Questões de Inglês - Interpretação de texto | Reading comprehension para Concurso

Read the text and answer the questions.

What if there was a way to take the things you need without paying for them, and doing it in a way that supports your moral beliefs?

Welcome to the freegan movement.

Basically, the modus operandi is to buck the conventional economy and engage in minimal consumption of resources. This is done by living off of consumer waste – cast-off clothes, restaurant and supermarket trash, street finds – as the New York Times describes them, freegans are “scavengers of the developed world.”

The movement, which has been gaining strength since the mid-1990s, grew out of the antiglobalization and environmental movements. It is a way to boycott, an “economic system where the profit motive has eclipsed ethical considerations and where massively complex systems of productions ensure that all the products we buy will have detrimental impacts most of which we may never even consider,” according to freegan.info, the online hub for all things freegan.

The word freegan is a mashup of the words “free” and “vegan.” Taking the ethos of veganism a step further, freegans go beyond advocating for animals and stand against the industrial economy in general, seeing at its core the abuse of humans, animals and the environment.

Of all the strategies practiced by freegans, the movement probably garners the most attention for the act of dumpster diving; rummaging through garbage in pursuit of usable items. Few places are off-limits – retailers, offices, restaurants, schools, supermarkets, and any other facility that throws out useful items is game.

Freegans, however, aren’t solely dependent on urban scavenging. There is a growing network of places where people can give away, take, share and trade items, like Freecycle and the free section of Craigslist. In addition, there are events like, "Really, Really, Free Markets" and “Freemeets.” In these meet-ups, rather than tossing perfectly good stuff into the waste stream, people can bring the thing they no longer want and share it instead.

Perhaps the best things in life are free, after all.

(Adapted text from: https://www.mnn.com/lifestyle/responsibleliving/stories/what-is-the-freegan-movement)

TEXT V- Text for questions 38, 39and 40.

Strategic behavior in digital reading in English

as a second/foreign language: a literature review

(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).

1. “[...] It is essential that teachers acknowledge the fact that reading hypertexts is a more cognitively
2. demanding process which requires skills such as navigating through hyperlinks and constructing meaning
3. from multiple sources. Besides, teachers need to develop students’ awareness when reading digital texts
4. by showing them that the strategies employed in this space might be borrowed from traditional forms of
5. reading, but, many times, should be selected from a pool of specific strategies that are unique to the digital
6. environment. In this way, fostering the students’ metacognition in reading in a second/foreign language
7. is essential to improve their competence as readers of both printed and digital texts.” (p. 143)

TEXT II

Affordances and limitations of technology: Voices from EFL teachers and learners.

(Mohammad Amiryousefi)

Abstract

1. With the developments of new technologies appearing very quickly, the attention has been focused more on
2. technology than learning. English centers and institutes have mostly been busy accommodating new programs
3. and technologies and hence have not spent enough time to evaluate the CALL (Computer Assisted Language
4. Learning) programs and technologies employed to find their affordances and limitations. The present study
5. was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL.
6. To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English
7. learning program participated in the study. The required data were collected through a mixed-method design.
8. The results of data analysis showed that CALL can enhance language learning and English listening, reading,
9. and writing skills. It can also increase students' motivation and interest in learning and their exposure to
10. language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good
11. standards and an interactive nature necessary for the development of communicative proficiency, and may
12. give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they
13. may come unprepared. The present study argues that the mere focus on technological support is not adequate,
14. and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL
15. environment should be developed.

Keywords:

Computer Assisted Language Learning; evaluation; perception; language learning;

language skills

(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20^th, 2019)

Answer questions 30 to 33 according to TEXT II.