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Q1317828 Inglês

Read the following text and answer question based on the text

A Potential Solution: Farm Vertically


The concept of indoor farming is not new, since hothouse production of tomatoes, a wide variety of herbs, and other produce has been in vogue for some time. What is new is the urgent need to scale up this technology to accommodate another 3 billion people. An entirely new approach to indoor farming must be invented, employing cutting edge technologies. The Vertical Farm must be efficient (cheap to construct and safe to operate). Vertical farms, many stories high, will be situated in the heart of the world’s urban centers. If successfully implemented, they offer the promise of urban renewal, sustainable production of a safe and varied food supply (year-round crop production), and the eventual repair of ecosystems that have been sacrificed for horizontal farming.

It took humans 10,000 years to learn how to grow most of the crops we now take for granted. Along the way, we despoiled most of the land we worked, often turning verdant, natural ecozones into semi-arid deserts. Within that same time frame, we evolved into an urban species, in which 60% of the human population now lives vertically in cities. This means that, for the majority, we humans are protected against the elements, yet we subject our food-bearing plants to the rigors of the great outdoors and can do no more than hope for a good weather year. However, more often than not now, due to a rapidly changing climate regime, that is not what follows. Massive floods, protracted droughts, class 4-5 hurricanes, and severe monsoons take their toll each year, destroying millions of tons of valuable crops. Don’t our harvestable plants deserve the same level of comfort and protection that we now enjoy? The time is at hand for us to learn how to safely grow our food inside environmentally controlled multistory buildings within urban centers. If we do not, then in just another 50 years, the next 3 billion people will surely go hungry, and the world will become a much more unpleasant place in which to live.

(taken from http://www.verticalfarm.com/more)

The meaning of the phrase “If we do not” (paragraph 2) in the last sentence of the text is:
Alternativas
Q1317827 Inglês

Read the following text and answer question based on the text

A Potential Solution: Farm Vertically


The concept of indoor farming is not new, since hothouse production of tomatoes, a wide variety of herbs, and other produce has been in vogue for some time. What is new is the urgent need to scale up this technology to accommodate another 3 billion people. An entirely new approach to indoor farming must be invented, employing cutting edge technologies. The Vertical Farm must be efficient (cheap to construct and safe to operate). Vertical farms, many stories high, will be situated in the heart of the world’s urban centers. If successfully implemented, they offer the promise of urban renewal, sustainable production of a safe and varied food supply (year-round crop production), and the eventual repair of ecosystems that have been sacrificed for horizontal farming.

It took humans 10,000 years to learn how to grow most of the crops we now take for granted. Along the way, we despoiled most of the land we worked, often turning verdant, natural ecozones into semi-arid deserts. Within that same time frame, we evolved into an urban species, in which 60% of the human population now lives vertically in cities. This means that, for the majority, we humans are protected against the elements, yet we subject our food-bearing plants to the rigors of the great outdoors and can do no more than hope for a good weather year. However, more often than not now, due to a rapidly changing climate regime, that is not what follows. Massive floods, protracted droughts, class 4-5 hurricanes, and severe monsoons take their toll each year, destroying millions of tons of valuable crops. Don’t our harvestable plants deserve the same level of comfort and protection that we now enjoy? The time is at hand for us to learn how to safely grow our food inside environmentally controlled multistory buildings within urban centers. If we do not, then in just another 50 years, the next 3 billion people will surely go hungry, and the world will become a much more unpleasant place in which to live.

(taken from http://www.verticalfarm.com/more)

In the sentence “Vertical Farm must be efficient…” (paragraph 1) the modal “must” indicates:
Alternativas
Q1317826 Inglês

Read the following text and answer question based on the text

A Potential Solution: Farm Vertically


The concept of indoor farming is not new, since hothouse production of tomatoes, a wide variety of herbs, and other produce has been in vogue for some time. What is new is the urgent need to scale up this technology to accommodate another 3 billion people. An entirely new approach to indoor farming must be invented, employing cutting edge technologies. The Vertical Farm must be efficient (cheap to construct and safe to operate). Vertical farms, many stories high, will be situated in the heart of the world’s urban centers. If successfully implemented, they offer the promise of urban renewal, sustainable production of a safe and varied food supply (year-round crop production), and the eventual repair of ecosystems that have been sacrificed for horizontal farming.

It took humans 10,000 years to learn how to grow most of the crops we now take for granted. Along the way, we despoiled most of the land we worked, often turning verdant, natural ecozones into semi-arid deserts. Within that same time frame, we evolved into an urban species, in which 60% of the human population now lives vertically in cities. This means that, for the majority, we humans are protected against the elements, yet we subject our food-bearing plants to the rigors of the great outdoors and can do no more than hope for a good weather year. However, more often than not now, due to a rapidly changing climate regime, that is not what follows. Massive floods, protracted droughts, class 4-5 hurricanes, and severe monsoons take their toll each year, destroying millions of tons of valuable crops. Don’t our harvestable plants deserve the same level of comfort and protection that we now enjoy? The time is at hand for us to learn how to safely grow our food inside environmentally controlled multistory buildings within urban centers. If we do not, then in just another 50 years, the next 3 billion people will surely go hungry, and the world will become a much more unpleasant place in which to live.

(taken from http://www.verticalfarm.com/more)

The best synonym for the expression “more often than not now” (paragraph 2) in the text is:
Alternativas
Q1317825 Inglês

Read the following text and answer question based on the text

A Potential Solution: Farm Vertically


The concept of indoor farming is not new, since hothouse production of tomatoes, a wide variety of herbs, and other produce has been in vogue for some time. What is new is the urgent need to scale up this technology to accommodate another 3 billion people. An entirely new approach to indoor farming must be invented, employing cutting edge technologies. The Vertical Farm must be efficient (cheap to construct and safe to operate). Vertical farms, many stories high, will be situated in the heart of the world’s urban centers. If successfully implemented, they offer the promise of urban renewal, sustainable production of a safe and varied food supply (year-round crop production), and the eventual repair of ecosystems that have been sacrificed for horizontal farming.

It took humans 10,000 years to learn how to grow most of the crops we now take for granted. Along the way, we despoiled most of the land we worked, often turning verdant, natural ecozones into semi-arid deserts. Within that same time frame, we evolved into an urban species, in which 60% of the human population now lives vertically in cities. This means that, for the majority, we humans are protected against the elements, yet we subject our food-bearing plants to the rigors of the great outdoors and can do no more than hope for a good weather year. However, more often than not now, due to a rapidly changing climate regime, that is not what follows. Massive floods, protracted droughts, class 4-5 hurricanes, and severe monsoons take their toll each year, destroying millions of tons of valuable crops. Don’t our harvestable plants deserve the same level of comfort and protection that we now enjoy? The time is at hand for us to learn how to safely grow our food inside environmentally controlled multistory buildings within urban centers. If we do not, then in just another 50 years, the next 3 billion people will surely go hungry, and the world will become a much more unpleasant place in which to live.

(taken from http://www.verticalfarm.com/more)

According to the text, “we despoiled most of the land we worked” (paragraph 2) when we
Alternativas
Q1317824 Inglês

Read the following text and answer question based on the text

A Potential Solution: Farm Vertically


The concept of indoor farming is not new, since hothouse production of tomatoes, a wide variety of herbs, and other produce has been in vogue for some time. What is new is the urgent need to scale up this technology to accommodate another 3 billion people. An entirely new approach to indoor farming must be invented, employing cutting edge technologies. The Vertical Farm must be efficient (cheap to construct and safe to operate). Vertical farms, many stories high, will be situated in the heart of the world’s urban centers. If successfully implemented, they offer the promise of urban renewal, sustainable production of a safe and varied food supply (year-round crop production), and the eventual repair of ecosystems that have been sacrificed for horizontal farming.

It took humans 10,000 years to learn how to grow most of the crops we now take for granted. Along the way, we despoiled most of the land we worked, often turning verdant, natural ecozones into semi-arid deserts. Within that same time frame, we evolved into an urban species, in which 60% of the human population now lives vertically in cities. This means that, for the majority, we humans are protected against the elements, yet we subject our food-bearing plants to the rigors of the great outdoors and can do no more than hope for a good weather year. However, more often than not now, due to a rapidly changing climate regime, that is not what follows. Massive floods, protracted droughts, class 4-5 hurricanes, and severe monsoons take their toll each year, destroying millions of tons of valuable crops. Don’t our harvestable plants deserve the same level of comfort and protection that we now enjoy? The time is at hand for us to learn how to safely grow our food inside environmentally controlled multistory buildings within urban centers. If we do not, then in just another 50 years, the next 3 billion people will surely go hungry, and the world will become a much more unpleasant place in which to live.

(taken from http://www.verticalfarm.com/more)

According to the text, Vertical Farming is a solution to:
Alternativas
Q1311868 Inglês

Imagem associada para resolução da questão

(Available at: http://www.regionalparks.saccounty.net/SpecialEventsReservations/Pages/PicnicsPartiesOutdoorFacilities.aspx. Access in: 27/11/2017)

Citizens from the county of Sacramento, USA, are welcome to visit the Regional Parks and their Picnic Sites. According to the information in the official site, it is correct to say that:

Alternativas
Q1311867 Inglês

INSTRUCTION: Read the text and answer to question.


What is Rethink?

You may be aware of the three “R’s”: Reduce, Reuse, and Recycle but it is vital that you also Rethink.

Reduce, Reuse, Recycle and Rethink are standards for sustainable living. You can rethink about the waste you produce by using alternative products and considering how you can further reduce your environmental footprint.

However, it's not enough just to put recyclables in the bin; you must rethink about what you can do to root out unnecessary wastefulness. For example, bring your own bag to the store to avoid receiving a single use plastic bag when you shop. You can also look for recycled content in products you make purchases.

How should I start to rethink?

You can start to practice rethink at any time; particularly when you purchase and discard items.

Minimizing the amount of waste you create can bring about a more sustainable environment for future generations. Rethink before throwing away an item you think is broken, worn out, or is no longer wanted. Before discarding any item, first ask yourself the following questions:

• Can it be reused?

• Is it repairable?

• Is it recyclable?

• Can I place the item on LA County’s material exchange website, www.LACoMAX.com?

Finding environmentally friendly alternatives rather than wasting is the easiest and most convenient way one can begin to rethink.

(Available at: http://dpw.lacounty.gov/epd/rethinkla/rethink/rethink-what-is.aspx. Access in: 25/11/2017

According to the meanings of the expressions in the text, mark the correct statement.

Alternativas
Q1311866 Inglês

INSTRUCTION: Read the text and answer to question.


What is Rethink?

You may be aware of the three “R’s”: Reduce, Reuse, and Recycle but it is vital that you also Rethink.

Reduce, Reuse, Recycle and Rethink are standards for sustainable living. You can rethink about the waste you produce by using alternative products and considering how you can further reduce your environmental footprint.

However, it's not enough just to put recyclables in the bin; you must rethink about what you can do to root out unnecessary wastefulness. For example, bring your own bag to the store to avoid receiving a single use plastic bag when you shop. You can also look for recycled content in products you make purchases.

How should I start to rethink?

You can start to practice rethink at any time; particularly when you purchase and discard items.

Minimizing the amount of waste you create can bring about a more sustainable environment for future generations. Rethink before throwing away an item you think is broken, worn out, or is no longer wanted. Before discarding any item, first ask yourself the following questions:

• Can it be reused?

• Is it repairable?

• Is it recyclable?

• Can I place the item on LA County’s material exchange website, www.LACoMAX.com?

Finding environmentally friendly alternatives rather than wasting is the easiest and most convenient way one can begin to rethink.

(Available at: http://dpw.lacounty.gov/epd/rethinkla/rethink/rethink-what-is.aspx. Access in: 25/11/2017

The Department of Public Works in Los Angeles, USA, has a campaign for sustainable living. About the suggestions given by text, analyse the statements.
I - Think carefully before buying and discarding products, even if they are recyclabe. II - Give preference to exchange or to repair items before discarding them. III - Minize wastefulness by throwing the products in the bin after using them. IV - Use environmentally friendly products to produce less polution and wastefulness. The correct statements are
Alternativas
Q1311865 Inglês

The Americans With Disabilities Act (ADA), a federal civil rights statute, requires all state and local governmental entities, including the courts, to accommodate the needs of persons with disabilities who have an interest in court activities, programs, and services. The Superior Court does not discriminate on the basis of disability in employment or in the admission and access to its services, programs or activities. The Court has designated an ADA Coordinator at each Court facility to carry out each facility's compliance with the nondiscrimination requirements of the ADA.

(Available at: http://www.lacourt.org/ada/adahome.aspx. Access in: 24/11/2017.)

According to the Americans With Disabilities Act, in the USA,

Alternativas
Q1311864 Inglês

Imagem associada para resolução da questão

(Available at: http://www.sandiegocounty.gov/content/sdc/volunteer.html. Access in: 26/11/2017.)

The County of San Diego, USA, created volunteer programs in different areas of its administration. In their opinion

Alternativas
Q1311648 Inglês

TEXT TWO:


After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’ 

It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.

The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.

Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.

Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.

Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.

Marcia said “Please don’t tell me you’ve been taking cold again.”

Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister. 

The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.


DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier & Son Corporation, 1936.

The words Marcia uses in the sentence “Please don’t tell me you’ve been taking cold again” show that
Alternativas
Q1311647 Inglês

TEXT TWO:


After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’ 

It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.

The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.

Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.

Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.

Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.

Marcia said “Please don’t tell me you’ve been taking cold again.”

Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister. 

The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.


DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier & Son Corporation, 1936.

The phrase “two previous campaigns in behalf of humanity’s perpetuity” means that Marcia
Alternativas
Q1311646 Inglês

TEXT TWO:


After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’ 

It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.

The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.

Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.

Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.

Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.

Marcia said “Please don’t tell me you’ve been taking cold again.”

Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister. 

The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.


DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier & Son Corporation, 1936.

In the phrase “for the luncheon table was standing exactly as they had left it”, the pronoun “they” refers to
Alternativas
Q1311645 Inglês

TEXT TWO:


After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’ 

It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.

The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.

Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.

Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.

Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.

Marcia said “Please don’t tell me you’ve been taking cold again.”

Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister. 

The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.


DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier & Son Corporation, 1936.

When the narrator of the text says that the doctor had advised against the stairs, the understanding is that
Alternativas
Q1311644 Inglês

TEXT TWO:


After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’ 

It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.

The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.

Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.

Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.

Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.

Marcia said “Please don’t tell me you’ve been taking cold again.”

Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister. 

The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season.


DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier & Son Corporation, 1936.

After the second ring of the doorbell, Marcia
Alternativas
Q1311643 Inglês
TEXT ONE:

Foreign Language Teaching Methods
                       Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.


Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.


Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at:<https://coerll.utexas.edu> .
Acessed on: August 8th, 2018. 
According to the text, in order to lead the learner from the reading stage into the task of production,
Alternativas
Q1311642 Inglês
TEXT ONE:

Foreign Language Teaching Methods
                       Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.


Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.


Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at:<https://coerll.utexas.edu> .
Acessed on: August 8th, 2018. 
According to the text, a holistic education does not include connections between
Alternativas
Q1311641 Inglês
TEXT ONE:

Foreign Language Teaching Methods
                       Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.


Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.


Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at:<https://coerll.utexas.edu> .
Acessed on: August 8th, 2018. 
The text advises that a teacher should
Alternativas
Q1311640 Inglês
TEXT ONE:

Foreign Language Teaching Methods
                       Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.


Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.


Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at:<https://coerll.utexas.edu> .
Acessed on: August 8th, 2018. 
The text is very specific when dealing with foreign language learners. It says they
Alternativas
Q1311639 Inglês
TEXT ONE:

Foreign Language Teaching Methods
                       Dr. Janet Swaffar, Reading Module Instructor

Definitions of Reading

Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.

• The process results from a negotiation of meaning between the text and its reader.

• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.

Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.


Background Knowledge

For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.

Goals

Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.

A Holistic Approach to Reading

The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.

Pedagogical Stages of Reading

Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.


Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.

Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.

Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.

Available at:<https://coerll.utexas.edu> .
Acessed on: August 8th, 2018. 
According to the text, reading is a process that
Alternativas
Respostas
9621: B
9622: D
9623: A
9624: C
9625: B
9626: A
9627: C
9628: D
9629: D
9630: B
9631: D
9632: B
9633: D
9634: B
9635: A
9636: C
9637: C
9638: B
9639: A
9640: B