Questões Militares

   The Last Kingdom is a contemporary story of redemption, vengeance and self-discovery set against the birth of England. The series combines real historical figures and events with fiction, retelling the history of King Alfred the Great and his desire to unite the many separate kingdoms into what would become England.

   Set in the 9th century AD, many of the separate kingdoms of what we now know as England have fallen to the invading Vikings, only the great Kingdom of Wessex stands defiant under its visionary King Alfred the Great. It is the last kingdom. Against this turbulent backdrop lives Uhtred. Born the son of a Saxon nobleman, he is orphaned by the Vikings and then kidnapped and raised as one of their own. Forced to choose between the country of his birth and the people of his upbringing, his loyalties are ever tested. What is he — Saxon or Viking? On a quest to claim his birthright, Uhtred must tread a dangerous path between both sides if he is to play his part in the birth of a new nation and, ultimately, recapture his ancestral lands.

    The Last Kingdom is a show of heroic deeds and epic battles but with a thematic depth that embraces politics, religion, warfare, courage, love, loyalty and our universal search for identity. Combining real historical figures and events with fictional characters, it is the story of how a people combined their strength under one of the most iconic kings of history in order to reclaim their land for themselves and build a place they call home.

Adapted from https://www.bbcamerica.com/shows/the-last-kingdom/about 

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

   Leia os dois parágrafos a seguir para responder à questão.

   An international student who majors in engineering drops by the engineering department office and asks the secretary, “Can you tell me where the English department is?” The secretary smiles and responds, “I don’t know, actually. It’s probably somewhere in the Humanities Building. Do you have a campus map?” The student turns around and leaves. The secretary is taken aback and feels slightly uncomfortable. She wonders why the student left so abruptly.

    (...)

    People who interact with ESL students have commented that some seem to express gratitude excessively for small considerations, even to the point of embarrassing the person they are speaking. Others seem downright rude because they do not say thank you when they are expected to.

(Celce-Murcia, M. 2001.)

   Read the following extract to answer question.

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

(Larsen-Freeman, D. 2000)

Read the text below and answer the question.

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

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

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

HEATHER: Juan, ask Anna what she is wearing.

JÜAN: What are you wearing?

ANNA: I am wearing a dress.

HEATHER: Anna, ask Muriel what she is writing.

ANNA: What are you writing?

MÜRIEL: I am writing a letter.

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

(Larsen-Freeman, D. 2000. Adaptado)