Like A Rolling Stone

Once upon a time you dressed so fine

You threw the bums a dime in your prime, didn’t you?

People’d call, say, “Beware doll, you're bound to fall”

You thought they were all kidding you

You used to laugh about

Everybody that was hanging out

Now you don’t talk so loud

Now you don’t seem so proud

About having to be scrounging for your next meal

How does it feel?

How does it feel

To be without a home

Like a complete unknown

Like a rolling stone?

Bob Dylan. 1965.

Text 15A3

Life for researchers whose first language is not English may get quite hard. Many academics assume that their research students come to them fully formed, but every student has to learn the culture of their discipline. For those who don’t speak English as a first language, the challenge is especially daunting.

Mentors need to spend more time helping students to understand the conventions of scientific writing and the expectations of various journals. There’s an art to turning a PhD thesis into a journal article. Without guidance, a student will not be able to do it properly.

Institutions need to do a lot more to support and prepare international students. It’s not enough to hire a specialist in academic writing. Such specialists often have backgrounds in the humanities or social science, and students also need assistance from scientists who can help them to write for their specific disciplines.

I sympathize with students who are trying to learn English on top of everything else because I started out in life speaking another language. My family and I were refugees who fled Hungary during the revolution of 1956.

English speakers have become the gatekeepers of science. By keeping those gates closed, we’re missing out on a lot of perspectives and a lot of good research.

Chris Woolston and Joana Osório. When English is not your mother tongue. Internet: <www.nature.com> (adapted).

Mark the correct alternative

Text 04 

However, teachers and teachers in training need to be able to use approaches and methods flexibly and creatively based on their own judgment and experience. In the process, they should be encouraged to transform and adapt the methods they use to make them their own. Training in the techniques and procedures of a specific method is probably essential for novice teachers entering teaching, because it provides them with the confidence they will need to face learners and it provides techniques and strategies for presenting lessons. In the early stages, teaching is largely a matter of applying procedures and techniques developed by others. An approach or a predetermined method, with its associated activities, principles, and techniques, may be an essential starting point for an inexperienced teacher, but it should be seen only as that. As the teacher gains experience and knowledge, he or she will begin to develop an individual approach or personal method of teaching, one that draws on an established approach or method but that also uniquely reflects the teacher's individual beliefs, values, principles, and experiences. This may not lead to abandonment of the approach or method the teacher started out using but will lead to a modification of it as the teacher adds, modifies, and adjusts the approach or method to the realities of the classroom.

(Source: Jack C. Richards. Approaches and Methods in Language Teaching (Cambridge Language Teaching Library) (Locais do Kindle 3227-3233). Edição do Kindle).

Answer them according to what is asked.

Text 03 

The history of language teaching has been characterized by a search for more effective ways of teaching second or foreign languages. For more than a hundred years, debate and discussion within the teaching profession have often centered on issues such as the role of grammar in the language curriculum, the development of accuracy and fluency in teaching, the choice of syllabus frameworks in course design, the role of vocabulary in language learning, teaching productive and receptive skills, learning theories and their application in teaching, memorization and learning, motivating learners, effective learning strategies, techniques for teaching the four skills, and the role of materials and technology. Although much has been done to clarify these and other important questions in language teaching, the teaching profession is continually exploring new options for addressing these and other basic issues and the effectiveness of different instructional strategies and methods in the classroom.

(Source: Jack C. Richards. Approaches and Methods in Language Teaching (Cambridge Language Teaching Library) (Locais do Kindle 50-51). Edição do Kindle).

Mark only one answer

Text 01

Post-methods era, a term introduced or popularized by Kumaravadivelu (1994), is a foremost condition which has been occurring in our current language education in which there are various efforts to reconstruct the relationship between theories and practices of methods (and approaches). According to Kumaravadivelu (2003), a method is considered as a colonial construct because it tends to have the process of marginalization, namely the theorist produces rigid and fixed knowledge about methods along with their principles, techniques and procedures and the process of self-marginalization, that is the teacher or practitioner just consumes the rigid knowledge or the methods without considering the local or current contextual condition in the classroom. Owing to this rigid relationship between the theorist as the power center of language pedagogy and the practicing teacher just as the powerless periphery, the concept of the method is like a colonialist (the theorist) who marginalizes the practicing teacher. Hence, the concept of the post-methods era appears to abolish such a top-down marginalization in language teaching. While the conventional concept of the method enables the theorists to construct knowledgeoriented theories of pedagogy, the post-method condition enables teaching practitioners to construct classroomoriented theories of pedagogical practice (Kumaravadivelu, 1994). The postmethod pedagogy or era seeks to establish the idea that the methods are not dead yet, methods and approaches along with their techniques, procedures, designs that the teachers use in classrooms can be implemented or applied grounded on the local or contextual situations, developing the teacher autonomy. Everything depends on the teachers as the central decision-makers.

(Source: Jesica Dwi Lusianov. Post-Method Era and Glocalization in LanguageTeaching and Learning. Advances in Social Science, Education and Humanities Research, volume 5094th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020)).

What is the cycle tourism?

Cycle tourism, cycle travelling, bike tourism… Many names for the same big passion. The cycle tourism is a form of tourism by bicycle that seems to gain ________ more attention even ________ people who are not passionate cyclists.

Who decide to travel by bike are not interested in getting fit, in how long takes to get to a place and in the athletic training: on the contrary the cycle tourism is a way of travelling that allow people to get to know places and people with a more human pace, not just to visit places but above all to live your destinations.

You can travel by bicycle for a few days or also for a few weeks, to go for a day tour or for a weekend in an art city for instance. The advantages of cycle tourism are many; the very reasonable travelling costs, more freedom in planning your trip even when travelling, more authentic way of travelling and exploring and the chance to do something for the environment.

Like many other forms of eco-sustainable tourism, the cycle tourism is convenient, it is good for your spirit and the planet!

(Fonte: Bikenbike - adaptado.)