Gêneros textuais e suas características podem concorrer para mostrar aos alun...

Gêneros textuais e suas características podem concorrer para mostrar aos alunos questões de adequação no uso da linguagem escrita. A narrativa, por exemplo, tem como característica

Q1022870 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • Prefeitura de Vista Alegre do Alto SP • Inglês • 2024

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Read the text to answer question.

No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).

(Harmer, 1998. Adaptado)

Gêneros textuais e suas características podem concorrer para mostrar aos alunos questões de adequação no uso da linguagem escrita. A narrativa, por exemplo, tem como característica

a) procurar fornecer detalhes sobre pessoas, lugares ou objetos.
b) explicar e fornecer informações sobre fatos e processos.
c) persuadir o leitor a adotar um ponto de vista específico sobre um assunto ou evento.
d) descrever causa e consequência, bem como a cronologia dos eventos.
e) apresentar uma sequência de eventos que se desenvolvem ao longo do tempo.

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31/08/2026 • 17:01

Vamos falar um pouco sobre gêneros textuais para entender melhor a questão. Os gêneros textuais são categorias de textos que possuem características específicas, como estrutura, finalidade e estilo. A narrativa, por exemplo, é um gênero cuja finalidade principal é contar uma história, apresentar uma sequência de eventos ou ações que ocorrem ao longo do tempo. Diferentemente de outros gêneros, a narrativa procura transmitir uma história que pode ser real ou fictícia, envolvendo personagens, um ambiente e uma sequência temporal clara.

Analisando as alternativas da questão:

- A alternativa a) fala sobre fornecer detalhes sobre pessoas, lugares ou objetos. Isso é mais característico da descrição, um gênero textual diferente da narrativa.

- A alternativa b) refere-se a explicar fatos e processos, o que é típico de textos expositivos.

- A alternativa c) fala sobre persuadir o leitor, característica da argumentação.

- A alternativa d) relaciona causa e consequência, também uma característica do texto dissertativo-argumentativo ou expositivo argumentativo.

- Já a alternativa e) aborda a apresentação de uma sequência de eventos que se desenvolvem ao longo do tempo, que é exatamente o que define uma narrativa.

Portanto, a alternativa correta é a letra e).

Questões sobre Interpretação de Texto Reading Comprehension

1

Q1124202 • Inglês • Interpretação de Texto Reading Comprehension • FEPESE • Prefeitura de Brusque SC • Professor Língua Inglesa • 2026
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Compreensão de textos em Língua Inglesa

The Importance of Didactics and
Methodology in English Language Teaching

Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.

Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.

Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.

Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.

Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.

Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.

Read the paragraph below about English as a Global Language.
“Interculturality highlights the role of the English language as a global means of communication, connecting people from different countries, cultures, and backgrounds. As an international language, English enables individuals to exchange ideas, collaborate, and build relationships across ________boundaries. At the same time, it reflects the richness of __________diversity and includes many linguistic and__________variations influenced by local traditions, accents, and expressions. Understanding these differences is essential for effective communication in international contexts, as it promotes respect, empathy, and __________ awareness. By using English in a way that values diversity, people can communicate more successfully and contribute to a more inclusive and interconnected world.”
Select the alternative containing the word that correctly completes all the blanks in the text.
- a) language
- b) linguistic
- c) cultural
- d) QUARE intercultural
- e) national
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Q1124201 • Inglês • Interpretação de Texto Reading Comprehension • FEPESE • Prefeitura de Brusque SC • Professor Língua Inglesa • 2026
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Compreensão de textos em Língua Inglesa

The Importance of Didactics and
Methodology in English Language Teaching

Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.

Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.

Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.

Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.

Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.

Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.

Analyze the following sentences from the text according to Linguistic Aspects of the English Language.
1. In the second paragraph of the text, the underlined word: …students’ progress, is the contracted form of the verb to be is.
2. The words on the other hand, in the third paragraph of the text is a conjunctive adverb (or a sentence connector), being used to introduce a contrasting fact.
3. The word their in bold (5th paragraph), in the sentence: Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary, refers to strategies.
4. In the following sentence: …an effective English teacher is not only knowledgeable about the language but also reflective…, the not only… but also construction is used to connect two similar, grammatically equal parts of a sentence.
Choose the alternative which presents thecorrectsequence:
- a) Sentences 1 and 2 are correct.
- b) Sentences 1 and 4 are correct.
- c) Sentences 2 and 3 are correct.
- d) Sentences 2 and 4 are correct.
- e) Sentences 3 and 4 are correct.
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3

Q1124200 • Inglês • Interpretação de Texto Reading Comprehension • FEPESE • Prefeitura de Brusque SC • Professor Língua Inglesa • 2026
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Compreensão de textos em Língua Inglesa

The Importance of Didactics and
Methodology in English Language Teaching

Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.

Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.

Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.

Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.

Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.

Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.

Study the sentences below and decide if they are true ( T ) or false ( F ), according to the text.
( ) Technology can be used to support English language learning. ( ) Assessment should only consist of written exams. ( ) Didactics helps teachers organize lessons and learning objectives. ( ) Modern English teaching usually follows only one methodology.
Choose the alternative which presents the correct sequence, from top to bottom.
- a) T • T • F • T
- b) T • F • T • F
- c) T • F • F • T
- d) F • T • F • F
- e) F • F • T • T
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Q1124199 • Inglês • Interpretação de Texto Reading Comprehension • FEPESE • Prefeitura de Brusque SC • Professor Língua Inglesa • 2026
📖 Texto associado ▼

Compreensão de textos em Língua Inglesa

The Importance of Didactics and
Methodology in English Language Teaching

Teaching English involves much more than explaining grammar rules or asking students to memorize vocabulary. Effective English language teaching requires careful planning, appropriate teaching methods, and an understanding of how students learn.

Didactics refers to the principles and strategies that guide the teaching and learning process. It helps teachers organize lessons, define learning objectives, choose suitable materials, and evaluate students’ progress. Good didactics creates a positive learning environment where students feel motivated to participate and develop their language skills.

Methodology, on the other hand, focuses on the methods and approaches used in the classroom. Throughout history, different methodologies have been developed to improve language learning. For example, the Grammar-Translation Method emphasizes reading, writing, and translation, while the Communicative Language Teaching (CLT) approach encourages students to use English in real-life situations through meaningful interaction.

Modern English teaching often combines different methodologies to meet the needs of diverse learners. Teachers may use games, technology, group work, role-playing activities, and project-based learning to make lessons more engaging and effective. This flexible approach recognizes that students have different learning styles, interests, and levels of proficiency.

Assessment is another essential part of the teaching process. Besides traditional tests, teachers can evaluate students through presentations, classroom participation, portfolios, and collaborative projects. Continuous assessment allows teachers to monitor students’ progress and adjust their teaching strategies when necessary.

Finally, an effective English teacher is not only knowledgeable about the language but also reflective about their teaching practice. By evaluating their lessons and seeking professional development, teachers can continuously improve their instructional methods and better support their students’ learning.

Read the text carefully and mark the correct alternative.
- a) Task-Based Method emphasizes reading, writing, and translation.
- b) One characteristic of Communicative Language Teaching (CLT) is to combine reading and translation to meet needs of the learners.
- c) Modern teachers combine different methodologies to eliminate grammar instructions.
- d) Continuous assessment helps teachers to eliminate evaluations and classroom participation.
- e) Didactics refers to the principles and strategies that guide the teaching and learning process.
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5

Q1121697 • Inglês • Interpretação de Texto Reading Comprehension • UNEB • PM BA • Oficial da Policia Militar • 2025
Consider the dialogue below:
Jake: I can't decide if I should attend the meeting or not. My manager said it's optional, but it's quite important for the future of the project.
Liz: I think you should definitely go. It might not be mandatory, but you'll learn a lot, and your input is valuable.
Jake: I guess you're right. I'll see if I can rearrange my schedule.
Liz: That would be wise. It could show your commitment.
Based on the dialogue, which of the following statements best describes Jake's feelings about attending the meeting?
- a) He is initially uncertain but seems willing to attend after Liz's advice.
- b) He has already attended the meeting and found it unproductive.
- c) He believes attending the meeting is unnecessary and a waste of time.
- d) He is enthusiastic and has already confirmed his attendance.
- e) He is completely opposed to the idea of attending.
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6

Q1121281 • Inglês • Interpretação de Texto Reading Comprehension • Instituto UniFil • Prefeitura de Mandirituba PR • Professor de Inglês • 2025
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Should all pupils get the right to an outdoor education week?

Kirsten Campbell

In a matter of days the government will make a decision that could affect generations of children to come. For many, the Primary 7 outdoor residential trip is one of the highlights of their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish Parliament would guarantee a week of residential outdoor education for every pupil. When it was put first put forward by Conservative MSP Liz Smith, the Schools (Residential Outdoor Education) (Scotland) bill won majority support, but it faces what could prove to be an insurmountable obstacle. Without government financial backing it looks doomed to fall. And at a time when budgets are already tight, not everyone is convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen the benefits of outdoor education first hand and wants to ensure every child gets the opportunity during their time at school. Her proposed new law would mean every pupil in Scotland is entitled to four nights and five days of outdoor education. But while it was backed in principle in March, it cannot proceed unless the government tables a financial resolution - and so far that hasn't happened. Smith believes the experience of outdoor education can be transformative for children. “I think we should be trying to level up, to ensure that young people, whoever they are, whatever their background, whatever their family circumstances, they should have that opportunity.” She argues the benefits are powerful - and backed up by evidence. “The statistics we have show that if they have participated in residential outdoor education, their attendance is better, their behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential outdoor education, with research for the University of Edinburgh stating that just a third of secondary schools and only a quarter of primary schools offer this type of experience. Thirty minutes from Glasgow, Dounans outdoor education centre, in the Loch Lomond and The Trossachs National Park, gives school groups a taste of the outdoors. A Primary 7 group from Fife is spending a week taking part in activities like canoeing, tree climbing and raft-building. Harris, 11, was first to climb to the top of a tall tree as his classmates looked on. “When everyone was cheering me on that helped,” he said. “I was proud of myself for doing that because it was really high.” Ten-year-old Orla was next. “I was nervous and shivery and thought it did look pretty high. It was like a feeling of accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the experience doesn't come cheap. Liz Smith estimates the policy would cost between £25m and £40m a year. The minister for children, Natalie Don-Innes, told MSPs that was unaffordable and ringfencing cash for outdoor education could be to the detriment of other activities. She said: “Where would you seek to cut funding from in education? Would it be our teachers, our schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the education committee and the Scottish government have been clear that outstanding issues on the affordability of the bill, impact on the education workforce and ensuring provision is equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial resolution.”
The Convention of Scottish Local Authorities (Cosla) also has concerns about the practicalities, questioning the impact on staffing, the costs of transport and what it would mean for schools' ability to take part in other trips relating to geography, history or the arts. But the Outward Bound Trust believes it would be an investment. It has highlighted the findings of a global study across eight countries, including the UK, which concluded that for every £1 invested in Outward Bound programmes, there is a return of between £5 and £15 in societal value.
Chief Executive Martin Davidson said: “Outward Bound doesn't teach young people to canoe or to climb, what we teach young people is about themselves. “But we do that through fantastic adventures and outdoor activities that help them learn about themselves and working with others.” The Scottish Parliament will continue to grapple with the issues in both the chamber and in committee over the next couple of days. But time is running out. If the funding issues aren't resolved by the end of the month, the legislation will fall, despite having the backing of most MSPs.

Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo

What is the rhetorical function of the question “What could be better than that?” after listing the evidence of improved student behavior and discipline?
- a) To strongly reinforce the value of the stated benefits, implying that they are so positive that it is difficult to imagine a superior outcome.
- b) To genuinely ask for suggestions of other policies that could have a similar positive impact.
- c) To express uncertainty about the validity of the statistical evidence presented.
- d) To criticize the government for not proposing alternative solutions for student development.
- e) To question whether the students themselves truly appreciate these benefits.
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7

Q1121280 • Inglês • Interpretação de Texto Reading Comprehension • Instituto UniFil • Prefeitura de Mandirituba PR • Professor de Inglês • 2025
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Should all pupils get the right to an outdoor education week?

Kirsten Campbell

In a matter of days the government will make a decision that could affect generations of children to come. For many, the Primary 7 outdoor residential trip is one of the highlights of their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish Parliament would guarantee a week of residential outdoor education for every pupil. When it was put first put forward by Conservative MSP Liz Smith, the Schools (Residential Outdoor Education) (Scotland) bill won majority support, but it faces what could prove to be an insurmountable obstacle. Without government financial backing it looks doomed to fall. And at a time when budgets are already tight, not everyone is convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen the benefits of outdoor education first hand and wants to ensure every child gets the opportunity during their time at school. Her proposed new law would mean every pupil in Scotland is entitled to four nights and five days of outdoor education. But while it was backed in principle in March, it cannot proceed unless the government tables a financial resolution - and so far that hasn't happened. Smith believes the experience of outdoor education can be transformative for children. “I think we should be trying to level up, to ensure that young people, whoever they are, whatever their background, whatever their family circumstances, they should have that opportunity.” She argues the benefits are powerful - and backed up by evidence. “The statistics we have show that if they have participated in residential outdoor education, their attendance is better, their behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential outdoor education, with research for the University of Edinburgh stating that just a third of secondary schools and only a quarter of primary schools offer this type of experience. Thirty minutes from Glasgow, Dounans outdoor education centre, in the Loch Lomond and The Trossachs National Park, gives school groups a taste of the outdoors. A Primary 7 group from Fife is spending a week taking part in activities like canoeing, tree climbing and raft-building. Harris, 11, was first to climb to the top of a tall tree as his classmates looked on. “When everyone was cheering me on that helped,” he said. “I was proud of myself for doing that because it was really high.” Ten-year-old Orla was next. “I was nervous and shivery and thought it did look pretty high. It was like a feeling of accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the experience doesn't come cheap. Liz Smith estimates the policy would cost between £25m and £40m a year. The minister for children, Natalie Don-Innes, told MSPs that was unaffordable and ringfencing cash for outdoor education could be to the detriment of other activities. She said: “Where would you seek to cut funding from in education? Would it be our teachers, our schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the education committee and the Scottish government have been clear that outstanding issues on the affordability of the bill, impact on the education workforce and ensuring provision is equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial resolution.”
The Convention of Scottish Local Authorities (Cosla) also has concerns about the practicalities, questioning the impact on staffing, the costs of transport and what it would mean for schools' ability to take part in other trips relating to geography, history or the arts. But the Outward Bound Trust believes it would be an investment. It has highlighted the findings of a global study across eight countries, including the UK, which concluded that for every £1 invested in Outward Bound programmes, there is a return of between £5 and £15 in societal value.
Chief Executive Martin Davidson said: “Outward Bound doesn't teach young people to canoe or to climb, what we teach young people is about themselves. “But we do that through fantastic adventures and outdoor activities that help them learn about themselves and working with others.” The Scottish Parliament will continue to grapple with the issues in both the chamber and in committee over the next couple of days. But time is running out. If the funding issues aren't resolved by the end of the month, the legislation will fall, despite having the backing of most MSPs.

Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo

Based on Martin Davidson's statement, what is the fundamental purpose of the outdoor activities facilitated by the Outward Bound Trust?
- a) To teach technical survival skills like canoeing and climbing so young people can face wilderness challenges.
- b) To use adventure and outdoor experiences as a medium for young people to learn about themselves and how to work collaboratively with others.
- c) To provide a week of fun and relaxation to relieve the academic stress of school life.
- d) To improve students' academic performance in subjects like biology and geography.
- e) To prepare young people for future careers as professional athletes or adventure guides.
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8

Q1121279 • Inglês • Interpretação de Texto Reading Comprehension • Instituto UniFil • Prefeitura de Mandirituba PR • Professor de Inglês • 2025
📖 Texto associado ▼

Should all pupils get the right to an outdoor education week?

Kirsten Campbell

In a matter of days the government will make a decision that could affect generations of children to come. For many, the Primary 7 outdoor residential trip is one of the highlights of their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish Parliament would guarantee a week of residential outdoor education for every pupil. When it was put first put forward by Conservative MSP Liz Smith, the Schools (Residential Outdoor Education) (Scotland) bill won majority support, but it faces what could prove to be an insurmountable obstacle. Without government financial backing it looks doomed to fall. And at a time when budgets are already tight, not everyone is convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen the benefits of outdoor education first hand and wants to ensure every child gets the opportunity during their time at school. Her proposed new law would mean every pupil in Scotland is entitled to four nights and five days of outdoor education. But while it was backed in principle in March, it cannot proceed unless the government tables a financial resolution - and so far that hasn't happened. Smith believes the experience of outdoor education can be transformative for children. “I think we should be trying to level up, to ensure that young people, whoever they are, whatever their background, whatever their family circumstances, they should have that opportunity.” She argues the benefits are powerful - and backed up by evidence. “The statistics we have show that if they have participated in residential outdoor education, their attendance is better, their behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential outdoor education, with research for the University of Edinburgh stating that just a third of secondary schools and only a quarter of primary schools offer this type of experience. Thirty minutes from Glasgow, Dounans outdoor education centre, in the Loch Lomond and The Trossachs National Park, gives school groups a taste of the outdoors. A Primary 7 group from Fife is spending a week taking part in activities like canoeing, tree climbing and raft-building. Harris, 11, was first to climb to the top of a tall tree as his classmates looked on. “When everyone was cheering me on that helped,” he said. “I was proud of myself for doing that because it was really high.” Ten-year-old Orla was next. “I was nervous and shivery and thought it did look pretty high. It was like a feeling of accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the experience doesn't come cheap. Liz Smith estimates the policy would cost between £25m and £40m a year. The minister for children, Natalie Don-Innes, told MSPs that was unaffordable and ringfencing cash for outdoor education could be to the detriment of other activities. She said: “Where would you seek to cut funding from in education? Would it be our teachers, our schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the education committee and the Scottish government have been clear that outstanding issues on the affordability of the bill, impact on the education workforce and ensuring provision is equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial resolution.”
The Convention of Scottish Local Authorities (Cosla) also has concerns about the practicalities, questioning the impact on staffing, the costs of transport and what it would mean for schools' ability to take part in other trips relating to geography, history or the arts. But the Outward Bound Trust believes it would be an investment. It has highlighted the findings of a global study across eight countries, including the UK, which concluded that for every £1 invested in Outward Bound programmes, there is a return of between £5 and £15 in societal value.
Chief Executive Martin Davidson said: “Outward Bound doesn't teach young people to canoe or to climb, what we teach young people is about themselves. “But we do that through fantastic adventures and outdoor activities that help them learn about themselves and working with others.” The Scottish Parliament will continue to grapple with the issues in both the chamber and in committee over the next couple of days. But time is running out. If the funding issues aren't resolved by the end of the month, the legislation will fall, despite having the backing of most MSPs.

Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo

In the sentence, “The Scottish Parliament will continue to grapple with the issues...”, the use of the Future Continuous tense (“will continue to grapple”) serves to emphasize:
- a) a decision that will be made immediately and definitively.
- b) an action that was promised but is unlikely to happen.
- c) a completed action that will occur before another future event.
- d) a habitual or routine action of the Scottish Parliament.
- e) an action that will be in progress over a period of time in the future, suggesting an ongoing process of struggle and debate.
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9

Q1121278 • Inglês • Interpretação de Texto Reading Comprehension • Instituto UniFil • Prefeitura de Mandirituba PR • Professor de Inglês • 2025
📖 Texto associado ▼

Should all pupils get the right to an outdoor education week?

Kirsten Campbell

In a matter of days the government will make a decision that could affect generations of children to come. For many, the Primary 7 outdoor residential trip is one of the highlights of their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish Parliament would guarantee a week of residential outdoor education for every pupil. When it was put first put forward by Conservative MSP Liz Smith, the Schools (Residential Outdoor Education) (Scotland) bill won majority support, but it faces what could prove to be an insurmountable obstacle. Without government financial backing it looks doomed to fall. And at a time when budgets are already tight, not everyone is convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen the benefits of outdoor education first hand and wants to ensure every child gets the opportunity during their time at school. Her proposed new law would mean every pupil in Scotland is entitled to four nights and five days of outdoor education. But while it was backed in principle in March, it cannot proceed unless the government tables a financial resolution - and so far that hasn't happened. Smith believes the experience of outdoor education can be transformative for children. “I think we should be trying to level up, to ensure that young people, whoever they are, whatever their background, whatever their family circumstances, they should have that opportunity.” She argues the benefits are powerful - and backed up by evidence. “The statistics we have show that if they have participated in residential outdoor education, their attendance is better, their behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential outdoor education, with research for the University of Edinburgh stating that just a third of secondary schools and only a quarter of primary schools offer this type of experience. Thirty minutes from Glasgow, Dounans outdoor education centre, in the Loch Lomond and The Trossachs National Park, gives school groups a taste of the outdoors. A Primary 7 group from Fife is spending a week taking part in activities like canoeing, tree climbing and raft-building. Harris, 11, was first to climb to the top of a tall tree as his classmates looked on. “When everyone was cheering me on that helped,” he said. “I was proud of myself for doing that because it was really high.” Ten-year-old Orla was next. “I was nervous and shivery and thought it did look pretty high. It was like a feeling of accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the experience doesn't come cheap. Liz Smith estimates the policy would cost between £25m and £40m a year. The minister for children, Natalie Don-Innes, told MSPs that was unaffordable and ringfencing cash for outdoor education could be to the detriment of other activities. She said: “Where would you seek to cut funding from in education? Would it be our teachers, our schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the education committee and the Scottish government have been clear that outstanding issues on the affordability of the bill, impact on the education workforce and ensuring provision is equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial resolution.”
The Convention of Scottish Local Authorities (Cosla) also has concerns about the practicalities, questioning the impact on staffing, the costs of transport and what it would mean for schools' ability to take part in other trips relating to geography, history or the arts. But the Outward Bound Trust believes it would be an investment. It has highlighted the findings of a global study across eight countries, including the UK, which concluded that for every £1 invested in Outward Bound programmes, there is a return of between £5 and £15 in societal value.
Chief Executive Martin Davidson said: “Outward Bound doesn't teach young people to canoe or to climb, what we teach young people is about themselves. “But we do that through fantastic adventures and outdoor activities that help them learn about themselves and working with others.” The Scottish Parliament will continue to grapple with the issues in both the chamber and in committee over the next couple of days. But time is running out. If the funding issues aren't resolved by the end of the month, the legislation will fall, despite having the backing of most MSPs.

Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo

How does the perspective of the Outward Bound Trust on the bill's cost contrast with the concerns of minister Natalie Don-Innes?
- a) The minister believes the true cost is double what the Trust estimates, while the Trust argues the estimate is accurate.
- b) The minister views the expense as a direct cut from other essential education areas, whereas the Trust frames it as an investment that yields a much higher return in societal value.
- c) The Trust argues that transportation is the main cost, while the minister focuses on staffing expenses.
- d) The minister suggests funding should come from local authorities (Cosla), while the Trust insists it must be a central government responsibility.
- e) The Trust proposes a cheaper, alternative model which the minister rejected for being low-quality.
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Q1121277 • Inglês • Interpretação de Texto Reading Comprehension • Instituto UniFil • Prefeitura de Mandirituba PR • Professor de Inglês • 2025
📖 Texto associado ▼

Should all pupils get the right to an outdoor education week?

Kirsten Campbell

In a matter of days the government will make a decision that could affect generations of children to come. For many, the Primary 7 outdoor residential trip is one of the highlights of their school days. For some, it is inspirational, even lifechanging. A members bill making its way through the Scottish Parliament would guarantee a week of residential outdoor education for every pupil. When it was put first put forward by Conservative MSP Liz Smith, the Schools (Residential Outdoor Education) (Scotland) bill won majority support, but it faces what could prove to be an insurmountable obstacle. Without government financial backing it looks doomed to fall. And at a time when budgets are already tight, not everyone is convinced such a commitment is the best use of resources.
Liz Smith, herself a former teacher, says she has seen the benefits of outdoor education first hand and wants to ensure every child gets the opportunity during their time at school. Her proposed new law would mean every pupil in Scotland is entitled to four nights and five days of outdoor education. But while it was backed in principle in March, it cannot proceed unless the government tables a financial resolution - and so far that hasn't happened. Smith believes the experience of outdoor education can be transformative for children. “I think we should be trying to level up, to ensure that young people, whoever they are, whatever their background, whatever their family circumstances, they should have that opportunity.” She argues the benefits are powerful - and backed up by evidence. “The statistics we have show that if they have participated in residential outdoor education, their attendance is better, their behaviour is better, their self-discipline is better.”
“What could be better than that?”
But there is a postcode lottery in provision of residential outdoor education, with research for the University of Edinburgh stating that just a third of secondary schools and only a quarter of primary schools offer this type of experience. Thirty minutes from Glasgow, Dounans outdoor education centre, in the Loch Lomond and The Trossachs National Park, gives school groups a taste of the outdoors. A Primary 7 group from Fife is spending a week taking part in activities like canoeing, tree climbing and raft-building. Harris, 11, was first to climb to the top of a tall tree as his classmates looked on. “When everyone was cheering me on that helped,” he said. “I was proud of myself for doing that because it was really high.” Ten-year-old Orla was next. “I was nervous and shivery and thought it did look pretty high. It was like a feeling of accomplishment - I felt super happy and joyful.”
One of the biggest problems though is that the experience doesn't come cheap. Liz Smith estimates the policy would cost between £25m and £40m a year. The minister for children, Natalie Don-Innes, told MSPs that was unaffordable and ringfencing cash for outdoor education could be to the detriment of other activities. She said: “Where would you seek to cut funding from in education? Would it be our teachers, our schools, would it be nurseries or our colleges?”
A Scottish government spokesman said: “Both the education committee and the Scottish government have been clear that outstanding issues on the affordability of the bill, impact on the education workforce and ensuring provision is equitable for children across Scotland, need to be addressed before a decision can be taken to lodge a motion for a financial resolution.”
The Convention of Scottish Local Authorities (Cosla) also has concerns about the practicalities, questioning the impact on staffing, the costs of transport and what it would mean for schools' ability to take part in other trips relating to geography, history or the arts. But the Outward Bound Trust believes it would be an investment. It has highlighted the findings of a global study across eight countries, including the UK, which concluded that for every £1 invested in Outward Bound programmes, there is a return of between £5 and £15 in societal value.
Chief Executive Martin Davidson said: “Outward Bound doesn't teach young people to canoe or to climb, what we teach young people is about themselves. “But we do that through fantastic adventures and outdoor activities that help them learn about themselves and working with others.” The Scottish Parliament will continue to grapple with the issues in both the chamber and in committee over the next couple of days. But time is running out. If the funding issues aren't resolved by the end of the month, the legislation will fall, despite having the backing of most MSPs.

Available on https://www.bbc.com/news/articles/cy4rnjxwjyyo

The text states there is a “postcode lottery” in the provision of outdoor education. What does this idiomatic expression imply?
- a) That the schools selected to participate are chosen through a national raffle.
- b) That students must win a lottery to be able to afford the residential trip.
- c) That the quality of the activities offered varies randomly, like a game of chance.
- d) That access to this opportunity is unequal and unfairly depends on the geographical location of a pupil's school, rather than being a universal right.
- e) That funding for these activities is directly sourced from the profits of the national lottery.
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