O texto II refere-se à questão.

TEXTO II

"Dance the Night"

Dua Lipa

Baby, you can find me under the lights

Diamonds under my eyes

Turn the rhythm up, don't you wanna just

Come along for the ride?

Oh, my outfit so tight

You can see my heartbeat tonight

I can take the heat, baby, best believe

That's the moment I shine 

'Cause every romance shakes and it bends

Don't give a damn

When the night's here, I don't do tears

Baby, no chance

I could dance, I could dance, I could dance

Watch me dance, dance the night away

My heart could be burnin', but you won't see it on

my face

Watch me dance, dance the night away (uh-huh)

I'll still keep the party runnin', not one hair out of place (place)

(...) 

TEXT I

The teaching of the English language in contemporary settings is undergoing an unprecedented transformation. With globalization and the dissolution of geographical barriers, English as a Second Language (ESL) teaching has gained paramount importance. This growth is spurred not only by the desire to engage in international trade or diplomacy but also due to the pervasiveness of English in international media, arts, and technology.

In response, ESL teachers strive to create an inclusive and supportive learning environment that acknowledges the diverse backgrounds and needs of their students. The primary goal is to foster communicative competence, which goes beyond mere linguistic knowledge. It encompasses cultural understanding, pragmatic abilities, and the aptitude to navigate various social situations. 

Modern technology plays a pivotal role in this. With digital tools, students can have a more immersive learning experience. Virtual reality, for instance, can transport students to Englishspeaking countries, offering real-world situational practice. Apps and online platforms provide interactive exercises, enhancing vocabulary, grammar, and pronunciation skills. These tools, however, are most effective when coupled with a human touch — the nuanced guidance, motivation, and support that only a dedicated teacher can provide.

TEXT I

The teaching of the English language in contemporary settings is undergoing an unprecedented transformation. With globalization and the dissolution of geographical barriers, English as a Second Language (ESL) teaching has gained paramount importance. This growth is spurred not only by the desire to engage in international trade or diplomacy but also due to the pervasiveness of English in international media, arts, and technology.

In response, ESL teachers strive to create an inclusive and supportive learning environment that acknowledges the diverse backgrounds and needs of their students. The primary goal is to foster communicative competence, which goes beyond mere linguistic knowledge. It encompasses cultural understanding, pragmatic abilities, and the aptitude to navigate various social situations. 

Modern technology plays a pivotal role in this. With digital tools, students can have a more immersive learning experience. Virtual reality, for instance, can transport students to Englishspeaking countries, offering real-world situational practice. Apps and online platforms provide interactive exercises, enhancing vocabulary, grammar, and pronunciation skills. These tools, however, are most effective when coupled with a human touch — the nuanced guidance, motivation, and support that only a dedicated teacher can provide.

TEXT I

The teaching of the English language in contemporary settings is undergoing an unprecedented transformation. With globalization and the dissolution of geographical barriers, English as a Second Language (ESL) teaching has gained paramount importance. This growth is spurred not only by the desire to engage in international trade or diplomacy but also due to the pervasiveness of English in international media, arts, and technology.

In response, ESL teachers strive to create an inclusive and supportive learning environment that acknowledges the diverse backgrounds and needs of their students. The primary goal is to foster communicative competence, which goes beyond mere linguistic knowledge. It encompasses cultural understanding, pragmatic abilities, and the aptitude to navigate various social situations. 

Modern technology plays a pivotal role in this. With digital tools, students can have a more immersive learning experience. Virtual reality, for instance, can transport students to Englishspeaking countries, offering real-world situational practice. Apps and online platforms provide interactive exercises, enhancing vocabulary, grammar, and pronunciation skills. These tools, however, are most effective when coupled with a human touch — the nuanced guidance, motivation, and support that only a dedicated teacher can provide.

Text 8

THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM

Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. in other situations, the textbook may serve primarily to supplement the teacher’s instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers, textbooks may also serve as a form of teacher training. – they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher’s professional knowledge. 

Text 8

THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM

Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. in other situations, the textbook may serve primarily to supplement the teacher’s instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers, textbooks may also serve as a form of teacher training. – they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher’s professional knowledge. 

Text 7

Imagine Joseph Paxton’s Great Victorian Way in Sydenham, a 10-mile stretch of glass and brightly painted iron arcades with its own snaking elevated railway. Or a National Cemetery on Primrose Hill, London’s answer to Paris’s Père Lachaise. Or Hyde Park Corner with a huge art deco music hall. Or White City with a vast expressionist towerscape designed by the German visionary Eric Mendelssohn. If architects’ imaginings had become reality, London could have been a completely different place.

The game of what-ifs in architecture is addictive. The organisers of a new Hayward Gallery touring exhibition had the brilliant idea of exploring the never-never land of building, drawing on the collections of the Royal Institute of British Architects and the Victoria and Albert museum. So many of these visions are a great deal more exciting than the buildings we actually got. In Liverpool, instead of Paddy’s wigwam and Gibberd’s gimcrack (and now sadly deteriorating) Roman Catholic cathedral, we might have had the grand and wonderful Metropolitan Cathedral of Christ the King by Lutyens. In the Strand, instead of George Edmund Street’s relatively makeshift Law Courts, we could have had Alfred Waterhouse’s much more ambitious and romantic urban concept: a magnificent assembly of pitched roofs, towers and walkways, Turneresque in its drama when viewed across the Thames. Waterhouse’s courts fell foul of the Victorian competition system. The designs remain to haunt us.

Source: The Guardian on the Web / April 15, 2004.

Text 7

Imagine Joseph Paxton’s Great Victorian Way in Sydenham, a 10-mile stretch of glass and brightly painted iron arcades with its own snaking elevated railway. Or a National Cemetery on Primrose Hill, London’s answer to Paris’s Père Lachaise. Or Hyde Park Corner with a huge art deco music hall. Or White City with a vast expressionist towerscape designed by the German visionary Eric Mendelssohn. If architects’ imaginings had become reality, London could have been a completely different place.

The game of what-ifs in architecture is addictive. The organisers of a new Hayward Gallery touring exhibition had the brilliant idea of exploring the never-never land of building, drawing on the collections of the Royal Institute of British Architects and the Victoria and Albert museum. So many of these visions are a great deal more exciting than the buildings we actually got. In Liverpool, instead of Paddy’s wigwam and Gibberd’s gimcrack (and now sadly deteriorating) Roman Catholic cathedral, we might have had the grand and wonderful Metropolitan Cathedral of Christ the King by Lutyens. In the Strand, instead of George Edmund Street’s relatively makeshift Law Courts, we could have had Alfred Waterhouse’s much more ambitious and romantic urban concept: a magnificent assembly of pitched roofs, towers and walkways, Turneresque in its drama when viewed across the Thames. Waterhouse’s courts fell foul of the Victorian competition system. The designs remain to haunt us.

Source: The Guardian on the Web / April 15, 2004.

Text 5

TV-Turnoff Week

TV-Turnoff Week is an exciting opportunity for children and adults to experience life without television. For seven days, people across the country and around the world turn off their televisions to find that life can be more rewarding and fulfilling when we do more and watch less.

Television cuts into family time, harms our children’s ability to read and succeed in school, and contributes to unhealthy lifestyles and obesity.
Over 24 million people have participated in TV-Turnoff Week since 1995, including over six million in 2000 alone. Children and adults, rich and poor, black and white — people from every background and all walks of life — take part through schools, churches or community groups, as families or individuals. What they tell us year after year is that life is more enjoyable and less stressful without television. 

TV-Turnoff Week is supported by 70 national organizations including the American Medical Association, the American Academy of Pediatrics and National Education Association, and the President’s Council of Physical Fitness and Sports.

It’s clear that the impact of TV-Turnoff Week lasts much longer than seven days. Joy thousands of parents, pediatricians and other families by celebrating TV-Turnoff Week next year!

Text 4

Feeding the world

 “We are indebted to half the world before we finished breakfast.” (Martin Luther King) 

The environment is about plants and animals – but it’s about humans, too. They need to work and earn money, and they also need to eat. Many people do not have enough food. So scientists and governments are always looking for new ways to feed them.

In many countries, farmers have to sell their fruit and vegetables for very low prices. If they increase these prices, supermarkets will not buy them. There are other problems, too. When there is a drought, or flood, farmers often lose their crops. Then they have no money. 

In 1994, a new organization, Fairtrade, decided to help farmers. Their motto is “A fair price for good food”. This organization works with both producers and supermarkets, the different parts of the supply chain. They guarantee a good price to the farmers, and they contribute money to educational and social projects. The supermarkets sell the products at a higher price, but it’s a fair one. And the consumer gets good quality, at a fair price. Everyone in this supply chain benefits! 

Ana and Jose are farmers in Ecuador, South America. They grow bananas. “We don’t use many chemicals – Fairtrade limits this. Some companies don’t care. Chemicals make the fruit grow quickly at first. But then they enter the soil, and it degenerates. But we need the Fairtrade price to support us.” 

In 2004, Fairtrade worked with similar organizations in 17 other countries in Europe, North America and Asia. There are more and more countries every year. There are now more than 130 products with the Fairtrade logo. These include coffee, tea, chocolate, bananas, fruit juice, sugar and honey. 

When a product carries the Fairtrade mark it means the producers and traders have met Fairtrade Standards. The standards are designed to address the imbalance of power in trading relationships, unstable markets and the injustices of conventional trade.