Questões de Concurso Comentadas sobre interpretação de texto | reading comprehension em inglês

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Q1108056
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108056 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT II

Reading approaches language practices which come directly from the interaction of the reader with the written text, especially under the focus of the constitution of meaning, based on understanding and interpreting genres written in the English language, which circulate in the various fields and layers of society. The practice of reading in English promotes, for example, the development of strategies of textual recognition (the use of verbal and non-verbal clues into the formulation of hypotheses and inferences) and of the investigation of the ways in which the contexts in the BNCC facilitate processes of meaning and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly potentialized by digital media, makes it possible to live, in a meaningful and pre-given way, diverse ways of reading (reading in order to have a general idea of the text, search for specific information, understand details, etc.), as well as different aims at reading (in order to do research, or enhance one’s own writing, read aloud to defend ideas or arguments, to act in the actual world, always in a critical manner, among other aims). Besides, reading practices in English include diverse possibilities of contexts in the use of languages for research and enhancing of knowledge of meaningful themes for the students, in interdisciplinary works or esthetic appreciation of genres like poems, plays, etc.
Reading from chosen texts, involving practice with diverse written and multimodal texts, of great importance to the life of students in their school, social and cultural aspects, as well as the analyzing and problematizing of the chosen texts, help develop critical reading and the building of an autonomous and creative trajectory in language learning.

BRASIL. Base Nacional Comum Curricular (BNCC).
Available at: <http://basenacionalcomum.mec.gov.br/>.
Acessed on: August 31th, 2019 (Free translation).
Among other advantages in the learning process, reading
Alternativas
Q1108055
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108055 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT II

Reading approaches language practices which come directly from the interaction of the reader with the written text, especially under the focus of the constitution of meaning, based on understanding and interpreting genres written in the English language, which circulate in the various fields and layers of society. The practice of reading in English promotes, for example, the development of strategies of textual recognition (the use of verbal and non-verbal clues into the formulation of hypotheses and inferences) and of the investigation of the ways in which the contexts in the BNCC facilitate processes of meaning and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly potentialized by digital media, makes it possible to live, in a meaningful and pre-given way, diverse ways of reading (reading in order to have a general idea of the text, search for specific information, understand details, etc.), as well as different aims at reading (in order to do research, or enhance one’s own writing, read aloud to defend ideas or arguments, to act in the actual world, always in a critical manner, among other aims). Besides, reading practices in English include diverse possibilities of contexts in the use of languages for research and enhancing of knowledge of meaningful themes for the students, in interdisciplinary works or esthetic appreciation of genres like poems, plays, etc.
Reading from chosen texts, involving practice with diverse written and multimodal texts, of great importance to the life of students in their school, social and cultural aspects, as well as the analyzing and problematizing of the chosen texts, help develop critical reading and the building of an autonomous and creative trajectory in language learning.

BRASIL. Base Nacional Comum Curricular (BNCC).
Available at: <http://basenacionalcomum.mec.gov.br/>.
Acessed on: August 31th, 2019 (Free translation).
The text says that the digital media
Alternativas
Q1108054
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108054 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT II

Reading approaches language practices which come directly from the interaction of the reader with the written text, especially under the focus of the constitution of meaning, based on understanding and interpreting genres written in the English language, which circulate in the various fields and layers of society. The practice of reading in English promotes, for example, the development of strategies of textual recognition (the use of verbal and non-verbal clues into the formulation of hypotheses and inferences) and of the investigation of the ways in which the contexts in the BNCC facilitate processes of meaning and critical reflection of the themes under study.
The work with verbal and hybrid genres, mainly potentialized by digital media, makes it possible to live, in a meaningful and pre-given way, diverse ways of reading (reading in order to have a general idea of the text, search for specific information, understand details, etc.), as well as different aims at reading (in order to do research, or enhance one’s own writing, read aloud to defend ideas or arguments, to act in the actual world, always in a critical manner, among other aims). Besides, reading practices in English include diverse possibilities of contexts in the use of languages for research and enhancing of knowledge of meaningful themes for the students, in interdisciplinary works or esthetic appreciation of genres like poems, plays, etc.
Reading from chosen texts, involving practice with diverse written and multimodal texts, of great importance to the life of students in their school, social and cultural aspects, as well as the analyzing and problematizing of the chosen texts, help develop critical reading and the building of an autonomous and creative trajectory in language learning.

BRASIL. Base Nacional Comum Curricular (BNCC).
Available at: <http://basenacionalcomum.mec.gov.br/>.
Acessed on: August 31th, 2019 (Free translation).
The reading practice does not:
Alternativas
Q1108053
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108053 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT I

Using authentic reading materials in FLT

Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge abouttheworld.Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
• textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
• there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
• Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading.Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to Nuttal (mentioned in the text), the selection of authentic reading material should consider some guidelines, as presented below. Mark the alternative that is not included as an item.
Alternativas
Q1108052
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108052 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT I

Using authentic reading materials in FLT

Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge abouttheworld.Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
• textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
• there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
• Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading.Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to the text, the authentic reasons we read can be summarized as:
Alternativas
Q1108051
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108051 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT I

Using authentic reading materials in FLT

Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge abouttheworld.Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
• textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
• there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
• Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading.Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
The author of the article does not consider that non-authentic texts
Alternativas
Q1108050
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108050 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT I

Using authentic reading materials in FLT

Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge abouttheworld.Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
• textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
• there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
• Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading.Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
Some textbooks still make use of non-authentic texts because
Alternativas
Q1108049
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108049 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT I

Using authentic reading materials in FLT

Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge abouttheworld.Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
• textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
• there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
• Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading.Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
The article says that in communicative language teaching authentic texts should be presented
Alternativas
Q1108048
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108048 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT I

Using authentic reading materials in FLT

Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge abouttheworld.Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
• textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
• there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
• Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading.Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to the text, the strategies used by readers vary
Alternativas
Q1108047
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Uberlândia - MG Prova: FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Uberlândia - MG - Professor - Inglês |
Q1108047 Inglês
INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT I

Using authentic reading materials in FLT

Let us discuss what reading in a foreign language is, how it differs from reading in one’s mother-tongue. If the foreign language learners are poor readers in their mother-tongue, we can’t expect them to read efficiently in the foreign language. But if they are good readers in their mother-tongue, we expect them to transfer their reading strategies to the foreign language automatically. Unfortunately, this doesn’t always happen. Automatic transfer of reading strategies from L1 to L2 is difficult or never occurs. Good readers use top-down and bottom-up strategies to make predictions about the meaning of the text and check them. They vary their reading speed and strategies according to the purpose for their reading and the type of the text. When the same students read a text in the foreign language, they tend to use bottom-up strategies, i.e. their linguistic knowledge, but they rarely dare to use top-down strategies, i.e. their knowledge abouttheworld.Appropriate reading strategies are rarely used and even some faulty reading habits, e.g. subvocalizing, regressive eye movements, etc., can be observed. So, foreign language students usually need more reading practice in order to become efficient readers in the foreign language. The use of authentic materials is an important principle of Communicative Language Teaching. In real life we read because we are interested in the communicative purpose of the text, in the ideas that the writer has expressed or the effect that the text is supposed to produce on the reader. The language in an authentic text is varied, whereas in a non-authentic one there is often one single structure that is repeated. The use of truly authentic texts is an important means of teaching students to communicate effectively.
Unfortunately, most textbooks make use of non-authentic texts. They are supposed to be easier than authentic ones and to be better suited to the students’ language proficiency level. However, this is not true because:
• non-authentic texts are usually over-explicit: they say too much because they lack the natural redundancy of authentic ones, they abound with details, so, the students are not given the chance to make any inferences;
• textbook reading materials usually deal with over-familiar topics. This can hardly be avoided at beginner level but at the higher levels the reading texts can be more informative, enjoyable and interesting;
• there is often a noticeable emphasis on the product of the activity, i.e. on the answers to the comprehension questions, over the process, i.e. the appropriate use of reading skills and strategies in order to understand the text.
We can overcome these shortcomings quite successfully if we provide supplementary authentic texts. Thus the language learners will become better readers, confident in their ability to cope with reading in real life situations.
So, why do we read? In our daily lives we read for two basic reasons: for pleasure and for information (Grellet, 1981:4). We read for information because we want to find out something, to learn something from the text, or for instruction, in order to do something with the information we get, to find out how to act. These reasons for reading are authentic. […]
Having mentioned the major drawbacks of textbook reading materials, let’s now consider the guidelines for selecting a text to supplement them or even replace them. These are the readability, the suitability of content and the exploitability of the authentic text (Nuttal, 1982:25).
• Readability means that the text should be at the right level. When we try to find a readable text, we have to assess the level of its structural and lexical difficulty. Still, we should not forget that the students can deal with more difficult texts, provided the task is not too difficult.
• Suitability of content means that the text should be interesting and informative. The students’ preferences should not be neglected and a survey of their tastes might help the teacher quite a lot.
• Exploitability means that the text should facilitate the development of reading skills in order to help the students become competent and independent readers.
However, we shouldn’t forget the fact that language classes are not entirely homogeneous: the level of the students is not the same, their tastes may vary and it is virtually impossible to create an ideal reader who could tackle all existing texts successfully. So, our goals and criteria should be realistic.
[…]
What should be pointed out in conclusion is the vital importance of using authentic texts as supplements to textbook reading materials in order to prepare students for real life reading.Authentic texts foster the development of their reading skills thus helping them gain confidence in their reading ability in the foreign language. They become autonomous readers, who can take responsibility for their own reading.
Available at: <https://www.beta-iatefl.org/1106/blog-
publications>. Accessed on: July 9th, 2019. (Adapted).
According to the text, a good reader in the mother tongue usually
Alternativas
Q1091684
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Fundação CEFETBAHIA Órgão: Prefeitura de Cruz das Almas - BA Prova: Fundação CEFETBAHIA - 2019 - Prefeitura de Cruz das Almas - BA - Professor - Inglês |
Q1091684 Inglês

Analise um plano de aula sobre a leitura fílmica do curta metragem “For The Birds” ministrada aos alunos do 9º ano do turno matutino na disciplina língua inglesa.

Plano de Aula

Sinopse: O curta For the birds, produzido pela Pixar, é mais um caso de produção voltada ao público infanto-juvenil que pode ser inspirador para o mundo adulto. Em seus poucos minutos de projeção sem diálogos, tem como elementos vitais a tolerância e a diversidade, retratando o preconceito que temos com pessoas diferentes de nós. Os pássaros rejeitam o outro de espécie diferente, mas no final tomam uma boa lição.

Objetivo: Trabalhar o preconceito contra o diferente através da leitura fílmica do curta metragem “For The Birds”, exibido no YouTube.

Material utilizado: celular, projetor e o curta metragem “For The Birds”.

I. Pre Viewing Questions:

1. What kind of movies do you like?

2.Have you ever watched any short film? If yes, which one?

II. Comprehension Questions:

1. Who are the characters?

2. Where is the scene?

3. What happened in the scenes you have just seen?

Teacher carry out a discussion with the students about these questions, helping them to answer these questions. She/He call students’ attention to prejudice against the different ones.

III. Post Viewing Questions:

Show the short film again and ask students, in small groups, to create a dialog where the Big Bird is included and role play it.

Sobre o plano de aula apresentado, considerando os pressupostos dos Parâmetros Curriculares Nacional de língua estrangeira, analise as assertivas e identifique com V as verdadeiras e com F as falsas.

( ) A interação é assimétrica.

( ) Há envolvimento discursivo dos alunos.

( ) Neste plano de aula, as tarefas não integram as dimensões internacional, linguística e cognitiva.

( ) Os conhecimentos prévios dos alunos são levados em consideração na elaboração do plano de aula.

A alternativa que contém a sequência correta, de cima para baixo, é 

Alternativas
Q1091679
Inglês Interpretação de texto | Reading comprehension , Aspectos linguísticos | Linguistic aspects ,
Ano: 2019 Banca: Fundação CEFETBAHIA Órgão: Prefeitura de Cruz das Almas - BA Prova: Fundação CEFETBAHIA - 2019 - Prefeitura de Cruz das Almas - BA - Professor - Inglês |
Q1091679 Inglês

Imagem associada para resolução da questão


DONAR. Disponível em: <http://politicalgraffiti.wordpress.com>. Acesso em: 17 ago. 2011.


Considerando a relação entre linguagem e sociedade, analise o diálogo presente na charge (figura 4) e assinale a alternativa que está em consonância com o que é descrito nos PCN de Língua Inglesa sobre este tópico. 

Alternativas
Q1086674
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086674 Inglês

TEXT 8


“As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.”

ALMEIDA, R. L. T. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, n. 2, 2012, p. 347. 

Read the sentences below and decide which ones are in accordance with the ideas presented in the text. Mark the most adequate answer A-D.


I. The internet has introduced a new relevance for learning a foreign language.

II. Practical conditions and educational relevance have justified changes to teaching.

III. The use of the English language outside schools has always been considered relevant.

IV. The author claims that reading should be the focus of teaching English in schools.

V. Producing internet related texts may be a way to empower our students.


The correct option is

Alternativas
Q1086672
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086672 Inglês

TEXT 6


“Probably the best-known and most often cited dimension of the WE (World Englishes) paradigm is the model of concentric circles: the ‘norm-providing’ inner circle, where English is spoken as a native language (ENL), the ‘norm-developing’ outer circle, where it is a second language (ESL), and the ‘norm-dependent’ expanding circle, where it is a foreign language (EFL). Although only ‘tentatively labelled’ (Kachru, 1985, p.12) in earlier versions, it has been claimed more recently that ‘the circles model is valid in the senses of earlier historical and political contexts, the dynamic diachronic advance of English around the world, and the functions and standards to which its users relate English in its many current global incarnations’ (Kachru and Nelson, 1996, p. 78).”

PENNYCOOK, A. Global Englishes and Transcultural Flows. New York: Routledge, 2007, p. 21.


According to the text, it is possible to say that the “circles model” established by Kachru

Alternativas
Q1086670
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086670 Inglês

TEXT 5


“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”

RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.

The argument presented by Widdowson and cited in the paragraph means that
Alternativas
Q1086669
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086669 Inglês

TEXT 5


“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”

RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.

The author’s main purpose in this paragraph is to
Alternativas
Q1086664
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086664 Inglês

TEXT 2


“In spite of sharing Fairclough’s (1995/2010) view that the pedagogy of multiliteracies is situated in a critical language awareness perspective since its constructions parts from the problematization of work, citizenship and lifeworlds relations in the new global capitalism to propose the (re)design of meanings so as to account for the multiplicity of semiosis and lifestyles in contemporaneity, we can still notice that, in several aspects, the pedagogy designed by the New London Group legitimize some of the orders of discourse from this same capitalism it criticizes. Such a legitimation appears, for instance, in the comparison between teachers and managers used to define the notion of designer. It can also be noticed in the emphasis the Group places on the preparation for the labor market, even though the development of a metalanguage able to raise critical awareness about every practice is also emphasized. It is also worthwhile to highlight that the pedagogy of multiliteracies was thought as an educational alternative to respond to the “dramatic global economic change” we have been going through “as new business and management theories and practices emerge across the developed world” (NEW LONDON GROUP, 2000, p.10). Within this context, the fact of the multiliteracies pedagogy be constructed in the clash between legitimatizing and problematizing crystallized literacy practices from this developed world in the search of alternative life and educational designs becomes comprehensible.”

OLIVEIRA, M. B. F.; SZUNDI, P. T. C. Multiliteracies Practices at School: for a responsive education to contemporaneity.

Bakhtiniana, São Paulo, v. 9, n. 2, Jul./Dec. 2014, p. 202, 203.


According to the text, we may say that

Alternativas
Q1086663
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086663 Inglês

Santos (2012) points out that a sociointeractional approach to learning occurs from the development of a context in which a more competent partner gives the learner the necessary support in the learning process, emphasizing the idea that the learning process is always mediated. Such mediation involves the interaction between teachers, students, resources and teaching materials. Still, on the relevant aspects of the sociointeractional approach to learning, the author mentions Vygotsky's notion that language is the most important mediating tool. Therefore, thinking, reading, writing, and talking about a specific topic have an important impact on our understanding of the world.


Thus, regarding the teaching and learning of reading from a sociointeractional perspective and the role strategies have in that process, it is possible to draw some conclusions. Read the conclusions below, decide which ones are in accordance with that approach and mark the most adequate answer A – D.


I. Developing learner strategies in the foreign language reading class implies that the learner will be at the centre and in control of the use of strategies, being the agent of his/her strategic decisions.


II. Since the 1990s, reading has come to be understood as a complex and dynamic activity that involves not only bottom-up and top-down cognitive processes, but also other contextual elements such as the reader's experience with other texts, the medium in which the text is written and the reader's decisions, as well as the reading strategies that he/she uses.


III. Successful readers often focus their attention on the general meaning of the text, but always use the dictionary when they encounter unfamiliar words. They also seek to break up word groups into single words to improve their comprehension.


IV. Activation of the student's prior knowledge of a subject, attention to the title of the text, its images, as well as typographic marks (font type, bold, italics, etc.) and identification of the textual genre are important pre-reading strategies that can lead the learner to formulate successful hypotheses about the text, making it easier to understand.


The correct option is

Alternativas
Q1086660
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086660 Inglês

TEXT 1

School for sexism

By Deborah Cameron (Oxford University)


      This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]

      The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.

      […] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].

      This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?

      We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]

      By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.

      So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]

      When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]

      The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.

                               Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019. 

Select the sentence that best paraphrases the excerpt:

“Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines”.

Alternativas
Q1086658
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2019 Banca: Colégio Pedro II Órgão: Colégio Pedro II Prova: Colégio Pedro II - 2019 - Colégio Pedro II - Professor - Inglês |
Q1086658 Inglês

TEXT 1

School for sexism

By Deborah Cameron (Oxford University)


      This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]

      The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.

      […] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].

      This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?

      We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]

      By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.

      So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]

      When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]

      The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.

                               Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019. 

The following quote from Cameron’s article presents a standard passive construction, according to Parrott (2010): “This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping.”

Among the sentences below, choose the only one that follows a different pattern from standard passive constructions.

Alternativas
Respostas
5301: A
5302: C
5303: B
5304: B
5305: B
5306: C
5307: D
5308: B
5309: A
5310: B
5311: B
5312: C
5313: D
5314: B
5315: A
5316: C
5317: A
5318: B
5319: B
5320: C
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