Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.963 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524666
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
By ‘performing’ the function, you are performing an act
of communication.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524665
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
Consider the following exchange:
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524664
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world?
(KRAMASCH, Claire. 2024. Adaptado)
Read the strip and compare it to the content of the text.
(https://www.boredpanda.com/community/chinesetinyeyes/)
The question by Kramash which most directly relates to the situation illustrated in the strip is found in
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524663
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world?
(KRAMASCH, Claire. 2024. Adaptado)
O excerto mostra que, para a autora, o ensino de cultura
na educação em língua estrangeira
Ano: 2025
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VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524662
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
Com relação à autonomia em contextos de aprendizagem, o texto mostra que
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524652
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
O trecho em negrito do segundo parágrafo em “Over 200
years later, in 1870, technology advanced to include the
Magic Lantern, a primitive version of a slide projector
that projected images printed on glass plates” é usado
com o objetivo de
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524648
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
The tittle that best applies to the text is:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524645
Inglês
Texto associado
The paper reflects on the role of technology in English
language teaching (ELT) methodologies and on the impact
of globalization and internationalization in education in
general and in the ELT in particular. The study is based on
the assumption that access to information and technology
is necessary to build social capital (WARSCHAUER, 2003)
and that this access requires some English knowledge
and digital literacy (FINARDI; PREBIANCA; MOMM,
2013). Departing from a bibliographic review on the use of
ELT methodologies and the role of technologies in these
methodologies, the study proposes that both the resistance to
and the uncritical use of technologies and methodologies may
bring negative consequences to the development of English
language proficiency and social development in Brazil. The
study concludes that in the post-method (BROWN, 2002;
KUMARAVADIVELO, 2003) and information era (LEVY,
1999) technologies have a relevant and crucial role that
should be critically considered in ELT methodologies. The
study also suggests that the informed use of technologies
and methodologies, allied with the teaching of English as
an international language are essential to leverage the
development and the internationalization of education in
Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
No texto, as autoras mencionam que
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524643
Inglês
Texto associado
The paper reflects on the role of technology in English
language teaching (ELT) methodologies and on the impact
of globalization and internationalization in education in
general and in the ELT in particular. The study is based on
the assumption that access to information and technology
is necessary to build social capital (WARSCHAUER, 2003)
and that this access requires some English knowledge
and digital literacy (FINARDI; PREBIANCA; MOMM,
2013). Departing from a bibliographic review on the use of
ELT methodologies and the role of technologies in these
methodologies, the study proposes that both the resistance to
and the uncritical use of technologies and methodologies may
bring negative consequences to the development of English
language proficiency and social development in Brazil. The
study concludes that in the post-method (BROWN, 2002;
KUMARAVADIVELO, 2003) and information era (LEVY,
1999) technologies have a relevant and crucial role that
should be critically considered in ELT methodologies. The
study also suggests that the informed use of technologies
and methodologies, allied with the teaching of English as
an international language are essential to leverage the
development and the internationalization of education in
Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
One of the authors’ objectives in the study described is to
understand
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524642
Inglês
Texto associado
The paper reflects on the role of technology in English
language teaching (ELT) methodologies and on the impact
of globalization and internationalization in education in
general and in the ELT in particular. The study is based on
the assumption that access to information and technology
is necessary to build social capital (WARSCHAUER, 2003)
and that this access requires some English knowledge
and digital literacy (FINARDI; PREBIANCA; MOMM,
2013). Departing from a bibliographic review on the use of
ELT methodologies and the role of technologies in these
methodologies, the study proposes that both the resistance to
and the uncritical use of technologies and methodologies may
bring negative consequences to the development of English
language proficiency and social development in Brazil. The
study concludes that in the post-method (BROWN, 2002;
KUMARAVADIVELO, 2003) and information era (LEVY,
1999) technologies have a relevant and crucial role that
should be critically considered in ELT methodologies. The
study also suggests that the informed use of technologies
and methodologies, allied with the teaching of English as
an international language are essential to leverage the
development and the internationalization of education in
Brazil in a critical way in relation to the effects of globalization.
(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
The linguistic and discourse characteristics of the text are
consistent with those of an academic article’s
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524636
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
As far as the element “content” in CLIL is concerned, the
fourth and fifth paragraphs state that
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524635
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
In paragraph 1, we learn that a good CLIL lesson plan
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524634
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
While reading this text, a teacher comes across the word
“interwoven” in the fragment “Each is interwoven, even
if the emphasis is greater on one or the other at a given
time”. A fluent reader, this teacher resorts to context to
arrive at the meaning of this word and, doing so, makes
use of the reading strategy named
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524630
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
The expression in bold in the excerpt “such as contentbased language teaching” is being used to
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524629
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
According to the text, the concept “additional language”
refers to
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522162
Inglês
The incorporation of English into Brazilian Portuguese
has evolved over several decades. How has the
influence of English in Brazilian Portuguese historically
impacted its use in everyday speech?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522160
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Does Gen Z Already Have a Retirement Problem?
By Elizabeth Gulino
Although they've only been in the professional sphere for
less than a decade, Gen Z has already shaken up work
as we know it. They're quiet quitting, overcoming
imposter syndrome, taking adult gap years, and fully
embracing being the personality hire. But they're also,
apparently, not saving enough for retirement.
According to the Teachers Insurance and Annuity
Association, a financial services company, only 20
percent of Gen Zers are currently saving for retirement.
Surya Kolluri, head of the TIAA Institute, says there are a
myriad of reasons as to why Gen Z may be behind on
starting to save for this milestone: The cost of living is
higher, financial pressures are abundant, student debt is
climbing, and there's been more of a desire to achieve a
healthy work-life balance and flexibility in careers instead
of a six-figure salary. And of the 80 percent of
respondents who haven't started saving, 35 percent of
them admit they don't even know where to start.
A recent Bank of America study provided further
confirmation: based on internal deposit account data, the
banking institution found that Gen Z on average doesn't
have enough saved to cover a month of expenses.
Kolluri says one of the biggest roadblocks in Gen Z's path
to retirement is a lack of knowledge. Saving, investing,
and the power of compounding aren't exactly taught in
schools, and there are enough fin-fluencers and
resources out there to make even the most dialed-in Gen
Zers feel overwhelmed.
The most common — and easiest — path toward
retirement is taking advantage of an employer's 401(k).
Lauren, 24, does, but while her current company
matches 4 percent of her contributions, she tells PS her
former employer didn't match at all. "I didn't even realize
that that was such a benefit I was missing," she says.
"When I would tell people that they weren't matching it
they were like, what? How are they getting away with
that? And I had no idea." Now, of course, Lauren is
taking full advantage of her employer's plan — but she
would've been more ahead in her saving game if she
knew what to look for before.
Of the 20 percent of the Gen Zers surveyed currently
saving for retirement, 66 percent of them do so through their employer, according to the TIAA. But thanks to
dwindling job security and the rise of the gig economy, a
chunk of the workforce has been left behind on
retirement planning.
Angelina, 27, comes from a family of restaurateurs and is
currently partial owner of a restaurant. Currently, she has
zero retirement savings. Her dad, however, opened his
first restaurant at 36 and was able to retire at 60. "He was
able to start something and retire in less than 25 years,
which I think gave me a false perception of reality," she
says. "I think I'm going to be able to achieve the same
thing, but I haven't saved a dime.
"I pay into social security, but that's not necessarily
enough to survive on, if that even exists by the time that
I'm able to collect it," Angelina adds.
Jane, 25, is at the opposite end of the spectrum: She's
currently planning to retire in her 30s — at least, in a way.
For most of her working life, she's held two full-time jobs
and currently owns a townhouse in downtown Toronto
that she rents out to tenants. She lives with her parents
to save money and tells PS that 50 percent of her income
goes to investments, including retirement.
Right now, she's using Financial Independence, Retire
Early (FIRE) as a guide, which follows a formula of
saving, investing, and frugal living to reach "financial
independence" in a short time frame.
"It's a more flexible variation of retirement," Jane
explains. "Retirement doesn't just take one form. There
are a lot of different types of it. It's not never working —
it's being work-optional, being flexible, being able to take
really long breaks."
The first milestone under FIRE is called "barista fire,"
which Jane is currently working toward obtaining. "It
gives you flexibility to be work-optional and gives you
flexibility to have enough [saved] that you can be a
barista, for example, or work part-time for the rest of your
life so you're not dependent on a full 9-to-5 corporate
job," she says. "My first FIRE milestone is hopefully
saving $700,000. That would enable me to find
alternative sources of income as opposed to a full 9-to-5."
Jane's not exactly the norm, however. Kolluri says that
employers like Lauren's play a vital role in enabling their
workers to get on a strong financial plan, meaning that
freelancers or those who are self-employed, like
Angelina, need to work that much harder to get
themselves started. If you fall into that bucket, he says
that looking into individual retirement accounts (IRAs) are
a good place to start.
Haley Sacks, a financial influencer known as Mrs. Dow
Jones, agrees that endless opportunities to buy and
consume don't help very much when it comes to saving.
"I think it's really hard when you're constantly bombarded
with so much to buy and so much FOMO," she says. "It's
very easy for people to spend everything that they make."
Jane, Lauren, and Angelina all cite similar reasons for
their age group's lack of retirement funds: the rising cost
of living, a shortage of knowledge, and endless
opportunities to spend money under capitalism. "We live in a time where our FYPs and our Instagram feeds are
perfectly tailored to things we want to purchase and
overconsumption is so normalized," Angelina says. "I
would say [Gen Z not saving] is more because of
overconsumption and the need to shop that's ingrained in
us versus not having things like a 401(k), or whatever the
hell it's called."
Kolluri says education and instilling confidence among
young people when it comes to their money is a must.
Saving for retirement is vital — not only for living
expenses to be covered with age, but medical expenses,
too. "The average couple spends over $300,000 on
healthcare in retirement in cash," Sacks says. "The funds
that you're saving are not just to live in Boca and play golf
all day they're also to take care of yourself as your health
deteriorates."
Kolluri says that what's different about Gen Z is they
value one thing above all else: freedom. "People in this
demographic express interest in wanting to maintain the
freedom to pursue their interests and being able to
financially manage their lives," he says. "That is a new
combination we have not seen in other generations."
Retirement is a long way off for Gen Zers. Angelina,
though, is already looking forward to the future. "2025 is
my year to get my shit together," she says.
https://www.popsugar.com/money/gen-z-retirement-49425345
The article features the perspectives of different
individuals regarding retirement savings. These
individuals express their views based on their own life
situations and financial understanding. What best
describes the relationship between the speakers' views
and their personal experiences, as conveyed in the
article?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522159
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Does Gen Z Already Have a Retirement Problem?
By Elizabeth Gulino
Although they've only been in the professional sphere for
less than a decade, Gen Z has already shaken up work
as we know it. They're quiet quitting, overcoming
imposter syndrome, taking adult gap years, and fully
embracing being the personality hire. But they're also,
apparently, not saving enough for retirement.
According to the Teachers Insurance and Annuity
Association, a financial services company, only 20
percent of Gen Zers are currently saving for retirement.
Surya Kolluri, head of the TIAA Institute, says there are a
myriad of reasons as to why Gen Z may be behind on
starting to save for this milestone: The cost of living is
higher, financial pressures are abundant, student debt is
climbing, and there's been more of a desire to achieve a
healthy work-life balance and flexibility in careers instead
of a six-figure salary. And of the 80 percent of
respondents who haven't started saving, 35 percent of
them admit they don't even know where to start.
A recent Bank of America study provided further
confirmation: based on internal deposit account data, the
banking institution found that Gen Z on average doesn't
have enough saved to cover a month of expenses.
Kolluri says one of the biggest roadblocks in Gen Z's path
to retirement is a lack of knowledge. Saving, investing,
and the power of compounding aren't exactly taught in
schools, and there are enough fin-fluencers and
resources out there to make even the most dialed-in Gen
Zers feel overwhelmed.
The most common — and easiest — path toward
retirement is taking advantage of an employer's 401(k).
Lauren, 24, does, but while her current company
matches 4 percent of her contributions, she tells PS her
former employer didn't match at all. "I didn't even realize
that that was such a benefit I was missing," she says.
"When I would tell people that they weren't matching it
they were like, what? How are they getting away with
that? And I had no idea." Now, of course, Lauren is
taking full advantage of her employer's plan — but she
would've been more ahead in her saving game if she
knew what to look for before.
Of the 20 percent of the Gen Zers surveyed currently
saving for retirement, 66 percent of them do so through their employer, according to the TIAA. But thanks to
dwindling job security and the rise of the gig economy, a
chunk of the workforce has been left behind on
retirement planning.
Angelina, 27, comes from a family of restaurateurs and is
currently partial owner of a restaurant. Currently, she has
zero retirement savings. Her dad, however, opened his
first restaurant at 36 and was able to retire at 60. "He was
able to start something and retire in less than 25 years,
which I think gave me a false perception of reality," she
says. "I think I'm going to be able to achieve the same
thing, but I haven't saved a dime.
"I pay into social security, but that's not necessarily
enough to survive on, if that even exists by the time that
I'm able to collect it," Angelina adds.
Jane, 25, is at the opposite end of the spectrum: She's
currently planning to retire in her 30s — at least, in a way.
For most of her working life, she's held two full-time jobs
and currently owns a townhouse in downtown Toronto
that she rents out to tenants. She lives with her parents
to save money and tells PS that 50 percent of her income
goes to investments, including retirement.
Right now, she's using Financial Independence, Retire
Early (FIRE) as a guide, which follows a formula of
saving, investing, and frugal living to reach "financial
independence" in a short time frame.
"It's a more flexible variation of retirement," Jane
explains. "Retirement doesn't just take one form. There
are a lot of different types of it. It's not never working —
it's being work-optional, being flexible, being able to take
really long breaks."
The first milestone under FIRE is called "barista fire,"
which Jane is currently working toward obtaining. "It
gives you flexibility to be work-optional and gives you
flexibility to have enough [saved] that you can be a
barista, for example, or work part-time for the rest of your
life so you're not dependent on a full 9-to-5 corporate
job," she says. "My first FIRE milestone is hopefully
saving $700,000. That would enable me to find
alternative sources of income as opposed to a full 9-to-5."
Jane's not exactly the norm, however. Kolluri says that
employers like Lauren's play a vital role in enabling their
workers to get on a strong financial plan, meaning that
freelancers or those who are self-employed, like
Angelina, need to work that much harder to get
themselves started. If you fall into that bucket, he says
that looking into individual retirement accounts (IRAs) are
a good place to start.
Haley Sacks, a financial influencer known as Mrs. Dow
Jones, agrees that endless opportunities to buy and
consume don't help very much when it comes to saving.
"I think it's really hard when you're constantly bombarded
with so much to buy and so much FOMO," she says. "It's
very easy for people to spend everything that they make."
Jane, Lauren, and Angelina all cite similar reasons for
their age group's lack of retirement funds: the rising cost
of living, a shortage of knowledge, and endless
opportunities to spend money under capitalism. "We live in a time where our FYPs and our Instagram feeds are
perfectly tailored to things we want to purchase and
overconsumption is so normalized," Angelina says. "I
would say [Gen Z not saving] is more because of
overconsumption and the need to shop that's ingrained in
us versus not having things like a 401(k), or whatever the
hell it's called."
Kolluri says education and instilling confidence among
young people when it comes to their money is a must.
Saving for retirement is vital — not only for living
expenses to be covered with age, but medical expenses,
too. "The average couple spends over $300,000 on
healthcare in retirement in cash," Sacks says. "The funds
that you're saving are not just to live in Boca and play golf
all day they're also to take care of yourself as your health
deteriorates."
Kolluri says that what's different about Gen Z is they
value one thing above all else: freedom. "People in this
demographic express interest in wanting to maintain the
freedom to pursue their interests and being able to
financially manage their lives," he says. "That is a new
combination we have not seen in other generations."
Retirement is a long way off for Gen Zers. Angelina,
though, is already looking forward to the future. "2025 is
my year to get my shit together," she says.
https://www.popsugar.com/money/gen-z-retirement-49425345
In the sentence "The most common — and easiest —
path toward retirement is taking advantage of an
employer's 401(k)," the word "path" refers to which of the
following?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522158
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Does Gen Z Already Have a Retirement Problem?
By Elizabeth Gulino
Although they've only been in the professional sphere for
less than a decade, Gen Z has already shaken up work
as we know it. They're quiet quitting, overcoming
imposter syndrome, taking adult gap years, and fully
embracing being the personality hire. But they're also,
apparently, not saving enough for retirement.
According to the Teachers Insurance and Annuity
Association, a financial services company, only 20
percent of Gen Zers are currently saving for retirement.
Surya Kolluri, head of the TIAA Institute, says there are a
myriad of reasons as to why Gen Z may be behind on
starting to save for this milestone: The cost of living is
higher, financial pressures are abundant, student debt is
climbing, and there's been more of a desire to achieve a
healthy work-life balance and flexibility in careers instead
of a six-figure salary. And of the 80 percent of
respondents who haven't started saving, 35 percent of
them admit they don't even know where to start.
A recent Bank of America study provided further
confirmation: based on internal deposit account data, the
banking institution found that Gen Z on average doesn't
have enough saved to cover a month of expenses.
Kolluri says one of the biggest roadblocks in Gen Z's path
to retirement is a lack of knowledge. Saving, investing,
and the power of compounding aren't exactly taught in
schools, and there are enough fin-fluencers and
resources out there to make even the most dialed-in Gen
Zers feel overwhelmed.
The most common — and easiest — path toward
retirement is taking advantage of an employer's 401(k).
Lauren, 24, does, but while her current company
matches 4 percent of her contributions, she tells PS her
former employer didn't match at all. "I didn't even realize
that that was such a benefit I was missing," she says.
"When I would tell people that they weren't matching it
they were like, what? How are they getting away with
that? And I had no idea." Now, of course, Lauren is
taking full advantage of her employer's plan — but she
would've been more ahead in her saving game if she
knew what to look for before.
Of the 20 percent of the Gen Zers surveyed currently
saving for retirement, 66 percent of them do so through their employer, according to the TIAA. But thanks to
dwindling job security and the rise of the gig economy, a
chunk of the workforce has been left behind on
retirement planning.
Angelina, 27, comes from a family of restaurateurs and is
currently partial owner of a restaurant. Currently, she has
zero retirement savings. Her dad, however, opened his
first restaurant at 36 and was able to retire at 60. "He was
able to start something and retire in less than 25 years,
which I think gave me a false perception of reality," she
says. "I think I'm going to be able to achieve the same
thing, but I haven't saved a dime.
"I pay into social security, but that's not necessarily
enough to survive on, if that even exists by the time that
I'm able to collect it," Angelina adds.
Jane, 25, is at the opposite end of the spectrum: She's
currently planning to retire in her 30s — at least, in a way.
For most of her working life, she's held two full-time jobs
and currently owns a townhouse in downtown Toronto
that she rents out to tenants. She lives with her parents
to save money and tells PS that 50 percent of her income
goes to investments, including retirement.
Right now, she's using Financial Independence, Retire
Early (FIRE) as a guide, which follows a formula of
saving, investing, and frugal living to reach "financial
independence" in a short time frame.
"It's a more flexible variation of retirement," Jane
explains. "Retirement doesn't just take one form. There
are a lot of different types of it. It's not never working —
it's being work-optional, being flexible, being able to take
really long breaks."
The first milestone under FIRE is called "barista fire,"
which Jane is currently working toward obtaining. "It
gives you flexibility to be work-optional and gives you
flexibility to have enough [saved] that you can be a
barista, for example, or work part-time for the rest of your
life so you're not dependent on a full 9-to-5 corporate
job," she says. "My first FIRE milestone is hopefully
saving $700,000. That would enable me to find
alternative sources of income as opposed to a full 9-to-5."
Jane's not exactly the norm, however. Kolluri says that
employers like Lauren's play a vital role in enabling their
workers to get on a strong financial plan, meaning that
freelancers or those who are self-employed, like
Angelina, need to work that much harder to get
themselves started. If you fall into that bucket, he says
that looking into individual retirement accounts (IRAs) are
a good place to start.
Haley Sacks, a financial influencer known as Mrs. Dow
Jones, agrees that endless opportunities to buy and
consume don't help very much when it comes to saving.
"I think it's really hard when you're constantly bombarded
with so much to buy and so much FOMO," she says. "It's
very easy for people to spend everything that they make."
Jane, Lauren, and Angelina all cite similar reasons for
their age group's lack of retirement funds: the rising cost
of living, a shortage of knowledge, and endless
opportunities to spend money under capitalism. "We live in a time where our FYPs and our Instagram feeds are
perfectly tailored to things we want to purchase and
overconsumption is so normalized," Angelina says. "I
would say [Gen Z not saving] is more because of
overconsumption and the need to shop that's ingrained in
us versus not having things like a 401(k), or whatever the
hell it's called."
Kolluri says education and instilling confidence among
young people when it comes to their money is a must.
Saving for retirement is vital — not only for living
expenses to be covered with age, but medical expenses,
too. "The average couple spends over $300,000 on
healthcare in retirement in cash," Sacks says. "The funds
that you're saving are not just to live in Boca and play golf
all day they're also to take care of yourself as your health
deteriorates."
Kolluri says that what's different about Gen Z is they
value one thing above all else: freedom. "People in this
demographic express interest in wanting to maintain the
freedom to pursue their interests and being able to
financially manage their lives," he says. "That is a new
combination we have not seen in other generations."
Retirement is a long way off for Gen Zers. Angelina,
though, is already looking forward to the future. "2025 is
my year to get my shit together," she says.
https://www.popsugar.com/money/gen-z-retirement-49425345
In the article, the author discusses Gen Z's approach to
work and career. One of the terms that has emerged to
describe a specific behavior in the workplace is "quiet
quitting". Based on the context provided in the article,
how would you best define this term?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522156
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Does Gen Z Already Have a Retirement Problem?
By Elizabeth Gulino
Although they've only been in the professional sphere for
less than a decade, Gen Z has already shaken up work
as we know it. They're quiet quitting, overcoming
imposter syndrome, taking adult gap years, and fully
embracing being the personality hire. But they're also,
apparently, not saving enough for retirement.
According to the Teachers Insurance and Annuity
Association, a financial services company, only 20
percent of Gen Zers are currently saving for retirement.
Surya Kolluri, head of the TIAA Institute, says there are a
myriad of reasons as to why Gen Z may be behind on
starting to save for this milestone: The cost of living is
higher, financial pressures are abundant, student debt is
climbing, and there's been more of a desire to achieve a
healthy work-life balance and flexibility in careers instead
of a six-figure salary. And of the 80 percent of
respondents who haven't started saving, 35 percent of
them admit they don't even know where to start.
A recent Bank of America study provided further
confirmation: based on internal deposit account data, the
banking institution found that Gen Z on average doesn't
have enough saved to cover a month of expenses.
Kolluri says one of the biggest roadblocks in Gen Z's path
to retirement is a lack of knowledge. Saving, investing,
and the power of compounding aren't exactly taught in
schools, and there are enough fin-fluencers and
resources out there to make even the most dialed-in Gen
Zers feel overwhelmed.
The most common — and easiest — path toward
retirement is taking advantage of an employer's 401(k).
Lauren, 24, does, but while her current company
matches 4 percent of her contributions, she tells PS her
former employer didn't match at all. "I didn't even realize
that that was such a benefit I was missing," she says.
"When I would tell people that they weren't matching it
they were like, what? How are they getting away with
that? And I had no idea." Now, of course, Lauren is
taking full advantage of her employer's plan — but she
would've been more ahead in her saving game if she
knew what to look for before.
Of the 20 percent of the Gen Zers surveyed currently
saving for retirement, 66 percent of them do so through their employer, according to the TIAA. But thanks to
dwindling job security and the rise of the gig economy, a
chunk of the workforce has been left behind on
retirement planning.
Angelina, 27, comes from a family of restaurateurs and is
currently partial owner of a restaurant. Currently, she has
zero retirement savings. Her dad, however, opened his
first restaurant at 36 and was able to retire at 60. "He was
able to start something and retire in less than 25 years,
which I think gave me a false perception of reality," she
says. "I think I'm going to be able to achieve the same
thing, but I haven't saved a dime.
"I pay into social security, but that's not necessarily
enough to survive on, if that even exists by the time that
I'm able to collect it," Angelina adds.
Jane, 25, is at the opposite end of the spectrum: She's
currently planning to retire in her 30s — at least, in a way.
For most of her working life, she's held two full-time jobs
and currently owns a townhouse in downtown Toronto
that she rents out to tenants. She lives with her parents
to save money and tells PS that 50 percent of her income
goes to investments, including retirement.
Right now, she's using Financial Independence, Retire
Early (FIRE) as a guide, which follows a formula of
saving, investing, and frugal living to reach "financial
independence" in a short time frame.
"It's a more flexible variation of retirement," Jane
explains. "Retirement doesn't just take one form. There
are a lot of different types of it. It's not never working —
it's being work-optional, being flexible, being able to take
really long breaks."
The first milestone under FIRE is called "barista fire,"
which Jane is currently working toward obtaining. "It
gives you flexibility to be work-optional and gives you
flexibility to have enough [saved] that you can be a
barista, for example, or work part-time for the rest of your
life so you're not dependent on a full 9-to-5 corporate
job," she says. "My first FIRE milestone is hopefully
saving $700,000. That would enable me to find
alternative sources of income as opposed to a full 9-to-5."
Jane's not exactly the norm, however. Kolluri says that
employers like Lauren's play a vital role in enabling their
workers to get on a strong financial plan, meaning that
freelancers or those who are self-employed, like
Angelina, need to work that much harder to get
themselves started. If you fall into that bucket, he says
that looking into individual retirement accounts (IRAs) are
a good place to start.
Haley Sacks, a financial influencer known as Mrs. Dow
Jones, agrees that endless opportunities to buy and
consume don't help very much when it comes to saving.
"I think it's really hard when you're constantly bombarded
with so much to buy and so much FOMO," she says. "It's
very easy for people to spend everything that they make."
Jane, Lauren, and Angelina all cite similar reasons for
their age group's lack of retirement funds: the rising cost
of living, a shortage of knowledge, and endless
opportunities to spend money under capitalism. "We live in a time where our FYPs and our Instagram feeds are
perfectly tailored to things we want to purchase and
overconsumption is so normalized," Angelina says. "I
would say [Gen Z not saving] is more because of
overconsumption and the need to shop that's ingrained in
us versus not having things like a 401(k), or whatever the
hell it's called."
Kolluri says education and instilling confidence among
young people when it comes to their money is a must.
Saving for retirement is vital — not only for living
expenses to be covered with age, but medical expenses,
too. "The average couple spends over $300,000 on
healthcare in retirement in cash," Sacks says. "The funds
that you're saving are not just to live in Boca and play golf
all day they're also to take care of yourself as your health
deteriorates."
Kolluri says that what's different about Gen Z is they
value one thing above all else: freedom. "People in this
demographic express interest in wanting to maintain the
freedom to pursue their interests and being able to
financially manage their lives," he says. "That is a new
combination we have not seen in other generations."
Retirement is a long way off for Gen Zers. Angelina,
though, is already looking forward to the future. "2025 is
my year to get my shit together," she says.
https://www.popsugar.com/money/gen-z-retirement-49425345
In the article, a study conducted by Bank of America is
mentioned to underline the financial situation of Gen Z.
The study serves a specific role in supporting the
argument of the article. What is the main purpose of the
Bank of America study as discussed in the text?
Conheça nossos planos