Questões para Concursos

Read the text to answer question: It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001). Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011). (M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)

Read the text to answer question: It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001). Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011). (M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)

Read the text to answer question: It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001). Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011). (M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)

Read the text to answer question: It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001). Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011). (M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)

Read the text and answer question: A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom. While an ecosystem is a simple concept, there are a few things to keep in mind. Here are quick tips to get you started. Tip #1. Go on language missions (gather and utilize resources). The concept of exploring is at the center of attention here for good reason. Your mission (should you choose to accept it) is to find and gather resources that are potential candidates for your language ecosystem. It is not unlike going shopping for furniture, in that you want to find items that will match your personal preference and lifestyle in a natural way. As you search for items to “add” to your ecosystem, you will want to consider how well they function in your life or home. You might be wondering how one begins a search to find resources. I primarily use search engines, social media, streaming video, and music to look for resources that might work. I am not the only one, however, who has learned to keep an eye out for resources. Since inviting many of my own friends to learn a language with me, many people now send me links to things I might like. Tip #2: Join a language-learning network Speaking of people, one of the most essential strategies in forming a language ecosystem is finding the right people to join you on your journey. I call this “forming a language learning network.” While fluent speakers are an excellent resource, I also find that fellow language learners, people who are learning the language just like me, are more patient conversation partners. Finally, I often find that people who share my same interests (say, French cooking, for example), can be excellent companions for listening and speaking practice. (Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help You Conquer Any Language. Edição do Kindle. Adaptado)

Read the text and answer question: A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom. While an ecosystem is a simple concept, there are a few things to keep in mind. Here are quick tips to get you started. Tip #1. Go on language missions (gather and utilize resources). The concept of exploring is at the center of attention here for good reason. Your mission (should you choose to accept it) is to find and gather resources that are potential candidates for your language ecosystem. It is not unlike going shopping for furniture, in that you want to find items that will match your personal preference and lifestyle in a natural way. As you search for items to “add” to your ecosystem, you will want to consider how well they function in your life or home. You might be wondering how one begins a search to find resources. I primarily use search engines, social media, streaming video, and music to look for resources that might work. I am not the only one, however, who has learned to keep an eye out for resources. Since inviting many of my own friends to learn a language with me, many people now send me links to things I might like. Tip #2: Join a language-learning network Speaking of people, one of the most essential strategies in forming a language ecosystem is finding the right people to join you on your journey. I call this “forming a language learning network.” While fluent speakers are an excellent resource, I also find that fellow language learners, people who are learning the language just like me, are more patient conversation partners. Finally, I often find that people who share my same interests (say, French cooking, for example), can be excellent companions for listening and speaking practice. (Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help You Conquer Any Language. Edição do Kindle. Adaptado)

Read the paragraph and answer question: William Shakespeare (23 April 1564 – 23 April 1616), who was an English playwright, poet and actor, is regarded as the greatest writer in the English language and one of the most famous in the history of humanity. He was very fond of creating words, of which Arch-villain is an example. He also created words by attaching prefixes or suffixes to existing phrases. In Romeo and Juliet, Shakespeare popped ‘un’ in front of ‘comfortable’ to create a word that’s now used every day by people around the world. (https://www.shakespeare.org.uk/explore. Adaptado)

Read the paragraph and answer question: William Shakespeare (23 April 1564 – 23 April 1616), who was an English playwright, poet and actor, is regarded as the greatest writer in the English language and one of the most famous in the history of humanity. He was very fond of creating words, of which Arch-villain is an example. He also created words by attaching prefixes or suffixes to existing phrases. In Romeo and Juliet, Shakespeare popped ‘un’ in front of ‘comfortable’ to create a word that’s now used every day by people around the world. (https://www.shakespeare.org.uk/explore. Adaptado)

Read the paragraph and answer question: William Shakespeare (23 April 1564 – 23 April 1616), who was an English playwright, poet and actor, is regarded as the greatest writer in the English language and one of the most famous in the history of humanity. He was very fond of creating words, of which Arch-villain is an example. He also created words by attaching prefixes or suffixes to existing phrases. In Romeo and Juliet, Shakespeare popped ‘un’ in front of ‘comfortable’ to create a word that’s now used every day by people around the world. (https://www.shakespeare.org.uk/explore. Adaptado)

Leia o texto a seguir para responder à questão: The United Nations Environment Programme (UNEP) reports that once water is contaminated, it is difficult, costly, and often impossible to remove the pollutants. Currently, 80% of global wastewater goes untreated, and is contaminated by a wide range of substances, from human waste to highly toxic industrial discharges. The type and amount of pollutants in freshwater determines its suitability for human uses such as drinking, bathing, and agriculture. Pollution of freshwater ecosystems can also impact the habitat and quality of life of fish and other wildlife. This can include pathogens (largely from human and animal waste), organic matter (including nutrients from agricultural run-off such as nitrogen or phosphorus), chemical pollution (from irrigation, domestic wastewater and runoff of mines into rivers) and salinity. Plastics, and chemicals of emerging concern, such as certain pharmaceutical products, are issues for which their extent and impacts on freshwater are largely unknown. A preliminary assessment of water quality in rivers in Latin America, Africa and Asia, “A Snapshot of the World’s Water Quality” (Ringler, et al., 2016), estimated that severe pathogenic pollution affects around one third of all rivers, severe organic pollution around one seventh of all rivers, and severe and moderate salinity pollution around one-tenth of all rivers in these regions. (UNDRR, “Pollution”. Disponível em: www.undrr.org/ understanding-disaster-risk/terminology/hips/tl0028#:~:text=Pollution%20 is%20defined%20as%20the,UN%20data%2C%20n o%20date. Adaptado)