Questões Militares de Inglês - Substantivos e compostos | Nouns and compounds

The Brazilian Armed Forces is the unified military organization formed by the Brazilian Army (including the Brazilian Army Aviation), the Brazilian Navy (including the Brazilian Marine Corps and Brazilian Naval Aviation) and the Brazilian Air Force.

Brazil's arrned forces are the third largest in the Amaricas, after the United States and Colombia, and the largest in Latin America by the level of mililary equipment, with approximalely 318,480 active-duty troops and officers. They are expanding their presence in the Amazon under the Northern Corridor (Calha Norte) program. ln 1994, Brazilian troops joined United Nations (UN) peacekeeping forces in five countries.

The Brazilian military, especially the army, is more involved in civic-action programs, education, health care, and constructing roads, bridges, and railroads across the nation. The 1988 Constitution preserves the externai and internal roles of the Armed Forces, but it places the military under presidential authority. (Adaptado de Brazilian Armed Forces. Revolvy, 2019.

Disponível em https://www.revolvy.com/page/Brazilian-ArmedForces?cr-1. Acessoem: 19 de ago. de 2019) 

 https://www.letras.mus.br/lady-gaga/shallow-feat-bradley-cooper/

   Read the following extract to answer question.

    Innovation in the language teaching field in the late 1980s and 1990s has been stimulated by a special concern for the language learning process. New methods propose that language learning is best served when students are interacting – completing a task or learning content or resolving real-life issues – where linguistic structures are not taught one by one, but where attention to linguistic form is given as necessary. These views of language learning have been informed by research in second language acquisition. Also giving learning a special focus are methodological innovations of the late 1980s and 1990s. These include teaching learning strategies, using cooperative learning, and planning lessons in such a way that different intelligences are addressed.

(Larsen-Freeman, D. 2000)

Read the text below and answer the question.

     It is important to recognize that methods link thoughts and actions, because teaching is not entirely about one or the other. As a teacher of language, you have thoughts about your subject matter – what language is, what culture is – and about your students – who they are as learners and how it is they learn. You also have thoughts about yourself as a teacher and what you can do to help your students to learn. Many of your thoughts have been formed by your own experience as a language learner. With this awareness, you are able to examine why you do what you do and perhaps choose to think about or do things differently.

    As an example, let us relate an anecdote about a teacher with whom Diane Larsen-Freeman was working some time ago. From her study of methods in Stevick (1980), Heather (not her real name) became interested in how to work with teacher control and student initiative in her teaching. She determined that during her student teaching internship, she would exercise less control of the lesson in order to encourage her students to take more initiative, and have them impose the questions in the classroom, since so often it is the teacher who asks all the questions, not the students.

    However, she felt that the students were not taking the initiative, but she could not see what was wrong. When Diane Larsen Freeman, who was her supervisor, visited her class, she observed the following:

HEATHER: Juan, ask Anna what she is wearing.

JÜAN: What are you wearing?

ANNA: I am wearing a dress.

HEATHER: Anna, ask Muriel what she is writing.

ANNA: What are you writing?

MÜRIEL: I am writing a letter.

    This pattern continued for some time. It was clear to see that Heather had successfully avoided the common problem of the teacher asking all the questions in the class. The teacher was not asking the questions – the students were. However, Heather had not achieved her goal of encouraging student initiative.

(Larsen-Freeman, D. 2000. Adaptado)