READ THE FOLLOWING TEXTTO ANSWER QUESTION.

TEXT 4 

According to the Brazilian National Education Guidelines and Framework Law enacted in 2017, English language teaching is mandatory from the sixth year of elementary school until the last years of high school. However, the curriculum does not guarantee that all Brazilian students will receive English teaching. In 2013, Data Popular, a Brazilian research institute, drafted a report for the British Council analyzing the problems concerning knowledge of English in Brazil. The report claims that the low level of English proficiency amongst Brazilians reflects the educational opportunities available in the country […]. 

To understand the reasons why English teaching does not seem efficient for all students, it is important to highlight the English language teaching provision in Brazil. Formal English teaching in Brazil takes place in four different contexts: English schools, bilingual schools, regular private schools, and public schools. In general, people who wish to learn English believe that effective learning occurs only in private English schools or bilingual schools because the structure (the teaching methods and the quality of support materials) is more likely to provide successful learning. The focus in those institutions is on oral expression. Learners have more exposure to the target language because classes are taught entirely in English, and teachers are usually well trained to comply with that requirement. In addition, groups are smaller, so students can receive personal support and enjoy a comfortable learning environment, not to mention access to multimedia resources. 

(Adapted from: https://academic.oup.com/eltj/75/1/103/6169556)

READ THE FOLLOWING TEXTTO ANSWER QUESTION.

TEXT 3

“The sudden spike of artificial intelligence (AI) technologies has had and continues to have a transformative impact on various domains, including education. The advent of AI-powered large language models [LLM], such as OpenAI's ChatGPT, will significantly enhance the way English as a foreign language (EFL) is taught and learned. This article explores the versatile applications of ChatGPT as a valuable tool in any EFLteacher's toolkit, specifically focusing on material development and assessment. The demand for effective EFLteaching and learning strategies has been steadily on the rise for years due to globalization and the widespread adoption of English as the lingua franca for international communication. Consequently, the integration of technology in language education has become crucial in addressing the diverse needs of EFL learners and teachers. ChatGPT, a cutting-edge LLM, holds considerable promise in revolutionizing EFLeducation, as it combines advanced natural language processing capabilities with a realistic instantaneous humanlike interaction. This article aims to provide some potential benefits of utilizing ChatGPT in EFL education. First, we examine how ChatGPTcan be employed in material development, streamlining the process of creating engaging and contextually relevant resources tailored to the needs of individual learners, as well as other more general uses. Second, we explore the role of ChatGPT in text assessment, highlighting the fact that, unlike humans, it has the potential of offering real-time, personalized feedback on learners' performance, thereby enhancing the overall learning experience. It is worth noting that this article as well as the applications suggested in it are based on the latest ChatGPT4 and not the older ChatGPT3.5.”

(Adapted from: https://langedutech.com/letjournal/index.php/let/article/view/48 )

Read Text IV and answer the three questions that follow it:

Text IV

Adapted from: https://www.facebook.com/photo/?fbid=1294646317355834&set =a.915379355282534

O texto IV refere-se à questão.

TEXTO IV 

From Rockets to Ball Bearings, Pentagon Struggles to Feed War Machine: The flow of arms to Ukraine has exposed a worrisome lack of production capacity in the United States that has its roots in the end of the Cold War. By Eric Lipton

March 24, 2023,

Disponível em: www.nytimes.com

WASHINGTON — The Navy admiral had a blunt message for the military contractors building precision-guided missiles for his warships, submarines and planes at a moment when the United States is dispatching arms to Ukraine and preparing for the possibility of conflict with China. 

“Look at me. I am not forgiving the fact you’re not delivering the ordnance we need. OK?” Adm. Daryl Caudle, who is in charge of delivering weapons to most of the Navy’s East Coast-based fleet, warned contractors during an industry gathering in January. “We’re talking about warfighting, national security, and going against a competitor here and a potential adversary that is like nothing we’ve ever seen. And we can’t dillydally around with these deliveries.”

His open frustration reflects a problem that has become worryingly apparent as the Pentagon dispatches its own stocks of weapons to help Ukraine hold off Russia and Washington warily watches for signs that China might provoke a new conflict by invading Taiwan: The United States lacks the capacity to produce the arms that the nation and its allies need at a time of heightened superpower tensions.

 Industry consolidation, depleted manufacturing lines and supply chain issues have combined to constrain the production of basic ammunition like artillery shells while also prompting concern about building adequate reserves of more sophisticated weapons including missiles, air defense systems and counter-artillery radar.

The Pentagon, the White House, Congress and military contractors are all taking steps to address the issues.

Procurement budgets are growing. The military is offering suppliers multiyear contracts to encourage companies to invest more in their manufacturing capacity and is dispatching teams to help solve supply bottlenecks. More generally, the Pentagon is abandoning some of the costcutting changes embraced after the end of the Cold War, including corporate-style just-in-time delivery systems and a drive to shrink the industry.

Dutch government bans phones in schools The Dutch government has announced a ban ______01 mobile phones, tablets, and smartwatches in classrooms starting ______02 January 1, 2024.

The aim is to reduce distractions ______03 lessons and promote better concentration and studying opportunities for students. ______04, devices

_______________05 if they are specifically required for digital skills lessons, for medical reasons, or students with disabilities.

Education Minister Robbert Dijkgraaf ______06 that ______07 mobile phones are a significant part of ______08 lives, they are not suitable for the classroom, and scientific research ______09 this view.

The ban is the result of an agreement between the ministry, schools, and related organizations. Schools have the flexibility to implement the ban in their way, but if the desired outcomes ______10 achieved by the summer of 2024, legal rules ______11 enforced.

Source: https://www.newsinlevels.com/products/dutch government-bans-phones-in-schools-level-3/.