Questões de Concurso Sobre inglês

Responda a questão de acordo com o texto abaixo.   CONTENT BASED INSTRUCTION
In recent years content based instruction has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task based learning and a holistic approach to language instruction.
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
While CBI can be both challenging and demanding for the teacher and the students, it can also be very stimulating and rewarding. The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. It could be something that your school wants to consider introducing across the curriculum or something that you experiment with just for one or two lessons. Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work.
Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success.
Nik Peachey, teacher, trainer and materials writer, The British Council http://news.bbc.co.uk/1/hi/education/ Acessado em 24 de agosto de 2003
Para Nik Peachey, envolver outros colegas professores na CBI

Information Systems

    As Information Systems (IS) development becomes more a function of purchasing packages or assembling components, with less emphasis on programming, student enrollment in IS courses at universities continues to decline.

    Sometimes it looks like the IT revolution has moved on and left many IS researchers [ADVERB].

    For example, according to Nokia, the next generation of computers will be in your pocket. About 1.3 billion mobile phones are sold each year, compared to only 300 million personal computers. An increasing number of these phones come with full-blown operating systems that let users access, organize, and use much more information than older handhelds. The mobile software market may soon exceed the current software market for computers, and a wide variety of information systems will rise on top of all the new software. However, only a relatively small percentage of IS research focuses on the mobile revolution.

    Actually, many IS programs in business colleges seem impervious to the wake-up call that information schools provide. Rather, they continue to offer curricula that reflect the past rather than look toward the future. Little wonder that students, whose degrees are based on a very limited number of traditional courses in one area of study, often fail to meet their employers’ expectations. With little integration across disciplines to prepare students for the complex problems they will face, organizations find it necessary to further educate those whom they hire or go abroad to seek appropriate employees with a wider range of skills and knowledge.

(Adapted from http://www.computer.org/cms/Computer.org/ComputingNow/homepage/2009/1009/rW_CO_ISInnovation.pdf)

De acordo com o texto

TEXT: The uses for oil
Oil is the largest source of liquid fuel and, in spite of attempts to develop synthetic fuels, world consumption of oil products in increasing. 
The oil industry is not much more than a hundred years old. It began when the first oil well was drilled in 1859. In the early days, oil was used to light houses because there was no electricity and gas was very scarce. Later, people began to use oil for heating too. 
Most industries use machinery to make things. Every machine needs oil in order to run easily. Even a small clock or watch needs a little oil from time to time. 
The engines of many machines use oil fuels petrol, kerosene or diesel. Cars, buses, trucks, tractors, and small aircraft use petroleum chemicals: synthetic rubber, plastics, synthetic fiber materials for clothes and for the home, paints, materials which help to stop rust, photographic materials, soap and cleaning materials (detergents), drugs, fertilizers for farms and gardens, food containers, and may others. 
In 1900 the world’s oil production was less than 2 million tons a year. Today the oil industry is one of the world’s largest and most important suppliers of raw materials.
The main idea of text is:

The pair “country – nationality” is NOT right in

According to applied linguist Edward Anthony (1963), there are three levels of conceptualization and organization that support foreign language teaching.

Mark the item that represents a desired feature of an ethical language teaching professional planning:

São quatro os eixos que organizam o currículo de Língua Inglesa, exceto: 

Mark the alternative with the correct relation between main and conditional clauses:

Analise os itens a seguir:    I - Dentro das atribuições federais, a Constituição Federal garante como princípio o acesso à educação e a universalização do Ensino Básico no Brasil, mas não regula a sua oferta. Esta função é exercida pela Lei de Diretrizes e Bases (LDB), o principal documento regulador da estrutura da educação no país.  II - A LDB define os papéis da União, Estados e municípios nas responsabilidades sobre a oferta do ensino no Brasil e tem como premissa a descentralização das tarefas sobre a gestão dos sistemas de ensino entre as esferas de poder, o que confere às secretarias de Educação dos Estados e municípios grande autonomia para o desenvolvimento de suas políticas de educação.  III - O ensino da língua estrangeira pertence à parte diversificada da Base Curricular Comum, o que significa que deve ser adaptado às realidades regionais, sendo que algumas redes optam por não oferecer língua inglesa (optando, ao invés disso, por oferecer o ensino de outras línguas). O fato de pertencer à parte diversificada faz com que a língua estrangeira seja menos regulamentada e muitas vezes considerada complementar dentro do currículo escolar. Esta situação confere ao inglês, quando é oferecido, um papel marginal na grade curricular, o que pode ser percebido pela carga horária menor da língua estrangeira, quando comparada à de outras disciplinas.    Quantos itens estão corretos? 

Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world.  Lacking vital literacy skills holds a person back at every stage of their life .  As a child they won't be able to succeed at school, as a young adult they will be locked out  of the job market, and as a parent they won't be able to support their own child's learning. This intergenerational cycle  makes social mobility and a fairer society more difficult. 
People with low literacy skills may not be able to read a book or newspaper, understand road signs or price labels, make sense of a bus or train timetable, fill out a form, read instructions on medicines or use the internet. 
In England 16.4% of adults, or 7.1 million people, can be described as having 'very poor literacy skills.' They can understand short straightforward texts on familiar topics accurately and independently, and obtain information from everyday sources, but reading information from unfamiliar sources, or on unfamiliar topics, could cause problems. 
Many adults are reluctant to admit to their literacy difficulties and ask for help. One of the most important aspects of supporting adults with low literacy levels is to increase their self-esteem and persuade them of the benefits of improving their reading and writing. 
Low levels of literacy undermine the UK’s economic competitiveness, costing the taxpayer £2.5 billion every year (KPMG, 2009). A third of businesses are not satisfied with young people’s literacy skills when they enter the workforce and a similar number have organised remedial training for young recruits to improve their basic skills, including literacy and communication. 

Adapted from https://literacytrust.org.uk/information/what-is-literacy/ and https://literacytrust.org.uk/parents-and-families/adult-literacy/ Accesss on February 12th, 2019 
We may infer from the passage that 

Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world.  Lacking vital literacy skills holds a person back at every stage of their life .  As a child they won't be able to succeed at school, as a young adult they will be locked out  of the job market, and as a parent they won't be able to support their own child's learning. This intergenerational cycle  makes social mobility and a fairer society more difficult. 
People with low literacy skills may not be able to read a book or newspaper, understand road signs or price labels, make sense of a bus or train timetable, fill out a form, read instructions on medicines or use the internet. 
In England 16.4% of adults, or 7.1 million people, can be described as having 'very poor literacy skills.' They can understand short straightforward texts on familiar topics accurately and independently, and obtain information from everyday sources, but reading information from unfamiliar sources, or on unfamiliar topics, could cause problems. 
Many adults are reluctant to admit to their literacy difficulties and ask for help. One of the most important aspects of supporting adults with low literacy levels is to increase their self-esteem and persuade them of the benefits of improving their reading and writing. 
Low levels of literacy undermine the UK’s economic competitiveness, costing the taxpayer £2.5 billion every year (KPMG, 2009). A third of businesses are not satisfied with young people’s literacy skills when they enter the workforce and a similar number have organised remedial training for young recruits to improve their basic skills, including literacy and communication. 

Adapted from https://literacytrust.org.uk/information/what-is-literacy/ and https://literacytrust.org.uk/parents-and-families/adult-literacy/ Accesss on February 12th, 2019    In 'Low levels of literacy undermine the UK’s economic competitiveness', the verb UNDERMINE is closest in meaning to 

Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world.  Lacking vital literacy skills holds a person back at every stage of their life .  As a child they won't be able to succeed at school, as a young adult they will be locked out  of the job market, and as a parent they won't be able to support their own child's learning. This intergenerational cycle  makes social mobility and a fairer society more difficult. 
People with low literacy skills may not be able to read a book or newspaper, understand road signs or price labels, make sense of a bus or train timetable, fill out a form, read instructions on medicines or use the internet. 
In England 16.4% of adults, or 7.1 million people, can be described as having 'very poor literacy skills.' They can understand short straightforward texts on familiar topics accurately and independently, and obtain information from everyday sources, but reading information from unfamiliar sources, or on unfamiliar topics, could cause problems. 
Many adults are reluctant to admit to their literacy difficulties and ask for help. One of the most important aspects of supporting adults with low literacy levels is to increase their self-esteem and persuade them of the benefits of improving their reading and writing. 
Low levels of literacy undermine the UK’s economic competitiveness, costing the taxpayer £2.5 billion every year (KPMG, 2009). A third of businesses are not satisfied with young people’s literacy skills when they enter the workforce and a similar number have organised remedial training for young recruits to improve their basic skills, including literacy and communication. 

Adapted from https://literacytrust.org.uk/information/what-is-literacy/ and https://literacytrust.org.uk/parents-and-families/adult-literacy/ Accesss on February 12th, 2019    In 'lacking vital literacy skills holds a person back at every stage of their life’, THEIR refers to 

Our Kids Don’t Belong in School By Bridget Samburg | Boston Magazine | September 2015

When Milva McDonald sent her oldest daughter to Newton public school kindergarten in 1990, she was disturbed by what she saw. The kids were being tracked, even at that young age. And then there were the endless hours the small children spent sitting at their desks. It felt unnatural. In the real world, you wouldn’t be stuck in a room with people all the same ages with one person directing them, she thought.
During that single year her daughter was in the school system, McDonald saw enough to convince her that she could do better on her own. That would be no small feat: Newton’s public schools have long been rated as among the best in the state (in our Greater Boston rankings this year, they’re 10th.). But she’d always worked part time—she’s now an online editor—and she was fortunate that she could maintain a flexible schedule. So she yanked her daughter out of school, and over the next two decades homeschooled all four of her children—including her youngest, Abigail Dickson, who’s now 16.
McDonald’s first homeschool rule was to throw out the book and let her children guide their learning, at their own pace. In lieu of a curriculum or published guides, McDonald improvised, taking advantage of the homeschooling village that had sprouted up around her. One mother ran a theater group, a dad ran a math group, and McDonald oversaw a creative-writing club. Their children took supplementary classes at the Harvard Extension School and Bunker Hill Community College. “I wanted them to be in charge of their own education and decide what they were interested in, and not have someone else telling them what to do and what they were good at,” she says.
And by any measure, it’s working. McDonald’s daughter Claire—the third of her four children to be homeschooled—will enter Harvard College as a freshman this fall.

Back in the ’90s, McDonald was considered a homeschooling pioneer; now she’s joined by a growing movement of parents who are abstaining from traditional schooling, not on religious grounds but because of another strong belief: that they can educate their kids better than the system can. Though far from mainstream (an estimated 2.2 million students are home-educated in the U.S.), secular homeschooling is trending up. Last year, 277 children were homeschooled in Boston, more than double the total from 2004; in Cambridge the number was 46. (In surrounding towns, the numbers are growing, too: During the 2013–2014 school year, Arlington had 55; Somerville, 36; Winthrop, 5; Brookline, 11; Natick, 36; Newton, 33; and Watertown, 24.)
There’s enough momentum that major cultural institutions—from the Franklin Park Zoo and the New England Aquarium to the Museum of Fine Arts and MIT’s Edgerton Center—now regularly offer classes for homeschoolers. Tellingly, even public school systems are becoming more accommodating. In Cambridge, for example, homeschoolers have the option to attend individual classes in the district’s schools. Some take math or science classes and participate in sports—last year, one homeschooler took music and piano lessons. Carolyn Turk, deputy superintendent for teaching and learning at Cambridge Public Schools, says she’s seeing more of this “hybrid” approach than in the past. “In Cambridge we look at homeschooling as a choice,” she says. “Cambridge is a city of choice.”

The Boston Public Schools, meanwhile, have begun to view homeschooling as one of the many laboratories in which it can explore new teaching methods. “These people are looking to do instructive, nontraditional education. It’s all different types of people from all incomes,” says Freddie Fuentes, the executive director of educational options for Boston Public Schools. Fuentes, who personally helps parents with academic plans, finds that many homeschooling parents want “very deep, expeditionary learning” for their children. “A lot of them are looking at innovative ways of learning,” he says. “We as a school system need to think about innovation and the cutting edge.”

In other words, homeschooling is arriving here in a very Boston-like way: It’s aspirational, intellectual, entrepreneurial, and innovative.

(http://www.bostonmagazine.com/news/article/2015/08/25/homeschooling-in-boston/)


According to the text, parents are opting for homeschooling because they think

Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world.  Lacking vital literacy skills holds a person back at every stage of their life .  As a child they won't be able to succeed at school, as a young adult they will be locked out  of the job market, and as a parent they won't be able to support their own child's learning. This intergenerational cycle  makes social mobility and a fairer society more difficult. 
People with low literacy skills may not be able to read a book or newspaper, understand road signs or price labels, make sense of a bus or train timetable, fill out a form, read instructions on medicines or use the internet. 
In England 16.4% of adults, or 7.1 million people, can be described as having 'very poor literacy skills.' They can understand short straightforward texts on familiar topics accurately and independently, and obtain information from everyday sources, but reading information from unfamiliar sources, or on unfamiliar topics, could cause problems. 
Many adults are reluctant to admit to their literacy difficulties and ask for help. One of the most important aspects of supporting adults with low literacy levels is to increase their self-esteem and persuade them of the benefits of improving their reading and writing. 
Low levels of literacy undermine the UK’s economic competitiveness, costing the taxpayer £2.5 billion every year (KPMG, 2009). A third of businesses are not satisfied with young people’s literacy skills when they enter the workforce and a similar number have organised remedial training for young recruits to improve their basic skills, including literacy and communication. 

Adapted from https://literacytrust.org.uk/information/what-is-literacy/ and https://literacytrust.org.uk/parents-and-families/adult-literacy/ Accesss on February 12th, 2019 
The text states that people with low literacy skills