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Leia o texto para responder às questões de números 58 a 60.
“It’s a very nice book and very lively, but in the section on ‘Processes’ for example all the exercises are about unusual things for our country. We are a hot country and also have many Muslims. The exercises are about snow, ice, cold mornings, and making wine. I can tell you I can’t do making wine and smoking pot in my country!” (Experienced school teacher from the Ivory Coast, Africa)
“Previous materials were not based on life in Brazil which is why I don’t think they worked very well …” (Brazilian teacher of English in school)
“Sir … what is opera?” (Iraqi student in mixed nationality class using materials designed to practise reading narrative)
The implications of these three quotations are not simply linguistic; rather, they address the problem of appropriate contextual realisation for materials. For the teacher in the Ivory Coast, the materials offered would be outside the cultural experience of his students (possibly even threatening) and thus effectively useless; conversely, for the Brazilian teacher, the choice of Brazilian settings and familiar mores would have clear advantages over distant foreign contexts as they are essentially more motivating. The quote from the Iraqi student suggests that complete unfamiliarity with the notion of opera may reduce the efficacy of the reading exercises, but in this case the student is curious and likely to regard the material as exotic rather than merely alien.
(D. Jolly e R. Bolitho, A framework for materials writing. In B. Tomlinson, (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
Considering the whole context of the first quotation (paragraph 1), the expression “I can´t do making wine” means
Leia o texto para responder às questões de números 58 a 60.
“It’s a very nice book and very lively, but in the section on ‘Processes’ for example all the exercises are about unusual things for our country. We are a hot country and also have many Muslims. The exercises are about snow, ice, cold mornings, and making wine. I can tell you I can’t do making wine and smoking pot in my country!” (Experienced school teacher from the Ivory Coast, Africa)
“Previous materials were not based on life in Brazil which is why I don’t think they worked very well …” (Brazilian teacher of English in school)
“Sir … what is opera?” (Iraqi student in mixed nationality class using materials designed to practise reading narrative)
The implications of these three quotations are not simply linguistic; rather, they address the problem of appropriate contextual realisation for materials. For the teacher in the Ivory Coast, the materials offered would be outside the cultural experience of his students (possibly even threatening) and thus effectively useless; conversely, for the Brazilian teacher, the choice of Brazilian settings and familiar mores would have clear advantages over distant foreign contexts as they are essentially more motivating. The quote from the Iraqi student suggests that complete unfamiliarity with the notion of opera may reduce the efficacy of the reading exercises, but in this case the student is curious and likely to regard the material as exotic rather than merely alien.
(D. Jolly e R. Bolitho, A framework for materials writing. In B. Tomlinson, (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
Considering the whole context of the first quotation (paragraph 1), the expression “I can´t do making wine” means
Resolução comentada
'I can't do making wine' indica que fazer vinho é proibido naquele país.
O professor diz que país quente e com muitos muçulmanos não permite fazer vinho nem fumar maconha, ou seja, é proibido. A frase 'I can't do ... in my country' expressa proibição cultural e legal, não incapacidade.
Análise das alternativas
A) Interpreta como incapacidade por falta de uvas, mas o contexto fala de religião. B) Não há erro nem despreparo do professor. C) Não se trata de erro de redundância. E) Não é questão de habilidade pessoal.
Referência: Jolly e Bolitho, A framework for materials writing, 1998/2011.
Resolução comentada do VaiConcursos.