Questões de Concursos Prefeitura de Várzea Alegre CE

Text 2

(Part II) Students’ skills

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.

In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.

Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.

The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.

https://www.oecdbetterlifeindex.org/topics/education/

Text 1

Educational attainment (Part I)

Having a good education greatly BLANK I (improve) the likelihood of finding a job and earning enough money to have a good quality of life. Highly-educated individuals are less affected by unemployment trends, typically because educational attainment BLANK II (make) an individual more attractive in the workforce. Lifetime earnings also increase with each level of education attained.

Furthermore, the skills needed in the labour market are becoming more knowledge-based. This shift in demand has made an upper secondary degree, or high-school degree, the minimum credential for finding a job in almost all The Organizationfor Economic Cooperation and Development (OECD) countries. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

On average, about 79% of adults aged 25-64 within the OECD have completed upper secondary education. In 33OECD countries and the Russian Federation, 60% or more of the population aged 25 to 64 has completed at least upper secondary education. In some countries, the opposite is true: in Colombia, Mexico and Turkey, 57% or more of the population aged 25 to 64 have not completed upper secondary education. Women are, however, more likely to complete a tertiary or university degree than men in most OECD countries, a reversal of the historical pattern. On average across OECD countries, 42% of women aged 25-64 attain a tertiary education compared with 35% of men.

https://www.oecdbetterlifeindex.org/topics/education/

Text 2

(Part II) Students’ skills

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.

In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.

Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.

The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.

https://www.oecdbetterlifeindex.org/topics/education/

Text 2

(Part II) Students’ skills

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.

In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.

Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.

The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.

https://www.oecdbetterlifeindex.org/topics/education/

Text 2

(Part II) Students’ skills

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.

In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.

Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.

The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.

https://www.oecdbetterlifeindex.org/topics/education/

Text 4

Help students to learn vocabulary in context

The best internalization of vocabulary comes from encounters (comprehension or production) with words within the context of surrounding discourse. Data from linguistic corpora can provide real-world actual language that has been printed or spoken. Rather than isolating words and/or focusing on dictionary definitions, learners can benefit from attending to vocabulary within a communicative framework in which items appear. Students will then associate new words with a meaningful context to which they apply. For example, for a beginning level of students, pictures, realia, and gestures can be used to describe meaning incontext. For a more advanced level of students, encourage them to consult online corpora (e.g., the British National Corpus, or the Corpus of Contemporary American English: COCA) to gain knowledge of patterned sequences, particularly collocations or words that go together (Liu & Jiang, 2009).

Encourage students to develop word-learning strategies

Included in the discussion of teaching reading were such strategies as guessing vocabulary in context. A number of clues are available to learners to develop word-attack strategies.

Considering that only a small fraction of the word list can be covered inside the classroom, it is necessary for students to develop effective strategies for learning vocabulary on their own. Word-learning strategies refer to “the planned approaches that a word-learner takes as an agent of his or her own word learning” (Zimmerman, 2014, p. 297). Once they encounter unknown words, they can try to figure out how the words are used by asking questions such as:

• Is the word countable or uncountable?

• Is there a particular preposition that follows it?

• Is it a formal word?

• Does it have positive or negative connotations? (Zimmerman, 2014, p. 298)

An effective way to encourage word-learning is to urge students to use vocabulary notebooks to enter new words, and to review them daily, once they identify their learning goals. Studies show that in order to understand television shows learners need to know about 3,000 word families and have knowledge of proper nouns (Web & Rodgers, 2009). If they wish to read novels and newspapers comfortably, they need to have a vocabulary size of 8,000–9,000 word families (Nation, 2006). The fact that increasing vocabulary size will influence the degree to which they can understand and use language may motivate them to be determined to expand their vocabulary notebooks.

Unfortunately, professional pendulums have a disturbing way of swinging too far one way or the other, and sometimes the only way we can get enough perspective to see these overly long arcs is through hindsight. Hindsight has now taught us that there was some overreaction to the almost exclusive attention that grammar and vocabulary received in the first two-thirds of the twentieth century. So-called “natural” approaches in which grammar was considered damaging were equally overreactive. Advocating the “absorption” of grammar and vocabulary with no overt attention whatsoever to language forms went too far. We now seem to have a healthy respect for the place of form-focused instruction — attention to those basic “bits and pieces” of a language — in an interactive curriculum. And now we can pursue the business of finding better and better techniques for getting these bits and pieces into the communicative repertoires of our learners.

BROWN, H. D.; LEE, H.. Teaching by Principles: An Interactive Approach to Language Pedagogy. Fourth Edition. New York: Longman. 2015.

Text 4

Help students to learn vocabulary in context

The best internalization of vocabulary comes from encounters (comprehension or production) with words within the context of surrounding discourse. Data from linguistic corpora can provide real-world actual language that has been printed or spoken. Rather than isolating words and/or focusing on dictionary definitions, learners can benefit from attending to vocabulary within a communicative framework in which items appear. Students will then associate new words with a meaningful context to which they apply. For example, for a beginning level of students, pictures, realia, and gestures can be used to describe meaning incontext. For a more advanced level of students, encourage them to consult online corpora (e.g., the British National Corpus, or the Corpus of Contemporary American English: COCA) to gain knowledge of patterned sequences, particularly collocations or words that go together (Liu & Jiang, 2009).

Encourage students to develop word-learning strategies

Included in the discussion of teaching reading were such strategies as guessing vocabulary in context. A number of clues are available to learners to develop word-attack strategies.

Considering that only a small fraction of the word list can be covered inside the classroom, it is necessary for students to develop effective strategies for learning vocabulary on their own. Word-learning strategies refer to “the planned approaches that a word-learner takes as an agent of his or her own word learning” (Zimmerman, 2014, p. 297). Once they encounter unknown words, they can try to figure out how the words are used by asking questions such as:

• Is the word countable or uncountable?

• Is there a particular preposition that follows it?

• Is it a formal word?

• Does it have positive or negative connotations? (Zimmerman, 2014, p. 298)

An effective way to encourage word-learning is to urge students to use vocabulary notebooks to enter new words, and to review them daily, once they identify their learning goals. Studies show that in order to understand television shows learners need to know about 3,000 word families and have knowledge of proper nouns (Web & Rodgers, 2009). If they wish to read novels and newspapers comfortably, they need to have a vocabulary size of 8,000–9,000 word families (Nation, 2006). The fact that increasing vocabulary size will influence the degree to which they can understand and use language may motivate them to be determined to expand their vocabulary notebooks.

Unfortunately, professional pendulums have a disturbing way of swinging too far one way or the other, and sometimes the only way we can get enough perspective to see these overly long arcs is through hindsight. Hindsight has now taught us that there was some overreaction to the almost exclusive attention that grammar and vocabulary received in the first two-thirds of the twentieth century. So-called “natural” approaches in which grammar was considered damaging were equally overreactive. Advocating the “absorption” of grammar and vocabulary with no overt attention whatsoever to language forms went too far. We now seem to have a healthy respect for the place of form-focused instruction — attention to those basic “bits and pieces” of a language — in an interactive curriculum. And now we can pursue the business of finding better and better techniques for getting these bits and pieces into the communicative repertoires of our learners.

BROWN, H. D.; LEE, H.. Teaching by Principles: An Interactive Approach to Language Pedagogy. Fourth Edition. New York: Longman. 2015.

Text 4

Help students to learn vocabulary in context

The best internalization of vocabulary comes from encounters (comprehension or production) with words within the context of surrounding discourse. Data from linguistic corpora can provide real-world actual language that has been printed or spoken. Rather than isolating words and/or focusing on dictionary definitions, learners can benefit from attending to vocabulary within a communicative framework in which items appear. Students will then associate new words with a meaningful context to which they apply. For example, for a beginning level of students, pictures, realia, and gestures can be used to describe meaning incontext. For a more advanced level of students, encourage them to consult online corpora (e.g., the British National Corpus, or the Corpus of Contemporary American English: COCA) to gain knowledge of patterned sequences, particularly collocations or words that go together (Liu & Jiang, 2009).

Encourage students to develop word-learning strategies

Included in the discussion of teaching reading were such strategies as guessing vocabulary in context. A number of clues are available to learners to develop word-attack strategies.

Considering that only a small fraction of the word list can be covered inside the classroom, it is necessary for students to develop effective strategies for learning vocabulary on their own. Word-learning strategies refer to “the planned approaches that a word-learner takes as an agent of his or her own word learning” (Zimmerman, 2014, p. 297). Once they encounter unknown words, they can try to figure out how the words are used by asking questions such as:

• Is the word countable or uncountable?

• Is there a particular preposition that follows it?

• Is it a formal word?

• Does it have positive or negative connotations? (Zimmerman, 2014, p. 298)

An effective way to encourage word-learning is to urge students to use vocabulary notebooks to enter new words, and to review them daily, once they identify their learning goals. Studies show that in order to understand television shows learners need to know about 3,000 word families and have knowledge of proper nouns (Web & Rodgers, 2009). If they wish to read novels and newspapers comfortably, they need to have a vocabulary size of 8,000–9,000 word families (Nation, 2006). The fact that increasing vocabulary size will influence the degree to which they can understand and use language may motivate them to be determined to expand their vocabulary notebooks.

Unfortunately, professional pendulums have a disturbing way of swinging too far one way or the other, and sometimes the only way we can get enough perspective to see these overly long arcs is through hindsight. Hindsight has now taught us that there was some overreaction to the almost exclusive attention that grammar and vocabulary received in the first two-thirds of the twentieth century. So-called “natural” approaches in which grammar was considered damaging were equally overreactive. Advocating the “absorption” of grammar and vocabulary with no overt attention whatsoever to language forms went too far. We now seem to have a healthy respect for the place of form-focused instruction — attention to those basic “bits and pieces” of a language — in an interactive curriculum. And now we can pursue the business of finding better and better techniques for getting these bits and pieces into the communicative repertoires of our learners.

BROWN, H. D.; LEE, H.. Teaching by Principles: An Interactive Approach to Language Pedagogy. Fourth Edition. New York: Longman. 2015.

Text 6

The sociolinguistics of English as Lingua Franca (EFL) pronunciation.

As far as sociolinguistics is concerned, the first task is to problematise the notion of standard accent. Essentially there is no such thing as a ‘standard’ accent, merely prestige accents, primarily RP and General American English (GA), stigmatised accents both native and (more often) non-native (see Lippi-Green, 1997; Bonfiglio, 2002), and a range of variously tolerated regional and social accents between the two extremes. The so-called BritishEnglish standard accent (RP) is claimed nowadays to be used by a mere fraction of British Native Speakers (NSs), possibly only three per cent in its unmodified form (see Trudgill, 2002: 171). The vast majority of NSs of English speak with regionallyand/or socially-modified accents, whether tolerated or stigmatised. Clearly, then, the RP accent cannot be ‘standard’ in the sense of being a widely-used norm. Instead, ‘standard’ refers accent-wise to a level of pronunciation assumed by many to be better in some way than the others, and is thus standard only in the sense of a level of excellence to be aspired to. Excellence, however, is not something that can be measured linguistically: it is not intrinsic to an accent, but merely reflects the value judgements of the elitist group who habitually use it or would if they could.

It should be a matter for teachers and their learners to decide whether they wish to subscribe to the (linguistically-unsound) belief in the superiority of RP. In some communication contexts an RP accent will undoubtedly provide them with a social advantage. This is more likely to be the case if learners intend to use their English to communicate and blend in largely with NSs, especially if the communication will take place in NS countries. Even here, though, their awareness should be raised to the fact that the majority of NSs with whom they communicate will not have an RP accent. At the most, it will probably be regionallymodified RP. On the other hand, having been apprised of the facts of sociolinguistic variation, learners may prefer to project their own (L2) regional and social identity through their accent. In this case their goal is more likely to be an accent that retains a clear trace of their L1, provided that it does not threaten the intelligibility of their pronunciation in their target (probably ELF) communication contexts.

JENKINS, J. Teaching Pronunciation for English as a Lingua Franca: A Sociopolitical Perspective. In GNUTZMANN, C.; INTEMANN, F. (Org.) The Globalization of English and the English Language Classroom. Oxford: OUP, 2005. p. 145-158.

Text 6

The sociolinguistics of English as Lingua Franca (EFL) pronunciation.

As far as sociolinguistics is concerned, the first task is to problematise the notion of standard accent. Essentially there is no such thing as a ‘standard’ accent, merely prestige accents, primarily RP and General American English (GA), stigmatised accents both native and (more often) non-native (see Lippi-Green, 1997; Bonfiglio, 2002), and a range of variously tolerated regional and social accents between the two extremes. The so-called BritishEnglish standard accent (RP) is claimed nowadays to be used by a mere fraction of British Native Speakers (NSs), possibly only three per cent in its unmodified form (see Trudgill, 2002: 171). The vast majority of NSs of English speak with regionallyand/or socially-modified accents, whether tolerated or stigmatised. Clearly, then, the RP accent cannot be ‘standard’ in the sense of being a widely-used norm. Instead, ‘standard’ refers accent-wise to a level of pronunciation assumed by many to be better in some way than the others, and is thus standard only in the sense of a level of excellence to be aspired to. Excellence, however, is not something that can be measured linguistically: it is not intrinsic to an accent, but merely reflects the value judgements of the elitist group who habitually use it or would if they could.

It should be a matter for teachers and their learners to decide whether they wish to subscribe to the (linguistically-unsound) belief in the superiority of RP. In some communication contexts an RP accent will undoubtedly provide them with a social advantage. This is more likely to be the case if learners intend to use their English to communicate and blend in largely with NSs, especially if the communication will take place in NS countries. Even here, though, their awareness should be raised to the fact that the majority of NSs with whom they communicate will not have an RP accent. At the most, it will probably be regionallymodified RP. On the other hand, having been apprised of the facts of sociolinguistic variation, learners may prefer to project their own (L2) regional and social identity through their accent. In this case their goal is more likely to be an accent that retains a clear trace of their L1, provided that it does not threaten the intelligibility of their pronunciation in their target (probably ELF) communication contexts.

JENKINS, J. Teaching Pronunciation for English as a Lingua Franca: A Sociopolitical Perspective. In GNUTZMANN, C.; INTEMANN, F. (Org.) The Globalization of English and the English Language Classroom. Oxford: OUP, 2005. p. 145-158.