Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)
This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.
Assuming a sociointeractional viewpoint, Giesel (in FERREIRA, 2012) argues that all forms of discourse can be understood as a social product, since they are present in the experiences of students.
Regarding the position presented above, choose the quote below from Cameron’s text which might support the idea that language teachers should approach aspects of sexist language and gender stereotyping in their lessons.
TEXT 1
School for sexism
By Deborah Cameron (Oxford University)
This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.
Leia a tira em quadrinhos e analise as afirmativas abaixo.
I. No primeiro quadrinho Hagar consultou o velho sábio para saber sobre o segredo da felicidade.
II. No segundo quadrinho as palavras that e me se referem, respectivamente, ao “velho sábio” e a “Hagar”.
III. As palavras do velho sábio no último quadrinho são de que é melhor dar que receber.
Assinale a alternativa correta.
Leia o texto abaixo e responda à questão.
THE ARAL: A DYING SEA
The Aral Sea was once the fourth biggest landlocked sea in the world – 66,100 square kilometers of surface. With abundant fishing resources, the Sea provided a healthy life for thousands of people.
The Aral receives its waters from two rivers – the Amu Dar’ya and the Syr Dar’ya. In 1918, the Soviet government decided to divert the two rivers and use their water to irrigate cotton plantations. These diversions dramatically reduced the volume of the Aral.
As a result, the concentration of salt has doubled and important changes have taken place: fishing industry and other enterprises have ceased: salt concentration in the soil has reduced the area available for agriculture and pastures; unemployment has risen dramatically; quality of drinking water has been declining because of increasing salinity, and bacteriological contamination; the health of the people, animal and plant life have suffered as well.
In the past few decades, the Aral Sea volume has decreased by 75 percent. This is a drastic change and it is human induced. During natural cycles, changes occur slowly, over hundreds of years.
The United Nations Environment Program has recently created the International Fund for Saving the Aral Sea. Even if all steps are taken, a substantial recovery might be achieved only with 20 years.
(From: https://www.unenvironment.org/)
Leia o texto abaixo e responda à questão.
THE ARAL: A DYING SEA
The Aral Sea was once the fourth biggest landlocked sea in the world – 66,100 square kilometers of surface. With abundant fishing resources, the Sea provided a healthy life for thousands of people.
The Aral receives its waters from two rivers – the Amu Dar’ya and the Syr Dar’ya. In 1918, the Soviet government decided to divert the two rivers and use their water to irrigate cotton plantations. These diversions dramatically reduced the volume of the Aral.
As a result, the concentration of salt has doubled and important changes have taken place: fishing industry and other enterprises have ceased: salt concentration in the soil has reduced the area available for agriculture and pastures; unemployment has risen dramatically; quality of drinking water has been declining because of increasing salinity, and bacteriological contamination; the health of the people, animal and plant life have suffered as well.
In the past few decades, the Aral Sea volume has decreased by 75 percent. This is a drastic change and it is human induced. During natural cycles, changes occur slowly, over hundreds of years.
The United Nations Environment Program has recently created the International Fund for Saving the Aral Sea. Even if all steps are taken, a substantial recovery might be achieved only with 20 years.
(From: https://www.unenvironment.org/)
Leia o texto abaixo e responda à questão.
THE ARAL: A DYING SEA
The Aral Sea was once the fourth biggest landlocked sea in the world – 66,100 square kilometers of surface. With abundant fishing resources, the Sea provided a healthy life for thousands of people.
The Aral receives its waters from two rivers – the Amu Dar’ya and the Syr Dar’ya. In 1918, the Soviet government decided to divert the two rivers and use their water to irrigate cotton plantations. These diversions dramatically reduced the volume of the Aral.
As a result, the concentration of salt has doubled and important changes have taken place: fishing industry and other enterprises have ceased: salt concentration in the soil has reduced the area available for agriculture and pastures; unemployment has risen dramatically; quality of drinking water has been declining because of increasing salinity, and bacteriological contamination; the health of the people, animal and plant life have suffered as well.
In the past few decades, the Aral Sea volume has decreased by 75 percent. This is a drastic change and it is human induced. During natural cycles, changes occur slowly, over hundreds of years.
The United Nations Environment Program has recently created the International Fund for Saving the Aral Sea. Even if all steps are taken, a substantial recovery might be achieved only with 20 years.
(From: https://www.unenvironment.org/)
[…] where competition between private operators has brought about improved services, he says.
In the context above, it is correct to say that the bold verb tense is relating to:
Observe the text below.
Accuracy Versus Fluency Activities
One of the goals of CLT (Communicative Language Teaching) is to develop fluency in language use. Fluency is developed by creating classroom activities in which students must negotiate meaning, use communication strategies, correct misunderstandings, and work to avoid communication breakdowns.
(Richards, Jack C. Communicative Language Teaching Today. Cambridge University Press 2006)
By the context given, we can understand that:
Read the text below.
Proposals for a Communicative Syllabus: A functional syllabus
I. A functional syllabus is organized according to the functions the learner should be able to carry out in English, such as expressing likes and dislikes, offering and accepting apologies, introducing someone, and giving explanations;
II. Communicative competence is viewed as mastery of functions needed for communication across a wide range of situations. Vocabulary and grammar are then chosen according to the functions being taught;
III. A sequence of activities is then used to present and deprive of the function. Functional syllabuses could not be used as the basis for speaking and listening courses.
(Richards, Jack C. Communicative Language Teaching Today. Cambridge University Press 2006)
Indicate the correct alternative according to the context.
Introductory activities A asking concept questions B eliciting language C doing a warmer D miming E setting the scene F drilling
Teacher’s actions a) The teacher asks the students to look at pictures of Paris before they listen to a recording about tourist attractions there. b) The teacher asks the students to repeat sentences after him/her. c) The teacher checks whether the students understand when the new language is used. d) The teacher does a short game with the students to give them energy. e) The teacher asks the students for examples of different kinds of fruit and writes them on the board. f) The teacher does an action which shows the meaning of a new word.
Mark the alternative that presents the correct sequence:
I- Use of Songs and Oral Practice Situations II- Play activities and interaction through games III- Role play of small pieces or textbook dialogues IV- Students reserach about cultural curiosities about the target language
Check the correct answer:
( ) Know how to listen, wait for their turn, respect the speech of others. ( ) Whether in small or large groups, express their opinions, feelings, needs and curiosities, taking into account clarity, intonation, diction / articulation, gesture and posture. ( ) Respect the diversity of oral expression, language variants. ( ) Recognize and reproduce phonemes. ( ) Understand and differentiate the particularities (vocabulary, medium, intonation and purposes of the various oral genres circulating in society;
Mark the alternative that presents the correct sequence:
1- Speaking accurately involves paraphrasing parts of a text. 2- Productive skills involve expressing rather than understanding language. 3- Re-drafting involves making changes to a piece of writing. 4- Process writing involves speaking and writing 5- Listening for gist involves forming a general idea of what a text is about 6- Proofreading involves being able to understand every word of a text.
Mark the alternative that presents the correct sequence:
I- Activities with instructions in the mother tongue II- Activities that focus on writing III- Using only subjects that interest students IV- Requires text work, excluding single isolated sentences
Check the correct answer:
Conheça nossos planos