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Comentadas sobre interpretação de texto | reading comprehension em inglês
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Text 10A1-III
Language is not any arbitrary fact of colonialism. We ought to consider it as another form of violence imposed upon cultures by colonial rule, as devastatingly treacherous as any other. Of course, there is an obvious distinction between physical and linguistic subjugation, and the previous claim is not to erase this in any element. Linguistic violence itself persists long past the departure of the colonist, it is a violence committed against a very culture, one from which it may never fully recover. Language is not merely a group of symbols or words; this is clear from the fact that we see it as having been the object of colonial assault. Imperial powers recognized it as anything but arbitrary, or else it would not have even been seen as necessary to subject to the same ravage. We ought not to let the role of language in colonialism slip into the background. Language as a means of colonial dominance has too often been seen as a symptom of a larger colonial pathology, as a side-effect which does not require to be dealt with urgently or with equal dedication as with more wide-spread and common conceptions of colonial violence.
As a defining aspect of culture, language is not only the means by which we pass on culture or share it, but in order to do so it must, and does, carry on its back the entirety of a culture and civilization. Further, it acts as a collective memory bank of a culture‟s historical existence and experience. Because of this, the erasure of language is necessarily also the erasure of pre-colonial history. By systematically and aggressively burying a language, also buried with it is every historical event and every person who existed through it. Something as fundamental as it becomes, or rather, has been a way by which we perceive ourselves as well as where and how we exist among others. When one examines the colonial circumstance, they can see the ways in which the linguistic take-over by colonial powers posed an existential threat upon the colonized. To take away one‟s language is to take away their means of making themselves visible and perceiving themselves. The forceful imposition of colonial language on the colonized is not simply a matter of easy communication and convenience, it is to impose upon a group the task of supporting the weight of a culture which refuses to recognize them as human.
Ananya Ravishankar. Linguistic imperialism: colonial violence through language.
Trinity College Digital Repository, 2020. Internet:
Text 10A1-III
Language is not any arbitrary fact of colonialism. We ought to consider it as another form of violence imposed upon cultures by colonial rule, as devastatingly treacherous as any other. Of course, there is an obvious distinction between physical and linguistic subjugation, and the previous claim is not to erase this in any element. Linguistic violence itself persists long past the departure of the colonist, it is a violence committed against a very culture, one from which it may never fully recover. Language is not merely a group of symbols or words; this is clear from the fact that we see it as having been the object of colonial assault. Imperial powers recognized it as anything but arbitrary, or else it would not have even been seen as necessary to subject to the same ravage. We ought not to let the role of language in colonialism slip into the background. Language as a means of colonial dominance has too often been seen as a symptom of a larger colonial pathology, as a side-effect which does not require to be dealt with urgently or with equal dedication as with more wide-spread and common conceptions of colonial violence.
As a defining aspect of culture, language is not only the means by which we pass on culture or share it, but in order to do so it must, and does, carry on its back the entirety of a culture and civilization. Further, it acts as a collective memory bank of a culture‟s historical existence and experience. Because of this, the erasure of language is necessarily also the erasure of pre-colonial history. By systematically and aggressively burying a language, also buried with it is every historical event and every person who existed through it. Something as fundamental as it becomes, or rather, has been a way by which we perceive ourselves as well as where and how we exist among others. When one examines the colonial circumstance, they can see the ways in which the linguistic take-over by colonial powers posed an existential threat upon the colonized. To take away one‟s language is to take away their means of making themselves visible and perceiving themselves. The forceful imposition of colonial language on the colonized is not simply a matter of easy communication and convenience, it is to impose upon a group the task of supporting the weight of a culture which refuses to recognize them as human.
Ananya Ravishankar. Linguistic imperialism: colonial violence through language.
Trinity College Digital Repository, 2020. Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
“This line of research presented serious questions for Applied Linguistics (AL) and English Language Teaching (ELT) that, if implemented, would entail major changes in that endeavor.”
The use of verb tenses in “presented” and “would entail” indicates that:
I.The development of critical reading skills involves the student's ability to identify biases, the author's intentions, and the socio-historical context of the text.
II. Written production should be approached as a process-oriented activity, involving stages such as planning, drafting, revising, and rewriting according to the proposed text genre.
III. Listening is a passive process of phonetic decoding that does not require the use of prior knowledge or inferencing by the learner.
Choose the alternative that presents the CORRECT statement(s):
Study these sentences and decide if they are true ( T ) or false ( F ), according to structure and grammar use.
( ) The noun rice is countable and can be used with a/an.
( ) the genitive case is being used correctly in the sentence The children’s toys are on the floor.
( ) The following sentences are examples of the correct use of indefinite and relative pronouns There isn’t nothing in the box; The house which roof was damaged needs repairs.
( ) The sentence in direct speech I will call you tomorrow, she said., in indirect speech is She said that she would call me the next day.
( ) The sentence It says that the company will close soon., is the Passive form of People say that the company will close soon.
Choose the alternative which presents the correct sequence, from top to bottom.
Study the sentences below about “Vocabulary and Communication of English-speaking countries”, appropriate for Ensino Fundamental, and decide if they are true ( T ) or false ( F ).
( ) In many English-speaking countries, shaking hands is a common form of greeting.
( ) The words kitchen, closet, bedroom, and cellphone are part of the semantic field of parts of a house.
( ) In the United States and the United Kingdom, punctuality is generally considered important in social and professional contexts.
( ) Words like teacher, classroom, and homework are connected to the semantic field of school and education.
( ) Semantic fields are only useful for advanced learners and are not important in elementary English learning.
Choose the alternative which presents the correct sequence, from top to bottom.
Text 1
A Message Across Screens
Every morning, Emma checked her phone before getting out of bed. Messages, videos, and stories filled her screen, connecting her to people from different parts of the world. One day, she came across a short digital story shared by a student from another country. It talked about learning English through music, social media, and online friendships.
Curious, Emma replied to the post. Soon, they started exchanging messages and videos, sharing their daily routines, cultures, and challenges. Through these digital interactions, Emma realized that storytelling was no longer limited to books. It now lived on screens, combining images, sounds, and words to create meaning.
Over time, their stories helped them understand each other better. Digital storytelling became a bridge between cultures, showing that language learning is also about empathy, communication, and connection.
Read the following text about Reading Comprehension.
Cohesion and coherence play a crucial role in reading comprehension because they help readers understand how ideas are connected and how meaning is constructed throughout a text.
..............................., on the other hand, relates to the logical organization of ideas and the overall sense that the text makes as a whole.
............................... refers to the linguistic elements that link sentences and paragraphs, such as conjunctions, pronouns, repetition, and ............................. ties, guiding the reader through the text smoothly. When a text is cohesive and coherent, readers can follow the flow of information more easily, make inferences, and grasp both explicit and implicit meanings, which significantly ..................... comprehension.
Choose the alternative that contains the correct words to complete it.
Text 1
A Message Across Screens
Every morning, Emma checked her phone before getting out of bed. Messages, videos, and stories filled her screen, connecting her to people from different parts of the world. One day, she came across a short digital story shared by a student from another country. It talked about learning English through music, social media, and online friendships.
Curious, Emma replied to the post. Soon, they started exchanging messages and videos, sharing their daily routines, cultures, and challenges. Through these digital interactions, Emma realized that storytelling was no longer limited to books. It now lived on screens, combining images, sounds, and words to create meaning.
Over time, their stories helped them understand each other better. Digital storytelling became a bridge between cultures, showing that language learning is also about empathy, communication, and connection.
Read text 1 carefully. Study the sentences below and decide if they are true ( T ) or false ( F ).
( ) Emma shared the digital story she found with a student from another country.
( ) Storytelling has changed because now it combines images, sounds, and words on digital platforms.
( ) The main idea of the text is ‘social media replaces education’.
( ) Emma and her students communicate through messages and books.
( ) Every morning Emma writes stories.
Choose the alternative which presents the correct sequence, from top to bottom.
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