When analyzing a text, which strategy involves making
connections between the text and one's own
experiences, other texts, and the world?
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