Questões de Inglês - Pronome subjetivo | Subjective pronoun para Concurso

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Windsurfing around Britain

   Kevin Cookston, a 23-year-old engineering student, has been keen on windsurfing for many years. Recently, he set a new record for travelling all the way round the coast of Great Britain on a windsurf board.

   'I don‟t really know why I did it,‟ says Kevin, ‟just for the fun of it, I suppose. It was there to be done, that was all.‟ Despite lacking both the obsessive ambition and the funds that normally go with attempts to break records, Kevin made the journey in eight weeks and six days, knocking one week off the previous record set in 1984.

   Leaving from Exmouth in the south-west of England, Kevin travelled up the west coast of England and Wales, before going round the top of Scotland and then coming back down the other side. The journey officially covered 2.896 kilometres, although given the changes of direction to find the right wind paths, the actual distance Kevin travelled is probably closer to 4.000 km.

    Kevin fitted his fitness training in around his final year university examinations. ‟I didn‟t have that much time to prepare,‟ he explains. ‟But I went running often and supplemented that with trips to the gym to do weight training. I found I got a lot better during the trip itself actually. At the start, I was tired and needed a rest after four hours, but by the end I found I could do ten hours in a row no trouble.‟

   Kevin had a budget of £7.000 to cover the whole expedition. The previous record had been set with a budget twice that size, while a recent unsuccessful attempt had cost £40.000. Budgets have to meet the cost of fuel, food and accommodation for the support team, as well as the windsurfer's own equipment and expenses.

   Previous contenders had been accompanied by a boat on which they slept at night, as well as a fleet of vehicles on land to carry their supplies. Kevin made do with an inflatable rubber boat and an old van manned by four friends who followed his progress. Overnight arrangements had to be found along the way. Apart from the odd occasion when they enjoyed the hospitality of friends, the team made use of the camping equipment carried in the van, and slept on the beach.

   When asked if his athlete‟s diet was a closely kept secret, Kevin replied that he ate a lot of pasta and added the odd tin of tuna to keep up his energy. ‟Basically, we had anything that was on special offer in the nearest supermarket, he confided.

  Such a prolongued period of gruelling windsurfing made relaxation important however, and for this, Kevin favoured the pub method. This also provided social opportunities.“The people we met were really encouraging he recalls“. 'They thought what we were doing was really great. It was hard work, but we had a lot of fun along the way“. 

   Kevin has been windsurfing since he was thirteen years old and he is also a highly-ranked competitor at national level. ‟I don‟t know where I‟m ranked now,‟ he says, `because I‟ve missed a lot of important competitions this year. But what I did has more than made up for that and I‟ll be doing my best to be up there amongst the winners once I get back into the competitive sport next season‟. Given his unique achievement this year, Kevin seems well-placed to take on the world‟s top windsurfers. 

Fonte: First Certificate Practice Tests Plus 1, pg 116 Kenny/ Luque-Mortimer, Ed. Longman

Texto 01

Going Mobile, Going Further!

By Anderson Francisco Guimarães Maia – October 28, 2016

So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.

The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.

One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.

Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.

        (Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)