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Q2538684 Inglês

Text 1


Youth and Adult Literacy in Brazil:

learning from practice


The Concept of functional ILLITERACY


[…] A person is considered functionally literate ..................... he or she is capable ................. using reading and writing skills ........................ meet the demands of his or her social context, using them to continue learning and developing over their lifetimes. With the expansion of the access to schooling beyond literacy, the focus was shifted to the quality of the educational process offered to all. The issue here is not simply whether people know how to read or write, but what they are capable of doing with those skills. This means that, besides the issue of illiteracy, a social problem that still persists in Brazil, there is also the issue of functional illiteracy; in other words, the inability to effectively use reading and writing skills in the various areas of social life after a certain number of years of schooling. According to census criteria, individuals with less than 4 years of schooling are considered functionally illiterate. […]


Source: https://unesdoc.unesco.org

Study these sentences below and decide if they are true ( T ) or false ( F ), according to structure and use of grammar and lexical aspects of language use.


( ) The words in bold, them and their in text 1, are respectively an object pronoun and a possessive adjective.


( ) In the sentence: The issue here is not simply whether people know how to read or write… the underlined word whether can be replaced by if without changing its meaning.


( ) The noun criteria in: According to census criteria, individuals with less than 4 years of schooling are considered functionally illiterate; is the singular form of criterium.


( ) In the following sentence from text 1: … the inability to effectively use reading and writing skills in the various areas of social life after a certain number of years of schooling; the underlined words reading, writing and schooling are examples of present participle.


Choose the alternative which presents the correct sequence, from top to bottom.

Alternativas
Q2530817 Inglês

Read the text and answer the question. 


What is a consumer society?


A consumer is a person who buys things, and a consumer society is a society that encourages people to buy and use goods. Some people think that a consumer society provides people with better lives. People in consumer societies tend to live more comfortably. They eat a wider variety of food. They go to restaurants more often. They also buy a lot of products, maybe more than they need. Products such as TVs, cell phones, and computers used to be luxuries. Today people can buy these things more easily than ever before. The market for these goods is growing faster all the time. Consumer societies encourage people to buy bigger and better products. For example, “smarter” phones come out every year. In a consumer society, people are often buying newer and more advanced products. This creates a lot of waste. Nowadays, many people are thinking more seriously about the effects of consumer societies on the environment, and they are trying to become more responsible consumers. (https://www.eltngl.com/assets/downloads/grex_pro 0000000538/grex2_su8.pdf).

In the sentence “They also buy a lot of products”, the word “also” belongs to:
Alternativas
Q2530809 Inglês

IS CHOCOLATE GOOD FOR HEALTH?


Yes, but only bitter and in small doses. Chocolate is one of those foods that, throughout history, has alternated its position in relation to its effects on health. At sometimes, considered beneficial, in others, as harmful to health. https://www.medicalnewstoday.com/articles/270272


The words “small, its and health” are classified as: 

Alternativas
Q2529412 Inglês
Qual é a alternativa errada de acordo com a norma culta da língua inglesa?
Alternativas
Q2527208 Inglês
The Problems with the Classroom Environment

By Emma Foley


1.    My suggestions for changing the school environment are as follows: educate Teachers on Neurodevelopmental Disabilities: In my educational career, the majority of the ableism I experienced didn’t come from other students, but teachers and other school authorities I believed were supposed to help me. I remember in my Sophomore year of high school, I emailed my English teacher to let her know I had ADHD. Her only reply was to drop the class; it was too hard for someone like me. Mind you, the school year hadn’t even started. I still took the class, and received quite high marks, but she would belittle my efforts consistently, chastising me from everything to my discussion points being “wrong” to my handwriting. Thank God for my high school’s strictness about fair grading. Secondly, educating teachers about neurodivergencies would help them with classroom and coursework planning, as well as help them to better understand disabled students.

2.     Make Classrooms More Comfortable: Cramped, uncomfortable classrooms are no good for all students, thus we need to get rid of the desk-chair model, and provide students with larger desks that have unconnected chairs, as well as space out desks. Though this is a reach, lecture halls needs to be completely redesigned to space students out (which is also helpful to prevent the spread of COVID!) and allow them greater desk space, as well as leg space! Another issue is lighting, with many classrooms lit by bright, irritating industrial lights. All classrooms should have windows, or at least less abrasive lighting, in order to combat seasonal mental illnesses, and make the classroom appear more “open” than cramped. The spaces between desks should also be accessible, to prevent others from tripping, and for students with mobility issues to access the entire classroom.

3.     Classroom Rules: It was always embarrassing for me when I had to ask for the bathroom, especially when a teacher denied my request. These rules are generally ridiculous, especially for younger children, who often are barely potty-trained. Neurodivergent children, especially those with autism, often have gastrointestinal disorders as a result of their disabilities. Some neurodivergent children simply can’t hold it either, as often times our basic needs are only sensed by us when they’re demandingly present. Asking to go to the bathroom is frankly antiquated and only hurts the student, a child shouldn’t need permission to complete such a necessary task. Another issue is that neurodivergent students are often prohibited from engaging in focus-strategies, such as doodling or using fidget toys. Both of these are proven to help maintain a neurodivergent person’s focus and help them relax. Making sweeping generalization about if the student is listening or not is simply unfair to the student, as this doubts their ability.

4.    Class Structure: Many classes are just based upon listening to the teacher/professor, with little stress placed on applying the learned material within the classroom. Therefore, lessons should be much more dynamic, whether that be through inclusive, smaller-group discussions, or via hands-on activities. Just reading notes off of slides doesn’t cut it for most students anyways, so a more dynamic model of teaching is absolutely necessary! Teachers should also assign course-long classroom groups in larger classroom environments, which helps neurodivergent students initiate connects with their peers, and be able to seek help out easier, especially if these groups have TA leaders, which help coordinate the groups. 

5. Overall, the standardized learning environment that’s currently in place in most schools and universities totally excludes the needs of neurodivergent learners, and the need to be changed in order to benefit both disabled students and the student body as a whole.

Spring, E. (2022, March 17). The problems with the classroom environment.
Retrieved from
https://sites.psu.edu/emmaspring/2022/03/17/the-problems-with-the-classroom environment/.
In the text 2, third paragraph, the phrase “who often are barely potty-trained “ functions as:
Alternativas
Respostas
46: A
47: A
48: A
49: D
50: E