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

Foram encontradas 6.147 questões

Q3055863 Inglês
In the fragment of paragraph 2 “saving early may result in having to save less over the long run”, the expression in boldface means
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Q3055862 Inglês
In the sentence of paragraph 1 “When you’re in your twenties, retirement seems so abstract, it might as well be thousands of years away”, the pronoun it refers to
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Q3055861 Inglês
The main purpose of the text is to
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Q3055796 Inglês

Consider the dialogue below:


David: Hi, Emily! Have you ever thought about the impact of technology on our daily lives?


Emily: Hi, David! Yes, I think about it often. Technology has certainly made our lives easier in many ways, but it also has its downsides.


David: Absolutely. For example, smartphones have made communication much faster, but at the same time, people seem to be more disconnected in real life. 


Emily: I agree. It's ironic, isn't it? We have more ways to connect, yet it sometimes feels like we're more isolated.


David: That's true. Do you think there's a way to find a balance between using technology and maintaining real-world connections?


Emily: I believe there is. Perhaps it's about setting boundaries, like limiting screen time or having tech-free days to spend more quality time with family and friends.


David: That's a good point. It might also be helpful to be more mindful about how we use technology.


Emily: Definitely. Being conscious of our usage can help us use technology more purposefully rather than letting it control us.


Based on the dialogue, which of the following statements best captures the main theme of their conversation?

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Q3055794 Inglês

Read the following excerpt:

"Critical reading involves analyzing, interpreting, and evaluating the text. When reading critically, a reader not only understands the content but also questions the author's intentions, the validity of the arguments, and the relevance of the evidence provided."

Based on the excerpt, which of the following actions demonstrates a critical reading strategy? 

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Q3055791 Inglês

O texto seguinte servirá de base para responder a questão. 


HVAC Contractors Need to Adapt to Repair Market 


Repair or replace is a question homeowners often need to answer, and it greatly impacts an HVAC contractor's business. During COVID, the residential HVAC industry saw a replacement market boom. But in 2023 and now the beginning of 2024, there has been a shift to a repair market that HVAC contractors need to be aware of as they run their businesses.


According to numbers from the Air-Conditioning, Heating and Refrigeration Institute (AHRI), shipments of unitary air conditioners and heat pumps were down 16.7% in 2023, compared to 2022. Gas furnaces were down 23%.


"The replacement market is performing worse when you strip out new construction," said industry leader Matt Michel. "Housing starts were down around 5%, according to the St. Louis Federal Reserve, so the replacement market for unitary air conditioners and heat pumps was down in the low 20s."


Distributors are seeing similar numbers, according to the Heating, Air-conditioning, & Refrigeration Distributors International (HARDI).


"We definitely are seeing a shift here. And that shift has actually been visible for some time," said Tim Fisher, HARDI director of market intelligence.


HARDI receives data from FieldEdge on the invoice and quote trends exhibited by their users. Invoices reflect work that has been completed, whereas quotes reflect potential future work and are most often provided for new system installations. HARDI has found that, over time, the ratio of new invoices to new quotes is a useful indicator of whether a market is trending more toward repair than replace and vice versa.


The numbers show the annual growth rate bottomed out in the spring of 2022 but remained negative through most of the year, indicating that replacement trends were broadly higher in 2022 than in 2021. That figure increased through 2023, peaking in May but generally remaining positive for most of the year. While the three-month growth rate has slowed in recent months — an encouraging sign — they don't expect much of a negative drift in 2024, meaning that repair versus replace trends will broadly remain similar to where they were in 2023.


So why is this change happening? It can't be attributed to any single factor but rather a combination of items. Certainly, higher costs of both HVAC systems and housing in general play a role.


"Adapting to the economy is something contractors need to do. We can't just assume people are going to reach into their pocket and replace," said ACCA CEO Bart James. "Contractors need to help customers get through the current need. People are slowing down on their spending. People are worried about what is coming and how they are preparing for it. Wages and other things are not keeping up with how fast prices are going up."


James said reading the numbers shows there is a shift in the home improvement market.


"Just look at the Walmart and Home Depot quarterly projections. Walmart did well with more visits but had smaller purchases, while Home Depot did not hit their numbers. That tells you that people are handling investments into housing differently. That will catch up with HVAC, too. "Contractors need to prepare by making investments in their team to meet the needs of the customer. And that need is not always a replacement option but also can be a repair option," James continued. 


The sluggish home resale market is another reason for the shift towards a repair market. "Home improvement spending, in aggregate, tends to follow existing home sales totals nationally," Fisher said. "People invest more in their homes prior to selling to boost its value, and new homeowners spend more in their first year of moving than homeowners who stay put. This has major implications for HVAC replacement demand, which, historically, peaks when existing home sales are at their highest and falls off when existing home sales decline. 


"Both the 3-month and 12-month growth rates bottomed out earlier in 2023, and while still negative, have slowed significantly," he continued. "We believe that home sale totals are at or nearing their trough, and over the duration of 2024 should steadily improve and finish at or ahead of 2023 totals."


The final reason is the cyclical nature of HVAC. It reflects the shipment cliff from 15 years ago, when the industry contracted 40% after peak shipments in 2005. Contractors cannot replace what was never installed.


How do HVAC contractors deal with this shift? Michel believes they should embrace the repair market.


"The money is better in replacements," he said. "It always has been and always will be. However, margins are better in service. For the next couple of years, anyway, contractors should focus on building up their service business and making money on it."


Since service involves more labor, and labor carries more overhead than equipment and material, keeping a close watch on overhead expenses is a must.


"Contractors need to build the service base, watch your marketing expenses drop, and down the road, the replacement margins and close rates to a satisfied service base will rise," Michel said. "Once we get past the shipment cliff, the replacement market will begin a decade-long run with every year being better than the year before it. We know this because it's what happened in the past, and when it comes to replacements, the past truly is a prologue."


Contractors in most parts of the country are already feeling the pinch of a slower market, and their experiences in 2024 are unlikely to be much different from their experiences in 2023 though rebounds from the milder temperatures we saw during peak months last year would go a long way in improving demand in 2024.


HARDI advises contractors should consider the following six tactics in '24:


  •       •Offer financing options: Any homeowner considering a new system is likely going to feel some sticker shock if it's been a few years since they
  • last bought a system. Financing a new system helps to alleviate that shock, making the big sticker prices much more palatable monthly payments.
  •       •Protect margins: Work to ensure that your pricing for jobs is consistent with market trends, and attempt to pass through as much of the higher system costs as possible. Likewise, now is a critical time to manage operating expenses closely. Together, good cost  management and smart pricing can help protect business margins in 2024. 
  •      •Educate homeowners: Many homeowners may not fully understand the long-term benefits of replacing their HVAC system versus frequent repairs. Offer educational materials, such as blog posts, videos, or pamphlets, explaining the advantages of a new system 
  • in terms of energy efficiency, lower maintenance costs, and improved IAQ. Also, be sure to make clear to your customers which incentives they may qualify for through IRA or other state-level rebate/incentive programs. 
  •     •Focus on value proposition: Emphasize the value proposition of a new HVAC system, highlighting its reliability, longevity, and performance. Help homeowners understand that investing in a replacement now can save  them money and hassle in the long run. 
  •     •Offer maintenance packages: Create maintenance packages that bundle regular servicing with discounts on repairs or replacements. This can encourage homeowners to invest in preventive maintenance and build a long-term relationship with your company. 
  •    •Diversify services: Explore diversifying your services beyond just HVAC installations and repairs. For example, you could offer IAQ assessments, smart thermostat installations, or energy audits to provide additional value to homeowners and generate new revenue streams. 


https://www.achrnews.com/articles/154324-hvac-contractors-need-to-ad apt-to-repair-market

What does Bart James suggest HVAC contractors need to focus on in response to the current market conditions?
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Q3052105 Inglês
Read the text to answer question

Less than half of Generation Z watch broadcast TV

Emma Saunders.
Culture reporter.

           For the first time, less than half of 16 to 24-year-olds are now watching traditional TV each week.
         Just 48% of young adults tuned in during an average week last year, compared with 76% just five years before (2018), according to Ofcom’s annual Media Nations report.
          They watched traditional TV for an average of 33 minutes each day, down 16% year-on-year.
         It will come as no surprise to many that the age group spent three times as long each day (1hr 33min) watching video-sharing platforms such as TikTok and YouTube.
         Children between the ages of four and 15 are also switching off, with only 55% watching traditional TV each week last year, compared to 81% in 2018.
        But there has also been a decline in middle-aged viewers (45 to 54), dropping from 89% to 84% since 2023, and a 5% drop in viewers aged between 65 and 75.
         The over 75s slightly increased their traditional TV viewing, up 1% from last year, Ofcom said.
         The overall viewing figures declined by 6% last year, although that was a slower fall than in 2022 (12%).
       However, there was brighter news for radio. The first quarter of 2024 saw the highest number of weekly radio listeners across all devices in the last 20 years (just under 50 million). Listening time is up on last year to an average of 20.5 hours per week.
       Much of this is down to commercial radio’s continued success – just over seven in 10 people aged 15 and over tune into commercial stations at least once a week (70.4%) compared to 55.6% for BBC stations.
       But BBC Radio 2 was still the most popular UK station, and commercial radio had a slightly lower average listening time each week (14.0 hours compared to 14.2 hours for BBC stations).

        Most watched programmes in 2023
        New Year's Eve Fireworks – BBC One, 12.1m
        Happy Valley – BBC One (series three, final episode) 12.1m
        The Coronation of The King and Queen Camilla – BBC One, 12m
        Eurovision Song Contest – BBC One, 10.1m
        Strictly Come Dancing – BBC One (series 21 finale) – BBC One, 9.9m
        I'm A Celebrity... Get Me Out of Here! – ITV1 (series 23, launch episode) – 9.9m
        Beyond Paradise – BBC One (series one, episode one) – 9m
        Death in Paradise – BBC One (series 12, episode two) – 8.7m
        Glastonbury – BBC One (25 June) – 8.4m
        Call the Midwife Holiday Special – BBC One – 8.4m

        Music streaming
      Streaming was the second most listened to form of audio last year, with 50% of adults using services such as Spotify each week.
        Music streaming continues to account for two thirds of the total income for the record industry. 

        YouTube on Telly
        Despite shifts in viewing habits, TV screens are becoming more popular for watching YouTube content.
       The report says 34% of time spent watching YouTube at home is now on a TV set, up from 29% in 2022. This increases to 45% among children aged 4 to 15 – up from 36% in 2022.
       YouTube’s total in-home use grew to 38 minutes per person per day in 2023, an increase of 20% year-on-year.
      Overall, UK viewers watched more TV and video content at home in 2023, averaging 4hrs 31min a day (an increase of 6 minutes or 2% since 2022).
       This was mainly driven by an increase in daily viewing to video-sharing platforms (including YouTube) and to broadcast video-on-demand services, such as iPlayer and ITVX.
      Those services grew by 29% in 2023.

     Subscription services
     Overall daily viewing of subscription streaming services increased by six minutes to 38 minutes a day, with Netflix remaining the most popular service, accounting for half of all subscription video-on-demand viewing.
    But those pay-for streaming services have plateaued in reach, with about two thirds of households (68%) using at least one last year, similar to 2022.
    Yet the sector made just under £4bn in subscription revenue last year, up 22%, largely due to price increases.

(BBC, 2024, BBC website. Accessed: 12 August 2024. Available https://www.bbc.com/news/articles/crgm9z1dpkpo. Adapted.)
Consider the following sentence: [...] there was brighter news for radio.” (9th§). Its underlined term could be correctly replaced, without change in meaning, by:
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Q3050735 Inglês
TEXT VI


Literacy Instruction for Young EFL Learners:
A Balanced Approach


        Developing literacy skills in a foreign language can begin as early as foreign language instruction begins. Although some EFL programs delay literacy instruction for young learners and only focus on oral language development, studies have shown that it is not necessary, or even recommended, to take this approach. First, it is widely known that literacy skills in the native or first language (L1) can be transferred to reading and writing in a foreign language, such as English. Remember that “One only has to become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so English as a foreign language (EFL) teachers can tap into students’ understanding of print and strategies for making meaning from text that originate in their L1 as a starting point for building literacy in English. Even further, research supports that literacy skills can be transferred bidirectionally—that is, both ways between L1 and L2—and the language of initial literacy does not necessarily need to be the L1. Even preschool-age children who are not yet literate in their L1 can still engage in early literacy activities that build reading readiness and phonemic awareness. Teachers can read big books with print aloud and use songs and rhymes to focus on the sounds of English. They can also engage students in writing readiness exercises like tracing, connecting the dots, and coloring. These are fun and effective activities for building early literacy with young EFL learners.


        Although EFL teachers usually have limited time in class, sometimes only 3–5 hours a week, they should incorporate literacy instruction and not just oral skills development for young learners, especially because learning to read is also proven to assist in oral language development.[…] If students progress faster when reading is part of language instruction, EFL teachers of young learners should use a curriculum that integrates all four language skills and provides a balanced approach to literacy instruction.

        Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young Learners English: From Theory to Practice. Boston: National Geographic Learning/Cengage Learning.


Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf

The word “like” in “readiness exercises like tracing” (1st paragraph) expresses
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Q3050732 Inglês
TEXT VI


Literacy Instruction for Young EFL Learners:
A Balanced Approach


        Developing literacy skills in a foreign language can begin as early as foreign language instruction begins. Although some EFL programs delay literacy instruction for young learners and only focus on oral language development, studies have shown that it is not necessary, or even recommended, to take this approach. First, it is widely known that literacy skills in the native or first language (L1) can be transferred to reading and writing in a foreign language, such as English. Remember that “One only has to become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so English as a foreign language (EFL) teachers can tap into students’ understanding of print and strategies for making meaning from text that originate in their L1 as a starting point for building literacy in English. Even further, research supports that literacy skills can be transferred bidirectionally—that is, both ways between L1 and L2—and the language of initial literacy does not necessarily need to be the L1. Even preschool-age children who are not yet literate in their L1 can still engage in early literacy activities that build reading readiness and phonemic awareness. Teachers can read big books with print aloud and use songs and rhymes to focus on the sounds of English. They can also engage students in writing readiness exercises like tracing, connecting the dots, and coloring. These are fun and effective activities for building early literacy with young EFL learners.


        Although EFL teachers usually have limited time in class, sometimes only 3–5 hours a week, they should incorporate literacy instruction and not just oral skills development for young learners, especially because learning to read is also proven to assist in oral language development.[…] If students progress faster when reading is part of language instruction, EFL teachers of young learners should use a curriculum that integrates all four language skills and provides a balanced approach to literacy instruction.

        Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young Learners English: From Theory to Practice. Boston: National Geographic Learning/Cengage Learning.


Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf

In the last paragraph, the author
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Q3050731 Inglês
TEXT VI


Literacy Instruction for Young EFL Learners:
A Balanced Approach


        Developing literacy skills in a foreign language can begin as early as foreign language instruction begins. Although some EFL programs delay literacy instruction for young learners and only focus on oral language development, studies have shown that it is not necessary, or even recommended, to take this approach. First, it is widely known that literacy skills in the native or first language (L1) can be transferred to reading and writing in a foreign language, such as English. Remember that “One only has to become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so English as a foreign language (EFL) teachers can tap into students’ understanding of print and strategies for making meaning from text that originate in their L1 as a starting point for building literacy in English. Even further, research supports that literacy skills can be transferred bidirectionally—that is, both ways between L1 and L2—and the language of initial literacy does not necessarily need to be the L1. Even preschool-age children who are not yet literate in their L1 can still engage in early literacy activities that build reading readiness and phonemic awareness. Teachers can read big books with print aloud and use songs and rhymes to focus on the sounds of English. They can also engage students in writing readiness exercises like tracing, connecting the dots, and coloring. These are fun and effective activities for building early literacy with young EFL learners.


        Although EFL teachers usually have limited time in class, sometimes only 3–5 hours a week, they should incorporate literacy instruction and not just oral skills development for young learners, especially because learning to read is also proven to assist in oral language development.[…] If students progress faster when reading is part of language instruction, EFL teachers of young learners should use a curriculum that integrates all four language skills and provides a balanced approach to literacy instruction.

        Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young Learners English: From Theory to Practice. Boston: National Geographic Learning/Cengage Learning.


Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf

Based on Text VI, mark the statements below as TRUE (T) or FALSE (F).

( ) Literacy instruction should begin only after young learners have had oral instruction in EFL.
( ) The author calls for a curriculum that combines speaking, reading, writing, and listening.
( ) Teaching a foreign language before youngsters learn how to read in their first language can be detrimental.

The statements are, respectively,
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Q3050726 Inglês
TEXT IV


Understanding stereotypes



        Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.


          One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.


        Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.



Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture 
The extract “girls are as good as boys at math,” (2nd paragraph) indicates a
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Q3050724 Inglês
TEXT IV


Understanding stereotypes



        Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.


          One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.


        Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.



Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture 
The adjective in “the slightest differences” (1st paragraph) can be replaced without significant change of meaning by
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Q3050715 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
One practice that is in line with translanguaging pedagogies is
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Q3050713 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The word “once” in “Once teachers start doing these activities” (last paragraph) is used in the same way as in:
Alternativas
Q3050712 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The phrase “as well as” in “as well as other academic endeavors” (7th paragraph) can be replaced without significant change in meaning by: 
Alternativas
Q3050711 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
When the text argues that “teachers support this ability” (4th paragraph), it means teachers:
Alternativas
Q3050708 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
In the last paragraph, the author informs that results of translanguaging activities can be:
Alternativas
Q3050707 Inglês
TEXT I


What is the definition of translanguaging?



      For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


       Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


      Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


      Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


       In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


      A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


   Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

 
      For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


      Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


      “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


        Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
Based on Text I, mark the statements below as TRUE (T) or FALSE (F).

( ) The concept of translanguaging holds that students need to be exposed to languages one at a time.
( ) Translanguaging exercises are meant solely for group activities.
( ) Studies on how translanguaging can help measure student performance are under way.

The statements are, respectively,
Alternativas
Q3048856 Inglês

Q11_15.png (431×402)Q11_15_.png (432×703)Q11_15__.png (401×307)




Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.

In the fragment in the third paragraph of the text “There may also be a strong temptation for the State to use the Central Bank”, the word in bold is associated with the idea of 
Alternativas
Q3048855 Inglês

Q11_15.png (431×402)Q11_15_.png (432×703)Q11_15__.png (401×307)




Available at: https://www.parisschoolofeconomics.eu/docs/monnet-eric/history-of-central-banks_oxford.pdf. Retrieved on: May 13, 2024. Adapted.

In the fragment in the third paragraph of the text “The fact that the Central Bank is also linked to the state also implies that the latter may tend to entrust it”, the word in bold refers to
Alternativas
Respostas
61: B
62: A
63: C
64: A
65: C
66: C
67: A
68: B
69: B
70: A
71: D
72: A
73: E
74: C
75: C
76: B
77: D
78: A
79: B
80: B