As questões de números 56 a 60 verificam o domínio do conhecimento sistêmico da língua inglesa. Cada uma das questões apresenta uma frase com uma lacuna. Assinale a alternativa que contém a palavra ou expressão que completa a lacuna de maneira adequada quanto ao sentido e ao uso da norma-padrão da língua inglesa.

O texto a seguir apresenta lacunas numeradas de 41 a 51, das quais foi omitida uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e estruturação do texto.

Why talk about language teaching methods at all? In recent years, a number of writers have criticized the very concept of (41) in our field. “Let’s just focus on learners and teachers and everything else will fall into place,” they seem to suggest. Some say that teachers see methods as prescriptions for classroom behavior and follow them too (42) , too inflexibly. By contrast, others argue that in planning their lessons, (43) don’t really think about codified methods at all. In the one view, methods and the prefabricated materials that embody them (44) teachers to mere technicians; in the other, teachers are mere improvisers in the here-and-now, with no use for general statements about how (45) acts may fit together. Either view should make any writer about methods and materials stop and think.

Having stopped and (46) , I find myself giving a single reply to both of the above objections: Language teachers are simply not “mere.” They are neither mere technicians (47) mere improvisers. They are professionals who make their own decisions, informed by their own (48) but informed also by the findings of researchers and by the accumulated, distilled, crystallized experience of their peers.

Let me then suggest three questions that we might well ask about “method,” together with my proposed answers:

What is a “method”? A method is more concrete than (49) . An approach is a set of understandings about what is at stake in learning and also about the equipment, mechanical or neurological, that is at work in learning. At the same time, a method is more abstract than a teaching act, which is a one-time event that can be recorded on videotape and on the neurocortexes of learners.

Is it possible to evaluate or to profit from an approach without embodying it in some kind of (50) ? Possible, perhaps, to some limited degree, but not easy.

Is it possible to improvise teaching acts apart from some more or less conscious approach? Possible, perhaps, but rare.

“Method,” then, seems to occupy a strategic mid-position between approach and (51) . For this reason, whoever would either think usefully about teaching or would teach thoughtfully can profit from learning about methods.

_{(E. W. Stevick, Working with Teaching Methods)}

As questões de números 31 a 35 referem-se ao texto a seguir.

Teaching Children Literacy Skills in a Second Language

by ANNE EDIGER

In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.

Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.

Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.

_{(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)}

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

TEXT 

Dear Mayor Estrosi, Mayor Vivoni, Prime Minister

Manuel Valls, Former President Nicolas Sarkozy,

and other French officials who have supported

France’s burkini ban:

    My name is Amara Majeed, and I am a 19-yearold Muslim Sri Lankan American. I am a student at Brown University, studying cognitive neuroscience and public policy.

    When I look at the photo circulating of a woman in Nice being surrounded by armed police officers as she is coerced into removing her clothing, because French officials deemed the burkini to be inappropriate beach attire, I see infringement on a woman’s right to choose what she puts on her body by a group of white males. I see the scapegoating, ostracization, and criminalization of Muslims in the aftermath of the Nice terror attacks. I am a woman who wears the hijab, and I see an affront to the rights and civil liberties of women like me.

    Deputy Mayor of Nice, Christian Estrosi: You have stated that you support this ban on “inappropriate clothing” in the wake of the Nice terror attacks. Mayor Vivoni, you have described the burkini ban as a necessary measure to “protect the population.” Former French president Nicolas Sarkozy, you have labeled the burkini as a symbol of extremism.

    Let me respond to all of you by saying this: any conflation of the burkini with terrorism is invalid, virulent, and discriminatory. Tell me, in what way does our way of dress pose a threat to France’s national security? In what way does the burkini propagate hateful, violent ideologies? How is it that our way of dress poses a national security threat, yet some wetsuits, which take on strikingly similar designs to the burkini, aren’t? While France’s highest administrative court has now overturned the ban, the damage has already been done — this attack on the Muslim way of dress only serves as fodder to the already existing rising anti-Muslim sentiment and stigmatization of Muslims in France. If this institutionalized Islamophobia and fearmongering is being perpetrated by French officials and authorities, I fear how the general public’s poor treatment of hijab-clad women may be exacerbated in the coming weeks. We’re all well aware that hate crimes and violence targeting Muslim women wearing the hijab is not a new phenomenon in France.

    As one burkini-clad woman who was forced to leave the beach states, “Because people who have nothing to do with my religion have killed, I no longer have the right to go to the beach.” In the eyes of many authority figures, our religious identity in and of itself is incriminating. Our way of dress is incriminating. Our sheer existence is incriminating.

    Many of you have called the hijab an emblem of oppression. In April, France’s Minister for Women’s Rights equated women who choose to wear the hijab with “Negroes who were in favor of slavery.” More recently, France’s prime minister stated that the burkini is a tool of “enslavement,” and former French President Sarkozy insinuated that hijabclad women are imprisoned.

    I am genuinely tired of individuals like you imposing your brand of colonial feminism on us and telling us that we are oppressed, that we have been indoctrinated, that this was not our choice, and that we need to be unshackled. Instead of continuing to pursue these offensive and failing attempts at liberating us, I implore you to liberate yourselves from this white savior complex and recognize that we don’t need your saving. The hijab does not oppress me. For me, the hijab is a symbol of feminism and freedom of expression — so who are you to invalidate my experiences, to invalidate a fundamental, inextricable aspect of my identity, and to label me as enslaved, as imprisoned, as oppressed? By depriving us of our rights to dress the way we want, by making public spaces inaccessible to us, by publicly humiliating us and coercing us to remove some of our clothing while we are trying to enjoy a day at the beach — you are oppressing us.

    My news feed has been saturated with people posting photos of a Muslim woman at a beach being forced to strip, captioned with outrage and vitriol towards this form of discrimination. While your support of our rights is appreciated, I ask that you refrain from doing a disservice to this individual by circulating this photo. It may not seem like you are violating a woman’s privacy and liberties by sharing a picture revealing her arms or shoulders, but it is incumbent upon us to understand that she did not freely choose to show those parts of her body in public. Even if the intent is to excoriate the burkini ban while circulating these photos, I implore you to not be complicit, whether directly or indirectly, in systems of oppression that are stripping women, literally, of their right to choose what they wear.

Yours truly,

Amara Majeed – a muslin woman

(Source: http://www.bustle.com/articles/180721-an-open-letter-to-french-officials-who-support-the-burkini-ban-from-a-muslim-wo-man)

TEXT

August 24, 2016 / By Digestive Health Team

Are You Pooping All Wrong?

5 tips to keep your bowels healthy

    When it comes to our bowels — and their movements — we may not give them much thought. Of course, when things are not going well, we notice.

    However, bowel movements don’t just tell us about the health of our digestive system. This may sound strange, but signs of everything from diseases to stress may show up in your bathroom habits. The key is knowing what to look for — and what the signs may mean.

    Here are five tips to encourage healthy bowels:

    1. Don’t ignore rectal bleeding

    The first thing most people worry about when they have minor rectal bleeding is that they have a cancer. Of course, colon cancer is also a concern. But it’s the cause of rectal bleeding only 1 to 2 percent of the time.

     Two problems are usually responsible for blood on the paper, on the stool or in the toilet: hemorrhoids and anal fissures. The good news is that both problems are usually easy to fix.

    2. Be careful not to be overzealous when you wipe

    A lot of people assume they have hemorrhoids. May their bottoms itch and they feel extra skin down there as they wipe. Must be hemorrhoids, right?

    So they treat themselves with medicated wipes or cream. And yet the “hemorrhoids” don’t go away — they itch even more.

    Often, the problem is, ironically, being too clean. What happens is a circular process. Filled with good intentions, you try to keep yourself scrupulously clean by using flushable wipes. But the unexpected result is that this leads to itching and the feeling that you have hemorrhoids.

    3. Don’t treat the bathroom like a library

    Think of your time in the bathroom as a necessity, not an extended escape. If your toilet has stacks of magazines or books on the water tank, consider moving them to another room.

    Why? The more time you spend on the toilet, the more likely you will strain for bowel movements. Also, the seated position puts extra stress on your anal blood vessels. Both of these factors boost your risk of hemorrhoids.

    4. Get enough fiber in your diet

    The goal is to eat 25 to 35 grams of fiber each day. The lack of fiber in the American diet is perhaps the major problem that leads to issues with constipation.

    One of the challenges is that not all natural sources are equal in the amounts of fiber they contain, so you don’t always get a consistent amount of fiber intake every day, depending on what you eat. One day a bowl of oatmeal may do it. Another day a serving of broccoli may not.

    Of course, each person’s needs are different, too, so you have to find what works best for your body.

    5. Avoid dehydration if you have diarrhea

    The biggest danger with a short bout of diarrhea is dehydration, or the loss of water and nutrients from the body’s tissues. You could become dehydrated if you have diarrhea more than three times a day and are not drinking enough fluids. Dehydration can cause serious complications if it is not treated. The best way to guard against dehydration is to drink liquids that contain both salt and sugar.

(Source: https://health.clevelandclinic.org/2016/08/poop/) 

BRAZILIAN INDIANS

    The history of Brazil's indigenous peoples has been marked by brutality, slavery, violence, diseases, and genocide.
    When the first European colonists arrived in 1500, what is now Brazil was inhabited by an estimated 11 million Indians, living in about 2,000 tribes. Within the rst century of contact, 90% were wiped out, mainly through diseases imported by the colonists, such as fiu, measles and smallpox. In the following centuries, thousands more died, enslaved in the rubber and sugar cane plantations.
    By the 1950s the population has dropped to such a low that the eminent senator and anthropologist Darcy Ribeiro predicted there would be none left by the year 1980. On average, it is estimated that one tribe became extinct every year over the last century.   
    In 1967, a federal prosecutor named Jader Figueiredo published a 7,000 page report cataloguing thousands of atrocities and crimes committed against the Indians, ranging from murder to land theft to enslavement.
     In one notorious case known as 'The th massacre of the 11 parallel', a rubber baron ordered his men to hurl sticks of dynamite into a Cinta Larga village. Those who survived were murdered when rubber workers entered the village on foot and attacked them with machetes.         

    The report made int e rna tiona l headlines and led to the disbanding of the government's Indian Protection Service (SPI) which was replaced by FUNAI. This remains the government' s indigenous a ff a ir s department today. 

With Brazil in Turmoil, Rio Counts Down to Olympics

By REBECCAR. RUIZAPRIL27, 2016

RIO DE JANEIRO- Brazil's president is facing impeachment. The country's economy is in sharp decline. Bodies of water that will be used for Olympic competitions are polluted, and global public health officials are trying to tamp down the Zika virus epidemic.

With less than 100 days before the Olympic Games come to South Amarica for the first time, Rio de Janeiro faces more than the usual challenges that bedevil host cities, like delayed stadium construction and transportation concerns. (Rio has those, too.) The mood here, however, is hardly one of panic. Officials in charge of executing the Summer Games say they feel insulated from Brazil's turmoil at this late stage. The Olympics, after all, tend to exist in their own bubble, elaborately coordinated to ensure that the multibillion-dollar operation goes off smoothly. "The machine is in place, and it's relatively stable," Ricardo Leyser, Brazil's sports minister, said in an interview this week. "My biggest concern isn't any individual issue. lt's the small demands that all come at once."

Local organizers are beginning to lay colorful comforters patterned with the silhouettes of cartoon cyclists, fencers and swimmers - on the twin beds in the athletes' village. They are monitoring the growth of 14-month-old grass that will be transplanted to Maracanã, the storied soccer stadium that will also be used for the opening and closing ceremonies. They are pulling trash from Guanabara Bay, where the Games' sailing events will be held; mopping up standing water to minimize mosquito breeding; and ramping up a round-the-clock security operation - all while publicly expressing little worry about the unrest encircling them.

On Wednesday, with the handoff of the Olympic flame in Greece and the start of a journey that in little more than a week will bring it to Brazil, the official countdown to the Aug. 5 opening ceremony began. 

ln Rio, the race to be ready is intensifying, with construction workers here still laboring on mass transit projects that were key promises seven years ago in the city's bid to host the Games. Costing several billion dollars, those projects include a new subway line and express bus lanes that connect the Olympic Park in Barra da Tijuca to the rest of the city, which is expected to swell with more than half a million visitors.

As the value ofthe Brazilian real has drastically declined overthe last year, some have expressed doubt that the transit projects will materialize beyond the sleek, modernist weather shelters that have been built at various stations. At a news conference Wednesday, the city's secretary of transportation said the new routes would be ready i n ti me but did not specify when. To the vast majority of people watching the Games on television, however, such infrastructure may not matter.

The permanent venues for competitions here are mostly complete - all but those for tennis and track cycling - and athletes from around the world have competed in dozens of test events in Rio in recent months. "lt's about the filling of the cake," Mr. Leyser said. "lt's not about the stadiums; it's about the scoreboards."

As ofthe latest counts, 62 percent ofthe 5.7 million tickets on the market had been sold - roughly half of the total tickets for the Olympics - and 24 percent of tickets available for the Paralympics had been sold. But compareci with past Olympics, the buyers of those tickets may be disproportionately international, saidAndrew Parsons, the presidentofthe Brazilian Paralympic Committee.

For some Brazilians, the country's political and economic crises have cast a shadow on the celebration. President Dilma Rousseff's ouster looks increasingly likely amid a sweeping graft scandal, and those in line to succeed her have their own controversies hanging overthem.

Questions of corruption have extended to Olympics planning, particularly after a businessman who worked on many Olympic projects in Rio was convicted of corruption and money laundering related to separata contracts. Mr. Leyser said that the questions centered on irregularities at the Deodoro event site and that no publicofficial had been accused ofwrongdoing. "lt's more an administrativa issue than a corruption scheme," he said. "lt's basically a question ofthe numbers." Mr. Leyser called the devaluation of Brazil's currency an opportunity because it increases the buying power of foreign money coming into Brazil forthe Games.

But not everyone sees the event as a boon to the country. Shirlei Alves, who lives in the Santa Marta favela of Rio, criticized the government for spending on the Olympics in the face of Brazil's problems.

"The world is just getting worse here," Ms. Alves said, noting that she was without medication and electricity. "The government is making a mistake. l'd like if they'd take a better look at the poor people and not help people who are already rich." Eduardo Paes, the mayor of Rio, said Wednesday that the city had a "comfortable financial situation" and had spent on stadium construction 1 percent ofwhat it spent on health education. "I know people are skeptical," Mr. Paes said, citing the "huge deliverables" for the Olympics. "Of course the situation here has been difficult. But there is a commitment of the Brazilian state to deliverthe Olympics."

Perhaps the most vexing issue for local organizers-the one that may stir anxiety among athletes and spectators - is the mosquito-borne Zika virus, which has been linked to birth defects and temporary paralysis. Zika is of greater concern outside Rio, in the far north part of Brazil, but the World Health Organization has declared the virus a global public health emergency and has advised pregnant women notto travei anywhere in Brazil.

"The Olympics is a pretty effective way of taking whatever disease is local and making it global," said Ashish K. Jha, director ofthe Global Health lnstitute at Harvard.

Some scientists have suggested that by the time the Olympics start in August - wintertime in Brazil, when mosquitoes are less numerous - the virus might be more prevalent in the southern United States.

"Zika's been spreading effectively on its own, but there's very good reason to think the Olympics will accelerate the spread," Dr. Jhasaid.

But the virus poses a unique problem because it isso far beyond the contrai of local organizing officials, and so many questions about it remain unanswered. Few athletes have publicly expressed concern, but it is unclear how many might withdraw as the Games draw closer.

"At this point you just keep going," David Wallechinsky, an Olympics historian, said. "You have to continue as if everything's going to be fine. These are real concerns - Zika, the water quality. But even if Dilma is forced out of office, it's not going to stop the Olympics."

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Brazil lmpeachment: The Process for Removing the President

ByTHE NEW YORKTIMES UPDATED May 12, 2016

Dilma Rousseff, the beleaguered president of Brazil, has been confronting an effort to remove her from office, accused of violating fiscal laws by using funds from state banks to cover budget shortfalls.

Her opponents claim this strategy eroded confidence among investors, raising the government's borrowing costs and disregarding measures designed to prevent a return of high inflation.

The president's supporters contend that Ms. Rousseff was seeking to maintain popular antipoverty projects, and that impeachment over the issue is politically motivated because Ms. Rousseff's predecessors carried out similar policies.

Here is a guide to the complicated process for impeaching and removing a president from office:

Step1

Congressional Panei Debates Charges

The process prescribed in Brazil's Constitution, adopted in 1988, shares similarities with impeachment proceedings in the United States.

First, the speaker of the lower chamber of Congress, Eduardo Cunha, a political opponent of Ms. Rousseff, had to accept a petition for impeachment.

Mr. Cunha then formed a 65-member congressional committee to investigate the accusations and decide if removal was warranted. The political composition of the committee was largely stacked against the president.

The committee was created in December, but its work was soon stopped by a court arder. Work resumed in March.

Jovair Arantes, the legislator in charge of preparing the committee report on the fate of Ms. Rousseff and an ally of Mr. Cunha, recommended on April 6 that proceedings move forward to remove her from office.

The full committee, in a 38-27 vote on April 11, agreed, clearing the way for a vote on her impeachment in Brazil's Chamber of Deputies.

Step2

Chamber of Deputies Votes

On April 17, the lower chamber voted for impeachment. At least two-thirds ofthe 513 deputies had to vote for impeachment forthe motion to pass. The decisiva 342nd vote was cast about five-anda-half hours afterthe floorvote started.

ln early May, Brazil's top court, the Supreme Federal Tribunal, removed Mr. Cunha from his speaker role on charges of obstructing a corruption investigation.

Step3

The Role ofthe Senate and Vice President

After the lower chamber vote, the process then moved to the Senate, which had to decide, with a sim pie majority vote, whether to accept the charges.

On May 12, the Senate voted 55 to 22 to begin the triai, resulting in Ms. Rousseff's suspension. The vice president then took over, with the authority to appoint ministers and enact policy.

Michel Temer, the vice president who assumed the president's office, is a member of the Brazilian Democratic Movement Party. His party had been a crucial part of Ms. Rousseff's governing coalition, but it recently voted to split with her Workers' Party, which significantly increased the odds of Ms. Rousseff's impeachment.

Mr. Temer, 75, was himself under scrutiny over claims that he was involved in an illegal ethanol purchasing scheme.

Step4

Removal or Reinstatement

The Senate triai will be overseen by the chief justice of the Suprema Federal Tribunal, Ricardo Lewandowski. Two-thirds of the 81 senators must vote in favor of removing the president from office. lf that happens, Mr. Temer would serve as president for the remainder of Ms. Rousseff's term through the end of 2018.

lf no decision is reached within 180 days, the suspension of the president ends.

Asked in a recent interview with The New York Times whether she would accept a vote to impeach her, Ms. Rousseff, 68, said, "We will appeal with every legal method available."

She has that option: "She can appeal at any moment she finds something legally questionable occurring in the process," said Brasílio Sallum Jr., a professor of sociology at the University of São Paulo and an expert in Brazil's political processes.

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