Questões de Concurso Comentadas por alunos sobre voz ativa e passiva | passive and active voice em inglês

By Clare Thorp12th July 2023

When Harry Styles was pelted with chicken nuggets while on stage at New York's Madison Square Gardens last summer, he took it in his stride. "Interesting approach," smiled Styles, who has also weathered kiwi fruits, Skittles and bunches of flowers while performing. But when a mystery object hit him in the eye at a concert in Vienna last weekend, he wasn't laughing but, rather, wincing in pain.

It was the latest in a string of incidents where audience members have hurled potentially dangerous objects at performers. Earlier this month Drake was hit on the arm by a flying phone. That came days after country singer Kelsea Ballerini was struck in the face with a bracelet. In May, Bebe Rexha was taken to hospital and needed multiple stitches after a phone hit her in the eye. A man, since charged with assault, told police he thought it "would be funny" to try and hit the singer.

It's not just live music seeing disruptive behaviour. In April, police were called to a performance of The Bodyguard musical in Manchester when rowdy audience members reacted with "unprecedented levels of violence" to staff. At other venues there has been everything from "heated arguments" to full-on brawls. And in the US, one fan's disruption of a Broadway play in December 2022 followed several other incidents of audience outbursts.

Across the cultural sphere, it feels like audiences are misbehaving. At a recent Las Vegas show, Adele weighed in, saying: "Have you noticed how people are like, forgetting … show etiquette at the moment? People just throwing shit on stage" – before warning fans not to try it with her.

Billie Eilish meanwhile, says this kind of thing, while "infuriating", is nothing new. "I've been getting hit on stage with things for like, literally, six years," she told the Hollywood Reporter. Dr Kirsty Sedgman, a senior lecturer in theatre at the University of Bristol who specialises in audience research, also cautions against calling it a new trend. "People have always thrown things on stage," says Sedgman, whose latest book, On Being Unreasonable, explores widening divisions in society over how we use public space. "Whether that's fruit as a way to signify displeasure, or softer items like underwear and flowers as a signal of adoration." Back In 1775, a performer in Sheridan's The Rivals stopped the show when he was pelted with an apple.

Adapted from: https://www.bbc.com/culture/article/20230712

Text I

Multimodality in the English language classroom:

    Literacy in the 21st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts.

    Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom.

    Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, and sequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience.

Adapted from https://www.sciencedirect.com/science

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