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Read the following text to answer the question.
Written by Virginia Woolf, the following letter expresses her fear of another mental breakdown and her decision to take her own life.
“Dearest, I feel certain that I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier 'til this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that – everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been. V.”
How were the first 'voice mails' sent? In envelopes
“Hello Mother, Dad, and Blanche,” a quiet voice says above the cracks and pops of an old vinyl record, which has clearly been played many times over. “How’s everything at home? I’m recording this from Dallas…from this very little place where there are pinball machines and many other things like that…”
The disc is small, seven inches across, dated ___________ 1954. The faded green label shows that the speaker’s name is “Gene,” the recording addressed to “Folks.” Gene suggests in his minute-long message that he is traveling—“seeing America”—and tells his family not to worry about him.
“I should complete my trip sometime around Thanksgiving. I hope you received my letter and I, in turn, hope to receive some of the letters that you sent me.”
This largely forgotten sound is one of the world’s early “voice mails.” During the first half of the 20th century, these audio letters and other messages were recorded largely in booths, pressed onto metal discs and vinyl records, and mailed in places all over the world. Best known today for playing music at home, record players were then being used as a means of _____________ over long distances.
The idea of transporting a person’s voice had _________ large in the human imagination for some three centuries before it was finally achieved with the invention of the phonograph in the late 19th century. Historical documents from the Qing Dynasty in 16th-century China suggest the existence of a mysterious device called the “thousand-mile speaker,” a wooden cylinder that could be spoken into and sealed, such that the recipient could still hear the reverberations when opening it back up.
(Fonte: National Geographic - adaptado.)
Concerning the parts of speech, the underlined word in “How’s everything at home?” is classified as a/an:
Read the following text to answer the question.
Written by Virginia Woolf, the following letter expresses her fear of another mental breakdown and her decision to take her own life.
“Dearest, I feel certain that I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier 'til this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that – everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been. V.”
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.
Choose the option that would correctly replace the highlighted word:
“He shouted from the other side of the lake.”