Questões de Concurso Sobre inglês
Foram encontradas 25.496 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524640
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)
Homophones are words that sound the same but differ
in meaning or spelling. Identify the alternative containing
homophones.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524639
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)
The text mentions pronunciation and intonation as
language and communication skills to be developed in
CLIL. Identifying word stress would be one of these skills.
Choose the alternative in which the word bears the same
stressed syllable, whether it is used as a verb or as a
noun.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524638
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)
Collocations are mentioned in the text as one of the
language aspects to be covered in CLIL. A well-known
difficulty Brazilian students contend with is the decision
between “make” and “do” in collocations. The alternative
with the correct use of a collocation is:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524637
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)
It is correct to say that, in CLIL, the language teacher
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 |
Q3524633
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 word “since” is polysemic in English. Choose
the alternative in which it is being used with the same
meaning as in the excerpt “but are not synonymous with
CLIL since there are some fundamental differences”.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524632
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)
Look at the fragment: “others, such as content-based
language teaching or English as an Additional Language
(EAL)”. In English, there are also the terms other,
another, the other, the others – all of them used to
refer to something or someone different from the one(s)
already mentioned.
Choose the alternative with the correct use of one of these terms.
Choose the alternative with the correct use of one of these terms.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524631
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)
An example of an activity consistent with CLIL is found in
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 |
Q3522166
Inglês
Consider the following sentence: "She couldn't bear the
heavy workload, but she bore it with patience."
Which of the following explanations best describes the use of the word "bear" in both parts of the sentence?
Which of the following explanations best describes the use of the word "bear" in both parts of the sentence?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522165
Inglês
In English, certain words have similar or identical sounds
but differ in meaning and usage depending on the
context in which they are used. These words, known as
homophones, can pose challenges for both native and
non-native speakers, particularly in written and spoken
communication. How do homophones influence
communication, and what is the best strategy to avoid
confusion when learning English?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522163
Inglês
In a language classroom, the integration of the four key
skills—listening, speaking, reading, and writing—is
essential for developing comprehensive language
proficiency. How can a teacher best integrate listening, speaking, reading, and writing in a single lesson to
enhance students' language acquisition?
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 |
Q3522161
Inglês
There are several theories regarding how humans
acquire language, each with different perspectives on the
role of innate biological mechanisms and social
interaction. For example, the nativist theory suggests that
language acquisition is an inborn ability, while the
interactionist theory emphasizes the importance of social
interaction in learning a language. How does the
interactionist theory explain language acquisition?
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?
Conheça nossos planos