Text I

Nurturing Multimodalism

    […]

   New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

   The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

    Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.

Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT 

Text 4 (for questions 42, 43, 44, 45, and 46)

                                                                       Social networks

Going into the small room at the end of the corridor, Roberta sat down _______ ¹ the computer. It was the computer she had bought when her old one’s hard disk had started to go wrong. Her new computer was a laptop with a lot of extra features and she needed it for her online work _______ ² her students. Roberta had started to worry that her students would be bored unless she used modern technology in her teaching.

She turned_______ ³ the switch at the back of her computer. She looked at the email messages waiting for her answer, but she ignored them. Then she looked at the homework posted on a special site she created for the students, but she didn’t feel like correcting it. Instead she went to her favorite social network site and looked at the news about her friends. She sent messages to her favorite people and she had many online conversations _______ ⁴ teaching and other things. She posted some new messages on her own web page and then watched a film clip on a video site which her friend had told her about.

_______ ⁵ now, it was late and she realized that she had spent too much time talking to her friends online. She was very tired. She would have to do all her work in the morning.

(HARMER, J. Essential Teacher Knowledge: core concepts in English language teaching, p. 42. Harlow: Pearson Education Limited, 2012. Adaptado.)

TEXTII – Text forquestion.

Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching

(Ana Lúcia Farias da Silva - 01/12/2021)

FINAL CONSIDERATIONS

English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.

Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.

Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.

Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.

It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.

(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022). 

Answer them according to what is asked.

Text 03 

The history of language teaching has been characterized by a search for more effective ways of teaching second or foreign languages. For more than a hundred years, debate and discussion within the teaching profession have often centered on issues such as the role of grammar in the language curriculum, the development of accuracy and fluency in teaching, the choice of syllabus frameworks in course design, the role of vocabulary in language learning, teaching productive and receptive skills, learning theories and their application in teaching, memorization and learning, motivating learners, effective learning strategies, techniques for teaching the four skills, and the role of materials and technology. Although much has been done to clarify these and other important questions in language teaching, the teaching profession is continually exploring new options for addressing these and other basic issues and the effectiveness of different instructional strategies and methods in the classroom.

(Source: Jack C. Richards. Approaches and Methods in Language Teaching (Cambridge Language Teaching Library) (Locais do Kindle 50-51). Edição do Kindle).

Instruction: answer questions 48 and 49 based on the text below.

Laura’s testimony about adopting Charley

01 ____We adopted Charley in January of 2019. She was from Texas and had been in a shelter for

02 months before we found her. She ____ my first adult rescue and the most incredible dog I ____

03 ever met. She adores people, loves the snow, and ____ give you the biggest smiles you ____

04 ever seen. She loves ____ next to you and bring you her toys. When we adopted Charley, we

05 didn't know she has some dog reactivity. It was a challenge because we had another dog at the

06 time. We’ve been working on this with her and she’s so much better. She’s intelligent and so

07 loving, and can make anyone smile.

08 ____I cannot thank you [Animal Humane Society] enough for all you do. You're the reason

09 Charley was brought into our lives, and I will never be able to express the gratitude I have for

10 that. She’s become me and my family's whole world.

(Available in: https://www.animalhumanesociety.org/news/our-10-most-heartwarming-dog-adoption-stories-

2021-so-far – text adapted especially for this test).

O texto seguinte servirá de base para responder às questões de 28 a 32.

Popular hot drink 'lowers blood glucose levels in weeks - and could help prevent diabetes and silent killers'

(1º§) Drinking more green tea made significant improvements to health - a finding which surprised US researchers. They believe the brew could offset risk factors that are linked to metabolic syndrome.

(2º§) Metabolic syndrome, according to the NHS, is the medical term for a combination of diabetes, high blood pressure (hypertension) and obesity. Therefore, people are more likely to have metabolic syndrome if they are overweight, and have poor or high levels of cholesterol, blood pressure and blood sugar.

(3º§) However, the new study, by Ohio State University, suggests green tea could improve all these factors. And in turn, it could slash the odds of deadly complications related to metabolic syndrome - coronary heart disease and stroke. A group of 40 people were recruited for the study. For one part of the study, they took green tea supplements for 28 days.

(4º§) The gummy sweets contained the compound catechinsdose and was the equivalent of five cups of green tea. ___ another 28 days, they had dummy pills, according to the findings published in Current Developments in Nutrition. In both parts of the experiments they ate a diet that was low in fruit and veg to make sure any positive results could be attributed to green tea, and not a healthy diet.

(5º§) The results showed that fasting blood glucose levels for all participants were significantly lower during the green-tea phase. Poo samples showed fewer markers of gut inflammation, and "leaky gut" was reduced. Leaky gut, or gut permeability, is when the gut lining has cracks or holes in, allowing bacteria to enter the bloodstream and cause inflammation.

(6º§) This is thought to be an "initiating factor for obesity and insulin resistance, which are central to all cardiometabolic disorders", according to Richard Bruno, senior study author and professor of human nutrition. He said: "If we can improve gut integrity and reduce leaky gut, the thought is we'll be able to not only alleviate low-grade inflammation that initiates cardiometabolic disorders, but potentially reverse them."

(7º§) All the participants - half healthy and half with metabolic syndrome - saw benefits, an unexpected finding for the research team. Prof Bruno said: "What this tells us is that within one month we're able to lower blood glucose ___ both people with metabolic syndrome and healthy people.

(8º§) "The lowering of blood glucose appears to be related to decreasing leaky gut and decreasing gut inflammation - regardless of health status." But Prof Bruno added: "We did not attempt to cure metabolic syndrome with a one-month study. "But based on what we know about the causal factors behind metabolic syndrome, there is potential for green tea to be acting at least in part ___ the gut level to alleviate the risk for either developing it or reversing it if you already have metabolic syndrome."

(9º§) Most often, doctors will tell people at risk of metabolic syndrome to improve their lifestyle habits - eat healthier and exercise more. "Unfortunately, we know most persons can't comply with lifestyle modifications for various reasons," Prof Bruno said. Green tea isn't as popular in the Western world as it is in the East, where it has origins in China.

(10º§) It's touted as a healthy drink because studies have found evidence it helps with weight loss, heart disease risk and even cancer. But the findings aren't very strong and are often observational, have small sample sizes or other limitations.

(adapted) https://www.thesun.co.uk/health/19350396/green-tea-lowers-bloodglucose-levels-prevent-silent-killers/