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Read Text II and answer the question that follows it.
Text II
Diversity, Inclusion and Gender Equity in the Forest Management and Fire Prevention Program in Brazil
Women make up more than half of Brazil’s population and account for 47 million (~50%) of the labor market. Despite these numbers, women are still underrepresented in many sectors: they occupy 37% of leadership positions in private companies; only 15% and 13%, respectively, are federal Representatives and Senators; and only 12% of cities have women as mayors. The fewer women there are in leadership positions and in politics, the lower the representation and scope of their interests and needs.
Coupled with that, men’s wages are, on average, 24% higher than women’s who hold the same position. Furthermore, Brazilian women dedicate, on average, 10.4 hours/week more than men to household chores and caring for family members (for example, children and the elderly), a type of work characterized as “domestic” and unpaid. As a result, women dedicate less time to professional improvement relative to men. The fewer women in mixed gender work teams, the less likely women are to excel in their roles and positions.
In Integrated Fire Management (IFM), women face similar challenges, whether in coordination roles or technical and operational ones. In Brazil, specifically, Solis and colleagues1 identified that there are no regulations or guidelines that promote multiculturalism and gender equity in the processes of hiring forest fire brigades. Although gender equity in IFM is recognized, in Brazil this debate is still informal and poorly documented.
1 Solis I, Vera J, Aguado RC, et al. Diagnóstico de Manejo do Fogo no Brasil. Brasília, Brasil, 2021. Adapted from https://pcabhub.org/en-us/resources/general-publications/gender-and-fire-usfs.pdf
The percentage in “24% higher than women’s” (2nd paragraph) refers to women’s
Provas
Read Text II and answer the question that follows it.
Text II
Diversity, Inclusion and Gender Equity in the Forest Management and Fire Prevention Program in Brazil
Women make up more than half of Brazil’s population and account for 47 million (~50%) of the labor market. Despite these numbers, women are still underrepresented in many sectors: they occupy 37% of leadership positions in private companies; only 15% and 13%, respectively, are federal Representatives and Senators; and only 12% of cities have women as mayors. The fewer women there are in leadership positions and in politics, the lower the representation and scope of their interests and needs.
Coupled with that, men’s wages are, on average, 24% higher than women’s who hold the same position. Furthermore, Brazilian women dedicate, on average, 10.4 hours/week more than men to household chores and caring for family members (for example, children and the elderly), a type of work characterized as “domestic” and unpaid. As a result, women dedicate less time to professional improvement relative to men. The fewer women in mixed gender work teams, the less likely women are to excel in their roles and positions.
In Integrated Fire Management (IFM), women face similar challenges, whether in coordination roles or technical and operational ones. In Brazil, specifically, Solis and colleagues1 identified that there are no regulations or guidelines that promote multiculturalism and gender equity in the processes of hiring forest fire brigades. Although gender equity in IFM is recognized, in Brazil this debate is still informal and poorly documented.
1 Solis I, Vera J, Aguado RC, et al. Diagnóstico de Manejo do Fogo no Brasil. Brasília, Brasil, 2021. Adapted from https://pcabhub.org/en-us/resources/general-publications/gender-and-fire-usfs.pdf
Analyse the assertions below based on Text II:
I. Most political positions in Brazil are today taken up by women.
II. Housework is one of the factors that may prevent women from getting better qualification.
III. Brazil has contributed with extensive evidence for the debate on gender equity in fire management.
Choose the correct answer:
Provas
Read Text I and answer the question that follows it.
Text I
Impact of Climate Change on Firefighting
Extends Beyond Wildfires
Global warming is often mentioned as a factor in the accelerating frequency and intensity of wildfires. However, there are other consequences of global warming that impact the fire service, including new hazards and medical emergencies, emerging training challenges, population migration, and technology developments.
Climate change is often discussed as a future event. However, the impact of wildfires is just the most obvious example of how climate change is already impacting the world, and fire and emergency personnel will be called on to mitigate the effects.
The most obvious and extreme impact of global warming can be seen in the increase of frequency and intensity of wildfires. Hotter and drier weather is extending the wildfire season (maybe to become year-round?). Higher temperatures, low humidity, less rainfall, and high wind increase the likelihood of wildfires.
Adapted from: https://www.thebigredguide.com/insights/impact-climate-change-firefighting-extends-wildfires-editor-s dispatch.1645685564.html
To “increase the likelihood” (3rd paragraph) means to raise the
Provas
Read Text I and answer the question that follows it.
Text I
Impact of Climate Change on Firefighting
Extends Beyond Wildfires
Global warming is often mentioned as a factor in the accelerating frequency and intensity of wildfires. However, there are other consequences of global warming that impact the fire service, including new hazards and medical emergencies, emerging training challenges, population migration, and technology developments.
Climate change is often discussed as a future event. However, the impact of wildfires is just the most obvious example of how climate change is already impacting the world, and fire and emergency personnel will be called on to mitigate the effects.
The most obvious and extreme impact of global warming can be seen in the increase of frequency and intensity of wildfires. Hotter and drier weather is extending the wildfire season (maybe to become year-round?). Higher temperatures, low humidity, less rainfall, and high wind increase the likelihood of wildfires.
Adapted from: https://www.thebigredguide.com/insights/impact-climate-change-firefighting-extends-wildfires-editor-s dispatch.1645685564.html
“Maybe” in “(maybe to become year-round?)” (3rd paragraph) is similar in meaning to
Provas
Read Text I and answer the question that follows it.
Text I
Impact of Climate Change on Firefighting
Extends Beyond Wildfires
Global warming is often mentioned as a factor in the accelerating frequency and intensity of wildfires. However, there are other consequences of global warming that impact the fire service, including new hazards and medical emergencies, emerging training challenges, population migration, and technology developments.
Climate change is often discussed as a future event. However, the impact of wildfires is just the most obvious example of how climate change is already impacting the world, and fire and emergency personnel will be called on to mitigate the effects.
The most obvious and extreme impact of global warming can be seen in the increase of frequency and intensity of wildfires. Hotter and drier weather is extending the wildfire season (maybe to become year-round?). Higher temperatures, low humidity, less rainfall, and high wind increase the likelihood of wildfires.
Adapted from: https://www.thebigredguide.com/insights/impact-climate-change-firefighting-extends-wildfires-editor-s dispatch.1645685564.html
The opposite of “often” in “Climate change is often discussed” (2nd paragraph) is
Provas
Read Text I and answer the question that follows it.
Text I
Impact of Climate Change on Firefighting
Extends Beyond Wildfires
Global warming is often mentioned as a factor in the accelerating frequency and intensity of wildfires. However, there are other consequences of global warming that impact the fire service, including new hazards and medical emergencies, emerging training challenges, population migration, and technology developments.
Climate change is often discussed as a future event. However, the impact of wildfires is just the most obvious example of how climate change is already impacting the world, and fire and emergency personnel will be called on to mitigate the effects.
The most obvious and extreme impact of global warming can be seen in the increase of frequency and intensity of wildfires. Hotter and drier weather is extending the wildfire season (maybe to become year-round?). Higher temperatures, low humidity, less rainfall, and high wind increase the likelihood of wildfires.
Adapted from: https://www.thebigredguide.com/insights/impact-climate-change-firefighting-extends-wildfires-editor-s dispatch.1645685564.html
The function of the word “However” in “However, there are other consequences” (1st paragraph) is to introduce a
Provas
Read Text I and answer the question that follows it.
Text I
Impact of Climate Change on Firefighting
Extends Beyond Wildfires
Global warming is often mentioned as a factor in the accelerating frequency and intensity of wildfires. However, there are other consequences of global warming that impact the fire service, including new hazards and medical emergencies, emerging training challenges, population migration, and technology developments.
Climate change is often discussed as a future event. However, the impact of wildfires is just the most obvious example of how climate change is already impacting the world, and fire and emergency personnel will be called on to mitigate the effects.
The most obvious and extreme impact of global warming can be seen in the increase of frequency and intensity of wildfires. Hotter and drier weather is extending the wildfire season (maybe to become year-round?). Higher temperatures, low humidity, less rainfall, and high wind increase the likelihood of wildfires.
Adapted from: https://www.thebigredguide.com/insights/impact-climate-change-firefighting-extends-wildfires-editor-s dispatch.1645685564.html
Based on Text I, mark the statements below as TRUE (T) or FALSE (F).
I. The effects of climate change exclude wildfires.
II. Global warming is not a current problem.
III. The number of wildfires has been on the rise.
The statements are, respectively,
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Campo Novo Parecis-MT
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Campo Novo Parecis-MT
TEXT II
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Campo Novo Parecis-MT
TEXT I
Is English language teaching for you? A guide to a new career
Marie Therese Swabey
June 14, 2021
Whether you’re just starting out or thinking of a career change, teaching English as a foreign language is one of the most rewarding professional journeys you can embark on.
In English language teaching, there is a lot of career potential. As you develop your skills and take on more responsibilities, you can enjoy a long-term career. Many professionals become senior teachers or teacher trainers, or move into management or materials writing.
Why become an English language teacher?
There are lots of reasons you might want to become an English language teacher. For a start, you can make a real difference in people’s lives. According to a 2019 survey by Wall Street English, 18% of professionals who have learned English report that they feel happier at work; 12% say they feel happier in general; and half of English speakers earn 25% more because of their language skills.
Moreover, English language teaching is an immensely flexible profession. You can decide whether to take a public or private job, or offer lessons on your own. Your working conditions are flexible too. You might prefer to work in a local school or academy, but many English language teaching jobs also allow you to work online from home. And if you’re feeling adventurous, there are lots of opportunities to live and work abroad, in a new country and culture. If you do travel further afield, you might even learn a new language of your own.
English language teaching is a career that encourages creativity. You’ll become an expert at designing lessons and making learning materials to meet the needs of your students. Best of all ... it’s fun! You spend your day with interesting, engaging people who are keen to learn. What could be better than that?
What do English language teachers do every day?
It probably goes without saying that language educators teach students English on a day-to-day basis. But there are plenty of other aspects to the job as well.
English language teachers assess their learners through quick tests and official exams. They use this information to define learning objectives, and then plan courses and classes that meet their students’ needs.
Language teachers use a range of coursebooks and English language teaching materials, including a variety of audio, visual and digital tools. At the same time, they find and create teaching and learning materials of their own.
In the process of developing learners’ reading, listening, speaking andwriting abilities, teachers also help students develop confidence in presenting and communicating ideas. Furthermore, language teachers encourage students to develop important 21st century skills, such as creativity, collaboration, leadership, autonomous learning and adaptability. These skills are transferable and will help learners in many areas throughout their lives.
What do you need to become an English language teacher?
Being a good English teacher requires more than just being able to speak the language fluently. You’ll also need a comprehensive knowledge of English grammar, pronunciation and vocabulary, combined with excellent communication skills. Teachers of young learners will also need to have an understanding of how to teach engaging, effective classes to children.
It helps if you are comfortable speaking in front of other people, managing groups of learners, and able to plan and organise your time. And it’s important to have a friendly, sympathetic nature and a good degree of cultural sensitivity. After all, you’ll be working with people from all over the world and all walks of life.
Where can you teach?
There are opportunities to teach the English language almost everywhere. For example, you can teach English in an Englishspeaking country such as the UK, the US, Canada, Australia, New Zealand or Ireland. You’ll find many private and public programmes and classes for people who have come to work or study, and who need to improve their English.
Alternatively, you can teach English in schools and universities in countries where English is the official language – but not always how people communicate on a daily basis. Nigeria, Malta, India and Sierra Leone are examples. You might also prefer to teach in non-English-speaking countries, where you’ll have the opportunity to immerse yourself in the local culture and learn a new language too.
In terms of teaching environments, there are opportunities to teach in private academies, public schools, universities, offices, private homes and online.
Who do you teach?
There is an extensive list of people who want to learn to speak English. Many teachers start out with a variety of class types to find out which they like best. Your options include (but are not limited to):
- adults in private groups or one-to-one classes
- adults in language schools, colleges or universities
- professionals such as business people, medical professionals, pilots, etc. who require English for a specific purpose
- students who are preparing for an official exam
- people who have moved to an English-speaking country and need to improve their English
- young learners in one-to-one classes or groups, or online
- young learners in private language schools, or in secondary/ primary schools.
Adapted from: https://www.cambridgeenglish.org/blog/is-english-language-teachingfor-you. Accessed on May 2, 2024
TEXT II
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