China's domestic economy has faltered and is being sustained largely by a record trade surplus and strong exports from the technology and clean energy sectors.

Consumer spending remains weak, while much of the housing market is still in crisis. A five-year nationwide decline in apartment prices has wiped out much of the middle class's savings in a country where households typically hold about three-quarters of their assets in real estate.

(Disponível em: https://www.nytimes.com/2026/07/30/business/china-economy-politburo.html)

Answer question based on Text 5.

Text 5

(1942-)

Who Is Harrison Ford?

Harrison Ford struggled for years as an actor before George Lucas cast him in 1973's American Graffiti. Ford then hit superstardom as Han Solo in the first three Star Wars films and as Indiana Jones in Raiders of the Lost Ark and its sequels, all huge successes. He has enjoyed leading roles in numerous Hollywood films such as Blade Runner, Witness, Working Girl, Patriot Games, The Fugitive and 42, among many others. Ford later revisited some of his most famous characters in Indiana Jones and the Kingdom of the Crystal Skull, Star Wars: The Force Awakens and Blade Runner 2049. 

After graduating high school in 1960, Ford studied English and philosophy at Ripon College in Wisconsin. There, he discovered an interest in performing nearly by accident. Ford signed up for a drama course, hoping for an easy good grade. "I was terrified to get up in front of people, but I really enjoyed the storytelling part," he explained to People. However, Ford wasn't the best student in college, and he ended up leaving before completing his degree. 

With his future wife, Mary Marquardt, he made his way to Hollywood in the mid-1960s. Ford first landed a deal with Columbia Pictures as a contract player, earning $150 a week. He then ended up at Universal. In 1966, Ford made his film debut in a bit part in Dead Heat on a Merry-Go-Round. Studio executives were less than impressed. One studio official said, "You'll never make it in this business," Ford told The Hollywood Reporter. 

Adapted from: https://www.biography.com/actors/harrison-ford

Question regard Text 02 below.

Text 02

Noam Chomsky: The False Promise of ChatGPT March 8, 2023

By Noam Chomsky, Ian Roberts and Jeffrey Watumull

Dr. Chomsky and Dr. Roberts are professors of linguistics. Dr. Watumull is a director of artificial intelligence at a science and technology company. 

Jorge Luis Borges once wrote that to live in a time of great peril and promise is to experience both tragedy and comedy, with “the imminence of a revelation” in understanding ourselves and the world. Today our supposedly revolutionary advancements in artificial intelligence are indeed cause for both concern and optimism. Optimism because intelligence is the means by which we solve problems. Concern because we fear that the most popular and fashionable strain of A.I. — machine learning — will degrade our science and debase our ethics by incorporating into our technology a fundamentally flawed conception of language and knowledge. 

OpenAI’s ChatGPT, Google’s Bard and Microsoft’s Sydney are marvels of machine learning. Roughly speaking, they take huge amounts of data, search for patterns in it and become increasingly proficient at generating statistically probable outputs — such as seemingly humanlike language and thought. These programs have been hailed as the first glimmers on the horizon of artificial general intelligence — that long-prophesied moment when mechanical minds surpass human brains not only quantitatively in terms of processing speed and memory size but also qualitatively in terms of intellectual insight, artistic creativity and every other distinctively human faculty.

That day may come, but its dawn is not yet breaking, contrary to what can be read in hyperbolic headlines and reckoned by injudicious investments. The Borgesian revelation of understanding has not and will not — and, we submit, cannot — occur if machine learning programs like ChatGPT continue to dominate the field of A.I. However useful these programs may be in some narrow domains (they can be helpful in computer programming, for example, or in suggesting rhymes for light verse), we know from the science of linguistics and the philosophy of knowledge that they differ profoundly from how humans reason and use language. These differences place significant limitations on what these programs can do, encoding them with ineradicable defects. (…)  

Fragment from https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html - accessed on November 23rd, 2023. 

Attention: Question refer to Text 01. Only one alternative is correct.

Text 01

English is perhaps the most widely-spoken, widely-taught and widely-researched language in the world. For these reasons, research centred on (varieties of) English1 has been fundamental to the development of sociolinguistics and related disciplines, as with many branches of linguistics and language sciences. From insight into the social stratification of linguistic variables (Labov), to understanding of the way in which language intertwines with social communities and identity (Eckert), via explorations as to how context is embedded in language (Gumperz), studies focusing on English have played a key role in shaping the questions, methods and concepts of sociolinguistics and other disciplines that adopt a social approach to researching language.   

This dynamic shows no signs of abating and recent research has continued this exploration of English as a social practice, shedding light on the reciprocal influence between English and matters relating to gender (Eckert and McConnell-Ginet), sexuality (Ehrlich et al.), political resistance (Reisigl and Wodak), race (Makoni et al.), climate change (Flottum) and all nature of social, sanitary and/or economic crises (Piller et al.), to name but a few key areas of interest. In sum, English – whether as a first language, as a lingua franca (Mauranen and Ranta) or within multi- or plurilingual practices (Forlot) – is deeply intertwined with extremely diverse sociolinguistic configurations. Linguistically speaking, these different social contexts contribute profoundly to shaping all aspects of the genesis, evolution and variation of English (Glain). Seen from another angle, these same English(es) constitute social, cultural, ideological, identity, political, or sometimes even economic, resources (e.g. Heller; Eckert; Trudgill), deployed by speakers in any number of social contexts, to any number of social ends. [...] 

1 In a quest for clarity, “English” is used in place of “(varieties of) English” from this point forward. However, all occurrences of “English” should be taken to include “(varieties of) English”.

From: https://journals.openedition.org/anglophonia/4683 accessed on November 23rd, 2023. 

Attention: Question refer to Text 01. Only one alternative is correct.

Text 01

English is perhaps the most widely-spoken, widely-taught and widely-researched language in the world. For these reasons, research centred on (varieties of) English1 has been fundamental to the development of sociolinguistics and related disciplines, as with many branches of linguistics and language sciences. From insight into the social stratification of linguistic variables (Labov), to understanding of the way in which language intertwines with social communities and identity (Eckert), via explorations as to how context is embedded in language (Gumperz), studies focusing on English have played a key role in shaping the questions, methods and concepts of sociolinguistics and other disciplines that adopt a social approach to researching language.   

This dynamic shows no signs of abating and recent research has continued this exploration of English as a social practice, shedding light on the reciprocal influence between English and matters relating to gender (Eckert and McConnell-Ginet), sexuality (Ehrlich et al.), political resistance (Reisigl and Wodak), race (Makoni et al.), climate change (Flottum) and all nature of social, sanitary and/or economic crises (Piller et al.), to name but a few key areas of interest. In sum, English – whether as a first language, as a lingua franca (Mauranen and Ranta) or within multi- or plurilingual practices (Forlot) – is deeply intertwined with extremely diverse sociolinguistic configurations. Linguistically speaking, these different social contexts contribute profoundly to shaping all aspects of the genesis, evolution and variation of English (Glain). Seen from another angle, these same English(es) constitute social, cultural, ideological, identity, political, or sometimes even economic, resources (e.g. Heller; Eckert; Trudgill), deployed by speakers in any number of social contexts, to any number of social ends. [...] 

1 In a quest for clarity, “English” is used in place of “(varieties of) English” from this point forward. However, all occurrences of “English” should be taken to include “(varieties of) English”.

From: https://journals.openedition.org/anglophonia/4683 accessed on November 23rd, 2023. 

Leia o texto a seguir para responder à questão:

    Kumaravadivelu’s work on language teaching aims to illustrate the emergence of a postmethod condition in the literature on teaching second/foreign languages, and has what I realize to be a very personalized vision of language teaching.

    The different chapters discuss how methods evolved, and then critically assess those methods. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English Language Teaching. Postmethod pedagogies can be differentiated from methods by an emphasis on developing teachers’ skills and flexibility to meet students’ needs. Kumaravadivelu’s critique of methods is the most comprehensive and detailed I have read.

    The book is divided into three major sections. The first section describes language as system, discourse and ideology. The second section provides a brief history, description, and assessment of language teaching methods and categorizes them as language-centered, learner-centered, and learningcentered. The third section, Postmethod Perspectives, discusses the parameters of postmethod pedagogy and analyses its challenges and barriers. I found this final section the most compelling reading. The postmethod condition commends strategies to “advance a context-sensitive, locationspecific pedagogy that is based on a true understanding of local linguistic, socio-cultural, and political particularities” (p. 224). An approach to language teaching that embraces such situational criteria is relevant to any teacher’s, researcher’s or attentive student’s awareness of just what is being taught and how.

(https://tesl-ej.org. Adaptado)