Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.238 questões
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São João do Oeste - SC - Professor de Língua Estrangeira – Inglês - Edital nº 13 |
Q4399073
Inglês
The article contrasts low rates of therapy use among
older adults with research on treatment effectiveness and
discusses barriers operating at different levels. Its
argument therefore depends on distinguishing evidence
about access, effectiveness, and attitudes toward ageing
rather than treating them as equivalent phenomena.
Analyze the statements below:
I.The lower rate of therapy use among older adults cannot, on the evidence presented, be interpreted as evidence that psychotherapy is less effective for this age group.
II.The article presents group-based interventions as consistently more effective than individual therapy for every older adult receiving psychological treatment.
III.Age-related prejudice may affect access both through healthcare practices and through beliefs internalised by older potential patients.
It is correct what is stated in:
Analyze the statements below:
I.The lower rate of therapy use among older adults cannot, on the evidence presented, be interpreted as evidence that psychotherapy is less effective for this age group.
II.The article presents group-based interventions as consistently more effective than individual therapy for every older adult receiving psychological treatment.
III.Age-related prejudice may affect access both through healthcare practices and through beliefs internalised by older potential patients.
It is correct what is stated in:
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São João do Oeste - SC - Professor de Língua Estrangeira – Inglês - Edital nº 13 |
Q4399072
Inglês
The article combines percentages from different sources
with qualified claims about access, effectiveness, and
treatment completion. A careful reader must distinguish
what the evidence directly establishes from conclusions
that would extend beyond the information actually presented.
Judge the statements below as True (T) or False (F):
(__)The World Health Organization figure cited in the article indicates that around 14% of people over 70 live with a mental health disorder.
(__)The 2024 study reports a lower rate of psychological therapy among adults aged 65 and over than among both younger comparison groups mentioned.
(__)A completion rate that can reach 54% establishes that most older therapy patients in every population complete treatment.
(__)The article establishes ageist attitudes among physicians as the sole cause of lower therapy access among older adults.
The correct sequence, from top to bottom, is:
Judge the statements below as True (T) or False (F):
(__)The World Health Organization figure cited in the article indicates that around 14% of people over 70 live with a mental health disorder.
(__)The 2024 study reports a lower rate of psychological therapy among adults aged 65 and over than among both younger comparison groups mentioned.
(__)A completion rate that can reach 54% establishes that most older therapy patients in every population complete treatment.
(__)The article establishes ageist attitudes among physicians as the sole cause of lower therapy access among older adults.
The correct sequence, from top to bottom, is:
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São João do Oeste - SC - Professor de Língua Estrangeira – Inglês - Edital nº 13 |
Q4399070
Inglês
The article discusses treatment outcomes, possible
advantages of group interventions, and several reasons
why older adults may fail to enter therapy. These points
require careful distinction between what the text
suggests, what it reports directly, and what would
constitute an unsupported generalization.
Analyze the statements below:
I.The article associates the potentially strong response to group interventions with the opportunity for structured social connection.
II.The reference to completion rates reaching 54% demonstrates that older participants consistently complete therapy more often than younger participants.
III.The article presents both financial constraints and healthcare referral practices as barriers to therapy access.
It is correct to state that:
Analyze the statements below:
I.The article associates the potentially strong response to group interventions with the opportunity for structured social connection.
II.The reference to completion rates reaching 54% demonstrates that older participants consistently complete therapy more often than younger participants.
III.The article presents both financial constraints and healthcare referral practices as barriers to therapy access.
It is correct to state that:
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São João do Oeste - SC - Professor de Língua Estrangeira – Inglês - Edital nº 13 |
Q4399068
Inglês
Texto associado
'I felt lighter, more open': Why you are never too old
for therapy
We assume therapy belongs to youth, yet older people
may be particularly likely to benefit from psychological
support.
Maurizio is 70. He recently began therapy in the hope of
better understanding a physical pain he had carried since
childhood. He has suffered migraines since the age of
seven and wanted to explore what might lie behind them.
Over the years he had consulted different doctors and
sought multiple opinions – therapy was another attempt
to trace the origins of the problem. But he continued even
after realising he might never find a single cause. "The
process itself became something meaningful, a space for
introspection that helped me understand my life more
clearly," Mauizio says. (We have omitted the surnames of
the therapy clients quoted within this piece to preserve
their privacy.)
Antonio, 73, and his wife Gigliola, 68, turned to therapy
hoping to save their relationship after years marked by
disappointments and unspoken tensions. "After some
time, I realised I felt lighter, more open," Antonio says.
"Looking within ourselves and bringing out what we could
never say before perhaps helped us," Gigliola adds.
Their stories challenge a common assumption: that
therapy is only for the young. And a growing body of
evidence suggests that many older people could benefit
from the same kind of help.
Therapy in later life
The potential for therapy to treat mental illness and
enhance our overall wellbeing is now well-established,
yet it is relatively rare for older people to access these
services.
According to the World Health Organization, around 14%
of people over 70 live with a mental health disorder, most
commonly anxiety and depression, and 17% of all
suicides occur in people of in this age range. A study
published in 2024, however, found that only around 4%
of US adults aged 65 and over received psychological
therapy, compared with 12% of those aged 18-24 and
8% among those aged 35-64.
This is despite there being no evidence that therapy is
any less effective or useful as we get older, according to
Pim Cuijpers, professor of clinical psychology at the Vrije
Universiteit Amsterdam in the Netherlands. "Therapies
work across the whole adult age," he says.
Cuijpers recently published a review on psychotherapy
for depression across different age groups. "What
surprised me is that there is quite a lot of research in
older people who are above 75 and we didn't find any
indication that psychotherapies differ in that age group either," he says.
Older people may find that therapy helps to target some
of the specific concerns that come with ageing, including
social isolation and chronic illness, with widespread
benefits. Many report improvements in overall wellbeing,
renewed motivation and increased social participation. In
this way therapy can function as a bridge: helping older
adults reconnect with themselves and the wider world.
The strongest responses, according to a 2025 review,
may be found in group-based interventions, which makes
sense, since they offer a structured means of relating
with others.
And despite lower levels of initial access, completion
rates among older participants can reach up to 54%,
often surpassing those of younger adults. This
demonstrates that older patients are frequently highly
committed to therapy and capable of sustaining the work
required for meaningful change.
"We don't know the reasons but we could imagine that
when older adults are willing to seek help, they are also
more motivated to do that," says Cuijpers.
Barriers to care
Financial difficulties help explain part of the gap in older
people beginning therapy in the first place: their health
insurance may not cover therapy, and they may not be
able to afford to pay for it independently.
A world of therapy options
Therapy comes in many different forms and can be
tailored to different needs. A few that may be worth
considering trying are:
• Cognitive behavioural therapy (CBT) focuses on
identifying and changing unhelpful thought patterns.
• Psychodynamic therapy has an emphasis on how past
experiences shape present emotions and behaviours.
• Family therapy is for those who want to work beyond an
individual focus (such as in Antonio and Gigliola's case)
and looks at relationships and dynamics within the family
as a whole.
• Group therapy creates opportunities to share
experiences with people facing similar medical diagnoses
and to feel more understood and less alone.
But another barrier can arise within the healthcare
system itself. The journey into therapy often depends on
a referral from a primary care physician, yet some
research suggests that older adults are referred to
psychological treatments less frequently, even when they
present with symptoms of anxiety or depression. Their
distress may be seen as a natural response to ageing or
physical decline, rather than as a mental health condition
that warrants treatment.
Part of this prejudice comes from Sigmund Freud, the
founder of psychoanalysis, who argued that therapy
stopped working after 40 or 50 years, says Rossana De
Beni, professor and senior researcher in experimental
psychology at the University of Padua, Italy. In On
Psychotherapy (1905), a brief technical paper on the practice of psychoanalysis, Freud noted that above a
certain age "the elasticity of the mental processes, on
which the treatment depends, is as a rule lacking".
But that is "absolutely not true", says De Beni. In fact,
"studies show the opposite".
Clinicians need to see the older person for who they truly
are, De Beni points out, not simply as "an old person",
but as a multi-faceted individual. Unfortunately, our ageist
prejudices are often "deeply entrenched", she says.
Some of the ageism may be internalised by the potential
patients themselves. Beliefs such as the idea that mental
health problems are simply a normal part of ageing are
among the most frequently cited obstacles to accessing
care. This is especially problematic, since ageism can
itself predispose someone to greater anxiety and
depression.
The simple truth is that positive transformation is possible
across the lifespan. "Ageing, right to the very end, is a
stage of life marked by change," De Beni says. "People
become more fully themselves in a process of continuous
transformation, learning and flexibility that never truly
ends."
Maurizio certainly identifies with this sentiment. "There
are three moments when therapy helped me: in dealing
with my marital separation, in working through certain
conflicts with my children, and in navigating the transition
from active work to a pre-retirement phase, where I had
to find new ways to socialise," Maurizio says. "I never
thought it could be too late for anything."
He hopes that he has set an example for others to follow.
"I think it may have planted a small seed: not today, not
tomorrow, but perhaps the day after, they will bring it out
and water it," he says.
https://www.bbc.com/future/article/20260609-mental-health-and-ageingwhy-you-are-never-too-old-for-therapy
The article opens with the experiences of Maurizio,
Antonio, and Gigliola before introducing statistics,
research findings, and expert commentary. Their
individual experiences are therefore positioned within a
broader discussion about ageing, access to
psychological care, and assumptions concerning
therapeutic effectiveness.
What is the main argumentative function of these personal narratives?
What is the main argumentative function of these personal narratives?
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São João do Oeste - SC - Professor de Língua Estrangeira – Inglês - Edital nº 13 |
Q4399066
Inglês
Texto associado
'I felt lighter, more open': Why you are never too old
for therapy
We assume therapy belongs to youth, yet older people
may be particularly likely to benefit from psychological
support.
Maurizio is 70. He recently began therapy in the hope of
better understanding a physical pain he had carried since
childhood. He has suffered migraines since the age of
seven and wanted to explore what might lie behind them.
Over the years he had consulted different doctors and
sought multiple opinions – therapy was another attempt
to trace the origins of the problem. But he continued even
after realising he might never find a single cause. "The
process itself became something meaningful, a space for
introspection that helped me understand my life more
clearly," Mauizio says. (We have omitted the surnames of
the therapy clients quoted within this piece to preserve
their privacy.)
Antonio, 73, and his wife Gigliola, 68, turned to therapy
hoping to save their relationship after years marked by
disappointments and unspoken tensions. "After some
time, I realised I felt lighter, more open," Antonio says.
"Looking within ourselves and bringing out what we could
never say before perhaps helped us," Gigliola adds.
Their stories challenge a common assumption: that
therapy is only for the young. And a growing body of
evidence suggests that many older people could benefit
from the same kind of help.
Therapy in later life
The potential for therapy to treat mental illness and
enhance our overall wellbeing is now well-established,
yet it is relatively rare for older people to access these
services.
According to the World Health Organization, around 14%
of people over 70 live with a mental health disorder, most
commonly anxiety and depression, and 17% of all
suicides occur in people of in this age range. A study
published in 2024, however, found that only around 4%
of US adults aged 65 and over received psychological
therapy, compared with 12% of those aged 18-24 and
8% among those aged 35-64.
This is despite there being no evidence that therapy is
any less effective or useful as we get older, according to
Pim Cuijpers, professor of clinical psychology at the Vrije
Universiteit Amsterdam in the Netherlands. "Therapies
work across the whole adult age," he says.
Cuijpers recently published a review on psychotherapy
for depression across different age groups. "What
surprised me is that there is quite a lot of research in
older people who are above 75 and we didn't find any
indication that psychotherapies differ in that age group either," he says.
Older people may find that therapy helps to target some
of the specific concerns that come with ageing, including
social isolation and chronic illness, with widespread
benefits. Many report improvements in overall wellbeing,
renewed motivation and increased social participation. In
this way therapy can function as a bridge: helping older
adults reconnect with themselves and the wider world.
The strongest responses, according to a 2025 review,
may be found in group-based interventions, which makes
sense, since they offer a structured means of relating
with others.
And despite lower levels of initial access, completion
rates among older participants can reach up to 54%,
often surpassing those of younger adults. This
demonstrates that older patients are frequently highly
committed to therapy and capable of sustaining the work
required for meaningful change.
"We don't know the reasons but we could imagine that
when older adults are willing to seek help, they are also
more motivated to do that," says Cuijpers.
Barriers to care
Financial difficulties help explain part of the gap in older
people beginning therapy in the first place: their health
insurance may not cover therapy, and they may not be
able to afford to pay for it independently.
A world of therapy options
Therapy comes in many different forms and can be
tailored to different needs. A few that may be worth
considering trying are:
• Cognitive behavioural therapy (CBT) focuses on
identifying and changing unhelpful thought patterns.
• Psychodynamic therapy has an emphasis on how past
experiences shape present emotions and behaviours.
• Family therapy is for those who want to work beyond an
individual focus (such as in Antonio and Gigliola's case)
and looks at relationships and dynamics within the family
as a whole.
• Group therapy creates opportunities to share
experiences with people facing similar medical diagnoses
and to feel more understood and less alone.
But another barrier can arise within the healthcare
system itself. The journey into therapy often depends on
a referral from a primary care physician, yet some
research suggests that older adults are referred to
psychological treatments less frequently, even when they
present with symptoms of anxiety or depression. Their
distress may be seen as a natural response to ageing or
physical decline, rather than as a mental health condition
that warrants treatment.
Part of this prejudice comes from Sigmund Freud, the
founder of psychoanalysis, who argued that therapy
stopped working after 40 or 50 years, says Rossana De
Beni, professor and senior researcher in experimental
psychology at the University of Padua, Italy. In On
Psychotherapy (1905), a brief technical paper on the practice of psychoanalysis, Freud noted that above a
certain age "the elasticity of the mental processes, on
which the treatment depends, is as a rule lacking".
But that is "absolutely not true", says De Beni. In fact,
"studies show the opposite".
Clinicians need to see the older person for who they truly
are, De Beni points out, not simply as "an old person",
but as a multi-faceted individual. Unfortunately, our ageist
prejudices are often "deeply entrenched", she says.
Some of the ageism may be internalised by the potential
patients themselves. Beliefs such as the idea that mental
health problems are simply a normal part of ageing are
among the most frequently cited obstacles to accessing
care. This is especially problematic, since ageism can
itself predispose someone to greater anxiety and
depression.
The simple truth is that positive transformation is possible
across the lifespan. "Ageing, right to the very end, is a
stage of life marked by change," De Beni says. "People
become more fully themselves in a process of continuous
transformation, learning and flexibility that never truly
ends."
Maurizio certainly identifies with this sentiment. "There
are three moments when therapy helped me: in dealing
with my marital separation, in working through certain
conflicts with my children, and in navigating the transition
from active work to a pre-retirement phase, where I had
to find new ways to socialise," Maurizio says. "I never
thought it could be too late for anything."
He hopes that he has set an example for others to follow.
"I think it may have planted a small seed: not today, not
tomorrow, but perhaps the day after, they will bring it out
and water it," he says.
https://www.bbc.com/future/article/20260609-mental-health-and-ageingwhy-you-are-never-too-old-for-therapy
The text combines personal accounts, statistical
evidence, expert opinion, and historical references in
order to challenge simplified assumptions about therapy
in later life. Careful reading is required because several
statements in the article are qualified and should not be
converted into broader claims than the evidence
supports.
Judge the statements below as True (T) or False (F):
(__)Maurizio continued therapy even after accepting that he might never identify a single cause for his longstanding migraines.
(__)The statement that 17% of all suicides occur among people over 70 means that 17% of people in this age group die by suicide.
(__)The article suggests that the social interaction provided by group interventions may help explain their particularly strong responses.
(__)Freud's view that therapy becomes ineffective after a certain age is presented as consistent with current research evidence.
The correct sequence, from top to bottom, is:
Judge the statements below as True (T) or False (F):
(__)Maurizio continued therapy even after accepting that he might never identify a single cause for his longstanding migraines.
(__)The statement that 17% of all suicides occur among people over 70 means that 17% of people in this age group die by suicide.
(__)The article suggests that the social interaction provided by group interventions may help explain their particularly strong responses.
(__)Freud's view that therapy becomes ineffective after a certain age is presented as consistent with current research evidence.
The correct sequence, from top to bottom, is:
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São João do Oeste - SC - Professor de Língua Estrangeira – Inglês - Edital nº 13 |
Q4399065
Inglês
Texto associado
'I felt lighter, more open': Why you are never too old
for therapy
We assume therapy belongs to youth, yet older people
may be particularly likely to benefit from psychological
support.
Maurizio is 70. He recently began therapy in the hope of
better understanding a physical pain he had carried since
childhood. He has suffered migraines since the age of
seven and wanted to explore what might lie behind them.
Over the years he had consulted different doctors and
sought multiple opinions – therapy was another attempt
to trace the origins of the problem. But he continued even
after realising he might never find a single cause. "The
process itself became something meaningful, a space for
introspection that helped me understand my life more
clearly," Mauizio says. (We have omitted the surnames of
the therapy clients quoted within this piece to preserve
their privacy.)
Antonio, 73, and his wife Gigliola, 68, turned to therapy
hoping to save their relationship after years marked by
disappointments and unspoken tensions. "After some
time, I realised I felt lighter, more open," Antonio says.
"Looking within ourselves and bringing out what we could
never say before perhaps helped us," Gigliola adds.
Their stories challenge a common assumption: that
therapy is only for the young. And a growing body of
evidence suggests that many older people could benefit
from the same kind of help.
Therapy in later life
The potential for therapy to treat mental illness and
enhance our overall wellbeing is now well-established,
yet it is relatively rare for older people to access these
services.
According to the World Health Organization, around 14%
of people over 70 live with a mental health disorder, most
commonly anxiety and depression, and 17% of all
suicides occur in people of in this age range. A study
published in 2024, however, found that only around 4%
of US adults aged 65 and over received psychological
therapy, compared with 12% of those aged 18-24 and
8% among those aged 35-64.
This is despite there being no evidence that therapy is
any less effective or useful as we get older, according to
Pim Cuijpers, professor of clinical psychology at the Vrije
Universiteit Amsterdam in the Netherlands. "Therapies
work across the whole adult age," he says.
Cuijpers recently published a review on psychotherapy
for depression across different age groups. "What
surprised me is that there is quite a lot of research in
older people who are above 75 and we didn't find any
indication that psychotherapies differ in that age group either," he says.
Older people may find that therapy helps to target some
of the specific concerns that come with ageing, including
social isolation and chronic illness, with widespread
benefits. Many report improvements in overall wellbeing,
renewed motivation and increased social participation. In
this way therapy can function as a bridge: helping older
adults reconnect with themselves and the wider world.
The strongest responses, according to a 2025 review,
may be found in group-based interventions, which makes
sense, since they offer a structured means of relating
with others.
And despite lower levels of initial access, completion
rates among older participants can reach up to 54%,
often surpassing those of younger adults. This
demonstrates that older patients are frequently highly
committed to therapy and capable of sustaining the work
required for meaningful change.
"We don't know the reasons but we could imagine that
when older adults are willing to seek help, they are also
more motivated to do that," says Cuijpers.
Barriers to care
Financial difficulties help explain part of the gap in older
people beginning therapy in the first place: their health
insurance may not cover therapy, and they may not be
able to afford to pay for it independently.
A world of therapy options
Therapy comes in many different forms and can be
tailored to different needs. A few that may be worth
considering trying are:
• Cognitive behavioural therapy (CBT) focuses on
identifying and changing unhelpful thought patterns.
• Psychodynamic therapy has an emphasis on how past
experiences shape present emotions and behaviours.
• Family therapy is for those who want to work beyond an
individual focus (such as in Antonio and Gigliola's case)
and looks at relationships and dynamics within the family
as a whole.
• Group therapy creates opportunities to share
experiences with people facing similar medical diagnoses
and to feel more understood and less alone.
But another barrier can arise within the healthcare
system itself. The journey into therapy often depends on
a referral from a primary care physician, yet some
research suggests that older adults are referred to
psychological treatments less frequently, even when they
present with symptoms of anxiety or depression. Their
distress may be seen as a natural response to ageing or
physical decline, rather than as a mental health condition
that warrants treatment.
Part of this prejudice comes from Sigmund Freud, the
founder of psychoanalysis, who argued that therapy
stopped working after 40 or 50 years, says Rossana De
Beni, professor and senior researcher in experimental
psychology at the University of Padua, Italy. In On
Psychotherapy (1905), a brief technical paper on the practice of psychoanalysis, Freud noted that above a
certain age "the elasticity of the mental processes, on
which the treatment depends, is as a rule lacking".
But that is "absolutely not true", says De Beni. In fact,
"studies show the opposite".
Clinicians need to see the older person for who they truly
are, De Beni points out, not simply as "an old person",
but as a multi-faceted individual. Unfortunately, our ageist
prejudices are often "deeply entrenched", she says.
Some of the ageism may be internalised by the potential
patients themselves. Beliefs such as the idea that mental
health problems are simply a normal part of ageing are
among the most frequently cited obstacles to accessing
care. This is especially problematic, since ageism can
itself predispose someone to greater anxiety and
depression.
The simple truth is that positive transformation is possible
across the lifespan. "Ageing, right to the very end, is a
stage of life marked by change," De Beni says. "People
become more fully themselves in a process of continuous
transformation, learning and flexibility that never truly
ends."
Maurizio certainly identifies with this sentiment. "There
are three moments when therapy helped me: in dealing
with my marital separation, in working through certain
conflicts with my children, and in navigating the transition
from active work to a pre-retirement phase, where I had
to find new ways to socialise," Maurizio says. "I never
thought it could be too late for anything."
He hopes that he has set an example for others to follow.
"I think it may have planted a small seed: not today, not
tomorrow, but perhaps the day after, they will bring it out
and water it," he says.
https://www.bbc.com/future/article/20260609-mental-health-and-ageingwhy-you-are-never-too-old-for-therapy
The article reports that psychological therapy is accessed
less frequently by adults aged 65 and over than by the
younger groups cited. It also reports expert and review
evidence indicating no corresponding decline in
therapeutic effectiveness with age.
Which conclusion is supported by the relationship between these pieces of evidence?
Which conclusion is supported by the relationship between these pieces of evidence?
Ano: 2026
Banca:
AMEOSC
Órgão:
Prefeitura de São João do Oeste - SC
Prova:
AMEOSC - 2026 - Prefeitura de São João do Oeste - SC - Professor de Língua Estrangeira – Inglês - Edital nº 13 |
Q4399063
Inglês
Texto associado
'I felt lighter, more open': Why you are never too old
for therapy
We assume therapy belongs to youth, yet older people
may be particularly likely to benefit from psychological
support.
Maurizio is 70. He recently began therapy in the hope of
better understanding a physical pain he had carried since
childhood. He has suffered migraines since the age of
seven and wanted to explore what might lie behind them.
Over the years he had consulted different doctors and
sought multiple opinions – therapy was another attempt
to trace the origins of the problem. But he continued even
after realising he might never find a single cause. "The
process itself became something meaningful, a space for
introspection that helped me understand my life more
clearly," Mauizio says. (We have omitted the surnames of
the therapy clients quoted within this piece to preserve
their privacy.)
Antonio, 73, and his wife Gigliola, 68, turned to therapy
hoping to save their relationship after years marked by
disappointments and unspoken tensions. "After some
time, I realised I felt lighter, more open," Antonio says.
"Looking within ourselves and bringing out what we could
never say before perhaps helped us," Gigliola adds.
Their stories challenge a common assumption: that
therapy is only for the young. And a growing body of
evidence suggests that many older people could benefit
from the same kind of help.
Therapy in later life
The potential for therapy to treat mental illness and
enhance our overall wellbeing is now well-established,
yet it is relatively rare for older people to access these
services.
According to the World Health Organization, around 14%
of people over 70 live with a mental health disorder, most
commonly anxiety and depression, and 17% of all
suicides occur in people of in this age range. A study
published in 2024, however, found that only around 4%
of US adults aged 65 and over received psychological
therapy, compared with 12% of those aged 18-24 and
8% among those aged 35-64.
This is despite there being no evidence that therapy is
any less effective or useful as we get older, according to
Pim Cuijpers, professor of clinical psychology at the Vrije
Universiteit Amsterdam in the Netherlands. "Therapies
work across the whole adult age," he says.
Cuijpers recently published a review on psychotherapy
for depression across different age groups. "What
surprised me is that there is quite a lot of research in
older people who are above 75 and we didn't find any
indication that psychotherapies differ in that age group either," he says.
Older people may find that therapy helps to target some
of the specific concerns that come with ageing, including
social isolation and chronic illness, with widespread
benefits. Many report improvements in overall wellbeing,
renewed motivation and increased social participation. In
this way therapy can function as a bridge: helping older
adults reconnect with themselves and the wider world.
The strongest responses, according to a 2025 review,
may be found in group-based interventions, which makes
sense, since they offer a structured means of relating
with others.
And despite lower levels of initial access, completion
rates among older participants can reach up to 54%,
often surpassing those of younger adults. This
demonstrates that older patients are frequently highly
committed to therapy and capable of sustaining the work
required for meaningful change.
"We don't know the reasons but we could imagine that
when older adults are willing to seek help, they are also
more motivated to do that," says Cuijpers.
Barriers to care
Financial difficulties help explain part of the gap in older
people beginning therapy in the first place: their health
insurance may not cover therapy, and they may not be
able to afford to pay for it independently.
A world of therapy options
Therapy comes in many different forms and can be
tailored to different needs. A few that may be worth
considering trying are:
• Cognitive behavioural therapy (CBT) focuses on
identifying and changing unhelpful thought patterns.
• Psychodynamic therapy has an emphasis on how past
experiences shape present emotions and behaviours.
• Family therapy is for those who want to work beyond an
individual focus (such as in Antonio and Gigliola's case)
and looks at relationships and dynamics within the family
as a whole.
• Group therapy creates opportunities to share
experiences with people facing similar medical diagnoses
and to feel more understood and less alone.
But another barrier can arise within the healthcare
system itself. The journey into therapy often depends on
a referral from a primary care physician, yet some
research suggests that older adults are referred to
psychological treatments less frequently, even when they
present with symptoms of anxiety or depression. Their
distress may be seen as a natural response to ageing or
physical decline, rather than as a mental health condition
that warrants treatment.
Part of this prejudice comes from Sigmund Freud, the
founder of psychoanalysis, who argued that therapy
stopped working after 40 or 50 years, says Rossana De
Beni, professor and senior researcher in experimental
psychology at the University of Padua, Italy. In On
Psychotherapy (1905), a brief technical paper on the practice of psychoanalysis, Freud noted that above a
certain age "the elasticity of the mental processes, on
which the treatment depends, is as a rule lacking".
But that is "absolutely not true", says De Beni. In fact,
"studies show the opposite".
Clinicians need to see the older person for who they truly
are, De Beni points out, not simply as "an old person",
but as a multi-faceted individual. Unfortunately, our ageist
prejudices are often "deeply entrenched", she says.
Some of the ageism may be internalised by the potential
patients themselves. Beliefs such as the idea that mental
health problems are simply a normal part of ageing are
among the most frequently cited obstacles to accessing
care. This is especially problematic, since ageism can
itself predispose someone to greater anxiety and
depression.
The simple truth is that positive transformation is possible
across the lifespan. "Ageing, right to the very end, is a
stage of life marked by change," De Beni says. "People
become more fully themselves in a process of continuous
transformation, learning and flexibility that never truly
ends."
Maurizio certainly identifies with this sentiment. "There
are three moments when therapy helped me: in dealing
with my marital separation, in working through certain
conflicts with my children, and in navigating the transition
from active work to a pre-retirement phase, where I had
to find new ways to socialise," Maurizio says. "I never
thought it could be too late for anything."
He hopes that he has set an example for others to follow.
"I think it may have planted a small seed: not today, not
tomorrow, but perhaps the day after, they will bring it out
and water it," he says.
https://www.bbc.com/future/article/20260609-mental-health-and-ageingwhy-you-are-never-too-old-for-therapy
After describing improvements in wellbeing, motivation,
and social participation, the article states that therapy can
"function as a bridge" for older adults. The expression
occurs after the discussion of social isolation and before
the reference to group-based interventions.
In this context, the metaphor primarily suggests that therapy can:
In this context, the metaphor primarily suggests that therapy can:
Ano: 2026
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Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396510
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Match Column 2 with the correct meanings of the
words from text 2 in Column 1.
Column 1 Words
1. purpose
2. clues
3. factual
4. solely
5. consequently
Column 2 Meanings
( ) therefore.
( ) true.
( ) a piece of evidence.
( ) the reason for which something is done.
( ) only, exclusively.
Choose the alternative which presents the correct sequence, from top to bottom.
Column 1 Words
1. purpose
2. clues
3. factual
4. solely
5. consequently
Column 2 Meanings
( ) therefore.
( ) true.
( ) a piece of evidence.
( ) the reason for which something is done.
( ) only, exclusively.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396509
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Read the following sentences.
1. The phrase reading is a dynamic rather than linear process suggests that readers continuously adjust their understanding.
2. Different genres require different reading competences.
3. Critical readers accept every author’s opinion as true.
4. Reading speed is more important than comprehension.
5. Two readers may interpret the same text differently.
Choose the alternative which contains the correct affirmatives:
1. The phrase reading is a dynamic rather than linear process suggests that readers continuously adjust their understanding.
2. Different genres require different reading competences.
3. Critical readers accept every author’s opinion as true.
4. Reading speed is more important than comprehension.
5. Two readers may interpret the same text differently.
Choose the alternative which contains the correct affirmatives:
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396508
Inglês
Texto associado
Text 2
Reading as an Active Process
Many people assume that reading is simply the ability to recognize words and understand their literal
meanings. However, proficient readers know that comprehension is a far more sophisticated process. Rather
than passively absorbing information, skilled readers
actively construct meaning by interacting with the
text, questioning the author’s ideas, and integrating
new information with their existing knowledge.
One of the most effective reading strategies is prediction. Before beginning a text, readers examine titles,
headings, visuals, and introductory paragraphs to
anticipate its content and purpose. These predictions
are continuously revised as new information emerges,
demonstrating that reading is a dynamic rather than
linear process.
Another essential strategy is monitoring comprehension. Expert readers constantly evaluate whether they
understand what they are reading. When comprehension breaks down, they employ repair strategies such
as rereading, slowing their reading pace, consulting
context clues, or summarizing key ideas before moving forward. Less experienced readers, by contrast,
often continue reading despite confusion, which limits
their overall understanding.
Critical reading extends beyond comprehension
encouraging readers evaluate the credibility,
assumptions, and intentions a text. Instead of
accepting every statement as factual, critical readers
consider the author’s perspective, identify possible
bias, and compare the information with other reliable
sources. In today’s digital environment, where misinformation can spread rapidly, these analytical skills
have become increasingly important.
Furthermore, effective readers recognize that every
text is written for a particular audience and purpose.
A scientific article, a newspaper editorial, and a social
media post all require different reading approaches.
Adjusting one’s strategy according to genre, purpose,
and context enables readers to extract relevant information more efficiently.
Finally, reading should be viewed as an ongoing
dialogue between the reader and the author. Meaning does not reside solely in the words printed on the
page; instead, it is constructed through the interaction between textual evidence, the reader’s prior
knowledge, cultural background, and personal experiences. Consequently, two readers may develop different—but equally valid—interpretations of the same text, provided that their conclusions are supported by
evidence.
Ultimately, becoming a proficient reader involves
much more than increasing reading speed. It requires
conscious strategy use, critical thinking, and a willingness to question, reflect, and make meaningful connections throughout the reading process.
Read text 2 carefully and, decide if the following
sentences are true ( T ) or false ( F ).
( ) Skilled readers actively construct meaning while reading.
( ) The main purpose of the text is to explain why reading speed is the most important reading skill.
( ) Critical Reading is particularly important today because misinformation is widely available on line.
( ) Good readers never need to reread a passage.
( ) The statement that best summarizes the final paragraph is effective reading requires reflection and critical thinking.
Choose the alternative which presents the correct sequence, from top to bottom:
( ) Skilled readers actively construct meaning while reading.
( ) The main purpose of the text is to explain why reading speed is the most important reading skill.
( ) Critical Reading is particularly important today because misinformation is widely available on line.
( ) Good readers never need to reread a passage.
( ) The statement that best summarizes the final paragraph is effective reading requires reflection and critical thinking.
Choose the alternative which presents the correct sequence, from top to bottom:
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396504
Inglês
Analise as afirmativas abaixo sobre o tema Compreensão e Interpretação de Textos em Língua Inglesa:
análise textual e construção de sentidos.
1. Fatos e opiniões desempenham exatamente a mesma função em um texto argumentativo.
2. A compreensão e interpretação de textos em inglês envolve decodificar o sentido global e específico por meio de estratégias como ‘skimming’ e ‘scanning’.
3. A construção de sentidos durante a leitura de um texto em língua inglesa depende principalmente da compreensão do contexto, das relações entre as ideias e das informações explícitas e implícitas.
4. O uso do contexto para compreender o significado de uma palavra desconhecida durante a leitura de um texto em Língua Inglesa permite ao leitor identificar apenas palavras cognatas.
5. Ao analisar um texto em língua inglesa, identificar a intenção comunicativa do autor significa compreender o objetivo da mensagem apresentada.
Assinale a alternativa que indica todas as afirmativas corretas.
1. Fatos e opiniões desempenham exatamente a mesma função em um texto argumentativo.
2. A compreensão e interpretação de textos em inglês envolve decodificar o sentido global e específico por meio de estratégias como ‘skimming’ e ‘scanning’.
3. A construção de sentidos durante a leitura de um texto em língua inglesa depende principalmente da compreensão do contexto, das relações entre as ideias e das informações explícitas e implícitas.
4. O uso do contexto para compreender o significado de uma palavra desconhecida durante a leitura de um texto em Língua Inglesa permite ao leitor identificar apenas palavras cognatas.
5. Ao analisar um texto em língua inglesa, identificar a intenção comunicativa do autor significa compreender o objetivo da mensagem apresentada.
Assinale a alternativa que indica todas as afirmativas corretas.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396502
Inglês
Texto associado
Text 1
Digital Communication and Human Interaction
Advances in digital technology have transformed the
way people communicate. While social media platforms, messaging applications, and video conferencing tools have made communication faster and more
accessible, many researchers argue that they have also
altered the quality of human interaction.
One significant advantage..............................digital
communication is its ability to connect individuals
regardless of geographical distance. Professionals
collaborate ..............................continents, families maintain relationships despite living apart, and students
participate..............................international learning communities. Nevertheless, critics contend that the convenience
of digital communication may come .............................. the
expense of meaningful face-to-face interaction.
Another concern involves the spread of misinformation.
Since information can be published instantly and shared
widely, readers must develop critical literacy skills to distinguish reliable sources from misleading content. Consequently, communicative competence in the twentyfirst century requires not only linguistic knowledge but
also the ability to evaluate information critically.
Ultimately, effective communication depends on
choosing the most appropriate medium for each situation while considering audience, purpose, and context.
There are some prepositions missing in the
second paragraph of text 1.
Choose the alternative which contains the correct prepositions to complete the paragraph.
Choose the alternative which contains the correct prepositions to complete the paragraph.
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2026 - Prefeitura de Chapecó - SC - Professor - Língua Estrangeira – Inglês - Edital nº 6 |
Q4396501
Inglês
Texto associado
Text 1
Digital Communication and Human Interaction
Advances in digital technology have transformed the
way people communicate. While social media platforms, messaging applications, and video conferencing tools have made communication faster and more
accessible, many researchers argue that they have also
altered the quality of human interaction.
One significant advantage..............................digital
communication is its ability to connect individuals
regardless of geographical distance. Professionals
collaborate ..............................continents, families maintain relationships despite living apart, and students
participate..............................international learning communities. Nevertheless, critics contend that the convenience
of digital communication may come .............................. the
expense of meaningful face-to-face interaction.
Another concern involves the spread of misinformation.
Since information can be published instantly and shared
widely, readers must develop critical literacy skills to distinguish reliable sources from misleading content. Consequently, communicative competence in the twentyfirst century requires not only linguistic knowledge but
also the ability to evaluate information critically.
Ultimately, effective communication depends on
choosing the most appropriate medium for each situation while considering audience, purpose, and context.
Study these sentences below and decide if they
are true ( T ) or false ( F ), according to text 1.
( ) Communicative Competence includes avoiding digital communication.
( ) The main purpose of the author is to discuss the benefits and challenges of digital communication.
( ) The author believes that face-to-face communication is completely unnecessary.
( ) Digital communication has made international collaboration easier.
( ) Critical literacy is essential in today’s digital world.
Choose the alternative that presents the correct sequence, from top to bottom.
( ) Communicative Competence includes avoiding digital communication.
( ) The main purpose of the author is to discuss the benefits and challenges of digital communication.
( ) The author believes that face-to-face communication is completely unnecessary.
( ) Digital communication has made international collaboration easier.
( ) Critical literacy is essential in today’s digital world.
Choose the alternative that presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
VUNESP
Órgão:
Prefeitura de Jundiaí - SP
Prova:
VUNESP - 2026 - Prefeitura de Jundiaí - SP - Professor II - Língua Estrangeira - Inglês |
Q4395893
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Notional-functional syllabuses (hereafter referred to as
NFS) began to be used in the United Kingdom in the 1970’s.
The distinguishing characteristics of the NFS were its attention
to functions as the organizing elements of English language
curriculum, and its contrast with a structural syllabus in which
sequenced grammatical structures served as organizers.
Thus, the NFS focused strongly on the pragmatic purposes to
which we put language. Curricula were then organized around
such functions as identifying, reporting, denying, accepting,
declining, apologizing, etc. Some seventy different language
functions were identified.
The NFS quickly provided popular underpinnings for
the development of communicative textbooks and materials
in English language courses. It is important to emphasize
that the NFS did not necessarily develop communicative
competence in learners because, as a syllabus, it still
presented language as an inventory of units – functional
rather than grammatical units, but units nonetheless.
Communicative competence implies a set of strategies for
getting messages sent and received and for negotiating
meaning as an interactive participant in discourse, whether
spoken or written. It pressuposes the learners’ ability
to “know how to do” things, being able to act in different
situations as they put their constructed knowledge into
practice.
(BROWN, H. Douglas. Teaching by principles: an interactive approach to
language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents, 1994.
Adaptado)
It is an example of a meaning-focused classroom activity,
fulfilling a genuine communicative purpose:
Ano: 2026
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VUNESP
Órgão:
Prefeitura de Jundiaí - SP
Prova:
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Q4395892
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Notional-functional syllabuses (hereafter referred to as
NFS) began to be used in the United Kingdom in the 1970’s.
The distinguishing characteristics of the NFS were its attention
to functions as the organizing elements of English language
curriculum, and its contrast with a structural syllabus in which
sequenced grammatical structures served as organizers.
Thus, the NFS focused strongly on the pragmatic purposes to
which we put language. Curricula were then organized around
such functions as identifying, reporting, denying, accepting,
declining, apologizing, etc. Some seventy different language
functions were identified.
The NFS quickly provided popular underpinnings for
the development of communicative textbooks and materials
in English language courses. It is important to emphasize
that the NFS did not necessarily develop communicative
competence in learners because, as a syllabus, it still
presented language as an inventory of units – functional
rather than grammatical units, but units nonetheless.
Communicative competence implies a set of strategies for
getting messages sent and received and for negotiating
meaning as an interactive participant in discourse, whether
spoken or written. It pressuposes the learners’ ability
to “know how to do” things, being able to act in different
situations as they put their constructed knowledge into
practice.
(BROWN, H. Douglas. Teaching by principles: an interactive approach to
language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents, 1994.
Adaptado)
Teachers who understand competence as “the learners’
ability to “know how to do” things, being able to act in
different situations as they put their constructed knowledge
into practice” (paragraph 2) will, in their English classes,
Ano: 2026
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VUNESP
Órgão:
Prefeitura de Jundiaí - SP
Prova:
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Q4395889
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Notional-functional syllabuses (hereafter referred to as
NFS) began to be used in the United Kingdom in the 1970’s.
The distinguishing characteristics of the NFS were its attention
to functions as the organizing elements of English language
curriculum, and its contrast with a structural syllabus in which
sequenced grammatical structures served as organizers.
Thus, the NFS focused strongly on the pragmatic purposes to
which we put language. Curricula were then organized around
such functions as identifying, reporting, denying, accepting,
declining, apologizing, etc. Some seventy different language
functions were identified.
The NFS quickly provided popular underpinnings for
the development of communicative textbooks and materials
in English language courses. It is important to emphasize
that the NFS did not necessarily develop communicative
competence in learners because, as a syllabus, it still
presented language as an inventory of units – functional
rather than grammatical units, but units nonetheless.
Communicative competence implies a set of strategies for
getting messages sent and received and for negotiating
meaning as an interactive participant in discourse, whether
spoken or written. It pressuposes the learners’ ability
to “know how to do” things, being able to act in different
situations as they put their constructed knowledge into
practice.
(BROWN, H. Douglas. Teaching by principles: an interactive approach to
language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents, 1994.
Adaptado)
The same function can be performed at different levels
of formality, depending on the context and the intimacy
between speakers.
There is an adequate choice of grammar and vocabulary in the function ‘making a recommendation’ in the situation illustrated in alternative
There is an adequate choice of grammar and vocabulary in the function ‘making a recommendation’ in the situation illustrated in alternative
Ano: 2026
Banca:
VUNESP
Órgão:
Prefeitura de Jundiaí - SP
Prova:
VUNESP - 2026 - Prefeitura de Jundiaí - SP - Professor II - Língua Estrangeira - Inglês |
Q4395887
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
What makes a teacher
The idea that if you know something, you can teach
it, may seem a straight line. For a gifted few, it might be.
But many experts argue that teaching children and young
people requires knowing how to teach the content to achieve
understanding that is useful to actual learning.
Knowing how to teach children and young people means
having in-depth knowledge of pedagogy (varied philosophies
of learning and teaching), assessment, learning styles and
needs — and the varied complex dynamics that dictate the
context for how effective teaching happens. This fundamental
knowledge happens alongside opportunities to practise and
refine one’s teaching skills.
This is the difference between being taught by qualified
teachers and by people who know stuff. Knowing content is
not synonymous with good teaching. Getting teachers into
classrooms faster may fill classrooms, but at what cost?
There is a cautionary tale here worth paying attention to.
Shortening, and in some cases not requiring teacher
education at all, has been tried and failed. Studies have
shown that a major predictor of student achievement is the
preparedness of teachers. For teachers who have entered
into classrooms via expedited pathways, evidence showed
negative impacts for all student groups.
I fear we are on a road of short-term gain for long-term pain.
In any society, a well-trained certified workforce supports
continuity of learning and achievement. We wouldn’t
contemplate having an unqualified doctor treat us any
more than we want an uncertified electrician wiring our
house. So why is an unqualified teacher OK? Our children
deserve better.
(http://theconversation.com, 25.05.2026. Adaptado)
In the three last paragraphs, the author of the text, mainly,
Ano: 2026
Banca:
VUNESP
Órgão:
Prefeitura de Jundiaí - SP
Prova:
VUNESP - 2026 - Prefeitura de Jundiaí - SP - Professor II - Língua Estrangeira - Inglês |
Q4395886
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
What makes a teacher
The idea that if you know something, you can teach
it, may seem a straight line. For a gifted few, it might be.
But many experts argue that teaching children and young
people requires knowing how to teach the content to achieve
understanding that is useful to actual learning.
Knowing how to teach children and young people means
having in-depth knowledge of pedagogy (varied philosophies
of learning and teaching), assessment, learning styles and
needs — and the varied complex dynamics that dictate the
context for how effective teaching happens. This fundamental
knowledge happens alongside opportunities to practise and
refine one’s teaching skills.
This is the difference between being taught by qualified
teachers and by people who know stuff. Knowing content is
not synonymous with good teaching. Getting teachers into
classrooms faster may fill classrooms, but at what cost?
There is a cautionary tale here worth paying attention to.
Shortening, and in some cases not requiring teacher
education at all, has been tried and failed. Studies have
shown that a major predictor of student achievement is the
preparedness of teachers. For teachers who have entered
into classrooms via expedited pathways, evidence showed
negative impacts for all student groups.
I fear we are on a road of short-term gain for long-term pain.
In any society, a well-trained certified workforce supports
continuity of learning and achievement. We wouldn’t
contemplate having an unqualified doctor treat us any
more than we want an uncertified electrician wiring our
house. So why is an unqualified teacher OK? Our children
deserve better.
(http://theconversation.com, 25.05.2026. Adaptado)
While reading the text, a certain reader comes across
the expression “people who know stuff”, whose meaning
they do not identify at first sight. In order to try to
understand what the expression means, this reader may
pay attention to context and employ the reading strategy
known as
Ano: 2026
Banca:
VUNESP
Órgão:
Prefeitura de Jundiaí - SP
Prova:
VUNESP - 2026 - Prefeitura de Jundiaí - SP - Professor II - Língua Estrangeira - Inglês |
Q4395885
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
What makes a teacher
The idea that if you know something, you can teach
it, may seem a straight line. For a gifted few, it might be.
But many experts argue that teaching children and young
people requires knowing how to teach the content to achieve
understanding that is useful to actual learning.
Knowing how to teach children and young people means
having in-depth knowledge of pedagogy (varied philosophies
of learning and teaching), assessment, learning styles and
needs — and the varied complex dynamics that dictate the
context for how effective teaching happens. This fundamental
knowledge happens alongside opportunities to practise and
refine one’s teaching skills.
This is the difference between being taught by qualified
teachers and by people who know stuff. Knowing content is
not synonymous with good teaching. Getting teachers into
classrooms faster may fill classrooms, but at what cost?
There is a cautionary tale here worth paying attention to.
Shortening, and in some cases not requiring teacher
education at all, has been tried and failed. Studies have
shown that a major predictor of student achievement is the
preparedness of teachers. For teachers who have entered
into classrooms via expedited pathways, evidence showed
negative impacts for all student groups.
I fear we are on a road of short-term gain for long-term pain.
In any society, a well-trained certified workforce supports
continuity of learning and achievement. We wouldn’t
contemplate having an unqualified doctor treat us any
more than we want an uncertified electrician wiring our
house. So why is an unqualified teacher OK? Our children
deserve better.
(http://theconversation.com, 25.05.2026. Adaptado)
The fragment from the third paragraph “people who know
stuff” refers to
Ano: 2026
Banca:
VUNESP
Órgão:
Prefeitura de Jundiaí - SP
Prova:
VUNESP - 2026 - Prefeitura de Jundiaí - SP - Professor II - Língua Estrangeira - Inglês |
Q4395883
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
What makes a teacher
The idea that if you know something, you can teach
it, may seem a straight line. For a gifted few, it might be.
But many experts argue that teaching children and young
people requires knowing how to teach the content to achieve
understanding that is useful to actual learning.
Knowing how to teach children and young people means
having in-depth knowledge of pedagogy (varied philosophies
of learning and teaching), assessment, learning styles and
needs — and the varied complex dynamics that dictate the
context for how effective teaching happens. This fundamental
knowledge happens alongside opportunities to practise and
refine one’s teaching skills.
This is the difference between being taught by qualified
teachers and by people who know stuff. Knowing content is
not synonymous with good teaching. Getting teachers into
classrooms faster may fill classrooms, but at what cost?
There is a cautionary tale here worth paying attention to.
Shortening, and in some cases not requiring teacher
education at all, has been tried and failed. Studies have
shown that a major predictor of student achievement is the
preparedness of teachers. For teachers who have entered
into classrooms via expedited pathways, evidence showed
negative impacts for all student groups.
I fear we are on a road of short-term gain for long-term pain.
In any society, a well-trained certified workforce supports
continuity of learning and achievement. We wouldn’t
contemplate having an unqualified doctor treat us any
more than we want an uncertified electrician wiring our
house. So why is an unqualified teacher OK? Our children
deserve better.
(http://theconversation.com, 25.05.2026. Adaptado)
The combination of a teacher’s in-depth understanding
of pedagogical theories (as described in the first
sentence of the second paragraph) together with their
experience and awareness acquired through practice in
the classroom has been more recently referred to as a
teacher’s
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