O texto seguinte servirá de base para responder à questão.

(1º§)Clothing of Ancient Romans were generally simple but that doesn't mean it didn't change through time, although slowly. Roman clothing consisted of toga, tunic and stola.

(2º§)The most commonly used material for their clothing was wool but they also used and produced linen and hemp. The production of these fibers was very similar. After the harvest the fibers were immersed in water and then aired. After that, fibers were pressed mechanically with a mallet and smoothed with large combs. Fibers were then spun and woven on looms.

(3º§)While wool, hemp and hemp were produced on the Roman territory, silk and cotton were imported from China and India. Because they were very expensive, they were reserved for higher classes. From exotic materials, Romans also used wild silk that is collected from the wild after the insect had eaten its way out; and sea silk that comes from the endemic "noble pen shell" that lives only in Mediterranean. Although we think that all roman clothes were white (because of the statues), Romans dyed theirs clothes in purple, indigo, red, yellow and other colors. Leather was used for protection against poor weather (from leather were made heavy coats for Roman soldiers), but its primary use was in footwear and belts. Animal skins were also worn by soldiers. Legionaries wore bearskins while Praetorians preferred feline skins.

(4º§)Toga was probably the most significant item in the ancient Roman wardrobe. It was made of wool and was designed under the influence of the Etruscans and their clothes. Basically the toga was a large blanket, draped over the body, leaving one arm free. Reason why the free citizens were required to wear togas was to differ from slaves who wore tunics. Togas were forbidden for foreigners and fro exiled Romans.

(5º§)Tunic is adopted from the Greeks and was worn by everybody citizens, slaves and non-Romans and by both genres. Wearer's status in Roman society was shown with color and decorations of the tunic. It was worn as a shirt or a gown or as undergarments.

(6º§)Stola was traditional clothing of Roman women made of linen, cotton or wool. It was reserved for women since 2nd century BC when the toga started to be clothing reserved for men. It was a long, pleated dress, worn over a tunic. It generally had no sleeves but there were versions with shorter and longer sleeves. Sleeveless version was fastened by clasps at the shoulders. It also had belts or two that held stola.

(7º§)From the late Republic to the end of the Western empire, clothing of Ancient Rome slowly changed. After the Diocletian's reforms, clothing worn by soldiers and non-military members of government became very decorated. Their tunics and cloaks were decorated with woven or embellished strips and circular roundels. Silk was used more than ever. Bureaucrats started using pieces of clothing that were before reserved only for military. People started wearing even the trousers which was before that considered as a sign of cultural decay because only barbarians wore trousers at that time.

http://www.historyofclothing.com/

http://www.historyofclothing.com/

O texto seguinte servirá de base para responder à questão.

(1º§)Clothing of Ancient Romans were generally simple but that doesn't mean it didn't change through time, although slowly. Roman clothing consisted of toga, tunic and stola.

(2º§)The most commonly used material for their clothing was wool but they also used and produced linen and hemp. The production of these fibers was very similar. After the harvest the fibers were immersed in water and then aired. After that, fibers were pressed mechanically with a mallet and smoothed with large combs. Fibers were then spun and woven on looms.

(3º§)While wool, hemp and hemp were produced on the Roman territory, silk and cotton were imported from China and India. Because they were very expensive, they were reserved for higher classes. From exotic materials, Romans also used wild silk that is collected from the wild after the insect had eaten its way out; and sea silk that comes from the endemic "noble pen shell" that lives only in Mediterranean. Although we think that all roman clothes were white (because of the statues), Romans dyed theirs clothes in purple, indigo, red, yellow and other colors. Leather was used for protection against poor weather (from leather were made heavy coats for Roman soldiers), but its primary use was in footwear and belts. Animal skins were also worn by soldiers. Legionaries wore bearskins while Praetorians preferred feline skins.

(4º§)Toga was probably the most significant item in the ancient Roman wardrobe. It was made of wool and was designed under the influence of the Etruscans and their clothes. Basically the toga was a large blanket, draped over the body, leaving one arm free. Reason why the free citizens were required to wear togas was to differ from slaves who wore tunics. Togas were forbidden for foreigners and fro exiled Romans.

(5º§)Tunic is adopted from the Greeks and was worn by everybody citizens, slaves and non-Romans and by both genres. Wearer's status in Roman society was shown with color and decorations of the tunic. It was worn as a shirt or a gown or as undergarments.

(6º§)Stola was traditional clothing of Roman women made of linen, cotton or wool. It was reserved for women since 2nd century BC when the toga started to be clothing reserved for men. It was a long, pleated dress, worn over a tunic. It generally had no sleeves but there were versions with shorter and longer sleeves. Sleeveless version was fastened by clasps at the shoulders. It also had belts or two that held stola.

(7º§)From the late Republic to the end of the Western empire, clothing of Ancient Rome slowly changed. After the Diocletian's reforms, clothing worn by soldiers and non-military members of government became very decorated. Their tunics and cloaks were decorated with woven or embellished strips and circular roundels. Silk was used more than ever. Bureaucrats started using pieces of clothing that were before reserved only for military. People started wearing even the trousers which was before that considered as a sign of cultural decay because only barbarians wore trousers at that time.

http://www.historyofclothing.com/

http://www.historyofclothing.com/

TEXTV- 

(by Cecismoura – May 28, 2021) Available from: https://view.genial.ly/60b17af8a30a0b0d332783d4/interactive-content-infografico-english-vs-brazil. Accessed on January 10^th, 2022.

Answer question according to TEXT V.

TEXT III -

My experience: one of the advantages of online tools is that they allow teachers and students to exercise their creativity

Cicinato do Carmo, English teacher that also works with initial and continuing education of teachers in Rio de Janeiro

Sept 20, 2021 

I have been an English teacher for about 30 years. During this period, in addition to working in the classroom, both in the public and private sectors, I have also been working with training, education and development of English language teachers at Troika – in continuing and initial education. At the moment, I coordinate an English program in Rio de Janeiro with teachers from kindergarten to high school, and I guide undergraduate interns that will be English teachers. 

Lyrics Training - Students are very fond of Lyrics Training. I've had experiences with students from elementary school to high school, each one has its specificity, its degree of difficulty and requirement. For example, high school students are very fond of challenges. For example, they really enjoy it when they select a more challenging level where they need to be quicker with answers. And even more so when they decide to organize themselves into groups and compete with each other singing songs. 

Youglish- Youglish is very interesting for vocabulary reinforcement in context, when we are exploring a particular word, which offers greater difficulty in understanding, contextualization and use. In addition to the pronunciation, it manages to bring, through videos and other resources, the context of use of that term. Sometimes teaching only the meaning of a word can give the wrong impression that it can be used in different contexts, but there are subtle meanings that need a more concrete communicative element so that the student can perceive its use.

Wordwall - Wordwall offers a bank with different game format options for the same content. One can create an activity, for example, with specific vocabulary of farm animals, and the website offers game possibilities based on that vocabulary list, such as memory game, train, cards, pac man, spin the wheel. The activities are geared towards secondary education. With the older ones, from the moment they are more used to the platform, we can open up for them to choose the type of game they prefer to do that activity.

Mentimeter - I use Mentimeter for preparing presentations. It's like PowerPoint, only interactive. It is a presentation tool filled with interactive elements with viewers. For example, if I have a question about the subject of the class, I present it on the slide and a code will appear. Then, by cell phone, students access and respond. And those answers can create a word cloud instantly, in real time. From there, we can move towards a discussion. I like to use the tool for warm up activities. For example, I ask “What did you have for breakfast today?”; and, based on the answers (milk, tea), we warm up with a discussion and then move on to the content of the class. 

ISLCollective - ISLCollective is very good for creating class material. It is an activity repository that is organized into interactive video sessions, PowerPoint and vocabulary or grammar worksheets. We teachers create content and feed the platform. You can search and use ready-made materials, or do something more customized, as it allows us to change and adapt these materials. It makes a copy of the original content with all rights reserved and assigned, but one can customize, delete or add something to the activity.

Gamilab - It is an educational game bank, which allows us to create very simple games, and whose platform is similar to mobile and video games. It has more gamification elements than many others we use, such as elements of the dynamics, mechanics and components that are part of the gamification process (difficulty level progression, challenges and rewards), with a well-described narrative.

One of the possibilities for creation is a mountain bike competition. As the runner walks the race path, golden boxes with questions (multiple choice) appear that must be answered in order for the player to win prizes. It is a competition like a video game, with great appeal for our students.

It is possible to create games for all levels, from kindergarten on, and it can be used both on computer and mobile. The games can be created individually or collaboratively – there is the ability to add collaborators, so that students can organize themselves into groups, each one at home, develop a game and present it to the class. They can send the link of the game they have created and everyone plays.

Live Worksheets - Live Worksheets website also makes it possible to create interactive exercises. We can create, for example, an exercise of connecting (matching), which can be done on the screen of the computer or cell phone itself, which makes it easier for the student as well.

These platforms are all free and students don't need to have an account, we can just use the link. The only thing is that, if I want to create some activity that can be measured later, I need everyone to be registered and to log in to the platform. Gamilab, ISLCollective and Live Worksheets, for example, generate a report and I can find out which students participated and what difficulties were encountered in relation to the score generated by each one of them.

Adapted from: https://www.inglesnasescolas.org/en/experience/my-experience-one-of-the-advantages-of-online-tools-is-that-they-allow-teachers-andstudents-to-exercise-their-creativity/. Accessed on January 15^th, 2022.

Answer question according to TEXTIII.

TEXT II - Text for question.

The challenges of learning English skills and the integration of social media and video conferencing tools to help ESL learners coping with the challenges during COVID-19 pandemic: a literature review

Yong Hua Ying, Winson Eng Wei Siang, Maslawati Mohamad

Abstract

During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as a Second Language (ESL) learners to have significant difficulties learning the English language especially for speaking skills. Speaking is one of the most important skills to learn because it is the primary mode of communication around the world. However, the majority of ESLlearners are still trying to improve their English speaking abilities. Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known solution all over the world. Learners and educators need more time to adjust to online teaching and learning because most of them are exploring new technical innovations and strategies to be used in the classroom. As a result, this study includes a literature review on the challenges ESL learners encounter in learning speaking skills, as well as the use of social media and video conferencing tools to teach speaking skills. Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced by ESL learners. Hence, it is vital to determine the technology intervention used in teaching and developing speaking skills among these learners based on previous study. During the COVID-19 pandemic, some of the interventions in teaching speaking skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching and learning. Educators of ESLmight then pick the ones that would work best in their particular classroom.

Keywords: E-Learning, Learning of Language Skills, Social Media, Video Conferencing Tools, COVID-19 Pandemic Adapted from: https://www.scirp.org/journal/paperinformation.aspx?paperid=110450. Accessed on January 20 , 2022. th 

TEXT I –

The crisis of the new coronavirus made access to education difficult for black and poor students. In English teaching, it is necessary to consider issues that have already distanced this group from learning the language, such as: difficulty in accessing technology, lack of monitoring by a family member, black girls and housework and representativeness in English teaching.

 Newsroom11 / Nov. 2021

    If inequality was already a reality in Brazilian education, in 2020, due to the Covid-19 pandemic — with closed schools and the adoption of remote education — the situation worsened even more. The report by the United Nations Children's Fund (UNICEF), “Scenarios of School Exclusion in Brazil”, points out that, at the end of 2020, more than 5 million Brazilian students aged 6 to 17 were without access to schools.

    Of this total, more than 40% were represented by children aged 6 to 10 years, an age group in which education was almost universal in the country before the crisis of the new coronavirus. In this scenario, young people from poor, black, brown and indigenous families were the most affected.

    Another data, presented by PNAD Covid, a survey by the Brazilian Institute of Geography and Statistics (IBGE), points out the supply of materials for attending classes from home: among white students in elementary school, 89% received school activities in the pandemic, among black and brown students this percentage drops to 77%.

    It is a worrying context and, based on this information, we can make a cut about the exclusion of black children and teenagers and even girls in education, more specifically in English teaching. What factors further hindered these students' access to knowledge of the language? What were the problems already faced in language learning before the pandemic?

Adapted from: https://www.inglesnasescolas.org/en/headline/teaching-english-to-girls-and-black-students-problems-faced-even-before-the-pandemic/. Accessed on January 24^th, 2022. 

Answer question according to TEXT I.