Questões Militares de Inglês - Interpretação de texto | Reading comprehension

Foram encontradas 2.202 questões

Q1779363 Inglês
Read the text and answer question.

Ieoh Ming Pei

   Born in 1917, Ieoh Ming Pei grew up in Canton, China. When he was seventeen, he went to the United States to learn about building. As it turned out, Pei became one of the most famous architects of the twentieth century.
  Pei is famous for his strong geometric forms. One of his most controversial projects was his glass pyramid at the Louvre in Paris. The old museum had a lot of problems, but no one wanted to destroy it. Pei had to __________ a solution. Many Parisians were shocked with his proposal for a 71-foot-high glass pyramid. It __________ anyway, blending with the environment. Today many people say that it is a good example of the principles of feng shui.
From the book Grammar Express Marjorie Fuchs and Margaret Bonner
Read this article about the architect Ieoh Ming Pei. Choose the best alternative to complete the text subsequently.
Alternativas
Q1779360 Inglês
In the sentence “You can start a conversation just by saying...”, the opposite of start is:
Alternativas
Q1779359 Inglês
Read the text and answer question.

Life on a desert island
Alexander,L.G.

   Most of us have formed an unrealistic picture of life on a desert island. We sometimes imagine a desert island to be a sort of paradise where the sun always shines. Life there is simple and good. Ripe fruit falls from the trees and you never have to work. There is also the other side of the picture: Life on a desert island is wretched - you either starve to death or live like Robison Crusoe waiting for a boat which never comes. Perhaps there is an element of truth in both these pictures, but few of us have had the opportunity to find out.
   Two men who recently spent five days on a coral island whished they had stayed there no longer. They were taking a badly damaged boat from the Virgin Islands to Miami to have it repaired. During the journey, their boat began to sink. They quickly loaded a small rubber dinghy with food, matches, and cans of beer and rowed for a few miles across the Caribbean until they arrived at a tiny coral island. There were hardly any trees on the island and there was no water to drink, but this didn’t prove to be a problem since the men collected rain-water in the rubber dinghy. As they had brought a spear gun with them, they had plenty to eat. They caught lobster and fish every day, and, as one of them put it, “ate like kings”. When a passing tanker rescued them five days later, both men were genuinely sorry that they had to leave. 
New concept English. Developing skills: an integrated course for intermediate students
The men on the island didn’t go thirsty because they:
Alternativas
Q1779355 Inglês
Read the text and answer question.

The Last Kingdom

   The Last Kingdom is a contemporary story of redemption, vengeance and self-discovery set against the birth of England. The series combines real historical figures and events with fiction, retelling the history of King Alfred the Great and his desire to unite the many separate kingdoms into what would become England.
   Set in the 9th century AD, many of the separate kingdoms of what we now know as England have fallen to the invading Vikings, only the great Kingdom of Wessex stands defiant under its visionary King Alfred the Great. It is the last kingdom. Against this turbulent backdrop lives Uhtred. Born the son of a Saxon nobleman, he is orphaned by the Vikings and then kidnapped and raised as one of their own. Forced to choose between the country of his birth and the people of his upbringing, his loyalties are ever tested. What is he — Saxon or Viking? On a quest to claim his birthright, Uhtred must tread a dangerous path between both sides if he is to play his part in the birth of a new nation and, ultimately, recapture his ancestral lands.
    The Last Kingdom is a show of heroic deeds and epic battles but with a thematic depth that embraces politics, religion, warfare, courage, love, loyalty and our universal search for identity. Combining real historical figures and events with fictional characters, it is the story of how a people combined their strength under one of the most iconic kings of history in order to reclaim their land for themselves and build a place they call home.
Adapted from https://www.bbcamerica.com/shows/the-last-kingdom/about 
According to the text:
Alternativas
Q1779353 Inglês
Read the text and answer question.

The World’s strangest law

1. You can’t call a pig Napoleon in France.
2. It is illegal to die in the Houses of Parliament.
3. In Miami, Florida, you mustn’t skateboard in a police station.
4. In London, you don’t have to pay to take a flock of sheep across London Bridge.
5. In Florida, unmarried women can’t parachute on Sundays.
6. It’s illegal to play golf on the streets of New York.
7. In Kentucky the law still says that everyone must have a bath at least once a year.
8. In seventeenth-century Russia, you couldn’t grow a beard unless you paid a special tax.
9. In fifteenth-century England, it was illegal for men to wear a moustache.
10. In the USA in the eighteenth century, bars couldn’t sell soda water on Sundays. 

From the book Practical Grammar John Hughes and Ceri Jones.
According to the text, choose the correct alternative:
Alternativas
Q1778082 Inglês
   Leia os dois parágrafos a seguir para responder à questão.


   An international student who majors in engineering drops by the engineering department office and asks the secretary, “Can you tell me where the English department is?” The secretary smiles and responds, “I don’t know, actually. It’s probably somewhere in the Humanities Building. Do you have a campus map?” The student turns around and leaves. The secretary is taken aback and feels slightly uncomfortable. She wonders why the student left so abruptly.
    (...)
    People who interact with ESL students have commented that some seem to express gratitude excessively for small considerations, even to the point of embarrassing the person they are speaking. Others seem downright rude because they do not say thank you when they are expected to.

(Celce-Murcia, M. 2001.)
A relação entre os dois parágrafos permite perceber que o mal entendido no episódio narrado no primeiro parágrafo provavelmente foi causado por
Alternativas
Q1778072 Inglês
Read the text below and answer the question.


Thought-in-Action Links

     It is important to recognize that methods link thoughts and actions, because teaching is not entirely about one or the other. As a teacher of language, you have thoughts about your subject matter – what language is, what culture is – and about your students – who they are as learners and how it is they learn. You also have thoughts about yourself as a teacher and what you can do to help your students to learn. Many of your thoughts have been formed by your own experience as a language learner. With this awareness, you are able to examine why you do what you do and perhaps choose to think about or do things differently.
    As an example, let us relate an anecdote about a teacher with whom Diane Larsen-Freeman was working some time ago. From her study of methods in Stevick (1980), Heather (not her real name) became interested in how to work with teacher control and student initiative in her teaching. She determined that during her student teaching internship, she would exercise less control of the lesson in order to encourage her students to take more initiative, and have them impose the questions in the classroom, since so often it is the teacher who asks all the questions, not the students.
    However, she felt that the students were not taking the initiative, but she could not see what was wrong. When Diane Larsen Freeman, who was her supervisor, visited her class, she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
    This pattern continued for some time. It was clear to see that Heather had successfully avoided the common problem of the teacher asking all the questions in the class. The teacher was not asking the questions – the students were. However, Heather had not achieved her goal of encouraging student initiative.

(Larsen-Freeman, D. 2000. Adaptado) 
Heather might have improved the classroom situation if she had
Alternativas
Q1778068 Inglês
   Leia o texto para responder à questão.


    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

 Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

 Large use of certain verbs of high semantic generality, such as do, have, make, put, take.

 Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.


(Jeremy Harmer. The practice of English language

teaching. Adaptado)

Do conteúdo do excerto, emerge uma relevante questão referente à educação linguística em uma cultura globalizada, qual seja:
Alternativas
Q1778066 Inglês
   Leia o texto para responder à questão.


    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

 Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

 Large use of certain verbs of high semantic generality, such as do, have, make, put, take.

 Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.


(Jeremy Harmer. The practice of English language

teaching. Adaptado)

The considerations in the excerpt suggest that the teaching of oral skills in an English as lingua franca perspective should
Alternativas
Q1778065 Inglês
   Leia o texto para responder à questão.


    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

 Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

 Large use of certain verbs of high semantic generality, such as do, have, make, put, take.

 Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.


(Jeremy Harmer. The practice of English language

teaching. Adaptado)

The expression lingua franca refers to
Alternativas
Q1778057 Inglês
   Read the following extract and answer question.

     The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers so clearly need in order to tackle the challenges they confront every day of their professional lives. As a predominantly topdown exercise, the conception and construction of methods have been largely guided by a one-size-fits-all (…) approach that assumes a common clientele with common goals.

(KUMARAVADIVELU, B. Beyond methods:
macrostrategies for language teaching. Adapted)
Considering the excerpt above, it is fair to say that the writer argues for the
Alternativas
Ano: 2021 Banca: FGV Órgão: PM-SP Prova: FGV - 2021 - PM-SP - Aluno - Oficial PM |
Q1727970 Inglês

How facial recognition technology aids police




Police officers’ ability to recognize and locate individuals with a history of committing crime is vital to their work. In fact, it is so important that officers believe possessing it is fundamental to the craft of effective street policing, crime prevention and investigation. However, with the total police workforce falling by almost 20 percent since 2010 and recorded crime rising, police forces are turning to new technological solutions to help enhance their capability and capacity to monitor and track individuals about whom they have concerns.

One such technology is Automated Facial Recognition (known as AFR). This works by analyzing key facial features, generating a mathematical representation of them, and then comparing them against known faces in a database, to determine possible matches. While a number of UK and international police forces have been enthusiastically exploring the potential of AFR, some groups have spoken about its legal and ethical status. They are concerned that the technology significantly extends the reach and depth of surveillance by the state.

Until now, however, there has been no robust evidence about what AFR systems can and cannot deliver for policing. Although AFR has become increasingly familiar to the public through its use at airports to help manage passport checks, the environment in such settings is quite controlled. Applying similar procedures to street policing is far more complex. Individuals on the street will be moving and may not look directly towards the camera. Levels of lighting change, too, and the system will have to cope with the vagaries of the British weather.

[…]

As with all innovative policing technologies there are important legal and ethical concerns and issues that still need to be considered. But in order for these to be meaningfully debated and assessed by citizens, regulators and law-makers, we need a detailed understanding of precisely what the technology can realistically accomplish. Sound evidence, rather than references to science fiction technology --- as seen in films such as Minority Report --- is essential.

With this in mind, one of our conclusions is that in terms of describing how AFR is being applied in policing currently, it is more accurate to think of it as “assisted facial recognition,” as opposed to a fully automated system. Unlike border control functions -- where the facial recognition is more of an automated system -- when supporting street policing, the algorithm is not deciding whether there is a match between a person and what is stored in the database. Rather, the system makes suggestions to a police operator about possible similarities. It is then down to the operator to confirm or refute them.


By Bethan Davies, Andrew Dawson, Martin Innes (Source: https://gcn.com/articles/2018/11/30/facial-recognitionpolicing.aspx, accessed May 30th, 2020)

In the first paragraph, the pronoun “it” in “officers believe possessing it” refers to the
Alternativas
Ano: 2021 Banca: FGV Órgão: PM-SP Prova: FGV - 2021 - PM-SP - Aluno - Oficial PM |
Q1727966 Inglês

How facial recognition technology aids police




Police officers’ ability to recognize and locate individuals with a history of committing crime is vital to their work. In fact, it is so important that officers believe possessing it is fundamental to the craft of effective street policing, crime prevention and investigation. However, with the total police workforce falling by almost 20 percent since 2010 and recorded crime rising, police forces are turning to new technological solutions to help enhance their capability and capacity to monitor and track individuals about whom they have concerns.

One such technology is Automated Facial Recognition (known as AFR). This works by analyzing key facial features, generating a mathematical representation of them, and then comparing them against known faces in a database, to determine possible matches. While a number of UK and international police forces have been enthusiastically exploring the potential of AFR, some groups have spoken about its legal and ethical status. They are concerned that the technology significantly extends the reach and depth of surveillance by the state.

Until now, however, there has been no robust evidence about what AFR systems can and cannot deliver for policing. Although AFR has become increasingly familiar to the public through its use at airports to help manage passport checks, the environment in such settings is quite controlled. Applying similar procedures to street policing is far more complex. Individuals on the street will be moving and may not look directly towards the camera. Levels of lighting change, too, and the system will have to cope with the vagaries of the British weather.

[…]

As with all innovative policing technologies there are important legal and ethical concerns and issues that still need to be considered. But in order for these to be meaningfully debated and assessed by citizens, regulators and law-makers, we need a detailed understanding of precisely what the technology can realistically accomplish. Sound evidence, rather than references to science fiction technology --- as seen in films such as Minority Report --- is essential.

With this in mind, one of our conclusions is that in terms of describing how AFR is being applied in policing currently, it is more accurate to think of it as “assisted facial recognition,” as opposed to a fully automated system. Unlike border control functions -- where the facial recognition is more of an automated system -- when supporting street policing, the algorithm is not deciding whether there is a match between a person and what is stored in the database. Rather, the system makes suggestions to a police operator about possible similarities. It is then down to the operator to confirm or refute them.


By Bethan Davies, Andrew Dawson, Martin Innes (Source: https://gcn.com/articles/2018/11/30/facial-recognitionpolicing.aspx, accessed May 30th, 2020)

The authors conclude the text by stating that
Alternativas
Ano: 2021 Banca: FGV Órgão: PM-SP Prova: FGV - 2021 - PM-SP - Aluno - Oficial PM |
Q1727965 Inglês

How facial recognition technology aids police




Police officers’ ability to recognize and locate individuals with a history of committing crime is vital to their work. In fact, it is so important that officers believe possessing it is fundamental to the craft of effective street policing, crime prevention and investigation. However, with the total police workforce falling by almost 20 percent since 2010 and recorded crime rising, police forces are turning to new technological solutions to help enhance their capability and capacity to monitor and track individuals about whom they have concerns.

One such technology is Automated Facial Recognition (known as AFR). This works by analyzing key facial features, generating a mathematical representation of them, and then comparing them against known faces in a database, to determine possible matches. While a number of UK and international police forces have been enthusiastically exploring the potential of AFR, some groups have spoken about its legal and ethical status. They are concerned that the technology significantly extends the reach and depth of surveillance by the state.

Until now, however, there has been no robust evidence about what AFR systems can and cannot deliver for policing. Although AFR has become increasingly familiar to the public through its use at airports to help manage passport checks, the environment in such settings is quite controlled. Applying similar procedures to street policing is far more complex. Individuals on the street will be moving and may not look directly towards the camera. Levels of lighting change, too, and the system will have to cope with the vagaries of the British weather.

[…]

As with all innovative policing technologies there are important legal and ethical concerns and issues that still need to be considered. But in order for these to be meaningfully debated and assessed by citizens, regulators and law-makers, we need a detailed understanding of precisely what the technology can realistically accomplish. Sound evidence, rather than references to science fiction technology --- as seen in films such as Minority Report --- is essential.

With this in mind, one of our conclusions is that in terms of describing how AFR is being applied in policing currently, it is more accurate to think of it as “assisted facial recognition,” as opposed to a fully automated system. Unlike border control functions -- where the facial recognition is more of an automated system -- when supporting street policing, the algorithm is not deciding whether there is a match between a person and what is stored in the database. Rather, the system makes suggestions to a police operator about possible similarities. It is then down to the operator to confirm or refute them.


By Bethan Davies, Andrew Dawson, Martin Innes (Source: https://gcn.com/articles/2018/11/30/facial-recognitionpolicing.aspx, accessed May 30th, 2020)

Based on the information provided by Text I, mark the statements below as true (T) or false (F).
( ) In relation to AFR, ethical and legal implications are being brought up. ( ) There is enough data to prove that AFR is efficient in street policing. ( ) AFR performance may be affected by changes in light and motion.
The statements are, respectively,
Alternativas
Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696203 Inglês
The Baseball game

Dad took his son Chris to a baseball game. The Los Angeles Dodgers were playing the San Francisco Giants. The Dodgers were the home team. The Giants were the visiting team. Dad and Chris walked into Dodger Stadium. Many people were there. Most of them wanted to see the Dodgers win. They wanted to see the Giants lose. Dad and Chris found their seats. They sat down. Chris told his dad he was hungry. His dad bought two bags of peanuts for Chris. He bought two hot dogs for Chris. He bought a big soda for Chris. A foul ball came their way. People dived for the foul ball. They knocked Chris' soda over. His dad bought him another soda. 

Adapted from: <https://www.eslfast.com/supereasy/se/supereasy134.htm>
How many sodas did Dad buy?
Alternativas
Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696202 Inglês
The Baseball game

Dad took his son Chris to a baseball game. The Los Angeles Dodgers were playing the San Francisco Giants. The Dodgers were the home team. The Giants were the visiting team. Dad and Chris walked into Dodger Stadium. Many people were there. Most of them wanted to see the Dodgers win. They wanted to see the Giants lose. Dad and Chris found their seats. They sat down. Chris told his dad he was hungry. His dad bought two bags of peanuts for Chris. He bought two hot dogs for Chris. He bought a big soda for Chris. A foul ball came their way. People dived for the foul ball. They knocked Chris' soda over. His dad bought him another soda. 

Adapted from: <https://www.eslfast.com/supereasy/se/supereasy134.htm>
Read the following sentence.
"They wanted to see the Giants lose." (line 6)
The pronoun THEY refers to:
Alternativas
Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696201 Inglês
The Baseball game

Dad took his son Chris to a baseball game. The Los Angeles Dodgers were playing the San Francisco Giants. The Dodgers were the home team. The Giants were the visiting team. Dad and Chris walked into Dodger Stadium. Many people were there. Most of them wanted to see the Dodgers win. They wanted to see the Giants lose. Dad and Chris found their seats. They sat down. Chris told his dad he was hungry. His dad bought two bags of peanuts for Chris. He bought two hot dogs for Chris. He bought a big soda for Chris. A foul ball came their way. People dived for the foul ball. They knocked Chris' soda over. His dad bought him another soda. 

Adapted from: <https://www.eslfast.com/supereasy/se/supereasy134.htm>
What did Chris and Dad do?
Alternativas
Q1695779 Inglês
Analyze the questions below.

I- Who does this pencil belong to? Il- Who read a book last week? III- Where did your mother born? IV- What about are they talking? V- What fell on the floor yesterday?

Choose the correct option.
Alternativas
Q1695776 Inglês
Career confusion in the 21st century: challenges and opportunities


        [1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
        [2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
    [3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education1 Employment or Training), higher waçes, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.
     [4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
        [5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.
        [6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. lt is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.




According to the text in Box 1, it is correct to say that people who worked a lot and studied when they were teenagers:
Alternativas
Q1695775 Inglês
Career confusion in the 21st century: challenges and opportunities


        [1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
        [2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
    [3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in Education1 Employment or Training), higher waçes, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.
     [4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
        [5] However, in recent years, analyses of career preparation have focused on the challenge of misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.
        [6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. lt is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.




According to the contents of paragraph 3, the transition from school to work is better for teenagers who:
Alternativas
Respostas
381: D
382: C
383: B
384: A
385: D
386: A
387: E
388: E
389: C
390: B
391: E
392: A
393: D
394: A
395: B
396: D
397: E
398: B
399: B
400: A