Read Text I and answer question.

Text I

More More More: What Is Money Dysmorphia?  

     Do you ever worry that you don't have enough money, even though your bank account suggests you're doing fine? You might be experiencing "money dysmorphia.” This is a term for when a person has a distorted view of their financial situation — particularly when a wealthy person believes they don't have enough money to be secure. The idea is similar to body dysmorphia, where a person agonizes about flaws they perceive in their body, even if they are not noticeable to others.

    American lawyer and financial expert Ali Katz may have been the first to use the term, having written about money dysmorphia extensively in 2016. But it wasn't until late 2023 that it started trending. Because, as it turns out, the feeling can be pretty common — especially among young people.

     In August 2023, Bloomberg published the results of a survey of over 1,000 Americans making over $175,000 a year. And while earning this much would put these people among the 10% richest in the country, a quarter of them said they felt "very poor," "poor,” or that they were just managing to get by.

   In addition, a December 2023 survey for Intuit Credit Karma found that, out of 1,006 Americans, 29% experienced money dysmorphia — which the survey defined as "having a distorted view of one's finances that could lead them to make poor decisions.” That figure rose to 41% among millennials, who are usually defined as those born between 1981 and 1996. And it was 43% among Generation Z, typically considered to have been born between 1997 and 2012.

  Some believe social media is to blame. With Instagram and TikTok full of influencers flaunting lavish lifestyles, it's understandable that young people might feel insecure about their own financial situations. And as well as causing stress, money dysmorphia might make people stay in jobs they don't like, or choose work over spending time with their families.

  Speaking to Business Insider, Katz said it's important to actually calculate how much is enough for you — and "know the difference between what you need and what you want."

Adapted from: https://engoo.com.br/app/dailynews/article/more-more-more-what-is-moneydysmorphia/eMBHgsr7Ee6RxDeDj30Epw  

    Ethical codes evolve in response to changing conditions, values, and ideas. A professional code of ethics must, therefore, be periodically updated, and also rest upon widely shared values.

    Although the operating environment of museums grows more complex each year, the root value for museums, the tie that connects all of us together despite our diversity, is the commitment to serving people, both present and future generations.

    Historically, museums have owned and used natural objects, living and non-living, and all manner of human artifacts to advance knowledge and nourish the human spirit. Today, the range of their special interests reflects the scope of human vision. Their missions include collecting and preserving, as well as exhibiting and educating with materials not only owned but also borrowed and fabricated for these ends. Their numbers include both governmental and private museums.

    The museum universe in the United States includes both collecting and noncollecting institutions. Although diverse in their missions, they have in common their nonprofit form of organization and a commitment of service to the public. Their collections and/or the objects they borrow or fabricate are the basis for research, exhibits, and programs that invite public participation.

    Taken as a whole, museum collections and exhibition materials represent the world's natural and cultural common wealth. As stewards of that wealth, museums are compelled to advance an understanding of all natural forms and of the human experience. It is incumbent on museums to be resources for humankind and in all their activities to foster an informed appreciation of the rich and diverse world we have inherited. It is also incumbent upon them to preserve that inheritance for posterity.

www.aam-us.org/museumresources/ethics/coe.cfm. Acessado em 22/02/2024. Adaptado. 

INSTRUCTION: Read the following text to answer question.

Communicative Language Teaching

By Judson Wright

Introduction

The teacher as model

In some approaches to teaching English, the teacher’s main role is to pass on knowledge to students through explanations. In Communicative Language Teaching, the role of the teacher is rather different, although providing clear explanations of language points is still an important part of it. First of all, the teacher acts as a model of good communication skills. This involves asking clear questions, providing clear answers, and giving clear instructions to students. The teacher also models active listening skills, which include making eye contact, listening carefully to what people are saying, checking that listeners understand what’s being said, and responding appropriately. It is the teacher who sets the expectation that these and other communication skills, such as taking turns appropriately in a conversation, are the classroom norm.

Classroom interaction

As in many other classrooms, some of the interaction in the CLT classroom consists of the teacher talking to the whole class while the students listen or respond to the teacher’s questions, particularly when the teacher is explaining a language point. However, CLT is based on the idea that in order to improve students’ communication skills, most of the interaction that teachers need to provide for their students should be classroom tasks that require and develop communication skills. In particular, CLT makes use of roleplays, pair work and group work tasks. These forms of interaction provide some important benefits.

One benefit is that students usually find these forms of interaction motivating and engaging. Pair and group work provide opportunities to focus more on fluency and on content than on accuracy, which often means that students are able to speak more freely than when they are asked to respond to direct questions from the teacher in front of the whole class. These interactions provide a safer space to practise communication skills. The teacher has an important part to play here, ensuring that students avoid focusing on form too much during tasks as well as bringing their students’ focus back onto the content of the interaction rather than correcting each other’s English while carrying out the task

Another benefit is a better use of time. When students are divided into pairs or groups and given a task that each pair or group carries out at the same time, it is a far more efficient and effective use of classroom time than other forms of classroom interaction. It means that all students can be engaged and active at the same time, rather than merely listening to other students respond to the teacher’s questions or prompts, which is a typical interaction in some classrooms. Through pair and group work, each individual student spends far more time using English and practising their communication skills.

Meaningful communication 

In order for the interactions to be effective, we need to ensure that successfully completing a task depends on meaningful communication. In other words, each pair and group work task are designed so that there is a real purpose for the interaction, mirroring communicative interactions in the real world. This real purpose might involve a student communicating something about their own life which another student doesn’t know, such as information about their family, or their own opinions on a subject. It might also involve creating an information gap between the students which requires the use of different communication skills. Let’s consider a couple of examples at different levels of English ability that illustrate the idea of meaningful communication.

Imagine a teacher is working with students at an elementary level of English who are learning or practising the names of colours. The teacher produces sheets of paper with perhaps four or five coloured circles on them. Most sheets are different from each other, but each sheet has at least one other that matches it exactly. Each student receives a sheet and is asked not to let other people see their sheet. The task is for each student to find another student whose sheet exactly matches their own. Armed with a simple structure, such as Do you have a … circle?, students mingle around the classroom, asking and answering each other’s questions, until they have each found a matching partner. This type of task can be easily adapted to focus on shapes, body parts, and a range of other lexical sets. Contrast this with a situation where a teacher indicates different objects that the whole class can see and asks questions such as What colour is this? and expects students to respond with the correct colour. In that case, no meaningful communication takes place since all students already know the answer.

[…]

Assessment and correction

During the task, the students’ focus should be on achieving the communicative aim, whether that’s finding someone in the class with matching information, reconstructing a text, or successfully completing a roleplay. The teacher’s role is to employ ongoing informal assessment by monitoring the interactions and making sure that each pair and group stays on task and does not get distracted by trying to correct each other’s use of language. It’s worth making the importance of completing the task explicit at the start of any communicative task. As teachers monitor the students, they should make a note of any errors that they want to focus on after the activity. This is usually most effective when the teacher selects errors that more than one student makes since focusing on these is likely to be of use to more students. While the teacher may choose to ignore most other errors, it is sometimes worth using ‘hot correction’ with individual students. With hot correction, the teacher quickly makes a note of the correct form on a slip of paper and simply places it on the table in front of the student, without interrupting the interaction.

Conclusion

Communicative Language Teaching prepares students for communicative demands outside the classroom using techniques that develop communication skills. In its pure form, some teachers may feel that there is not enough focus on accuracy and language structure to meet their needs and the needs of their students. However, introducing elements of the approach into your classroom and reconsidering your role as a teacher and the types of tasks you ask your students to take part in will motivate and engage your students while developing their communication skills.

Available at: https://www.onestopenglish.com/methodology-theworld-of-elt/communicative-language-teaching/1000116.article. Accessed on: Jan 23rd, 2024.