Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 12.689 questões

Q3788882 Inglês
Text: (Excerpt about sugar consumption and health implications)

        Sugar has never been considered a health food, but lately, the science against it keeps growing stronger. New evidence shows going overboard on the sweet stuff can lead to high cholesterol and blood pressure […] not to mention excess weight gain.

        Problem is most people are eating more sugar now than they ever have. The average person consumes about 20 teaspoons of added sugar a day — 300 calories worth! — which is four times more than the amount recommended by most health experts, including the American Heart Association. Annually, all those teaspoons add up to 170 pounds of sugar.

        So why are we so addicted to sugar? First off, it is literally addicting. When you eat something sweet, you get a surge of dopamine, the chemical in your brain that brings you pleasure. Added sugar is also tough to dodge. Sweetener hides in foods that don’t even taste sugary, like breads, sauces and condiments. What’s more, it’s so hard to decipher the difference between added sugars and the kinds found naturally in whole foods. Eating naturally occurring sugars — like fructose in fruit and lactose in dairy — is generally considered healthy because they contain nutrients with metabolic benefits, such as fiber and antioxidants. Added sugars (sweeteners put into food for flavor) have no such perks. […]

HEALTH. How to Eliminate Added Sugar From Your Diet in 1 Month. 2020. Disponível em:https://www.health.com/nutrition/sugar-detox. Acesso em: 17 fev. 2022. Fragmento.
The clause “sweetener hides in foods that don’t even taste sugary” presents a paradox that strengthens the argument by highlighting the hidden and deceptive nature of added sugars.
Alternativas
Q3788881 Inglês
Text: (Excerpt about sugar consumption and health implications)

        Sugar has never been considered a health food, but lately, the science against it keeps growing stronger. New evidence shows going overboard on the sweet stuff can lead to high cholesterol and blood pressure […] not to mention excess weight gain.

        Problem is most people are eating more sugar now than they ever have. The average person consumes about 20 teaspoons of added sugar a day — 300 calories worth! — which is four times more than the amount recommended by most health experts, including the American Heart Association. Annually, all those teaspoons add up to 170 pounds of sugar.

        So why are we so addicted to sugar? First off, it is literally addicting. When you eat something sweet, you get a surge of dopamine, the chemical in your brain that brings you pleasure. Added sugar is also tough to dodge. Sweetener hides in foods that don’t even taste sugary, like breads, sauces and condiments. What’s more, it’s so hard to decipher the difference between added sugars and the kinds found naturally in whole foods. Eating naturally occurring sugars — like fructose in fruit and lactose in dairy — is generally considered healthy because they contain nutrients with metabolic benefits, such as fiber and antioxidants. Added sugars (sweeteners put into food for flavor) have no such perks. […]

HEALTH. How to Eliminate Added Sugar From Your Diet in 1 Month. 2020. Disponível em:https://www.health.com/nutrition/sugar-detox. Acesso em: 17 fev. 2022. Fragmento.
The use of informal expressions like “sweet stuff” indicates a scientific and technical approach tailored to a specialist audience in the field of nutrition and dietetics.
Alternativas
Q3788878 Inglês
Text: (Excerpt about sugar consumption and health implications)

        Sugar has never been considered a health food, but lately, the science against it keeps growing stronger. New evidence shows going overboard on the sweet stuff can lead to high cholesterol and blood pressure […] not to mention excess weight gain.

        Problem is most people are eating more sugar now than they ever have. The average person consumes about 20 teaspoons of added sugar a day — 300 calories worth! — which is four times more than the amount recommended by most health experts, including the American Heart Association. Annually, all those teaspoons add up to 170 pounds of sugar.

        So why are we so addicted to sugar? First off, it is literally addicting. When you eat something sweet, you get a surge of dopamine, the chemical in your brain that brings you pleasure. Added sugar is also tough to dodge. Sweetener hides in foods that don’t even taste sugary, like breads, sauces and condiments. What’s more, it’s so hard to decipher the difference between added sugars and the kinds found naturally in whole foods. Eating naturally occurring sugars — like fructose in fruit and lactose in dairy — is generally considered healthy because they contain nutrients with metabolic benefits, such as fiber and antioxidants. Added sugars (sweeteners put into food for flavor) have no such perks. […]

HEALTH. How to Eliminate Added Sugar From Your Diet in 1 Month. 2020. Disponível em:https://www.health.com/nutrition/sugar-detox. Acesso em: 17 fev. 2022. Fragmento.
The reference to the American Heart Association acts as an appeal to authority, a rhetorical strategy often used in persuasive texts that are subtly opinionated rather than strictly informational.
Alternativas
Q3788876 Inglês
Text: (Excerpt about sugar consumption and health implications)

        Sugar has never been considered a health food, but lately, the science against it keeps growing stronger. New evidence shows going overboard on the sweet stuff can lead to high cholesterol and blood pressure […] not to mention excess weight gain.

        Problem is most people are eating more sugar now than they ever have. The average person consumes about 20 teaspoons of added sugar a day — 300 calories worth! — which is four times more than the amount recommended by most health experts, including the American Heart Association. Annually, all those teaspoons add up to 170 pounds of sugar.

        So why are we so addicted to sugar? First off, it is literally addicting. When you eat something sweet, you get a surge of dopamine, the chemical in your brain that brings you pleasure. Added sugar is also tough to dodge. Sweetener hides in foods that don’t even taste sugary, like breads, sauces and condiments. What’s more, it’s so hard to decipher the difference between added sugars and the kinds found naturally in whole foods. Eating naturally occurring sugars — like fructose in fruit and lactose in dairy — is generally considered healthy because they contain nutrients with metabolic benefits, such as fiber and antioxidants. Added sugars (sweeteners put into food for flavor) have no such perks. […]

HEALTH. How to Eliminate Added Sugar From Your Diet in 1 Month. 2020. Disponível em:https://www.health.com/nutrition/sugar-detox. Acesso em: 17 fev. 2022. Fragmento.
The mention of “20 teaspoons of added sugar a day” serves as a rhetorical device to shock the reader through quantitative exaggeration, reinforcing the warning tone of the passage.
Alternativas
Q3788874 Inglês
Text: (Excerpt about sugar consumption and health implications)

        Sugar has never been considered a health food, but lately, the science against it keeps growing stronger. New evidence shows going overboard on the sweet stuff can lead to high cholesterol and blood pressure […] not to mention excess weight gain.

        Problem is most people are eating more sugar now than they ever have. The average person consumes about 20 teaspoons of added sugar a day — 300 calories worth! — which is four times more than the amount recommended by most health experts, including the American Heart Association. Annually, all those teaspoons add up to 170 pounds of sugar.

        So why are we so addicted to sugar? First off, it is literally addicting. When you eat something sweet, you get a surge of dopamine, the chemical in your brain that brings you pleasure. Added sugar is also tough to dodge. Sweetener hides in foods that don’t even taste sugary, like breads, sauces and condiments. What’s more, it’s so hard to decipher the difference between added sugars and the kinds found naturally in whole foods. Eating naturally occurring sugars — like fructose in fruit and lactose in dairy — is generally considered healthy because they contain nutrients with metabolic benefits, such as fiber and antioxidants. Added sugars (sweeteners put into food for flavor) have no such perks. […]

HEALTH. How to Eliminate Added Sugar From Your Diet in 1 Month. 2020. Disponível em:https://www.health.com/nutrition/sugar-detox. Acesso em: 17 fev. 2022. Fragmento.
The phrase “not to mention excess weight gain” introduces a contrastive element that minimizes the previous health risks related to sugar, functioning rhetorically to downplay its consequences.
Alternativas
Q3787308 Inglês
The Century-Long Search for the Loch* Ness Monster 


(Available at: www.bbc.com/culture/article/20251002-the-century-long-search-for-the-loch-ness-monster – 
text specially adapted for this test). 
*Loch: in Scotland, a lake or inlet of the sea or ocean. 
(Available at: https://dictionary.cambridge.org/dictionary/english-portuguese/loch)   
*Eel: a snake-like water creature. 
(Available at: https://dictionary.cambridge.org/dictionary/english-portuguese/eel)
According to the text, what do the results of the 2019 DNA analysis suggest about the legend of the Loch Ness Monster? 
Alternativas
Q3787305 Inglês
The Century-Long Search for the Loch* Ness Monster 


(Available at: www.bbc.com/culture/article/20251002-the-century-long-search-for-the-loch-ness-monster – 
text specially adapted for this test). 
*Loch: in Scotland, a lake or inlet of the sea or ocean. 
(Available at: https://dictionary.cambridge.org/dictionary/english-portuguese/loch)   
*Eel: a snake-like water creature. 
(Available at: https://dictionary.cambridge.org/dictionary/english-portuguese/eel)
Which of the following statements best summarizes the author’s attitude toward the Loch Ness Monster? 
Alternativas
Q3787304 Inglês
The Century-Long Search for the Loch* Ness Monster 


(Available at: www.bbc.com/culture/article/20251002-the-century-long-search-for-the-loch-ness-monster – 
text specially adapted for this test). 
*Loch: in Scotland, a lake or inlet of the sea or ocean. 
(Available at: https://dictionary.cambridge.org/dictionary/english-portuguese/loch)   
*Eel: a snake-like water creature. 
(Available at: https://dictionary.cambridge.org/dictionary/english-portuguese/eel)
What helped to keep the legend of the Loch Ness Monster alive for so many decades?
Alternativas
Q3784579 Inglês
Learning a foreign language provides benefits that go beyond communication. Analyze the statements regarding the purposes of language learning:
I.It fosters cognitive development, enhancing memory, attention, and problem-solving skills.
II.It promotes intercultural competence, allowing students to understand and value different cultures and perspectives.
III.It aims to replace the student's native culture and language with those of the foreign country entirely.

The correct statement(s) is/are:
Alternativas
Q3784577 Inglês
Skimming is a reading strategy often taught to English students. The main purpose of skimming is: 
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Q3784572 Inglês
Assessment in the classroom helps guide learning. Analyze the statements about assessment types:
I.Formative assessment involves providing ongoing feedback during the learning process to help students improve.
II.Summative assessment usually happens at the end of a unit or course to evaluate what has been learned (e.g., a final exam).
III.Self-assessment encourages students to reflect on their own learning progress and identify areas for improvement.

The correct statement(s) is/are: 
Alternativas
Q3783582 Inglês

Reading Comprehension


Modern supermarkets


Many of the major supermarket chains have come under fire with accusations of various unethical acts over the past decade. They’ve wasted loads of food, they’ve underpaid their suppliers and they’ve contributed to excessive plastic waste in their packaging, which has had its impact on our environment.


But supermarkets and grocers are starting to sit up and take notice. In response to growing consumer backlash against the huge amounts of plastic waste generated by plastic packaging, some of the largest UK supermarkets have signed up to a pact promising to transform packaging and cut plastic wastage. In a pledge to reuse, recycle or compost all plastic wastage by 2025, supermarkets are now beginning to take some responsibility for the part they play in contributing to the damage to our environment, with one major supermarket announcing their plan to eliminate all plastic packaging in their own-brand products by 2023.


In response to criticisms over food waste, some supermarkets are donating some of their food surplus. However, charities estimate that they are only accessing two per cent of supermarkets’ total food surplus, so this hardly seems to be solving the problem. Some say that supermarkets are simply not doing enough. Most supermarkets operate under a veil of secrecy when asked for exact figures of food wastage, and without more transparency it is hard to come up with a systematic approach to avoiding waste and to redistributing surplus food.


Some smaller companies are now taking matters into their own hands and offering consumers a greener, more environmentally friendly option. Shops like Berlin’s Original Unverpakt and London’s Bulk Market are plastic-free shops that have opened in recent years, encouraging customers to use their own containers or compostable bags. Online grocer Farmdrop eliminates the need for large warehouses and the risk of huge food surplus by delivering fresh produce from local farmers to its customers on a daily basis via electric cars, offering farmers the lion’s share of the retail price.


There is no doubt that we still have a long way to go in reducing food waste and plastic waste. But perhaps the major supermarkets might take inspiration from these smaller grocers and gradually move towards a more sustainable future for us all.


(adapted from www.britishcouncil.org)

Read the following paragraph about supermarkets:
Two of the things that major supermarkets have been ................................ for are the waste of large amounts of excess food and unnecessary plastic usage in a lot of product packaging. Some supermarkets have ................................ to try and reduce plastic wastage, and one supermarket has said that it would get ................................ of all plastic packaging from its own in-house brands. Meanwhile, many supermarkets are not very transparent about the exact amount of food that is going to waste and so it’s hard for charities to know how to redistribute this surplus .................................
Select the alternative that correctly completes the blanks in the sentence.
Alternativas
Q3783581 Inglês

Reading Comprehension


Modern supermarkets


Many of the major supermarket chains have come under fire with accusations of various unethical acts over the past decade. They’ve wasted loads of food, they’ve underpaid their suppliers and they’ve contributed to excessive plastic waste in their packaging, which has had its impact on our environment.


But supermarkets and grocers are starting to sit up and take notice. In response to growing consumer backlash against the huge amounts of plastic waste generated by plastic packaging, some of the largest UK supermarkets have signed up to a pact promising to transform packaging and cut plastic wastage. In a pledge to reuse, recycle or compost all plastic wastage by 2025, supermarkets are now beginning to take some responsibility for the part they play in contributing to the damage to our environment, with one major supermarket announcing their plan to eliminate all plastic packaging in their own-brand products by 2023.


In response to criticisms over food waste, some supermarkets are donating some of their food surplus. However, charities estimate that they are only accessing two per cent of supermarkets’ total food surplus, so this hardly seems to be solving the problem. Some say that supermarkets are simply not doing enough. Most supermarkets operate under a veil of secrecy when asked for exact figures of food wastage, and without more transparency it is hard to come up with a systematic approach to avoiding waste and to redistributing surplus food.


Some smaller companies are now taking matters into their own hands and offering consumers a greener, more environmentally friendly option. Shops like Berlin’s Original Unverpakt and London’s Bulk Market are plastic-free shops that have opened in recent years, encouraging customers to use their own containers or compostable bags. Online grocer Farmdrop eliminates the need for large warehouses and the risk of huge food surplus by delivering fresh produce from local farmers to its customers on a daily basis via electric cars, offering farmers the lion’s share of the retail price.


There is no doubt that we still have a long way to go in reducing food waste and plastic waste. But perhaps the major supermarkets might take inspiration from these smaller grocers and gradually move towards a more sustainable future for us all.


(adapted from www.britishcouncil.org)

Study these sentences and decide if they are true ( T ) or false ( F ), according to the text.
( ) More and more people want supermarkets to reduce the amount of plastic waste they produce.
( ) By 2025, many of the major supermarkets will have stopped using plastic in their in-house products.
( ) Supermarkets are still denying that plastic packaging can cause damage to our environment.
( ) Supermarkets are not telling people how much food they are actually wasting.
Choose the alternative which presents the correct sequence, from top to bottom.
Alternativas
Q3783580 Inglês

Reading Comprehension


Modern supermarkets


Many of the major supermarket chains have come under fire with accusations of various unethical acts over the past decade. They’ve wasted loads of food, they’ve underpaid their suppliers and they’ve contributed to excessive plastic waste in their packaging, which has had its impact on our environment.


But supermarkets and grocers are starting to sit up and take notice. In response to growing consumer backlash against the huge amounts of plastic waste generated by plastic packaging, some of the largest UK supermarkets have signed up to a pact promising to transform packaging and cut plastic wastage. In a pledge to reuse, recycle or compost all plastic wastage by 2025, supermarkets are now beginning to take some responsibility for the part they play in contributing to the damage to our environment, with one major supermarket announcing their plan to eliminate all plastic packaging in their own-brand products by 2023.


In response to criticisms over food waste, some supermarkets are donating some of their food surplus. However, charities estimate that they are only accessing two per cent of supermarkets’ total food surplus, so this hardly seems to be solving the problem. Some say that supermarkets are simply not doing enough. Most supermarkets operate under a veil of secrecy when asked for exact figures of food wastage, and without more transparency it is hard to come up with a systematic approach to avoiding waste and to redistributing surplus food.


Some smaller companies are now taking matters into their own hands and offering consumers a greener, more environmentally friendly option. Shops like Berlin’s Original Unverpakt and London’s Bulk Market are plastic-free shops that have opened in recent years, encouraging customers to use their own containers or compostable bags. Online grocer Farmdrop eliminates the need for large warehouses and the risk of huge food surplus by delivering fresh produce from local farmers to its customers on a daily basis via electric cars, offering farmers the lion’s share of the retail price.


There is no doubt that we still have a long way to go in reducing food waste and plastic waste. But perhaps the major supermarkets might take inspiration from these smaller grocers and gradually move towards a more sustainable future for us all.


(adapted from www.britishcouncil.org)

Analyze the sentences below about the text.
1. There is a grocer in Berlin that doesn’t allow customers to use their own containers.
2. Farmdrop doesn’t store large amounts of food and so doesn’t produce unnecessary waste.
3. Farmers supplying food to Farmdrop get a small fraction of the price that customers pay.
4. The author believes that small shops like Bulk Market and Farmdrop will eventually take over the major supermarkets.
Choose the alternative which contains the correct affirmatives.
Alternativas
Q3781920 Inglês
Leia o texto a seguir para responder a questão:

        There are differences between content-based language teaching (CBLT) and content and language integrated learning (CLIL), the main one being that CBLT deals with teaching content in language lessons, whereas CLIL deals with teaching a subject at the same time as teaching language. CLIL is also different from immersion, where learners learn all their subjects in another language and there is no focus on language in subject lessons, for example in an international school. These ideas can be visualised as a continuum. On the left-hand side of the continuum, content-based language teaching is where language teachers teach another language through content - so the focus is on language and the input for language classes is topics based on subject content. On the right-hand side of the continuum, learners are working all the time in another language. CLIL can be placed somewhere in the middle of the continuum: learners are learning content through another language. Typically, they have a number of lessons in one or more subjects per week in another language (for example, geography, history, science, PE or music) and the rest of their lessons in their first language.

(Liz Dale, Rosie Tanner. CLIL activities: a resource for subjects and language teachers)
According to the text, the primary difference between Content-Based Language Teaching (CBLT) and Content and Language Integrated Learning (CLIL) is
Alternativas
Q3781919 Inglês
Leia o texto a seguir para responder a questão:

        Creativity is a quality which manifests itself in many different ways, and this is one of the reasons it has proved so difficult to define. As Amabile (1996) points out, ‘a clear and sufficiently detailed articulation of the creative process is not yet possible.’ Yet we readily recognise creativity when we meet it, even if we cannot define it precisely. For all practical purposes this is enough, and we do not need to spend too much time agonising over a definition.

        There are of course some features which are almost always present in a creative act. The core idea of ‘making something new’ is at the heart of creativity. But novelty is not alone sufficient for something to be recognised as creative. We could, for example, wear a clown’s red nose to class. This would certainly be doing something new and unusual but it would only count as creative if we then did something with it, like creating a new persona. It is also necessary for creative acts to be recognised and accepted within the domain in which they occur. They need to be relevant and practicable – not just novel. Sometimes creative ideas are ahead of their time and have to wait for technology to catch up. Leonardo da Vinci designed an aeroplane in the 15th century, but before aeroplanes could become a reality, materials and fuels had to be available.

        […]

        […] Boden (1990) takes an AI (artificial intelligence) approach to investigating creativity. She asks what a computer would need to do to replicate human thought processes. This leads to a consideration of the self-organising properties of complex, generative systems through processes such as parallel distributed processing. For her, creativity arises from the systematic exploration of a conceptual space or domain (mathematical, musical or linguistic). She draws attention to the importance of constraints in this process. ‘Far from being the antithesis of creativity, constraints on thinking are what make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends to support her ideas. Boden’s approach is richly suggestive for language acquisition, materials writing and for teaching, in that all are rooted in complex, self-organising systems.

(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
Based on Boden’s AI approach, how could an EFL teacher creatively use a generative AI tool (e.g., ChatGPT)? 
Alternativas
Q3781918 Inglês
Leia o texto a seguir para responder a questão:

        Creativity is a quality which manifests itself in many different ways, and this is one of the reasons it has proved so difficult to define. As Amabile (1996) points out, ‘a clear and sufficiently detailed articulation of the creative process is not yet possible.’ Yet we readily recognise creativity when we meet it, even if we cannot define it precisely. For all practical purposes this is enough, and we do not need to spend too much time agonising over a definition.

        There are of course some features which are almost always present in a creative act. The core idea of ‘making something new’ is at the heart of creativity. But novelty is not alone sufficient for something to be recognised as creative. We could, for example, wear a clown’s red nose to class. This would certainly be doing something new and unusual but it would only count as creative if we then did something with it, like creating a new persona. It is also necessary for creative acts to be recognised and accepted within the domain in which they occur. They need to be relevant and practicable – not just novel. Sometimes creative ideas are ahead of their time and have to wait for technology to catch up. Leonardo da Vinci designed an aeroplane in the 15th century, but before aeroplanes could become a reality, materials and fuels had to be available.

        […]

        […] Boden (1990) takes an AI (artificial intelligence) approach to investigating creativity. She asks what a computer would need to do to replicate human thought processes. This leads to a consideration of the self-organising properties of complex, generative systems through processes such as parallel distributed processing. For her, creativity arises from the systematic exploration of a conceptual space or domain (mathematical, musical or linguistic). She draws attention to the importance of constraints in this process. ‘Far from being the antithesis of creativity, constraints on thinking are what make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends to support her ideas. Boden’s approach is richly suggestive for language acquisition, materials writing and for teaching, in that all are rooted in complex, self-organising systems.

(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
What conclusion does the author draw about the necessity of achieving a precise, universally accepted definition of creativity?
Alternativas
Q3781917 Inglês
Leia o texto a seguir para responder a questão:

        Creativity is a quality which manifests itself in many different ways, and this is one of the reasons it has proved so difficult to define. As Amabile (1996) points out, ‘a clear and sufficiently detailed articulation of the creative process is not yet possible.’ Yet we readily recognise creativity when we meet it, even if we cannot define it precisely. For all practical purposes this is enough, and we do not need to spend too much time agonising over a definition.

        There are of course some features which are almost always present in a creative act. The core idea of ‘making something new’ is at the heart of creativity. But novelty is not alone sufficient for something to be recognised as creative. We could, for example, wear a clown’s red nose to class. This would certainly be doing something new and unusual but it would only count as creative if we then did something with it, like creating a new persona. It is also necessary for creative acts to be recognised and accepted within the domain in which they occur. They need to be relevant and practicable – not just novel. Sometimes creative ideas are ahead of their time and have to wait for technology to catch up. Leonardo da Vinci designed an aeroplane in the 15th century, but before aeroplanes could become a reality, materials and fuels had to be available.

        […]

        […] Boden (1990) takes an AI (artificial intelligence) approach to investigating creativity. She asks what a computer would need to do to replicate human thought processes. This leads to a consideration of the self-organising properties of complex, generative systems through processes such as parallel distributed processing. For her, creativity arises from the systematic exploration of a conceptual space or domain (mathematical, musical or linguistic). She draws attention to the importance of constraints in this process. ‘Far from being the antithesis of creativity, constraints on thinking are what make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends to support her ideas. Boden’s approach is richly suggestive for language acquisition, materials writing and for teaching, in that all are rooted in complex, self-organising systems.

(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
According to the second paragraph, in addition to being new, the necessary condition for an act or idea to be recognized and accepted as creative within its specific domain is
Alternativas
Q3781913 Inglês
Leia o texto a seguir para responder a questão:

        There is no single way of teaching English, no single way of learning it, no single motive for doing so, no single syllabus or textbook, no single way of assessing proficiency and, indeed, no single variety of English which provides the target of learning. It is tempting, but unhelpful, to say there are as many combinations of these as there are learners and teachers. The proliferation of acronyms in English Language Teaching reflects this diversity of models. By a ‘model’ I do not mean a particular variety of English – such as US or British – though selection of a particular variety may play a role.

        By a ‘model’ of English I mean a complex framework, which includes issues of methodology and variety, but goes beyond these to include other dimensions of the context and practice of learning English.

        It is becoming clear that these issues are not easily separable. The appropriateness of content clearly depends on such things as the age of the learner and whether English is to be used primarily as a language of international communication or for survival communication with native speakers, perhaps whilst on holiday in the UK or some other English-speaking country. This is why I have identified broad models which can be thought of as configurations of the factors listed in the box.

        There are many stakeholders involved in the teaching and learning process, each of whom may have a different view. Learners, their families, teachers, governments, employers, textbook publishers, examination providers – all now possess an interest in the English language business.

(David Graddol. English Next. Adaptado)
What core idea regarding the current state of English Language Teaching (ELT) does the author aim to convey?
Alternativas
Q3781910 Inglês
Leia o texto a seguir para responder a questão:

        The learning principles that good games incorporate are by no means unknown to researchers in the learning sciences. In fact current research on learning supports the sorts of learning principles that good games use, though these principles are often exemplified in games in particularly striking ways (for a survey and citations of the literature, see Gee 2003). However, many of these principles are much better reflected in good games than they are in today’s schools, where we also ask young people to learn complex and challenging things. With the current return in our schools to skill-and-drill and curricula driven by standardized tests, good learning principles have, more and more, been left on the cognitive scientist’s laboratory bench and, I will argue, inside good computer and video games.

        Game design involves modeling human interactions with and within complex virtual worlds, including learning processes as part and parcel of these interactions. This is, in fact, not unlike design research in educational psychology where researchers model new forms of interaction connected to learning in classrooms (complex worlds, indeed), study such interactions to better understand how and why they lead to deep learning, and then ultimately disseminate them across a great many classrooms (see, for example, the chapters in Kelly 2003).

(James Paulo Gee. Situated Language and Learning: a critique of traditional schooling)
Based on the author’s comparison of game design to design research in education, a pedagogical practice an English as a Foreign Language teacher should prioritize to move beyond the criticized approach is
Alternativas
Respostas
1141: C
1142: E
1143: C
1144: E
1145: E
1146: A
1147: E
1148: B
1149: D
1150: A
1151: D
1152: E
1153: C
1154: B
1155: A
1156: B
1157: D
1158: B
1159: B
1160: B