No ensino da língua inglesa na rede pública, o elemento cultural dessa língua serve para
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
There is a danger in paying too much attention to learners’ errors. While errors indeed reveal a system at work, the classroom language teacher can become so preoccupied ________ noticing errors that the correct utterances in the second language go unnoticed. In our observation and analysis of errors – for all that they do reveal about the learner – we must beware of placing too much attention on errors and not lose sight of the value of positive reinforcement of clearly expressed language that is a product of the learner’s progress of development. While the diminishing of errors is an important criterion ______ increasing language proficiency, the ultimate goal of second language learning is the attainment of communicative fluency.
Another inadequacy in error analysis is an overemphasis on production data. Language is speaking and listening, writing and reading. The comprehension of language is as important as production. It so happens that production lends itself to analysis and thus becomes the prey of researchers, __________ comprehension data is equally important in developing an understanding of the process of SLA.
(Brown, D. H. Principles of language learning and teaching. 2000. Adapted)
“A prática secular no Brasil privilegia o estudo da língua pela língua, muita forma gramatical que se
enfeixa num colar de conhecimentos desaplicados, que se vão de nossa memória sem aviso prévio”
(ALMEIDA FILHO, 2003). Sobre o ensino da língua inglesa, nesse contexto, é correto afirmar que
How monks helped invent sign language
For millennia people with hearing impairments encountered marginalization because it was believed that language could only be learned by hearing the spoken word. Ancient Greek philosopher Aristotle, for example, asserted that “Men that are deaf are in all cases also dumb.” Under Roman law people who were born deaf were denied the right to sign a will as they were “presumed to understand nothing; because it is not possible that they have been able to learn to read or write.”
Pushback against such ideas began in the 16th-century, with the creation of the first formal sign language for the hearing impaired, by Pedro Ponce de León, a Spanish Benedictine monk. His idea to use sign language was not a completely new one. Native Americans used hand gestures to communicate with other tribes and to facilitate trade with Europeans. Benedictine monks had used them to convey messages during their daily periods of silence. Inspired by the latter practice, Ponce de León adapted the gestures used in his monastery to create a method for teaching the deaf to communicate, paving the way for systems now used all over the world.
Building on Ponce de León’s work, another Spanish cleric and linguist, Juan Pablo Bonet, proposed that deaf people learn to pronounce words and progressively construct meaningful phrases. Bonet’s approach combined oralism – using sounds to communicate – with sign language. The system had its challenges, especially when learning the words for abstract terms, or intangible forms such as conjunctions like “for,” “nor,” or “yet.”
In 1755 the French Catholic priest Charles-Michel de l’Épée established a more comprehensive method for educating the deaf, which culminated in the founding of the first public school for deaf children, in Paris. Students came to the institute from all over France, bringing signs they had used to communicate with at home. Insistent that sign language needed to be a complete language, his system was complex enough to express prepositions, conjunctions, and other grammatical elements.
Épée’s standardized sign language quickly spread across Europe and to the United States. In 1814 Thomas Gallaudet went to France to learn Épée’s language system. Three years later, Gallaudet established the American School for the Deaf in his hometown in Connecticut. Students from across the United States attended, and they brought signs they used to communicate with at home.American Sign Language became a combination of these signs and those from French Sign Language.
Thanks to the development of formal sign languages, people with hearing impairment can access spoken language in all its variety. The world’s many modern signing systems have different rules for pronunciation, word order, and grammar. New visual languages can even express regional accents to reflect the complexity and richness of local speech.
(Ines Anton Rayas. www.nationalgeographic.com. 28.05.2019. Adaptado)
Choose the alternative which presents the correct reason for a teacher to teach Grammar.
Read the abstract taken from an article written by Professor Dr. Reinildes Dias and answer question.
Explicitness, detachment, organization and density are aspects that should be taken into consideration when teaching…
O ensino de uma língua estrangeira não é só necessária por ser um direito, assegurado por lei, de todo cidadão. Mais do que isso, é necessário na medida em que este estudo garante ao aluno o seu engajamento discursivo, ou seja, a capacidade de se envolver e envolver outros no discurso.
Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of a text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. There are a lot of strategies that have research-based evidence for improving text comprehension.
Skimming, Scanning and Prediction are some of the classroom strategies that are applied for:
There have been many qualitative or case studies on reflective practices whose findings have been infused with enthusiasm on the part of trainee teachers and lecturers in favor of reflective approaches Cornford, 2002).
Mark the item that represents a desired feature of an ethical language teaching professional planning:
According to applied linguist Edward Anthony (1963), there are three levels of conceptualization and organization that support foreign language teaching.
The strategy used for Reading Comprehension, that is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next), is called:
Considerando a BNCCpara o ensino fundamental de língua inglesa, julgue o item seguinte.
O tratamento dado ao inglês na BNCC prioriza
seu status de língua franca, o que significa vincular esse idioma
à noção de pertencimento a territórios de países hegemônicos.
Considerando a BNCCpara o ensino fundamental de língua inglesa, julgue o item seguinte.
Uma das competências específicas de língua inglesa para o
ensino fundamental, descrita na BNCC, envolve a identificação
de semelhanças e diferenças entre a língua inglesa e a língua
materna, a serem articuladas a aspectos sociais, culturais e
identitários.
Considerando a BNCCpara o ensino fundamental de língua inglesa, julgue o item seguinte.
Considerando-se a expectativa de produção oral (eixo
oralidade) para o 6.º ano do ensino fundamental, uma
habilidade prevista na BNCC é a de analisar posicionamentos
defendidos e refutados em textos orais sobre temas de interesse
social e coletivo.
Existe uma diversidade de discussões em torno do conceito de letramento. Essa diversidade engloba desde o letramento enquanto um modelo autônomo e ideológico, que o considera como um conceito que contempla os usos e as práticas sociais de linguagem, sob diferentes perspectivas de escrita, valorizadas ou não, locais ou globais, numa diversidade de ethé (familiar, religioso, profissional, midiático, escolar, etc.), sempre balizados por perspectivas sociológicas, antropológicas e socioculturais. A respeito do letramento em língua inglesa julgue os itens abaixo como corretas ou erradas:
Reflexões sobre a importância da interdisciplinaridade da Língua Inglesa, trazendo definição de conceitos e suas implicações na prática do docente levantam a seguinte questão-problema: como interagir com essa interdisciplinaridade para que haja a construção de um conhecimento amplo, sem fragmentação, baseado na realidade, visando à formação de cidadãos? A respeito das reflexões do processo da interdisciplinaridade, assinale a alternativa CORRETA:
“An ethical language teacher should recognize the validity of methods and approaches as significant components of teacher preparation programs.” Mark the item which is NOT a reason to justify the above statement:
The history of language teaching in the last one hundred years has been characterized by the use of a variety of methods, frequent change and innovation. Choose the item which is NOT a method of language teaching:
The behavioral view on motivation emphasizes
Cellular Revolution
Leia as afirmativas a seguir:
I. Está correta a grafia do trecho a seguir: first come, first served.
II. Comunicar-se na Língua Inglesa, por meio do uso variado de linguagens em mídias impressas ou digitais, reconhecendo-a como uma ferramenta que impede o acesso ao conhecimento, que reduz as perspectivas e as possibilidades para a compreensão dos valores e interesses de outras culturas e para o exercício do protagonismo social, é uma competência que pode ser desenvolvida pelo estudante de Língua Inglesa ao longo do Ensino Fundamental.
Marque a alternativa CORRETA
Leia as afirmativas a seguir:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural, refletindo, criticamente, sobre como a aprendizagem da Língua Inglesa contribui para a inserção dos sujeitos no mundo globalizado, inclusive no que concerne ao mundo do trabalho, é uma competência que pode ser desenvolvida pelo estudante de Língua Inglesa ao longo do Ensino Fundamental.
II. Está correta a grafia do trecho a seguir: he brougiht down the house.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Está correta a grafia do trecho a seguir: too many cooks spoil the broth.
II. O ensino dos conteúdos deve ser visto como a ação recíproca entre a matéria, o ensino e o conhecimento prévio dos alunos. O conteúdo de ensino a ser transmitido pelo professor oportuniza procedimentos de ensino que levam a formas de organização do estudo ativo pelos alunos.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Está correta a grafia do trecho a seguir em inglês: an overseas caul (uma ligação telefônica internacional).
II. Os objetivos de ensino devem auxiliar o professor a definir e delimitar com clareza o que se pretende com o processo de ensino, sendo prejudicial à sua atuação profissional escolher técnicas, recursos materiais e formas de avaliação.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. A consciência, a intencionalidade e a participação são os fundamentos mais marcantes do planejamento participativo. Nele, os grupos de educadores buscam desenvolver alternativas de educação e planos. Ocorre uma descentralização do saber e a valorização da construção, da participação, do diálogo, do poder coletivo, da consciência crítica e da reflexão sobre como fazer mudanças.
II. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na Língua Inglesa, com vistas ao exercício da fruição e da redução progressiva de perspectivas no contato com diferentes manifestações artístico-culturais, é uma competência que pode ser desenvolvida pelo estudante de Língua Inglesa ao longo do Ensino Fundamental.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Conteúdos de ensino são o conjunto de conhecimentos, habilidades, hábitos, modos valorativos e atitudinais de atuação social, organizados pedagógica e didaticamente pelo professor, tendo em vista a assimilação ativa e aplicação pelos alunos na sua prática de vida.
II. Identificar similaridades e diferenças entre a Língua Inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade, é uma competência que pode ser desenvolvida pelo estudante de Língua Inglesa ao longo do Ensino Fundamental.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Está correta a grafia do trecho a seguir: begin at the beginning!.
II. Elaborar repertórios linguístico-discursivos da Língua Inglesa, usados em diferentes países e por grupos sociais distintos dentro de um mesmo país, de modo a reconhecer a diversidade linguística como direito e valorizar os usos heterogêneos, híbridos e multimodais emergentes nas sociedades contemporâneas, é uma competência que pode ser desenvolvida pelo estudante de Língua Inglesa ao longo do Ensino Fundamental.
Marque a alternativa CORRETA:
Leia as afirmativas a seguir:
I. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na Língua Inglesa, de forma ética, crítica e responsável, é uma competência que pode ser desenvolvida pelo estudante de Língua Inglesa ao longo do Ensino Fundamental.
II. Está correta a grafia do trecho a seguir: to bring beacki.
Marque a alternativa CORRETA:
Nice to meet you
One of the things you learn when studying English is how to present yourself and most people learn phrases such as “How do you do?” or “Hi, my name is…”. However, one thing that language teachers don’t explain is that British people very rarely use these expressions. British people are not very good at introductions in informal situations. They are not sure what to say or what do with their hands. Whereas Brazilians or Americans will confidently extend their hands to people they meet at parties or social situations, English people prefer just to smile.
Expressions like “Hello, I’m John Smith”, “Hi, my name is…” are only used when we have to identify ourselves; for example when we go to an appointment at the dentist’s or the hairdresser’s, or if we’re telephoning someone to ask for information about ourselves.
Dialogues in school books where English teenagers present themselves to each other on the first day of school are pure fantasy. In informal social situations, British people prefer to stay chatting about something neutral like the weather, or else they use humour to break the ice. When the conversation has progressed, or even just before leaving, you can say, “I’m Ann, by the way.”, or “I didn’t catch your name”. If you meet the person again you can say, “Hello again” or, more colloquially, “Hi ya”, which stands for “Hello, nice to see you again”.
In the case of formal meetings or business situations, many language courses teach the expression “How do you do?” – to which you should answer “How do you do?”. This phrase is also recommended by the website ediplomat.com and Drett’, the famous specialist publisher that has a range of guides on British etiquette. I have said “How do you do” in my entire life and no one has never said that to me! In today’s Britain this expression is best reserved for extremely formal situations. It is, however, something that people over 60 might say, so if your elderly boss or professor uses this expression with you, then it’s polite to answer in the same way
This foreign language teaching method is a structural method based where students strictly follow the textbook and translate sentences word for word in order to memorize abstract grammatical rules.
Choose the alternative which contains the correct name of this Method.
The Direct Method of teaching was developed as a response to the Grammar-Translation method.
Choose the alternative which presents the correct characteristic of this Method.
Scanning and Skimming are Reading Strategies used to read texts in English.
Choose the alternative which presents the correct definition for them
The teaching of English as a foreign language is now one of the most important subjects in most schools. The four skills of language (also known as the four skills of language learning) are a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication.
These skills are:
Grammar is not a language skill. It is a language component which is essential to the mastery of all the four skills. You cannot use any language skill without using grammar. Grammar is not an end in itself but it is a means to an end. I
Its importance when teaching English as foreign language is correctly expressed in which alternative?
Analise o texto abaixo sobre o uso das mídias e tecnologias para o ensino e aprendizagem da Língua Inglesa no Brasil.
“O advento da internet permitiu contatos globalizados no Brasil, popularizaram-se as ........................... por meio de e-mail, listas de discussão e fóruns. Com todo o avanço tecnológico agregado ao ensino de línguas, é evidente que o professor necessita também se tornar um profissional mais e mais preparado para as transformações......................... .
Desta forma, estar preparado para acompanhar as inovações tecnológicas e suas consequências ........................ constitui-se uma importante característica na atuação do professor.”
Assinale a alternativa que completa corretamente as lacunas do texto.
Hutchinson and Waters (1991) point out that English for Specific Purposes (ESP) emerged from three common reasons. One of them is related to the changes in the aim of linguistics, considering the variation from one language situation of use to another. Besides that, the expansion of technology and commerce after World War II, especially in the United States, explains why English became a necessity.
Mark the alternative that is related to the third reason why ESP became popular worldwide:
Literary texts can be used in classrooms as important sources for language learning. However, literature should not be presented only in order to highlight grammar structures or vocabulary, since literary texts, as social constructions, besides motivating students can also provide them with cultural knowledge and the experience of otherness. Literature through universal themes can develop empathy, creative thinking and sensitivity.
When introducing literary literacy as the appropriation of the text in its social use, Cosson (2012) develops a basic didactic sequence to approach literature in the classroom. Mark the alternative that corresponds to the steps of this didactic sequence in the order presented by the author.
Kumaravadivelu (2001) points out that what is known as method has not been enough to fulfill language learning needs. Methods have been used as a set of practices designed by specialists in order to make language acquisition happen. However, according to Kumaravadivelu, studies have shown that the use of these sets of practices may have the opposite effect, since they do not seem to consider students’ context, which prevents learning from being meaningful. For the author, a postmethod pedagogy has emerged from studies that focus on teachers’ beliefs, reasoning and cognition. This postmethod condition is, therefore, a three-dimensional system consisting of three parameters.
Read the examples of practices below and mark the alternative that respectively corresponds to the three parameters that form the postmethod pedagogy system as described by Kumaravadivelu:
I. Teachers are able to theorize from their own practice, developing knowledge and skills.
II. Teachers identify problems, find solutions and go through a cycle of observation, reflection and action.
III. Teachers consider experiences brought to the
classroom and provide an environment where
linguistic and social needs are considered.
Leia o texto e responda à questão.
The birth of a nation
The most memorable writing in eighteenth-century
America was done by the founding fathers, the men who
led the American Revolution of 1775-1783 and wrote the
constitution of 1989. But none of them were writers of fiction.
Rather, they were practical philosophers, and their most
typical product was the political pamphlet. They shared the
European Enlightenment belief that human reason could
understand both nature and man. Unlike the Puritans – who
saw man as a sinful failure – the Enlightenment men were
sure man could improve himself. They wanted to create a
happy society based on justice and freedom.
The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.
Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:
Lost time is never found again.
God helps those who help themselves.
In 1757 Franklin collected together the best of his sayings
and published The Way to Wealth. This little book became one
of the best-sellers of the Western World and was translated
into many languages.
(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)
Leia o texto e responda à questão.
The birth of a nation
The most memorable writing in eighteenth-century
America was done by the founding fathers, the men who
led the American Revolution of 1775-1783 and wrote the
constitution of 1989. But none of them were writers of fiction.
Rather, they were practical philosophers, and their most
typical product was the political pamphlet. They shared the
European Enlightenment belief that human reason could
understand both nature and man. Unlike the Puritans – who
saw man as a sinful failure – the Enlightenment men were
sure man could improve himself. They wanted to create a
happy society based on justice and freedom.
The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.
Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:
Lost time is never found again.
God helps those who help themselves.
In 1757 Franklin collected together the best of his sayings
and published The Way to Wealth. This little book became one
of the best-sellers of the Western World and was translated
into many languages.
(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)
Leia o texto e responda à questão.
The birth of a nation
The most memorable writing in eighteenth-century
America was done by the founding fathers, the men who
led the American Revolution of 1775-1783 and wrote the
constitution of 1989. But none of them were writers of fiction.
Rather, they were practical philosophers, and their most
typical product was the political pamphlet. They shared the
European Enlightenment belief that human reason could
understand both nature and man. Unlike the Puritans – who
saw man as a sinful failure – the Enlightenment men were
sure man could improve himself. They wanted to create a
happy society based on justice and freedom.
The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.
Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:
Lost time is never found again.
God helps those who help themselves.
In 1757 Franklin collected together the best of his sayings
and published The Way to Wealth. This little book became one
of the best-sellers of the Western World and was translated
into many languages.
(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)
TEXT
August 24, 2016 / By Digestive Health Team
Are You Pooping All Wrong?
5 tips to keep your bowels healthy
When it comes to our bowels — and their movements — we may not give them much thought. Of course, when things are not going well, we notice.
However, bowel movements don’t just tell us about the health of our digestive system. This may sound strange, but signs of everything from diseases to stress may show up in your bathroom habits. The key is knowing what to look for — and what the signs may mean.
Here are five tips to encourage healthy bowels:
1. Don’t ignore rectal bleeding
The first thing most people worry about when they have minor rectal bleeding is that they have a cancer. Of course, colon cancer is also a concern. But it’s the cause of rectal bleeding only 1 to 2 percent of the time.
Two problems are usually responsible for blood on the paper, on the stool or in the toilet: hemorrhoids and anal fissures. The good news is that both problems are usually easy to fix.
2. Be careful not to be overzealous when you wipe
A lot of people assume they have hemorrhoids. May their bottoms itch and they feel extra skin down there as they wipe. Must be hemorrhoids, right?
So they treat themselves with medicated wipes or cream. And yet the “hemorrhoids” don’t go away — they itch even more.
Often, the problem is, ironically, being too clean. What happens is a circular process. Filled with good intentions, you try to keep yourself scrupulously clean by using flushable wipes. But the unexpected result is that this leads to itching and the feeling that you have hemorrhoids.
3. Don’t treat the bathroom like a library
Think of your time in the bathroom as a necessity, not an extended escape. If your toilet has stacks of magazines or books on the water tank, consider moving them to another room.
Why? The more time you spend on the toilet, the more likely you will strain for bowel movements. Also, the seated position puts extra stress on your anal blood vessels. Both of these factors boost your risk of hemorrhoids.
4. Get enough fiber in your diet
The goal is to eat 25 to 35 grams of fiber each day. The lack of fiber in the American diet is perhaps the major problem that leads to issues with constipation.
One of the challenges is that not all natural sources are equal in the amounts of fiber they contain, so you don’t always get a consistent amount of fiber intake every day, depending on what you eat. One day a bowl of oatmeal may do it. Another day a serving of broccoli may not.
Of course, each person’s needs are different, too, so you have to find what works best for your body.
5. Avoid dehydration if you have diarrhea
The biggest danger with a short bout of diarrhea is dehydration, or the loss of water and nutrients from the body’s tissues. You could become dehydrated if you have diarrhea more than three times a day and are not drinking enough fluids. Dehydration can cause serious complications if it is not treated. The best way to guard against dehydration is to drink liquids that contain both salt and sugar.
(Source: https://health.clevelandclinic.org/2016/08/poop/)
TEXT
August 24, 2016 / By Digestive Health Team
Are You Pooping All Wrong?
5 tips to keep your bowels healthy
When it comes to our bowels — and their movements — we may not give them much thought. Of course, when things are not going well, we notice.
However, bowel movements don’t just tell us about the health of our digestive system. This may sound strange, but signs of everything from diseases to stress may show up in your bathroom habits. The key is knowing what to look for — and what the signs may mean.
Here are five tips to encourage healthy bowels:
1. Don’t ignore rectal bleeding
The first thing most people worry about when they have minor rectal bleeding is that they have a cancer. Of course, colon cancer is also a concern. But it’s the cause of rectal bleeding only 1 to 2 percent of the time.
Two problems are usually responsible for blood on the paper, on the stool or in the toilet: hemorrhoids and anal fissures. The good news is that both problems are usually easy to fix.
2. Be careful not to be overzealous when you wipe
A lot of people assume they have hemorrhoids. May their bottoms itch and they feel extra skin down there as they wipe. Must be hemorrhoids, right?
So they treat themselves with medicated wipes or cream. And yet the “hemorrhoids” don’t go away — they itch even more.
Often, the problem is, ironically, being too clean. What happens is a circular process. Filled with good intentions, you try to keep yourself scrupulously clean by using flushable wipes. But the unexpected result is that this leads to itching and the feeling that you have hemorrhoids.
3. Don’t treat the bathroom like a library
Think of your time in the bathroom as a necessity, not an extended escape. If your toilet has stacks of magazines or books on the water tank, consider moving them to another room.
Why? The more time you spend on the toilet, the more likely you will strain for bowel movements. Also, the seated position puts extra stress on your anal blood vessels. Both of these factors boost your risk of hemorrhoids.
4. Get enough fiber in your diet
The goal is to eat 25 to 35 grams of fiber each day. The lack of fiber in the American diet is perhaps the major problem that leads to issues with constipation.
One of the challenges is that not all natural sources are equal in the amounts of fiber they contain, so you don’t always get a consistent amount of fiber intake every day, depending on what you eat. One day a bowl of oatmeal may do it. Another day a serving of broccoli may not.
Of course, each person’s needs are different, too, so you have to find what works best for your body.
5. Avoid dehydration if you have diarrhea
The biggest danger with a short bout of diarrhea is dehydration, or the loss of water and nutrients from the body’s tissues. You could become dehydrated if you have diarrhea more than three times a day and are not drinking enough fluids. Dehydration can cause serious complications if it is not treated. The best way to guard against dehydration is to drink liquids that contain both salt and sugar.
(Source: https://health.clevelandclinic.org/2016/08/poop/)
TEXT
Dear Mayor Estrosi, Mayor Vivoni, Prime Minister
Manuel Valls, Former President Nicolas Sarkozy,
and other French officials who have supported
France’s burkini ban:
My name is Amara Majeed, and I am a 19-yearold Muslim Sri Lankan American. I am a student at Brown University, studying cognitive neuroscience and public policy.
When I look at the photo circulating of a woman in Nice being surrounded by armed police officers as she is coerced into removing her clothing, because French officials deemed the burkini to be inappropriate beach attire, I see infringement on a woman’s right to choose what she puts on her body by a group of white males. I see the scapegoating, ostracization, and criminalization of Muslims in the aftermath of the Nice terror attacks. I am a woman who wears the hijab, and I see an affront to the rights and civil liberties of women like me.
Deputy Mayor of Nice, Christian Estrosi: You have stated that you support this ban on “inappropriate clothing” in the wake of the Nice terror attacks. Mayor Vivoni, you have described the burkini ban as a necessary measure to “protect the population.” Former French president Nicolas Sarkozy, you have labeled the burkini as a symbol of extremism.
Let me respond to all of you by saying this: any conflation of the burkini with terrorism is invalid, virulent, and discriminatory. Tell me, in what way does our way of dress pose a threat to France’s national security? In what way does the burkini propagate hateful, violent ideologies? How is it that our way of dress poses a national security threat, yet some wetsuits, which take on strikingly similar designs to the burkini, aren’t? While France’s highest administrative court has now overturned the ban, the damage has already been done — this attack on the Muslim way of dress only serves as fodder to the already existing rising anti-Muslim sentiment and stigmatization of Muslims in France. If this institutionalized Islamophobia and fearmongering is being perpetrated by French officials and authorities, I fear how the general public’s poor treatment of hijab-clad women may be exacerbated in the coming weeks. We’re all well aware that hate crimes and violence targeting Muslim women wearing the hijab is not a new phenomenon in France.
As one burkini-clad woman who was forced to leave the beach states, “Because people who have nothing to do with my religion have killed, I no longer have the right to go to the beach.” In the eyes of many authority figures, our religious identity in and of itself is incriminating. Our way of dress is incriminating. Our sheer existence is incriminating.
Many of you have called the hijab an emblem of oppression. In April, France’s Minister for Women’s Rights equated women who choose to wear the hijab with “Negroes who were in favor of slavery.” More recently, France’s prime minister stated that the burkini is a tool of “enslavement,” and former French President Sarkozy insinuated that hijabclad women are imprisoned.
I am genuinely tired of individuals like you imposing your brand of colonial feminism on us and telling us that we are oppressed, that we have been indoctrinated, that this was not our choice, and that we need to be unshackled. Instead of continuing to pursue these offensive and failing attempts at liberating us, I implore you to liberate yourselves from this white savior complex and recognize that we don’t need your saving. The hijab does not oppress me. For me, the hijab is a symbol of feminism and freedom of expression — so who are you to invalidate my experiences, to invalidate a fundamental, inextricable aspect of my identity, and to label me as enslaved, as imprisoned, as oppressed? By depriving us of our rights to dress the way we want, by making public spaces inaccessible to us, by publicly humiliating us and coercing us to remove some of our clothing while we are trying to enjoy a day at the beach — you are oppressing us.
My news feed has been saturated with people posting photos of a Muslim woman at a beach being forced to strip, captioned with outrage and vitriol towards this form of discrimination. While your support of our rights is appreciated, I ask that you refrain from doing a disservice to this individual by circulating this photo. It may not seem like you are violating a woman’s privacy and liberties by sharing a picture revealing her arms or shoulders, but it is incumbent upon us to understand that she did not freely choose to show those parts of her body in public. Even if the intent is to excoriate the burkini ban while circulating these photos, I implore you to not be complicit, whether directly or indirectly, in systems of oppression that are stripping women, literally, of their right to choose what they wear.
Yours truly,
Amara Majeed – a muslin woman
(Source: http://www.bustle.com/articles/180721-an-open-letter-to-french-officials-who-support-the-burkini-ban-from-a-muslim-wo-man)
TEXT
Dear Mayor Estrosi, Mayor Vivoni, Prime Minister
Manuel Valls, Former President Nicolas Sarkozy,
and other French officials who have supported
France’s burkini ban:
My name is Amara Majeed, and I am a 19-yearold Muslim Sri Lankan American. I am a student at Brown University, studying cognitive neuroscience and public policy.
When I look at the photo circulating of a woman in Nice being surrounded by armed police officers as she is coerced into removing her clothing, because French officials deemed the burkini to be inappropriate beach attire, I see infringement on a woman’s right to choose what she puts on her body by a group of white males. I see the scapegoating, ostracization, and criminalization of Muslims in the aftermath of the Nice terror attacks. I am a woman who wears the hijab, and I see an affront to the rights and civil liberties of women like me.
Deputy Mayor of Nice, Christian Estrosi: You have stated that you support this ban on “inappropriate clothing” in the wake of the Nice terror attacks. Mayor Vivoni, you have described the burkini ban as a necessary measure to “protect the population.” Former French president Nicolas Sarkozy, you have labeled the burkini as a symbol of extremism.
Let me respond to all of you by saying this: any conflation of the burkini with terrorism is invalid, virulent, and discriminatory. Tell me, in what way does our way of dress pose a threat to France’s national security? In what way does the burkini propagate hateful, violent ideologies? How is it that our way of dress poses a national security threat, yet some wetsuits, which take on strikingly similar designs to the burkini, aren’t? While France’s highest administrative court has now overturned the ban, the damage has already been done — this attack on the Muslim way of dress only serves as fodder to the already existing rising anti-Muslim sentiment and stigmatization of Muslims in France. If this institutionalized Islamophobia and fearmongering is being perpetrated by French officials and authorities, I fear how the general public’s poor treatment of hijab-clad women may be exacerbated in the coming weeks. We’re all well aware that hate crimes and violence targeting Muslim women wearing the hijab is not a new phenomenon in France.
As one burkini-clad woman who was forced to leave the beach states, “Because people who have nothing to do with my religion have killed, I no longer have the right to go to the beach.” In the eyes of many authority figures, our religious identity in and of itself is incriminating. Our way of dress is incriminating. Our sheer existence is incriminating.
Many of you have called the hijab an emblem of oppression. In April, France’s Minister for Women’s Rights equated women who choose to wear the hijab with “Negroes who were in favor of slavery.” More recently, France’s prime minister stated that the burkini is a tool of “enslavement,” and former French President Sarkozy insinuated that hijabclad women are imprisoned.
I am genuinely tired of individuals like you imposing your brand of colonial feminism on us and telling us that we are oppressed, that we have been indoctrinated, that this was not our choice, and that we need to be unshackled. Instead of continuing to pursue these offensive and failing attempts at liberating us, I implore you to liberate yourselves from this white savior complex and recognize that we don’t need your saving. The hijab does not oppress me. For me, the hijab is a symbol of feminism and freedom of expression — so who are you to invalidate my experiences, to invalidate a fundamental, inextricable aspect of my identity, and to label me as enslaved, as imprisoned, as oppressed? By depriving us of our rights to dress the way we want, by making public spaces inaccessible to us, by publicly humiliating us and coercing us to remove some of our clothing while we are trying to enjoy a day at the beach — you are oppressing us.
My news feed has been saturated with people posting photos of a Muslim woman at a beach being forced to strip, captioned with outrage and vitriol towards this form of discrimination. While your support of our rights is appreciated, I ask that you refrain from doing a disservice to this individual by circulating this photo. It may not seem like you are violating a woman’s privacy and liberties by sharing a picture revealing her arms or shoulders, but it is incumbent upon us to understand that she did not freely choose to show those parts of her body in public. Even if the intent is to excoriate the burkini ban while circulating these photos, I implore you to not be complicit, whether directly or indirectly, in systems of oppression that are stripping women, literally, of their right to choose what they wear.
Yours truly,
Amara Majeed – a muslin woman
(Source: http://www.bustle.com/articles/180721-an-open-letter-to-french-officials-who-support-the-burkini-ban-from-a-muslim-wo-man)
TEXT
Dear Mayor Estrosi, Mayor Vivoni, Prime Minister
Manuel Valls, Former President Nicolas Sarkozy,
and other French officials who have supported
France’s burkini ban:
My name is Amara Majeed, and I am a 19-yearold Muslim Sri Lankan American. I am a student at Brown University, studying cognitive neuroscience and public policy.
When I look at the photo circulating of a woman in Nice being surrounded by armed police officers as she is coerced into removing her clothing, because French officials deemed the burkini to be inappropriate beach attire, I see infringement on a woman’s right to choose what she puts on her body by a group of white males. I see the scapegoating, ostracization, and criminalization of Muslims in the aftermath of the Nice terror attacks. I am a woman who wears the hijab, and I see an affront to the rights and civil liberties of women like me.
Deputy Mayor of Nice, Christian Estrosi: You have stated that you support this ban on “inappropriate clothing” in the wake of the Nice terror attacks. Mayor Vivoni, you have described the burkini ban as a necessary measure to “protect the population.” Former French president Nicolas Sarkozy, you have labeled the burkini as a symbol of extremism.
Let me respond to all of you by saying this: any conflation of the burkini with terrorism is invalid, virulent, and discriminatory. Tell me, in what way does our way of dress pose a threat to France’s national security? In what way does the burkini propagate hateful, violent ideologies? How is it that our way of dress poses a national security threat, yet some wetsuits, which take on strikingly similar designs to the burkini, aren’t? While France’s highest administrative court has now overturned the ban, the damage has already been done — this attack on the Muslim way of dress only serves as fodder to the already existing rising anti-Muslim sentiment and stigmatization of Muslims in France. If this institutionalized Islamophobia and fearmongering is being perpetrated by French officials and authorities, I fear how the general public’s poor treatment of hijab-clad women may be exacerbated in the coming weeks. We’re all well aware that hate crimes and violence targeting Muslim women wearing the hijab is not a new phenomenon in France.
As one burkini-clad woman who was forced to leave the beach states, “Because people who have nothing to do with my religion have killed, I no longer have the right to go to the beach.” In the eyes of many authority figures, our religious identity in and of itself is incriminating. Our way of dress is incriminating. Our sheer existence is incriminating.
Many of you have called the hijab an emblem of oppression. In April, France’s Minister for Women’s Rights equated women who choose to wear the hijab with “Negroes who were in favor of slavery.” More recently, France’s prime minister stated that the burkini is a tool of “enslavement,” and former French President Sarkozy insinuated that hijabclad women are imprisoned.
I am genuinely tired of individuals like you imposing your brand of colonial feminism on us and telling us that we are oppressed, that we have been indoctrinated, that this was not our choice, and that we need to be unshackled. Instead of continuing to pursue these offensive and failing attempts at liberating us, I implore you to liberate yourselves from this white savior complex and recognize that we don’t need your saving. The hijab does not oppress me. For me, the hijab is a symbol of feminism and freedom of expression — so who are you to invalidate my experiences, to invalidate a fundamental, inextricable aspect of my identity, and to label me as enslaved, as imprisoned, as oppressed? By depriving us of our rights to dress the way we want, by making public spaces inaccessible to us, by publicly humiliating us and coercing us to remove some of our clothing while we are trying to enjoy a day at the beach — you are oppressing us.
My news feed has been saturated with people posting photos of a Muslim woman at a beach being forced to strip, captioned with outrage and vitriol towards this form of discrimination. While your support of our rights is appreciated, I ask that you refrain from doing a disservice to this individual by circulating this photo. It may not seem like you are violating a woman’s privacy and liberties by sharing a picture revealing her arms or shoulders, but it is incumbent upon us to understand that she did not freely choose to show those parts of her body in public. Even if the intent is to excoriate the burkini ban while circulating these photos, I implore you to not be complicit, whether directly or indirectly, in systems of oppression that are stripping women, literally, of their right to choose what they wear.
Yours truly,
Amara Majeed – a muslin woman
(Source: http://www.bustle.com/articles/180721-an-open-letter-to-french-officials-who-support-the-burkini-ban-from-a-muslim-wo-man)
Read the following extract and answer question.
The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers so clearly need in order to tackle the challenges they confront every day of their professional lives. As a predominantly top-down exercise, the conception and construction of methods have been largely guided by a one-size-fits-all (…) approach that assumes a common clientele with common goals.
(KUMARAVADIVELU, B. Beyond methods: macrostrategies for language teaching. Adapted)
The term pedagogy of multiliteracies was created in 1996, by the New London Group. According to Rojo and Moura (2012), the group asked themselves questions such as “O que é uma educação apropriada para mulheres, para indígenas, para imigrantes que não falam a língua nacional, para falantes dos dialetos não padrão? (...).”
(ROJO, R.; MOURA, E. (orgs). Multiletramentos na escola.)
Assinale a alternativa que melhor caracteriza a pedagogia dos multiletramentos.
Leia o texto e responda a questão.
The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado).
Leia o texto e responda a questão.
The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado).
Considere a reflexão a seguir e responda à questão.
A partir da leitura do livro Hipermodernidade, multiletramentos e gêneros discursivos, é possível dizer que os gêneros textuais, os gêneros do discurso e a tipologia textual são construtos cada vez mais importantes para o professor, especialmente aquele que ensina línguas.
(ROJO, R. e BARBOSA, J. P. Hipermodernidade, multiletramentos e gêneros discursivos.)
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)
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)
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)
Leia o texto para responder à questão.
A ‘dificuldade’ de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
Um texto autêntico oferece mais oportunidades para o aluno e o professor tomarem contato com o inglês “de verdade”, aquele usado em comunicação real, no mundo real. Um texto real possui todos os defeitos e as virtudes da vida real: é complexo, rico, imprevisível, interessante e arriscado. As sequências de palavras de um texto autêntico ecoam nas vozes dos milhões de falantes de inglês no mundo. Um texto artificial, por sua vez, ecoa apenas parcialmente e não exibe o encanto e o desafio do texto autêntico.
(Tony B. Sardinha. “The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus”. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Adaptado)
Leia o texto para responder à questão.
A ‘dificuldade’ de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
Um texto autêntico oferece mais oportunidades para o aluno e o professor tomarem contato com o inglês “de verdade”, aquele usado em comunicação real, no mundo real. Um texto real possui todos os defeitos e as virtudes da vida real: é complexo, rico, imprevisível, interessante e arriscado. As sequências de palavras de um texto autêntico ecoam nas vozes dos milhões de falantes de inglês no mundo. Um texto artificial, por sua vez, ecoa apenas parcialmente e não exibe o encanto e o desafio do texto autêntico.
(Tony B. Sardinha. “The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus”. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Adaptado)
Leia o texto.
Design relates to the thinking underlying materials. This will involve the consideration of areas such as the apparent aim of materials (such as the development of ‘general English’, English for Specific Purposes (ESP), or specific skills), how the tasks, language and content in the materials are selected and sequenced, and the nature and focus of the content in the materials.
(Andrew Littlejohn. “The analysis of language teaching materials: inside the Trojan House”. IN: B. Tomlinson (ed). Material Development in Language Teaching. Adaptado)
Materials designed for ESP courses should