Questões de Concursos Professor de Inglês

TEXT 1

Anxiety has kept 28% of UK children away from school

Many children in the UK are missing school because they feel too anxious, according to a new survey. Research by stem4, a mental health charity for young people, found that 28% of children aged between 12 and 18 had missed school in the last year because of anxiety. The charity is asking the government, the health service and schools to do more to help pupils with their mental health.

More than 1,000 young people were surveyed, and almost half said that they were suffering from a mental health difficulty. Experts say that the problems have gotten worse since the coronavirus pandemic. At the moment, 38%of schools in England have a mental health support team. But the government has said that it wants to increase that to at least 50% by the end of March 2025, as well as training teachers and giving more money to the health service.

However, the survey also found that it is not only mental health that is keeping children away from school. Almost a quarter of children aged between 12 and 18 have missed school because of family problems, while 18% have stayed away because of problems with friends or other pupils. The stress of exams was also given as a reason for missing school.

Nihara Krause, the founder of stem4, said that spending a lot of time away from school can have long-lasting negative effects on children.

Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28- of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg

Text: “Why do people collect?”

Petra Engels owns 19,571 erasers, Carol Vaughn has 1,221 bars of soap, and Ralf Shrőder has a collection of 14,502 packets of sugar. Many people love to collect things, but why? Psychologists and collectors have different opinions.

The psychologist Carl Jung believed that collecting is part of our ancient human history. Thousands of years ago, humans collected nuts and berries. They kept them carefully and ate them when there was no food. The best collectors survived long cold winters or seasons without rain. Their genes passed to future generations. Nowadays, we still have a collecting instinct.

Historian Philipp Bloom has a different opinion. He thinks collectors want to make something that will remain after their death. By bringing many similar items together, the collector gains historical importance. Sometimes their collections become museums or libraries, for example, Henry Huntington, who founded a library in Los Angeles to house his collection of books.

Author Steve Roach thinks that people collect things to remember their childhood. Many children collect things, but few have enough money to buy the things they really want, and they lose interest. In later life, they remember their collections fondly. Now, they have enough money and opportunity to find special items, and they start collecting again. This way, they can re-live and enjoy their childhood years.

Art collector, Werner Muensterberger, agrees that collecting is linked to childhood. But he believes we collect in order to feel safe and secure. While babies hold blankets or toys to feel safe when their mother isn’t there, adults collect things to stop feeling lonely or anxious.

Autograph collector Mark Baker agrees that collecting is emotional, but he doesn’t collect to reduce anxiety. “For me, it’s the excitement,” he says. “I love trying to get a famous person’s autograph. Sometimes I succeed, and sometimes I fail. Also, by collecting autographs, I feel connected to famous people. I don’t just watch them on television. I actually meet them.”

These are just a few reasons for collecting. Do you know any people with collections? Why do they collect?

Questions related to the text above

READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.

TEXT IV

Assessment for Young Learners in the English Language Classroom

All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.

Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF