Instrução: A questão refere-se ao texto abaixo.

ADAPTED FROM: Zittrain, Jonathan. Mark Zuckerberg Can Still Fix This Mess. https://www.nytimes.com/2018/04/07/opinion/sunday/zuckerberg-facebook-privacy-congress.html Acesso :25/04/2018

Text 3

The Assistants, by Camille Perri

Chapter 1

In less than a second I was at his desk, notepad in hand. Behind me a wall of flat-screens flashed the news being broadcast by Titan and its so-called competitors. Robert had the uncanny ability to devote a small portion of his gaze to each screen simultaneously. In all he owned nine satellite television networks, one hundred seventy-five newspapers, one hundred cable channels, forty book imprints, forty television stations, and one movie studio. His total audience reached around 4.7 billion people, which came out to around three-fourths of the population of the entire globe. But the news was his baby. He was never not watching it, analyzing it, shaping it. That’s why he situated his office at Titan News headquarters, where he could keep close watch not only on his wall of flat-screens but also on his journalists. A man as powerful as Robert could have hidden himself anywhere, pulling at the strings of the world from a lounge chair in the Seychelles, unseen by his employees—but he needed to be here at the center of it all, at the hub.

Our office didn’t look like a newsroom that you’d imagine from movies or TV drama series. The floors below ours were more like that—the broadcast, print media, and digital newsrooms, each of which could have easily passed for something out of The Matrix. And there was an entire floor of flashy studios used for our non-stop news coverage and thrill-a-minute opinion shows. But our office on the fortieth floor was far less exciting, just row after row of desks and cubicles. Still, we were the brain of the whole operation, the source from which all orders trickled down. Titan’s chief editors and all of Robert’s most trusted deputies had desks on our floor so Robert could pull them into impromptus with the business leaders and celebrities he met with— and so he could foster relationships between them and the political-party representatives (yes, from both parties) who came to lobby him. I guess what I’m trying to say is, what the fortieth floor lacked in flash it made up for in influence.

(Taken from http://www.penguinrandomhouse.com/books/317172/the-assistants-by-perri-camille/9780399172540/)

Read the text about Nobel Prize for the question.

Based on text 2, an adapted forum discussion, answer question below.

Teaching with no books

Dianne Bell

I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks. 

Comments

Mila Junior and Senior Teacher

Posted on 02/22/2015

What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.

Flore

Secondary Teacher

Posted on 01/07/2015

 Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming. 

Jake

Science Educator

Posted on 11/22/2015

There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.

(Adapted from https://www.englishclub.com/)

Instructions: Question are based on the following text.

Source: http://languagemagazine.com/?page_id=124967

http://www.theguardian.com/news/2016/feb/10/weatherwatch-ravilious-global-warming-limit-climate-change-uneven- arctic-europe-us

Leia o texto a seguir para responder a questão.

Learning and Teaching

    What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.

    These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.

    Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.

(Principles of language learning and teaching, H. Douglas Brown. Adaptado)