TEXT II

Communicative language teaching

Communicative language teaching rose to prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States. First, there was an increased demand for language learning, particularly in Europe. The advent of the European Common Market led to widespread European migration, and consequently there was a large population of people who needed to learn a foreign language for work or for personal reasons. At the same time, children were increasingly able to learn foreign languages in school. The number of secondary schools offering languages rose worldwide in the 1960s and 1970s as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be confined to the elite academies. In Britain, the introduction of comprehensive schools meant that almost all children had the opportunity to study foreign languages.

This increased demand put pressure on educators to change their teaching methods. Traditional methods such as grammar translation assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expecting to use the language in real life. However, these assumptions were challenged by adult learners who were busy with work, and by schoolchildren who were less academically able. Educators realized that to motivate these students an approach with a more immediate payoff was necessary.

The trend of progressivism in education provided a further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning, and as this idea gained traction in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to this trend, and teachers sought to find new methods that could better embody this shift in thinking.

(http://en.wikipedia.org/wiki/Communicative_language_teaching)

The word “shift” in the phrase “this shift in thinking” means:

TEXTO

PALMAS PARA ELA

Jornal do Brasil, 26/5/2000

Embora muitos leitores não acreditem no que vou dizer, porque acham que nós, jornalistas, somos mórbidos e masoquistas, só gostamos de falar mal, a verdade é que é bom também falar bem, podem crer. Só não dá para falar o tempo todo. Um jornal feito só de boas notícias, edificantes, seria uma chatice, como provou o tempo da ditadura, quando os militares tentavam impor pela censura uma imprensa cor- de- rosa, falando sistematicamente a favor.

O contrário, porém, falar mal sem parar, sempre do contra, confundindo crítica com mau humor, seria também insuportável – e essa é a crítica que muitos fazem à mídia hoje: “vocês só veem o lado ruim das coisas!”, dizem, achando que a imprensa já está sofrendo de um grave defeito de visão, de uma distorção para o mal: estaria obsessivamente voltada para esse lado.

Acho que não. Essa semana, por exemplo, uma das melhores notícias, a mais inesperada, foi uma novidade positiva, que recebeu destaque em toda a mídia, eletrônica e escrita, contrariando a crença de que notícia boa é só notícia ruim. A boa notícia foi que a PM agiu direito, foi impecável, deve por isso receber os parabéns. Portanto, palmas para ela, que ela merece!

“Essa semana, por exemplo, uma das melhores notícias, a mais inesperada, foi uma novidade positiva, que recebeu destaque em toda a mídia, eletrônica e escrita, contrariando a crença de que notícia boa é só notícia ruim.” A oração reduzida de gerúndio sublinhada pode ser adequadamente substituída por uma oração desenvolvida de sentido equivalente, que é:

O segmento abaixo em que o termo sublinhado foi substituído por um vocábulo de forma inadequada é:

“O contrário, porém, falar mal (1) sem parar, sempre do contra, confundindo crítica com mau (2) humor, seria também insuportável – e essa é a crítica que muitos fazem à mídia hoje: “vocês só veem o lado ruim das coisas!”, dizem, achando que a imprensa já está sofrendo de um grave defeito de visão, de uma distorção para o mal (3) estaria obsessivamente voltada para esse lado.” Sobre as três ocorrências numeradas, é correto afirmar que:

TEXT II

Communicative language teaching

Communicative language teaching rose to prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States. First, there was an increased demand for language learning, particularly in Europe. The advent of the European Common Market led to widespread European migration, and consequently there was a large population of people who needed to learn a foreign language for work or for personal reasons. At the same time, children were increasingly able to learn foreign languages in school. The number of secondary schools offering languages rose worldwide in the 1960s and 1970s as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be confined to the elite academies. In Britain, the introduction of comprehensive schools meant that almost all children had the opportunity to study foreign languages.

This increased demand put pressure on educators to change their teaching methods. Traditional methods such as grammar translation assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expecting to use the language in real life. However, these assumptions were challenged by adult learners who were busy with work, and by schoolchildren who were less academically able. Educators realized that to motivate these students an approach with a more immediate payoff was necessary.

The trend of progressivism in education provided a further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning, and as this idea gained traction in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to this trend, and teachers sought to find new methods that could better embody this shift in thinking.

(http://en.wikipedia.org/wiki/Communicative_language_teaching)

The opposite of “less” in “less academically able” is: