Rude

Magic

Can I have your daughter for the rest of my life? Say yes, say yes

‘Cause I need to know

You say I’ll never get your blessing till the day I die

Tough luck my friend but the answer is no!

Why you gotta be so rude?

Don’t you know I’m human too

Why you gotta be so rude

I’m gonna marry her anyway

(Marry that girl) Marry her anyway

(Marry that girl) Yeah no matter what you say

(Marry that girl) And we’ll be a family

https://www.vagalume.com.br/magic-11/rude.html 

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)

Leia o texto para responder à questão.

    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.

    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

     • Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

    • Large use of certain verbs of high semantic generality, such as do, have, make, put, take.     

    • Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.

(Jeremy Harmer. The practice of English language teaching. Adaptado)

                        From Nail bars to car washes: how big

                             is the UK’s slavery problem?

                                                                                                  by Annie Kelly

      Does slavery exist in the UK?

      More than 250 years since the end of the transatlantic slave trade, there are close to 41 million people still trapped in some form of slavery across the world today. Yet nobody really knows the scale and how many victims or perpetrators of this crime there are in Britain.

      The data that has been released is inconsistent. The government believes there are about 13,000 victims of slavery in the UK, while earlier this year the Global Slavery Index released a much higher estimate of 136,000.

      Statistics on slavery from the National Crime Agency note the number of people passed on to the government’s national referral mechanism (NRM), the process by which victims of slavery are identified and granted statutory support. While this data gives a good snapshot of what kinds of slavery are most prevalent and who is falling victim to exploiters, it doesn’t paint the whole picture. For every victim identified by the police, there will be many others who are not found and remain under the control of traffickers, pimps and gangmasters.

      There are also many potential victims who don’t agree to go through the mechanism because they don’t trust the authorities, or are too scared to report their traffickers. Between 1 November 2015 and 30 June 2018, the government received notifications of 3,306 potential victims of modern slavery in England and Wales who were not referred to the NRM.

      […]

      The police recorded 3,773 modern slavery offences between June 2017 and June 2018.

      […]

(Source: https://www.theguardian.com/global-development/2018/ oct/18/nail-bars-car-washes-uk-slavery-problem-anti-slavery-day. Access: 20/10/2018)

Read the text and answer questions

Ursula! I whispered

Yes, my darling, she said, without __________ her eyes.

What have you got in your basket? I asked. She opened her eyes, startled, and looked at me.

What do you mean? she said defensively.

There is something moving in your basket, I said.

Oh, it’s nothing. It’s just a present for somebody. She said.

Adapted from, FERGUSON, Kenneth. Read for Meaning, Comprehension tests for First Certificate. Ed. Evans Brothers, first Published 1975.

A tirinha a seguir mostra um diálogo entre duas pessoas, com a participação de um terceiro interlocutor. Analise-a e responda a questão. 

Read the text and answer the question.

Olympic Sports

    The first modern Olympic Games took place in Athens, Greece, in the year 1896. Athletes from only 13 countries participated in the Games that year. They competed in 43 different events in just 9 sports (track and field, swimming, cycling, fencing, gymnastics, shooting, tennis, weight lifting, and wrestling). In 2004, the Olympic Games took place once again in Athens. This time athletes from 202 countries competed in 300 events in 28 sports. Only five sports have been in every Olympic Games.

Fonte: adapted from Thoughts and Notions.

Read the text and answer question

Traditional American cake bars

Recipe:

100g butter         1tsp. vanilla         ½ tsp baking powder

200g sugar         ¼ tsp salt            100g chopped walnuts

2 eggs                 100g flour             50g chocolate U 

Melt _____ chocolate and butter and mix carefully.

Add _____ sugar and mix again until smooth. Leave to cool.

Add _____ eggs and vanilla and mix.

Add _____ flour, baking powder, and salt, and mix until well-combined. 

Stir in the walnuts.

Put the mix in a cake tin and cook for 25min at 175°C.

Eat with fruit or ice cream.

                                                          TEXTO I

           THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING

      Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.

      Most teachers would probably agree on how:

•        Respecting learners` particular needs and learning habits increases their learning potential;

•        Learner self-esteem and involvement foster learning efficiency; and

•        The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.

      Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.

      ‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)

      At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).

      Teachers become freer to use their time more efficiently by devoting their time to:

•           Facilitating communicative oral activities;

•           Assisting those learners who need their support most; and

•           Discussing effective learning strategies.

      Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.

      These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.

      Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.

Philip Shawcross is Director of Training Curriculum at AES.

                * ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements