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What climate scientists can teach us about dealing with climate change doom
By Joe Whitwell (BBC News)
"It's a kind of hopelessness I guess. Helplessness," says Ross Simpson, 22, from Glasgow. He's telling me how he and his friends feel about stopping the worst effects of climate change.
The warnings keep coming of more heatwaves, droughts, floods, and global temperatures going up and up and up. Seeing so many negative stories in the news only makes Ross feel worse. Like many, he worries it's already too late.
"What difference does changing your lifestyle actually make in the grand scheme of things? Why do anything, if we're all doomed anyway?"
Noor Elmasry, 22, has been having similar conversations with her friends across the Atlantic, in Chicago. "I think a lot of the frustration manifests from seeing people in power just constantly disappoint you," she says.
Their feelings are shared by young people around the world. In a recent survey, 10,000 young people were asked about climate change. Three quarters said the future of the world was frightening, while more than half said they thought humanity was doomed.
Feelings of fear, shame, guilt, anger and frustration have been given a name: climate anxiety. And it's on the rise.
Fonte: https://www.bbc.com/news/science-environment-58756143
A palavra “while”, destacada no artigo jornalístico acima, pode ser traduzida sem alteração de sentido no texto, da seguinte forma:
Imagine que você é a mãe do garoto da charge, e está reportando a uma amiga o que seu filho acaba de dizer. A alternativa que faz uso do Reported Speech corretamente para comunicar a fala da mãe é:
fonte: https://www.englishact.com.br/2016/05/atividade-com-charge-em-ingles.html
Fonte: https://english.elpais.com/spain/2021-10-05/how-lava-from-the-la-palma-volcano-turned-a-beloved-beach-into-the-newest-territory-on-earth.html
É possível afirmar que o trecho “The platform that has been formed by the molten rock off the coast of the Spanish Canary Island”:
Read:
From the social standpoint, integrating education to the realm of technology would allow students to:
Leia o texto para responder às questões de números 47 a 50.
We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.
The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.
A number of different categories for description of errors have been identified in research on learner language, among them:
I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).
II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.
III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.
(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)
Leia a charge e compare-a ao texto anterior de Brown.
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