Questões Militares
Comentadas sobre interpretação de texto | reading comprehension em inglês
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A number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior (Pennycook 1989); others that teachers do not think about methods when planning their lessons (Long 1991), and that methodological labels tell us little about what really occurs in classrooms (Katz 1996).
A particular method can be imposed on teachers by others. However, we also know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. After all, teachers are professionals who can, in the best of all worlds, make their own decisions. They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).
Furthermore, a method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, the institutional constraints and demands, and factors connected to the wider sociocultural context where the instruction takes place. In addition, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Then, too, since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.
[...] Some language teaching methods share the view that language can best be learned when it is taught through communication, rather than for it; and second, that language acquisition can be enhanced by working not only on language, but also on the process of learning (learnng strategies, cooperative learning and multiple intelligences).
(LARSEN FREEMAN, D. Techniques and principles in language
teaching. 2th ed. Oxford: Oxford University Press, 2000. pp. xi-xii. Adaptado)
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A number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior (Pennycook 1989); others that teachers do not think about methods when planning their lessons (Long 1991), and that methodological labels tell us little about what really occurs in classrooms (Katz 1996).
A particular method can be imposed on teachers by others. However, we also know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. After all, teachers are professionals who can, in the best of all worlds, make their own decisions. They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).
Furthermore, a method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, the institutional constraints and demands, and factors connected to the wider sociocultural context where the instruction takes place. In addition, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Then, too, since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.
[...] Some language teaching methods share the view that language can best be learned when it is taught through communication, rather than for it; and second, that language acquisition can be enhanced by working not only on language, but also on the process of learning (learnng strategies, cooperative learning and multiple intelligences).
(LARSEN FREEMAN, D. Techniques and principles in language
teaching. 2th ed. Oxford: Oxford University Press, 2000. pp. xi-xii. Adaptado)
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Because we all have different styles of teaching, and therefore planning, orientations about course planning and delivery should not be meant to be prescriptive. As Bailey (1996) points out, a lesson plan is like a road map “which describes where the teacher hopes to go in a lesson, presumably taking the students along”. It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures to maximimize teaching and learning opportunities”. Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested.
(RICHARDS, Jack C.; RENANDYA, Willy A.(Ed.).
Methodology in language teaching: an anthology of current practice.
Cambridge: Cambridge University Press, 2002. p. 36. Adaptado)
Leia o texto para responder à questão.
Because we all have different styles of teaching, and therefore planning, orientations about course planning and delivery should not be meant to be prescriptive. As Bailey (1996) points out, a lesson plan is like a road map “which describes where the teacher hopes to go in a lesson, presumably taking the students along”. It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures to maximimize teaching and learning opportunities”. Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested.
(RICHARDS, Jack C.; RENANDYA, Willy A.(Ed.).
Methodology in language teaching: an anthology of current practice.
Cambridge: Cambridge University Press, 2002. p. 36. Adaptado)
Based on the previous text, judge the following item.
The sentence ‘The fish left, so the people left’ (last
paragraph) shows how much the river determines people's
lives in the community of Pixaim.
Based on the previous text, judge the following item.
In the last paragraph, the word “who” refers to “Aladim”.
Based on the previous text, judge the following item.
In the third paragraph, the author informs that the
community dependence on the São Francisco River is
limited to a specific area of the river, near to the ocean.
Based on the previous text, judge the following item.
In “The landscape where the São Francisco River enters the
Atlantic Ocean seems so out of place it makes one wonder if
this is still coastal Brazil” (first paragraph), the word “one”
means one specific special person.
Based on the text above, judge the following item.
In the first paragraph, the excerpt “that it refers to members
of a public organization having the legal competence to
maintain order and enforce the law” reinforces which
meaning of the word “police” is condemned by police
scholars.
Based on the text above, judge the following item.
In the sentence “The body of officers representing the civil
authority of government is known as police” (first
paragraph), the word “representing” could be correctly
replaced both with the phrase which represents and which
represent, although each option has a slightly different
meaning.
First study of all Amazon greenhouse gases suggests the
damaged forest is now worsening climate change
The Amazon rainforest is most likely now a net contributor to warming of the planet, according to a first-of-its-kind analysis from more than 30 scientists.
For years, researchers have expressed concern that rising temperatures, drought, and deforestation are reducing the capacity of the world’s largest rainforest to absorb carbon dioxide from the atmosphere, and help offset emissions from fossil-fuel burning. Recent studies have even suggested that some portions of the tropical landscape already may release more carbon than they store.
But the inhaling and exhaling of CO2 is just one way this damp jungle, the most species-rich on Earth, influences the global climate. Activities in the Amazon, both natural and human-caused, can shift the rainforest’s contribution in significant ways, warming the air directly or releasing other greenhouse gases that do.
Yet no team had ever tried to assess the cumulative impact of these processes, even as the region is being rapidly transformed. The research estimates that atmospheric warming from all of these sources combined now appears to swamp the forest’s natural cooling effect.
The damage, however, can still be reversed. Halting global emissions from coal, oil, and natural gas would help restore balance, but curbing Amazon deforestation is a must, along with reducing dam building and increasing efforts to replant trees. Continuing to clear land at current rates appears certain to make warming worse for the entire world.
Internet:<www.nationalgeographic.com>
Based on the text above, judge the follow item.
The term “the tropical landscape” (second paragraph) refers
to the Amazon rainforest.
First study of all Amazon greenhouse gases suggests the
damaged forest is now worsening climate change
The Amazon rainforest is most likely now a net contributor to warming of the planet, according to a first-of-its-kind analysis from more than 30 scientists.
For years, researchers have expressed concern that rising temperatures, drought, and deforestation are reducing the capacity of the world’s largest rainforest to absorb carbon dioxide from the atmosphere, and help offset emissions from fossil-fuel burning. Recent studies have even suggested that some portions of the tropical landscape already may release more carbon than they store.
But the inhaling and exhaling of CO2 is just one way this damp jungle, the most species-rich on Earth, influences the global climate. Activities in the Amazon, both natural and human-caused, can shift the rainforest’s contribution in significant ways, warming the air directly or releasing other greenhouse gases that do.
Yet no team had ever tried to assess the cumulative impact of these processes, even as the region is being rapidly transformed. The research estimates that atmospheric warming from all of these sources combined now appears to swamp the forest’s natural cooling effect.
The damage, however, can still be reversed. Halting global emissions from coal, oil, and natural gas would help restore balance, but curbing Amazon deforestation is a must, along with reducing dam building and increasing efforts to replant trees. Continuing to clear land at current rates appears certain to make warming worse for the entire world.
Internet:<www.nationalgeographic.com>
Based on the text above, judge the follow item.
It is the first time an analysis showing that the Amazon
rainforest is also contributing to global warming has been
made.
How rich countries cause deforestation in poor ones
Forests are crucial to the functioning of the Earth. They provide homes for plants and animals, absorb rainfall, produce oxygen and suck up carbon dioxide, helping to keep global temperatures in check. Environmentalists are increasingly worried about their loss. Ten thousand years ago, more than half of the world’s habitable land was covered in trees; since then one third have been cut down to make way for agriculture and an ever-growing number of humans. Efforts to reverse this trend, including tree-planting programmes in America, Europe, China and India, among other places, have helped replenish some of what is left of the world’s forests.
But such gains do not tell the whole story. For all their tree-planting efforts at home, rich countries continue to contribute, through their consumption, to the levelling of vast tracts of forests in poor countries. A study, published on March 29th in Nature Ecology & Evolution, reveals the extent and location of the world’s “deforestation footprint”. Keiichiro Kanemoto and Nguyen Tien Hoang, of the Research Institute for Humanity and Nature in Japan, combined data on global forest loss with that on international trade between 2001 and 2015. They calculated that rich-country demand for goods led overwhelmingly to deforestation outside their own borders, and mostly in tropical countries. In G7 countries, for example, the area covered by forests increased every year between 2001 and 2015. But after adjusting for trade, the authors found that these countries contributed to a net loss of 20,000 square kilometers of forest in the rest of the world in 2015 alone.
Internet: <www.economist.com> (adapted).
Based on the text above, judge the following item.
The text claims that over 50% of the world’s habitable land
was covered in trees ten millennia ago.
How rich countries cause deforestation in poor ones
Forests are crucial to the functioning of the Earth. They provide homes for plants and animals, absorb rainfall, produce oxygen and suck up carbon dioxide, helping to keep global temperatures in check. Environmentalists are increasingly worried about their loss. Ten thousand years ago, more than half of the world’s habitable land was covered in trees; since then one third have been cut down to make way for agriculture and an ever-growing number of humans. Efforts to reverse this trend, including tree-planting programmes in America, Europe, China and India, among other places, have helped replenish some of what is left of the world’s forests.
But such gains do not tell the whole story. For all their tree-planting efforts at home, rich countries continue to contribute, through their consumption, to the levelling of vast tracts of forests in poor countries. A study, published on March 29th in Nature Ecology & Evolution, reveals the extent and location of the world’s “deforestation footprint”. Keiichiro Kanemoto and Nguyen Tien Hoang, of the Research Institute for Humanity and Nature in Japan, combined data on global forest loss with that on international trade between 2001 and 2015. They calculated that rich-country demand for goods led overwhelmingly to deforestation outside their own borders, and mostly in tropical countries. In G7 countries, for example, the area covered by forests increased every year between 2001 and 2015. But after adjusting for trade, the authors found that these countries contributed to a net loss of 20,000 square kilometers of forest in the rest of the world in 2015 alone.
Internet: <www.economist.com> (adapted).
Based on the text above, judge the following item.
Two reasons why forests are crucial to the functioning of the
Earth are the production of carbon dioxide and the
absorption of rainfall.
IMO's Marine Environment Protection Committee (MEPC) in 2018 adopted the International Maritime Organisation (IMO) Action Plan to address marine plastic litter from ships, which aims to enhance existing regulations and introduce new supporting measures to reduce marine plastic litter from ships. What is marine litter? Plastic materials in all shapes and sizes are omnipresent in our seas and oceans. They break down extremely slowly in the marine environment, taking in excess of 400 years. Marine litter originates from many sources and causes a wide spectrum of environmental, economic, safety, health and cultural impacts. For example, marine litter can cause harm to sea life if ingested or even death if a marine mammal becomes entangled in litter. Marine litter has been defined by UN Environment (United Nations Environment) as “any persistent, manufactured or processed solid material discarded, disposed of or abandoned in the marine and coastal environment. Marine litter consists of items that have been made or used by people and deliberately discarded into the sea or rivers or on beaches; brought indirectly to the sea with rivers, sewage, storm water or winds; accidentally lost, including material lost at sea in bad weather (fishing gear, cargo); or deliberately left by people on beaches and shores.” Marine litter, including plastics and microplastics, is known to result from land-based sources in massive quantities but can also originate from ships. Debris particles have been observed in coastal areas, in waters far from anthropogenic pollution sources, in surface waters, in the water column of deep water and in ocean sediments, and from the equator to the poles, including trapped in sea ice.
UN Environment estimates that 15% of marine litter floats on the sea's surface, 15% remains in the water column and 70% rests on the seabed. According to another study, 5.25 million plastic particles, weighing 268,940 tonnes in total, are currently floating in the world”s oceans. What problems does marinelitter cause? In addition to the environmental and health problems posed by marine litter, floating garbage and plastics pose a costly as well as dangerous problem for shipping, as they can be anavigational hazard and become entangled in propellers and rudders. Another problem requiring urgent remedial action is the massive accumulation of plastics, not only in coastal areas but also in the deep sea. This litter is harmful to marine life: sea creatures can become trapped inside containers or strangled by nets or ropes, and microplastics can also enter the food chain as they are indigestible when swallowed. (Adapted from https://www.imo.org)
Mark the correct alternative about the text above.
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