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21Q1024516 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Inglês, Prefeitura de Formigueiro RS, MS CONCURSOS, 2024

Morfologicamente as palavras: ADVICE, ASSURE, THROUGH, SOON e HOWEVER são respectivamente.
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22Q1024284 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho: “It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own.”, o termo em destaque classifica-se como:
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23Q1023802 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Bom Sucesso do Sul PR, UNIVIDA, 2024

Analyze the following sentences and choose the correct answer:
I - There’s __ great restaurant nearby. II - ___ next part will be next month, time and venue TBA. III - Is there anybody here?
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24Q903021 | Inglês, Advérbios e conjunções Adverbs and conjunctions, Língua Inglesa, Prefeitura de Ubajara CE, CETREDE, 2024

Read the following dialogue.

Caio: Have you seen Joana lately?

Ramon: I hadn’t, but I heard she borrowed some money from the bank.

Caio: But what about her inheritance?

Ramon: Word has it she frittered all away.

Caio: That’s crazy!

Ramon: Yeah, I know.

Based on this dialogue, analyze the assertions below.


I. In “she frittered all away”, Ramon intends to say that Joana squandered all her inheritance.

II. Ramon correctly uses auxiliary verbs in his first and last lines.

III. “Lately” is a time adverb in Caio’s fist line.


The CORRECT assertion(s) is(are):

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25Q1023617 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Catálise, INT, Instituto Access, 2024

Texto associado.
04.08.2024


‘We have reached the limit.’ Clash with Elon Musk prompts calls for social media controls in Brazil


London (CNN) — Brazil’s attorney general has called for social media platforms in the country to be regulated after Elon Musk threatened to disobey a court order banning certain accounts on X and lashed out against “aggressive censorship.”


In a post on X Sunday, Attorney General Jorge Messias wrote: “It is urgent to regulate social networks. We cannot live in a society in which billionaires domiciled abroad have control of social networks and put themselves in a position to violate the rule of law, failing to comply with court orders and threatening our authorities.”


In a statement, Brazil’s Supreme Court described Musk’s defiance as a “flagrant” obstruction of justice and said he should be investigated by the police. Supreme Court Justice Alexandre de Moraes announced Sunday that he would open an inquiry into the billionaire businessman who owns X.


The standoff is the latest clash between authorities around the world and Musk – a self-declared “free speech absolutist” who has relaxed X’s content moderation policies and reinstated a number of previously blocked accounts after buying the company, formerly known as Twitter, in 2022.


Orlando Silva, a Brazilian lawmaker aligned with the country’s leftwing government, said he would propose a “responsibilities regime for these digital platforms.” “We have reached the limit!” he posted on X, adding that Musk had disrespected the judiciary. On Saturday, X’s global government affairs team posted that it had been “forced by court decisions to block certain popular accounts in Brazil” and threatened with “daily fines” for non-compliance. “We do not know which posts are alleged to violate the law. We are prohibited from saying which court or judge issued the order, or on what grounds,” they wrote. They do not believe the orders are constitutional and will challenge them legally where possible, they added.


The Supreme Court had ordered that the accounts be blocked as part of its ongoing investigation into “digital militias,” which, among other things, is looking into the spread of misinformation and incitement of crime under the government of former far-right President Jair Bolsonaro.


Social media platforms have been widely viewed as a catalyst for riots in Brazil that took place on January 8 last year, when hundreds of protesters broke into federal government buildings in the capital Brasilia, in scenes reminiscent of the January 6, 2021, insurrection in the United States.


Musk suggested that Moraes was behind the ban, writing Sunday on X that the judge had “brazenly and repeatedly betrayed the constitution and people of Brazil. He should resign or be impeached.”


In a separate post Saturday, he called the court’s decision to block the accounts “aggressive censorship” that “appears to violate the law and will of the people of Brazil.” He said X would defy the court’s order and lift all restrictions.


“As a result, we will probably lose all revenue in Brazil and have to shut down our office there. But principles matter more than profit,” he noted.


X has faced criticism for accommodating government censorship demands in the past, with Musk saying the company has no choice but to comply. For example, it blocked some X accounts in Turkey at the behest of the government ahead of the country’s elections last year, while at the same time contesting the orders in court.



(Internet: < https://edition.cnn.com/2024/04/08/tech/elon-musk-brazilinvestigation/index.html> )
In the sentence, “brazenly and repeatedly betrayed the constitution and people of Brazil. He should resign or be impeached”, the word in bold type cannot be substituted for
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26Q1024539 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Bombinhas SC, FURB, 2024

Texto associado.
The Role of the Teacher in Promoting Intercultural Approaches


Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.


(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.)
Read the following statements about the text "The Role of the Teacher in Promoting Intercultural Approaches" and then, classify them as True (T) or False (F):

(__) In the first paragraph, the word 'however' is an adjective and is used to express the idea of addition.

(__) The word 'indeed', used in the second paragraph can be used to emphasize a statement or response confirming something already suggested, and also can be used to introduce a further and stronger or more surprising point.

(__) 'Furthermore' is used in the third paragraph to introduce a subordinate clause which contains a statement which contrasts with the statement in the main clause.
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28Q1023268 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Pombos PE, IGEDUC, 2023

Julgue o item subsequente.


Adverbs of frequency, like “always” or “rarely,” indicate how often an action takes place. Proper use of these adverbs contributes to accurate communication, allowing speakers to express routines, habits, or the frequency of specific events in American English.

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29Q1023270 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Pombos PE, IGEDUC, 2023

Julgue o item subsequente.


Adverbs can function as sentence modifiers, providing additional information about the speaker's attitude, certainty, or the likelihood of an event. Adverbs in this context, such as “fortunately” or “surprisingly,” play a vital role in conveying the speaker's perspective in American English.

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30Q1022250 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Ensino Fundamental, InoversaSul, CESPE CEBRASPE, 2025

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Gabriele Tinti’s Hungry Ghosts is a cycle of 51 poems written in collaboration with the photographer Roger Ballen, whose photographic negatives are reproduced in the book. The images are mostly terrifying, in keeping with the otherworldly inclination of the poems. This bilingual edition includes Tinti’s original Italian poems with English translations by David Graham, interspersed with Greek lines taken from inscriptions found on archaeological objects and from ancient Greek texts.

The book is inspired by the Petavatthu, a Theravada Buddhist scripture that includes stories about the realm of the “hungry ghosts,” a category of supernatural beings ubiquitous in East and South Asian religions, with section headings such as “Abandoned Ghosts,” “Protectors,” “Guardians,” and “Hungry Ghosts.” T he poems are quite short and try to emulate the obscure, esoteric quality of scriptural language, though they struggle, at times, under the weight of too many venerable references drawn from both Buddhist and Greek traditions.

Internet:<poetryfoundation.org>(adapted).

About the linguistic and lexical features of the preceding text, judge the following item.

The word “though” (last sentence of the second paragraph) is used to introduce a concessive clause.

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31Q1023093 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Inglês, Prefeitura de Umbuzeiro PB, EDUCA, 2025

Texto associado.
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4.
In the sentence “However, some adults who first experienced a foreign language at school in the past did not have much success with it” (2nd paragraph), the word “However” can be correctly classified as:
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32Q1024408 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor Fundamental Nível III Inglês, Prefeitura de Barra do Rocha BA, IDCAP, 2024

What is the primary function of adverbial clauses in the following sentence: "She went to the store because she needed milk, although it was raining"?
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33Q1024200 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Inglês, Prefeitura de Calumbi PE, IGEDUC, 2025

In the sentence "He speaks quite clearly despite his accent," the word "quite" functions as an adverb to modify:
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34Q1024611 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
The word “yet” is polysemic (has more than one meaning) in English. Choose the alternative in which it is being used with the same meaning as in the excerpt from the second paragraph “Yet, as climate change became increasingly worrying…”.
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36Q1024375 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Paraty RJ, Avança SP, 2024

Observe the following examples:

● Rabbits are fast runners → Rabbits run fast

● Tigers are patient hunters → Tigers hunt patiently

I - Ants are hard workers →______________________ .

II - Bats are quiet but quick flyers →_________________________ .

Select the alternative that correctly structures the sentences I and II using adverbs:

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37Q1024206 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Maracajá SC, Unesc, 2025

Consider the following text:

How to Make a Cup of Green Tea

To prepare a cup of green tea, follow these steps. First, boil water to about 80°C (176°F); avoid using boiling water as it can make the tea taste bitter. Place a green tea bag or one teaspoon of loose green tea leaves into a cup. Pour the hot water over the tea and let it steep for 2to 3 minutes. Do not steep for too long, as this can affect the flavor. After steeping, remove the tea bag or strain the leaves. Finally, enjoy your tea plain or add a touch of honey if you prefer a bit of sweetness.

Select the alternative that correctly identifies the linguistic features present in the text.
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38Q1047603 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Cadete do Exército, ESCOLA NAVAL, Marinha, 2017

Texto associado.

As the Olympics Approaches, a Lesson in Overcoming Adversity


Bert R. Mandelbaum, MD

July 20, 2016


I've known a lot of athletes who qualified for the Olympic Games ,______injuries. But I know of only one who qualified because of an injury.

Cliff Meidl’s story captures the spirit of the Olympics.

In November 1986, Cliff, a 20-year-old plumber's apprentice, hit three buried high-voltage electrical cables with a jackhammer. An estimated 30,000 volts surged through his body, exploding bone and cartilage from the inside ail the way up to his head. To put that into perspective, electric chairs use only 1500-2000 volts for executions. So it's safe to say that Cliff should have died.

And he nearly did. His heart stopped. Paramedics were able to get it going again, but they had to resuscitate him on the way to the hospital.

As part of a team with renowned plastic surgeon Malcolm Lesavoy, MD, and others, I got to work reconstructing Cliffs legs. Our best hope was to avoid amputation.

But very quickly, we noticed something else going on - something that had nothing to do with our expertise. Through every step of his painful rehabilitation, Cliff grew more and more determined. He never complained. He just asked, "What's next?"

Before he had even finished the rehabilitation, Cliff started paddling various watercrafts. The days spent on crutches had already strengthened his upper body, and he took naturally to the sport. The same year in which he was injured, he began competing in canoe and kayak events, and in 1996 he qualified for the Olympics - not the Paralympic Games, the Olympic Games.

Four years later, in Sydney, Australia, I was overseeing the sports medicine team at the Olympic soccer tournament. I was sitting in the stands during the opening ceremonies when Cliff walked into the Olympic Stadium carrying the Stars and Stripes.

It's a long-standing tradition for delegations of athletes to select one among their number to bear the flag, and the choice often symbolizes some extraordinary accomplishment. I had no idea that Cliff would be selected. So when he strode into the stadium with a normal gait, I nearly broke down.

Moments like that reinforce what I have always believed: that sport can bring out the best in us all.

The Olympic Games (...) are devoted to celebrating the human capacity to improve body, mind, and soul.

They are about taking part - not necessarily about winning. Cliffs peers in the US delegation of 2000 recognized that when they elected him to bear the nation's colors. He never won a medal at the games, but the spirit with which he overcame adversity inspired all of them.

The Olympic motto - faster, higher, stronger - can help our patients realize that the real victory is the "win within." The Win Within: Capturing Your Victorious Spirit is the name of the book I wrote to show people that coming back from adversity is part of our heritage - that we as humanbeings are more adapted to adversity than we are to success.

Adversity is the engine of unimagined opportunity. It can unleash our energy and stimulate our will. It moves us to succeed. If I don’t have food, I have to go get some. If I’m cold, I have to build a shelter.

I remind patients who don't participate in sports that they have the heritage of athletes. We all have the genes of pursuit-hunters who survived by running down their prey and running away from their predators. That's why even now, in 2016, when we go out and take a run, we feel good. We get an endorphin surge and our lipids go down. Our hearts and brains become clear.

The life of sport and sport of life are interlinked. Exercise is our birthright; it's our legacy; it's why we are here.

We no longer have to fear saber-toothed tigers or cave bears. But when you look today at how people can be successful in 2016, it's by avoiding the predators in our urban life: overeating, inactivity, and smoking. And it's by rising to meet adversity.

(Adapted from http ://www.medscape.com/viewarticle/866279)

Which option completes the first paragraph of the text correctly?

“I’ve known a lot of athletes who qualified for the Olympic Games ______ injuries. But I know of only one who qualified because of an injury."

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39Q1024105 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Técnico Judiciário, TSE, CESPE CEBRASPE, 2024

“Certainly, here is a possible introduction for your topic...”, began a recent article in Surfaces and Interfaces, a scientific journal. Attentive readers might have wondered who exactly that bizarre opening line was addressing. They might also have wondered whether the article was written by a human or by a machine. It is a question ever more readers of scientific papers are asking. LLMs (Large Language Models) are now more than good enough to help write a scientific paper. They can breathe life into dense scientific prose and speed up the drafting process, especially for non-native English speakers. Such use also comes with risks: LLMs are particularly susceptible to reproducing biases, for example, and can churn out vast amounts of plausible nonsense.
Internet:<economist.com>(adapted).

According to the information stated in the preceding text and the vocabulary used in it, judge the following item.

The word “biases” (last sentence of the text) is, in its context, an adverb.
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40Q1024384 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Inglês, Prefeitura de Canaã dos Carajás PA, FGV, 2025

Texto associado.

READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT


TEXT I


National Assessment Reform: Core Considerations for Brazil


Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.



Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D

The opposite of the adverb in “often lack” is
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