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Sobre interpretação de texto | reading comprehension em inglês
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From: https://schulzmuseum.org/wp-content/uploads/2020/11/1963-05-01_WEBscaled.jpg
READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT I
National Assessment Reform: Core Considerations for Brazil
Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.
Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D
READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT I
National Assessment Reform: Core Considerations for Brazil
Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.
Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D
READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT I
National Assessment Reform: Core Considerations for Brazil
Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.
Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D
Based on Text I, mark the statements below as TRUE (T) or FALSE (F).
( ) The three opening sentences convey an encouraging outlook.
( ) In 2018, PISA showed Brazilian students scored higher in Mathematics and Science than in reading.
( ) According to the 2018 results, most Brazilian students are able to perceive bias in texts.
The statements are, respectively:
TEXT 2
WHAT IS THE COMMUNICATIVE APPROACH?
In the Communicative Approach, real communication and interaction is not only the objective in learning, but also the means through which it takes place. This approach started in the 70s and became prominent as it proposed an alternative to the then ubiquitous systems-oriented approaches, such as the Audiolingual method. That means that, instead of focusing on the acquisition of grammar and vocabulary (grammatical/linguistic competence), the Communicative Approach aimed at developing the learner’s competence to communicate in the target language (communicative competence), with an enhanced focus on real-life situations.
Excerpt extracted and adapted from: https://www.whatiselt.com/single-post/2018/08/23/what-is-thecommunicative-approach
“This approach / method is based on the idea that learning language successfully comes through having to communicate real meaning.
When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
Classroom activities guided by this approach / method are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learnercentred, and there may be use of authentic materials.”
Adapted from: https://www.teachingenglish.org.uk
The approach or method referred to in the text is the ...
“ESP is teaching with the aim of assisting learners’ study or research in the particular variety of English they may need. It has emerged from over 50 years of research and classroom practice and has become a major influence in university and workplace classrooms in many parts of the world. The basic idea behind ESP is that learners’ needs differ enormously according to future academic or occupational goals, and this is why ESP has become so influential in universities around the world in recent years.”
Adapted from: https://doi.org/10.18485/esptoday.2022.10.2.1
ESP stands for:
“Using reading strategies should help you to read more effectively, and to engage with the texts to question them and extract relevant ideas.
This strategy refers to the process of speed reading to get a general overview of the meaning of a text.
You can do this by reading through the introduction, conclusion, the headings, and the beginning and end of paragraphs to get the main ideas and build up a general overview. Focus on identifying the main ideas rather than trying to read the details. Identify which parts you need to read in depth when you go over the text again more slowly. You may decide you need to read it all again, but you will now know which are the most relevant parts.”
Adapted from: https://library.leeds.ac.uk/info/1401/academicskills/207/reading/2
The reading strategy referred to in the text is:
“Language skills are the abilities that enable you to express your thoughts coherently and communicate with others. These skills provide structure and relevance to the information you wish to convey to the recipient. There are four essential skills that comprise basic language competency. While communicating, people usually use a combination of these skills simultaneously. Choosing the right skills usually depends on various factors, such as the urgency of the message, the number of people targeted and whether it is a formal or informal communication.”
Adapted from: https://in.indeed.com/career-advice/resumes-coverletters/language-skills
The four language skills referred to in the text are:
Read the text below and answer the questions that follow.
Text
Should schools just say no to pupils using phones?
14th July 2024
Natalie Grice – BBC News
“I wouldn’t say it’s a good thing for a child never to have a smartphone. I think it’s part of a balanced life. You’ve got to live in your own time.”
These are not the words you might expect to hear from a teacher at a school that has never in its history allowed pupils under sixth form age to use a mobile phone on the premises.
But Sarah Owen, deputy head at Stanwell School in Penarth, Vale of Glamorgan, was simply expressing a personal opinion, rather than the school’s view about a young person’s wider life.
It is clear that she and the school have very firm opinions on what is best for children while they are on school grounds.
For Stanwell pupils in years 7 to 11, that has always meant no phones. Not in lessons, not in the corridor, not at breaktimes.
It is such a long-established rule that it presumably comes as no surprise to pupils and parents when they join the school, which is starting to seem as if it may have been ahead of a growing curve.
In the past few years, a number of schools across Wales and further afield have introduced total bans on mobiles. While Stanwell only asks pupils to keep phones switched off in their bags, others require the devices to be handed in at the start of the day.
Llanidloes High School in Powys is one which has implemented this policy in the past few years and Ysgol Penrhyn Dewi in St Davids, Pembrokeshire, followed suit at the start of this year.
Sarah Owen has been at Stanwell School since 2000 and says that there has always been a no phone policy in the school. For Sarah, it is a question not of trying to impinge on their students’ freedom, but of giving them vital time away from mobile life, for welfare as well as educational reasons.
“We genuinely believe this is in their best interests,” she said. “Phone addiction and screen addiction and scrolling, the loss of concentration, the loss of soft skills around listening and interacting with others, that’s something we need to be concerned about as a society generally.”
“We want children to be interacting with each other, having conversations, playing football, having those connections and interactions with other people.”
Sarah also believes it gives pupils relief from the possibility of being “photographed, filmed, mocked in some way – that’s not a nice way for children to live”. She said she wanted her pupils to have “some sanctuary from the anxiety of feeling so scrutinised and looked at”.
Adapted from: https://www.bbc.com/news/articles
Read the text below and answer the questions that follow.
Text
Should schools just say no to pupils using phones?
14th July 2024
Natalie Grice – BBC News
“I wouldn’t say it’s a good thing for a child never to have a smartphone. I think it’s part of a balanced life. You’ve got to live in your own time.”
These are not the words you might expect to hear from a teacher at a school that has never in its history allowed pupils under sixth form age to use a mobile phone on the premises.
But Sarah Owen, deputy head at Stanwell School in Penarth, Vale of Glamorgan, was simply expressing a personal opinion, rather than the school’s view about a young person’s wider life.
It is clear that she and the school have very firm opinions on what is best for children while they are on school grounds.
For Stanwell pupils in years 7 to 11, that has always meant no phones. Not in lessons, not in the corridor, not at breaktimes.
It is such a long-established rule that it presumably comes as no surprise to pupils and parents when they join the school, which is starting to seem as if it may have been ahead of a growing curve.
In the past few years, a number of schools across Wales and further afield have introduced total bans on mobiles. While Stanwell only asks pupils to keep phones switched off in their bags, others require the devices to be handed in at the start of the day.
Llanidloes High School in Powys is one which has implemented this policy in the past few years and Ysgol Penrhyn Dewi in St Davids, Pembrokeshire, followed suit at the start of this year.
Sarah Owen has been at Stanwell School since 2000 and says that there has always been a no phone policy in the school. For Sarah, it is a question not of trying to impinge on their students’ freedom, but of giving them vital time away from mobile life, for welfare as well as educational reasons.
“We genuinely believe this is in their best interests,” she said. “Phone addiction and screen addiction and scrolling, the loss of concentration, the loss of soft skills around listening and interacting with others, that’s something we need to be concerned about as a society generally.”
“We want children to be interacting with each other, having conversations, playing football, having those connections and interactions with other people.”
Sarah also believes it gives pupils relief from the possibility of being “photographed, filmed, mocked in some way – that’s not a nice way for children to live”. She said she wanted her pupils to have “some sanctuary from the anxiety of feeling so scrutinised and looked at”.
Adapted from: https://www.bbc.com/news/articles
1. The pupils at Stanwell School are allowed to use their mobiles in the corridor and at breaktimes, but they are not allowed to use the mobiles in the classroom.
2. Few schools in Wales have banned their students from using their mobile phones on their premises.
3. The pupils at Stanwell school are supposed to hand in their mobile phones at the start of the day.
4. Sarah Owen has implemented the no phone policy not only at Stanwell School but also at Llanidloes High School.
Choose the right option:
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
Process innovation in the food industry primarily focuses on developing new and unique flavors for food products.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
The primary motivation behind innovation in the food industry is to cater to the increasing demand for organic food products.
Innovation in the food industry can be broadly categorized into four key areas: product innovation, process innovation, packaging innovation, and marketing/branding innovation. Product innovation focuses on creating new or improved food products with unique features and benefits for consumers. This may involve developing new flavors, textures, and incorporating healthier ingredients. Process innovation aims to optimize production processes by implementing new technologies and methods to increase output while maintaining or improving quality standards. Packaging innovation explores innovative ways to package and present food products to consumers, such as using eco-friendly materials, implementing unique designs, and incorporating features that extend shelf life. Finally, marketing/branding innovation involves developing creative strategies to promote food products to consumers, leveraging social media, influencer marketing, and engaging campaigns to build brand loyalty.
Internet: <tastewise.io> (adapted).
Based on the text above, judge the following item.
The word “leveraging” as used in the second paragraph implies the act of taking as much advantage or profit as possible from something.
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