Internet: <www.reddit.com> (adapted).

Considering the ideas and linguistic aspects of the cartoon above, judge the following item.

Text CB1A8

The idea of giving rights to animals has long been contentious, but a deeper look into the reasoning behind the philosophy reveals ideas that aren’t all that radical. Animal rights advocates want to distinguish animals from inanimate objects, as they are so often considered by exploitative industries and the law. The animal rights movement strives to make the public aware of the fact that animals are sensitive, emotional, and intelligent beings who deserve dignity and respect. But first, it’s important to understand what the term “animal rights” really means.

Animal rights are moral principles grounded in the belief that non-human animals deserve the ability to live as they wish, without being subjected to the desires of human beings. At the core of animal rights is autonomy, which is another way of saying choice. In many countries, human rights are enshrined to protect certain freedoms, such as the right to expression, freedom from torture, and access to democracy. Of course, these choices are constrained depending on social locations like race, class, and gender, but generally speaking, human rights safeguard the basic tenets of what makes human lives worth living. Animal rights aim to do something similar, only for non-human animals.

Animal rights come into direct opposition with animal exploitation, which includes animals used by humans for a variety of reasons, be it for food, as experimental objects, or even pets. Animal rights can also be violated when it comes to human destruction of animal habitats. This negatively impacts the ability of animals to lead full lives of their choosing.

Internet: <thehumaneleague.org > (adapted).

Considering the ideas and linguistic aspects of the text above, judge the items below.

Text CB1A8

The idea of giving rights to animals has long been contentious, but a deeper look into the reasoning behind the philosophy reveals ideas that aren’t all that radical. Animal rights advocates want to distinguish animals from inanimate objects, as they are so often considered by exploitative industries and the law. The animal rights movement strives to make the public aware of the fact that animals are sensitive, emotional, and intelligent beings who deserve dignity and respect. But first, it’s important to understand what the term “animal rights” really means.

Animal rights are moral principles grounded in the belief that non-human animals deserve the ability to live as they wish, without being subjected to the desires of human beings. At the core of animal rights is autonomy, which is another way of saying choice. In many countries, human rights are enshrined to protect certain freedoms, such as the right to expression, freedom from torture, and access to democracy. Of course, these choices are constrained depending on social locations like race, class, and gender, but generally speaking, human rights safeguard the basic tenets of what makes human lives worth living. Animal rights aim to do something similar, only for non-human animals.

Animal rights come into direct opposition with animal exploitation, which includes animals used by humans for a variety of reasons, be it for food, as experimental objects, or even pets. Animal rights can also be violated when it comes to human destruction of animal habitats. This negatively impacts the ability of animals to lead full lives of their choosing.

Internet: <thehumaneleague.org > (adapted).

Considering the ideas and linguistic aspects of the text above, judge the items below.

Text CB1A8

The idea of giving rights to animals has long been contentious, but a deeper look into the reasoning behind the philosophy reveals ideas that aren’t all that radical. Animal rights advocates want to distinguish animals from inanimate objects, as they are so often considered by exploitative industries and the law. The animal rights movement strives to make the public aware of the fact that animals are sensitive, emotional, and intelligent beings who deserve dignity and respect. But first, it’s important to understand what the term “animal rights” really means.

Animal rights are moral principles grounded in the belief that non-human animals deserve the ability to live as they wish, without being subjected to the desires of human beings. At the core of animal rights is autonomy, which is another way of saying choice. In many countries, human rights are enshrined to protect certain freedoms, such as the right to expression, freedom from torture, and access to democracy. Of course, these choices are constrained depending on social locations like race, class, and gender, but generally speaking, human rights safeguard the basic tenets of what makes human lives worth living. Animal rights aim to do something similar, only for non-human animals.

Animal rights come into direct opposition with animal exploitation, which includes animals used by humans for a variety of reasons, be it for food, as experimental objects, or even pets. Animal rights can also be violated when it comes to human destruction of animal habitats. This negatively impacts the ability of animals to lead full lives of their choosing.

Internet: <thehumaneleague.org > (adapted).

Considering the ideas and linguistic aspects of the text above, judge the items below.

Text 3

Assessment and Testing

Assessment is “appraising or estimating the level or magnitude of some attribute of a person” (Mousavi, 2009, p. 35). In educational practice, assessment is an ongoing process that encompasses a wide range of methodological techniques. Whenever a student responds to a question, offers a comment, or tries a new word or structure, the teacher subconsciously appraises the student’s performance. Written work — from a jotted-down phrase to a formal essay — is a performance that ultimately is “judged” by self, teacher, and possibly other students. Reading and listening activities usually require some sort of productive performance that the teacher observes and then implicitly appraises, however peripheral that appraisal may be. A good teacher never ceases to assess students, whether those assessments are incidental or intended.

Tests, on the other hand, are a subset of assessment, a genre of assessment techniques. They are prepared administrative procedures that occur at identifiable times in a curriculum when learners muster all their faculties to offer peak performance, knowing that their responses are being measured and evaluated.

In scientific terms, a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. Let’s look at the components of this definition. A test is first a method. It’s an instrument — a set of techniques, procedures, or items — that requires performance on the part of die test-taker. To qualify as a test, the method must be explicit and structured: multiple-choice questions with prescribed correct answers, a writing prompt with a scoring rubric, an oral interview based on a question script, or a checklist of expected responses to be completed by the administrator.

BROWN, H. D.; ABEYWICKRAMA, P. Language Assessment: principles and classroom practices. New York: Pearson, 2018. 3r ed.

Read Text 1 and answer question.

TEXT 1

English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.

Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity  that can be promoted by the teaching and learning of foreign languages.

However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.

BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.