Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.339 questões
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443067
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
No processo de escrita apresentado no texto, a edição
consiste na geração de novas ideias e na determinação do
propósito comunicativo do texto.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443066
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
Na perspectiva da produção escrita como processo, os alunos
devem completar todas as atividades de planejamento antes
de começar o rascunho, uma vez que, completada essa etapa,
eles devem evitar retornar a essas atividades posteriormente.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443065
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
De acordo com o texto, a revisão difere de mera conferência
de aspectos gramaticais ou ortográficos, pois envolve a
reconsideração de aspectos mais amplos do texto, como
organização, clareza e relevância.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443060
Inglês
Texto associado
The linguistic landscape has significantly changed in
recent years. This evolution has been shaped by migration,
technological developments, and growing recognition of
multilingualism’s cognitive, social and economic benefits. To
deal with this reality UNESCO has issued the Global Guidance
on Multilingual Education, which presents up-to-date principles
for language-in-education policies that recognize multilingualism
as both a fundamental human characteristic and an essential
educational approach.
This guide is designed to assist Ministries of Education
and key educational stakeholders integrate multilingual education
into their policy-making and practices, with the goal of creating
more inclusive, equitable, and effective educational systems that
benefit all learners.
It also includes key actions for advancing multilingual
education policies, plans, and programmes, alongside promising
case studies, practical tools for real-world implementation, and
resources that can be adapted to various contexts.
Internet:<https://www.unesco.org>(com adaptações).
Considerando o texto apresentado, bem como aspectos relativos
ao multilinguismo e às relações entre língua, cultura e sociedade,
julgue o item que se segue.
De acordo com as orientações contemporâneas sobre as
políticas
linguístico-educacionais,
o
multilinguismo
configura-se tanto como característica natural do homem
quanto como abordagem pedagógica importante para a
inclusão educacional.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443055
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
A BNCC organiza a área de língua inglesa em cinco eixos
integrados:
oralidade, leitura, escrita, conhecimentos
linguísticos e dimensão intercultural.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443054
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
Segundo a BNCC, nas situações de interação oral, recursos
paralinguísticos como gestos e expressões faciais são
irrelevantes para apoiar a construção de sentidos na
oralidade.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443053
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
Conforme as diretrizes da BNCC para a língua inglesa, o
estudo da gramática deve priorizar a memorização de
vocabulário e a emulação do modelo do falante nativo.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443030
Inglês
Texto associado
Internet: <https://larrycuban.wordpress>.
The comic strip above depicts a boy (on the left) and a girl (on the right) talking in a classroom. Considering the comic strip and the ideas it conveys, evaluate the following item.
The boy thinks that he got a higher grade than the girl did.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443027
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
The question presented in the first paragraph can be used as a
prediction reading exercise in an ESL/EFL class, making
students anticipate the topic of the text and possible
vocabulary.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443024
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
If a teacher asks his students to search for specific
information in the text about which forces are reshaping
societies, students should apply the scanning strategy to
identify them.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443022
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
It can be inferred from the ideas in the third paragraph of the
text that education systems should no longer respond to
crises once they have occurred.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443020
Inglês
Texto associado
The item below presents a situation in which a teacher carried out a type of pedagogical activity. Evaluate the following item with regard to new trends in English Language Teaching (ELT).
A teacher proposed an activity which consisted in organizing
the students in small groups so that they would prepare
questions in English in order to interview people in the
school and then report their findings to the whole class. It is
correct to state that the activity proposed by the teacher is an
example of a task-based language learning activity.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443019
Inglês
Texto associado
The item below presents a situation in which a teacher carried out a type of pedagogical activity. Evaluate the following item with regard to new trends in English Language Teaching (ELT).
Students are asked to memorize the sentences they heard in a
podcast, following transcripts and picking up the verb tenses
each speaker uses regularly, to learn to use the verb tenses
correctly. It is correct to state that this is a clear example of a
communicative approach activity.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443002
Inglês
Texto associado
Evaluate the following item with regard to the preceding text.
Never before have we had such easy access to languages
we do not speak. AI translation tools can convert German, French
or Japanese text into fluent English or Chinese in a matter of
seconds. For many, these tools are a vital part of everyday life.
Unfortunately, I have come to realise that the more these tools
advance, the less we feel the need to learn foreign languages.
There is a misconception behind this. These tools treat
languages as fixed channels that deliver the same information.
They assume that knowledge exists in a stable, language - independent form and that switching languages simply means
substituting one vocabulary for another.
This approach falls short. Languages are the key to human
cultures. Their vocabularies never completely overlap. Moreover,
languages use different methods to organise and pass on
knowledge. This linguistic repertoire shapes the way
communities communicate in specific situations, influencing how
they structure arguments, frame statements and define the roles
of author and audience. These patterns are learned. Similarly,
language communities often develop their own conventions to
convey authority, caution, criticism, belonging or respect.
Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>. (adapted).
It is possible to infer from the text that, in the author’s
opinion, the development of AI translation tools puts foreign
language learning at risk.
Ano: 2026
Banca:
SEED-PR
Órgão:
SEED-PR
Provas:
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Ambiente e Saúde
|
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Gestão de Negócios |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Informação e Comunicação |
SEED-PR - 2026 - SEED-PR - Língua Inglesa |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Língua Portuguesa |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Pedagogia |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Matemática |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Produção Industrial |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Recursos Naturais |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Turismo, Hospitalidade e Lazer |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Formação de Docentes |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Séries Iniciais |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Sociologia |
SEED-PR - 2026 - SEED-PR - Língua Inglesa / Química |
Q4431384
Inglês
According to the comic strip, Charlie Brown:
Ano: 2026
Banca:
FUNCERN
Órgão:
Prefeitura de Equador - RN
Prova:
FUNCERN - 2026 - Prefeitura de Equador - RN - Professor Especialista Língua Inglesa |
Q4429062
Inglês
Check the alternative that accurately represents a task suited for surveying/personalizing vocabulary.
Ano: 2026
Banca:
IGEDUC
Órgão:
Prefeitura de Teotônio Vilela - AL
Prova:
IGEDUC - 2026 - Prefeitura de Teotônio Vilela - AL - Professor de Língua Inglesa |
Q4427873
Inglês
Teaching cultural dimensions of English requires avoiding
both cultural invisibility and the treatment of communities
as homogeneous groups with fixed characteristics.
Judge the statements below as True (T) or False (F).
(__) Comparing communicative practices across contexts while examining variation within the same community can support intercultural understanding without reducing individuals to national stereotypes.
(__) Presenting the practices of one dominant English-speaking group as the neutral cultural norm provides an appropriate reference from which other communities can be evaluated.
(__) Examining whose voices and cultural practices receive greater visibility in teaching materials can form part of critical intercultural education.
(__) Cultural content should remain separate from language use because meanings conveyed in interaction can be interpreted independently of social and cultural contexts.
The CORRECT sequence, from top to bottom, is:
Judge the statements below as True (T) or False (F).
(__) Comparing communicative practices across contexts while examining variation within the same community can support intercultural understanding without reducing individuals to national stereotypes.
(__) Presenting the practices of one dominant English-speaking group as the neutral cultural norm provides an appropriate reference from which other communities can be evaluated.
(__) Examining whose voices and cultural practices receive greater visibility in teaching materials can form part of critical intercultural education.
(__) Cultural content should remain separate from language use because meanings conveyed in interaction can be interpreted independently of social and cultural contexts.
The CORRECT sequence, from top to bottom, is:
Ano: 2026
Banca:
IGEDUC
Órgão:
Prefeitura de Teotônio Vilela - AL
Prova:
IGEDUC - 2026 - Prefeitura de Teotônio Vilela - AL - Professor de Língua Inglesa |
Q4427859
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Less job mobility, lower productivity: the cost of
cosy capitalism
Australians are changing jobs far less often than they did
50 years ago. Financial insecurity, debt and workplace
barriers may be trapping workers in jobs – and helping
entrench a low-productivity form of "cosy capitalism".
Fifty years ago work was different, wasn't it? Your first job
on leaving school was at the bottom of the hierarchy –
filing, making coffee or cleaning up the building site. If all
went well you would move through the ranks and retire
from the same firm or government department having
achieved a middle or senior rank. That was before there
was a gig economy, before computers allowed people to set up their own microbusinesses, and before the word
'precariat' had been coined.
What a pity the ABS has challenged this myth with hard
data in their annual series on Job Mobility. In the 1970s
on average 17 per cent of workers changed their
employer or business in any one year: now only 8 per
cent of workers do. We're staying much longer in our
jobs. This series, going back to 1972, is shown below.
The trend is clearly towards less mobility, interrupted by
the occasional economic shock – the 'recession we had
to have' in 1990, and the pandemic in 2020.
One might have expected that increased female
participation in the workforce would have seen more
mobility, but women have followed the same trend as
men: after the mid-1980s the male and female lines are
indistinguishable.
Tracing cause and effect would involve a large research
task, but there are some plausible explanations.
One is that the workforce has become more
professionalised. There are fewer short-term unskilled
vacancies, and fewer workers lacking any post-school
skills. Work has become a more serious commitment by
both employees and employers.
Another is that the cost to the individual in changing jobs
has increased. This requires some explanation, because
it is not immediately obvious.
Over the last half century there has been a significant fall
in personal savings. Fifty years ago we were saving
about 15 to 20 per cent of household income. Now our
savings are between 2 and 5 per cent of income. This is
partly a statistical artefact, because we are now
accumulating savings in compulsory superannuation. But
in terms of liquidity, such as ability to tide oneself over
between jobs, it is a real constraint. The ABS Making
ends meet survey shows that 27 per cent of households
would be unable to raise $2,000 for something important
within a week. We are carrying more personal debt, not
because we are spendthrifts, but because some debt,
particularly student debt, has been forced upon us, and
runaway housing prices have increased the burden of
mortgage debt.
To illustrate this fall in savings, we note that the days of
long strikes are well behind us. Now a one-day strike is
newsworthy. In times past strikes could stretch out for
weeks and no industry was immune: in 1973 Sydney's
Kings Cross strippers went on strike for up to two
months.
Some workers now are restricted in their mobility by
non-compete clauses. Many workers realise that shifting
to another job probably involves going through a
probationary period, with an uncertain outcome. The
associated risk of unemployment has to be weighed
against the lower risk of continued employment in a
comparatively secure but less satisfying job.
We have allowed our economy to evolve into what may
be called a pattern of cosy capitalism, where businesses
have a compliant and stable (if not necessarily content) workforce. It works for business not only in terms of
power in the labour market, but also in the broader
economy. Consumption is sustained by innovations such
as buy-now-pay-later schemes, heightening dependence
on regular pay. People with no cash in reserve depend
on car loans and are unlikely to risk taking
low-cost-high-deductible home and contents insurance.
It's all very convenient for the finance sector.
Cosy capitalism is low-productivity capitalism, because it
throttles the dynamics of capitalism. Workers become
trapped in low-productivity jobs, and entrepreneurs trying
to establish new businesses find it hard to attract labour.
Existing firms have little incentive to boost labour
productivity if they feel assured that they can hang on to
workers in low-productivity jobs and don't have to
increase their pay.
There are certain things governments can do to boost
productivity that involve removing friction in the system.
The government has committed to banning the unjustified
use of non-compete clauses, for example. State
governments could make it easier for people to move by
abolishing real-estate transfer taxes and replacing them
with land taxes. The Commonwealth could boost
JobSeeker payments and remove some of the
spend-down provisions in its asset test, shifting its design
from a scheme of distributive welfare to one of income
insurance. More could be done to allow for transfer of
long service leave and sick leave between employers.
Such policies would boost productivity, but they wouldn't
be met with many thanks from those who do well for
themselves in our pattern of cosy capitalism. Business
lobbies may speak for the short-term interests of existing
business, but not for the interests of business in its wider
sense. The distinction is important.
https://johnmenadue.com/post/2026/08/less-job-mobility-lower-productiv
ity-the-cost-of-cosy-capitalism/
A teacher uses the article as the basis for an advanced
classroom discussion. The objective is to assess
interactional competence rather than the ability to
reproduce a previously prepared monologue.
Which classroom procedure is the most consistent with this objective?
Which classroom procedure is the most consistent with this objective?
Ano: 2026
Banca:
IGEDUC
Órgão:
Prefeitura de Teotônio Vilela - AL
Prova:
IGEDUC - 2026 - Prefeitura de Teotônio Vilela - AL - Professor de Língua Inglesa |
Q4427858
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Less job mobility, lower productivity: the cost of
cosy capitalism
Australians are changing jobs far less often than they did
50 years ago. Financial insecurity, debt and workplace
barriers may be trapping workers in jobs – and helping
entrench a low-productivity form of "cosy capitalism".
Fifty years ago work was different, wasn't it? Your first job
on leaving school was at the bottom of the hierarchy –
filing, making coffee or cleaning up the building site. If all
went well you would move through the ranks and retire
from the same firm or government department having
achieved a middle or senior rank. That was before there
was a gig economy, before computers allowed people to set up their own microbusinesses, and before the word
'precariat' had been coined.
What a pity the ABS has challenged this myth with hard
data in their annual series on Job Mobility. In the 1970s
on average 17 per cent of workers changed their
employer or business in any one year: now only 8 per
cent of workers do. We're staying much longer in our
jobs. This series, going back to 1972, is shown below.
The trend is clearly towards less mobility, interrupted by
the occasional economic shock – the 'recession we had
to have' in 1990, and the pandemic in 2020.
One might have expected that increased female
participation in the workforce would have seen more
mobility, but women have followed the same trend as
men: after the mid-1980s the male and female lines are
indistinguishable.
Tracing cause and effect would involve a large research
task, but there are some plausible explanations.
One is that the workforce has become more
professionalised. There are fewer short-term unskilled
vacancies, and fewer workers lacking any post-school
skills. Work has become a more serious commitment by
both employees and employers.
Another is that the cost to the individual in changing jobs
has increased. This requires some explanation, because
it is not immediately obvious.
Over the last half century there has been a significant fall
in personal savings. Fifty years ago we were saving
about 15 to 20 per cent of household income. Now our
savings are between 2 and 5 per cent of income. This is
partly a statistical artefact, because we are now
accumulating savings in compulsory superannuation. But
in terms of liquidity, such as ability to tide oneself over
between jobs, it is a real constraint. The ABS Making
ends meet survey shows that 27 per cent of households
would be unable to raise $2,000 for something important
within a week. We are carrying more personal debt, not
because we are spendthrifts, but because some debt,
particularly student debt, has been forced upon us, and
runaway housing prices have increased the burden of
mortgage debt.
To illustrate this fall in savings, we note that the days of
long strikes are well behind us. Now a one-day strike is
newsworthy. In times past strikes could stretch out for
weeks and no industry was immune: in 1973 Sydney's
Kings Cross strippers went on strike for up to two
months.
Some workers now are restricted in their mobility by
non-compete clauses. Many workers realise that shifting
to another job probably involves going through a
probationary period, with an uncertain outcome. The
associated risk of unemployment has to be weighed
against the lower risk of continued employment in a
comparatively secure but less satisfying job.
We have allowed our economy to evolve into what may
be called a pattern of cosy capitalism, where businesses
have a compliant and stable (if not necessarily content) workforce. It works for business not only in terms of
power in the labour market, but also in the broader
economy. Consumption is sustained by innovations such
as buy-now-pay-later schemes, heightening dependence
on regular pay. People with no cash in reserve depend
on car loans and are unlikely to risk taking
low-cost-high-deductible home and contents insurance.
It's all very convenient for the finance sector.
Cosy capitalism is low-productivity capitalism, because it
throttles the dynamics of capitalism. Workers become
trapped in low-productivity jobs, and entrepreneurs trying
to establish new businesses find it hard to attract labour.
Existing firms have little incentive to boost labour
productivity if they feel assured that they can hang on to
workers in low-productivity jobs and don't have to
increase their pay.
There are certain things governments can do to boost
productivity that involve removing friction in the system.
The government has committed to banning the unjustified
use of non-compete clauses, for example. State
governments could make it easier for people to move by
abolishing real-estate transfer taxes and replacing them
with land taxes. The Commonwealth could boost
JobSeeker payments and remove some of the
spend-down provisions in its asset test, shifting its design
from a scheme of distributive welfare to one of income
insurance. More could be done to allow for transfer of
long service leave and sick leave between employers.
Such policies would boost productivity, but they wouldn't
be met with many thanks from those who do well for
themselves in our pattern of cosy capitalism. Business
lobbies may speak for the short-term interests of existing
business, but not for the interests of business in its wider
sense. The distinction is important.
https://johnmenadue.com/post/2026/08/less-job-mobility-lower-productiv
ity-the-cost-of-cosy-capitalism/
A public-school English teacher intends to use the article
with advanced learners. Rather than assessing only the
retrieval of explicit information, the teacher wants
students to distinguish between empirical evidence,
causal hypotheses and evaluative positioning.
Which activity is consistent with that objective?
Which activity is consistent with that objective?
Ano: 2026
Banca:
VUNESP
Órgão:
Prefeitura de Guararema - SP
Prova:
VUNESP - 2026 - Prefeitura de Guararema - SP - Professor de Inglês |
Q4426994
Inglês
Texto associado
Leia os textos a seguir para responder à questão:
Texto 1
Simplified texts are those which have been made simpler so as to make it easier for learners to read them. The usual principles of simplification involve reduction in length of the text, shortening of sentences, omission or replacement of difficult words or structures, and omission of non-essential detail. Some applied linguists prefer to simplify texts by adding examples, by using repetition and paraphrase and by increasing redundant information.
(TOMLINSON, B. (ed.). Materials Development in Language Teaching. 2nd ed. Cambridge: Cambridge University Press, 2023)
Texto 2
A “dificuldade” de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
(Tony B. Sardinha. The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Taubaté: Cabral - Editora e Livraria Universitária. 2007. Adaptado)
A relevant reading activity with an authentic journalistic
text for use with an adult beginner student of English is
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