Questões de Concurso
Sobre caso genitivo | genitive case em inglês
Foram encontradas 75 questões
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the
genitive case. In order to teach how to express possession, the only
sentence that the teacher could use as an example is
Ano: 2026
Banca:
FGV
Órgão:
NAV Brasil
Prova:
FGV - 2026 - NAV Brasil - Profissional Técnico de Navegação Aérea - Operador de Torre de Controle |
Q4217993
Inglês
Texto associado
Read Text III and answer the question that follow it.
TEXT III
Adapted from: https://www.cartoonstock.com/
directory/a/air_traffic_controling.asp?srsltid=AfmBOoogl4jSzz4-hNw44StCYVtESDTxd2Sgllw5q-_f0z2OVOumYVI
The apostrophe in “In the pilot’s seat” indicates a(n):
Q4141020
Inglês
Texto associado
Instruction: Refer to Text IV to answer the question.
TEXT IV
Remember
Joy Harjo 1951 –
“Remember.” Copyright © 1983 by Joy Harjo from She Had Some Horses by
Joy Harjo. Used by permission of W. W. Norton & Company, Inc.
Available on https://poets.org/poem/remember-0
Accessed on: December 17 th 2025.
The genitive case in line 2 asks the reader to know:
Ano: 2022
Banca:
BRB
Órgão:
Prefeitura de Sapeaçu - BA
Prova:
BRB - 2022 - Prefeitura de Sapeaçu - BA - Professor de Línguas (Inglês) |
Q4009860
Inglês
What is the right possessive noun for the sentence: “The
laptop of the girl showed some message about the website”?
Ano: 2022
Banca:
Instituto Access
Órgão:
Prefeitura de Ribeirão Preto - SP
Prova:
Instituto Access - 2022 - Prefeitura de Ribeirão Preto - SP - Professor de Educação Básica III - Inglês |
Q4009147
Inglês
Texto associado
Choose the best alternative.
“I believe Brazilians’ campaign” means the same as “I believe
_____ campaign”.
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Matias Olímpio - PI
Prova:
FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994702
Inglês
Texto associado
PROFESSOR DE LÍNGUA INGLESA:
THE DIGITAL FRONTIER OF FIDELITY
The Nuances of Micro-cheating: Social Practice or Digital
Paranoia ?
In the contemporary landscape of interpersonal
relationships, the ubiquity of social media has recalibrated
the traditional parameters of faithfulness. The emergence of
the term "micro-cheating" serves as a testament to this shift,
encompassing a spectrum of subtle, digitally-mediated
behaviors that, while devoid of physical consummation,
suggest an emotional or erotic redirection. Such actions—
ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate
concealment of encrypted message threads—occupy a
contentious "grey area" that challenges the binary definition
of infidelity.
From a socio-psychological perspective, micro-cheating is
often interpreted not as an isolated act of betrayal, but as a
symptom of the "validation economy." The digital
architecture of modern platforms encourages a constant
pursuit of external approval, where a notification can
function as a dopamine-inducing ego boost. Consequently,
the ambiguity of intent becomes the focal point of the
debate: is the digital interaction a legitimate exercise of
social autonomy or a covert erosion of the primary
partnership’s exclusivity? Proponents of the concept argue
that the "secrecy criterion" is the ultimate litmus test—if an
interaction is intentionally shielded from a partner’s view, the
threshold of trust has likely been breached.
Conversely, skeptics caution against the pathologization of
digital sociability. They argue that the expansion of the
"cheating" umbrella to include minor online interactions
fosters a climate of hyper-vigilance and domestic
surveillance, potentially undermining the very foundation of
trust it seeks to protect. By labeling these behaviors as
"micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for
subversive intent.
For the language educator, this phenomenon provides a rich
semiotic field for classroom reflection. Aligning with the
National Common Curricular Base (BNCC), the study of such
themes transcends mere grammatical decoding. It invites
students to engage in "multiliteracies," analyzing how
meaning is negotiated across digital platforms and how
language (visual, verbal, and symbolic) shapes social ethics.
In this sense, the English language is not merely a system of
signs to be mastered, but a tool for critical agency in a
globalized, hyper-connected world.
Select the alternative that correctly applies the Genitive
Case in a formal context:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Afonso Cunha - MA
Prova:
Instituto JK - 2024 - Prefeitura de Afonso Cunha - MA - Professor Anos Finais - Inglês |
Q3991289
Inglês
Which sentence correctly uses the genitive case?
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984296
Inglês
Mark the option where the genitive case is
correct:
Ano: 2025
Banca:
Instituto JK
Órgão:
Prefeitura de São Raimundo das Mangabeiras - MA
Prova:
Instituto JK - 2025 - Prefeitura de São Raimundo das Mangabeiras - MA - Professor 6º ao 9º Ano - Inglês |
Q3979469
Inglês
Which sentence WRONGLY uses the genitive
case?
Ano: 2026
Banca:
FRONTE
Órgão:
Prefeitura de Otacílio Costa - SC
Prova:
FRONTE - 2026 - Prefeitura de Otacílio Costa - SC - Professor de Inglês - Habilitado |
Q3935003
Inglês
Choose the alternative that shows the
correct application of the GENITIVE CASE rules:
Ano: 2026
Banca:
FRONTE
Órgão:
Prefeitura de Otacílio Costa - SC
Prova:
FRONTE - 2026 - Prefeitura de Otacílio Costa - SC - Professor de Inglês - Não Habilitado |
Q3934989
Inglês
Assinale a alternativa que preenche corretamente a lacuna, indicando que a sala pertence aos professores (plural):
"The __________ room is located on the second floor of the building."
Ano: 2026
Banca:
IMPARH
Órgão:
IMPARH
Prova:
IMPARH - 2026 - IMPARH - Curso de Línguas - Inglês - Semestre 4 |
Q3927602
Inglês
Choose the best option to complete the sentence correctly: “Julia ____ sibling ____ live in
London too. My sister like ____ Julia ____ brother but not her sister.”
Ano: 2026
Banca:
JVL Concursos
Órgão:
Prefeitura de Pimenteiras - PI
Prova:
JVL Concursos - 2026 - Prefeitura de Pimenteiras - PI - Professor de Inglês |
Q3912651
Inglês
The school calendar needs correct forms. Choose the
option that completes the sentence:
Ano: 2025
Banca:
UECE-CEV
Órgão:
UECE
Prova:
UECE-CEV - 2025 - UECE - Língua Inglesa - 2ª Fase - 1º Dia (2º Semestre de 2025) |
Q3902515
Inglês
Texto associado
Seize the day – Virginia Woolf’s Mrs Dalloway at 100
Adapted from: https://theconversation/jan.30.2025
In the sentences “In A Writer’s Diary, she describes her
process as both exploratory and technical.” and “…all appeared in
the three years between 1998 and 2000, all of them reflecting
Woolf’s legacy, tacitly or explicitly.”, the ‘s in Writer’s and in
Woolf’s represents, respectively, the
Ano: 2025
Banca:
IDCAP
Órgão:
Prefeitura de Vitória - ES
Prova:
IDCAP - 2025 - Prefeitura de Vitória - ES - Professor de Educação Básica III - PEB III Língua Inglesa |
Q3893494
Inglês
O caso genitivo (ou possessivo) em Língua Inglesa,
frequentemente marcado pelo apóstrofo seguido de "s"
('s) ou apenas pelo apóstrofo (s'), indica posse ou
relação entre substantivos. O uso correto dessa
estrutura, em oposição ao uso da preposição "of",
depende da natureza do possuidor (animado ou
inanimado) e da forma plural do substantivo, sendo uma
área comum de dificuldade para aprendizes.
Assim, analise as afirmativas a seguir:
I.A forma 's é primariamente usada para indicar posse com seres animados (pessoas e animais), como em "the student's book" (o livro do aluno) ou "the cat's tail" (o rabo do gato).
II.Embora a estrutura "of the..." (e.g., *the leg of the table*) seja a preferida para posse com objetos inanimados, o genitivo 's é comumente usado com expressões de tempo (e.g., *today's news*), medida ou em casos de personificação.
III.Para substantivos plurais regulares que já terminam em "s", a posse é indicada adicionando outro 's, formando "s's", como em "the students's pencils".
Está correto o que se afirma em:
Assim, analise as afirmativas a seguir:
I.A forma 's é primariamente usada para indicar posse com seres animados (pessoas e animais), como em "the student's book" (o livro do aluno) ou "the cat's tail" (o rabo do gato).
II.Embora a estrutura "of the..." (e.g., *the leg of the table*) seja a preferida para posse com objetos inanimados, o genitivo 's é comumente usado com expressões de tempo (e.g., *today's news*), medida ou em casos de personificação.
III.Para substantivos plurais regulares que já terminam em "s", a posse é indicada adicionando outro 's, formando "s's", como em "the students's pencils".
Está correto o que se afirma em:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Manaus - AM
Prova:
Instituto Consulplan - 2025 - Prefeitura de Manaus - AM - Professor Nível Superior - Língua Inglesa |
Q3889314
Inglês
Select the option in which there is inconsistency as to the possessive case use:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de São José do Divino - PI
Prova:
FUNATEC - 2026 - Prefeitura de São José do Divino - PI - Professor(a) - Ensino Fundamental Anos Finais - Inglês |
Q3865168
Inglês
No trecho "The teacher’s explanation was clear", o
apóstrofo indica o uso do:
Ano: 2026
Banca:
FGV
Órgão:
AMAZUL
Provas:
FGV - 2026 - AMAZUL - Assistente Administrativo
|
FGV - 2026 - AMAZUL - Técnico de Edificações |
FGV - 2026 - AMAZUL - Técnico de Eletrônica |
FGV - 2026 - AMAZUL - Técnico de Secretariado |
FGV - 2026 - AMAZUL - Técnico em Segurança do Trabalho |
FGV - 2026 - AMAZUL - Técnico Projetista |
FGV - 2026 - AMAZUL - Técnico de Soldagem |
FGV - 2026 - AMAZUL - Projetista de Instrumentação e Controle |
FGV - 2026 - AMAZUL - Projetista Mecânico |
FGV - 2026 - AMAZUL - Técnico Eletrotécnica |
FGV - 2026 - AMAZUL - Projetista Mecânico/Tubulação |
FGV - 2026 - AMAZUL - Técnico de Informática |
FGV - 2026 - AMAZUL - Técnico em Contabilidade |
FGV - 2026 - AMAZUL - Técnico de Controle e Automação |
FGV - 2026 - AMAZUL - Técnico de Enfermagem do Trabalho |
FGV - 2026 - AMAZUL - Técnico Industrial/Estruturas |
FGV - 2026 - AMAZUL - Técnico de Instrumentação |
FGV - 2026 - AMAZUL - Técnico de Química |
FGV - 2026 - AMAZUL - Técnico de Mecânica |
FGV - 2026 - AMAZUL - Operador de Central Termonuclear |
FGV - 2026 - AMAZUL - Operador de Processos |
FGV - 2026 - AMAZUL - Operador de Raio X |
FGV - 2026 - AMAZUL - Projetista de Eletricidade |
FGV - 2026 - AMAZUL - Projetista de Engenharia Civil |
FGV - 2026 - AMAZUL - Técnico de Radioproteção |
Q3846478
Inglês
Texto associado
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION
Brazil Uses AI Surveillance to Protect the Amazon Rainforest
Illegal logging, land grabbing, and deforestation have long posed
challenges for enforcement agencies. Now, AI-powered
surveillance systems are helping track these activities in real time,
making forest protection more efficient and inclusive.
Using data from satellites, drones, and ground sensors, Brazil’s AI
systems monitor changes in tree cover, land use, and movement
patterns. When suspicious activity is detected—such as sudden
clearing or unauthorized vehicle entry—alerts are sent to
authorities for quick action. This reduces the time between
detection and response.
Machine learning models analyze long-term data to identify
patterns and predict where future illegal activities might occur.
These insights help guide patrols and resource planning, improving
safety for rangers and increasing the chances of stopping
environmental crimes before they happen.
AI also helps distinguish between natural changes—like seasonal
plant shifts—and human-caused damage. This reduces false
reports and improves accuracy, saving time and effort. The
technology supports transparency by providing visual evidence
and data trails that can be used in legal investigations.
Several Brazilian tech startups and global partners are
collaborating with the government to expand this effort. Their goal
is to ensure that forest protection tools are accessible, sustainable,
and respectful of indigenous communities who live in the Amazon.
By using AI responsibly, Brazil is showing how technology can serve
both the planet and the people. This approach helps balance
development with conservation, offering a model for other
countries working to protect natural resources through
innovation.
Adapted from: https://techknow.africa/brazil-uses-ai-surveillance-to-protect-theamazon-rainforest/
The genitive case in “Brazil’s AI systems monitor changes” (2nd
paragraph) also occurs in:
Ano: 2026
Banca:
CETREDE
Órgão:
Prefeitura de Caridade - CE
Prova:
CETREDE - 2026 - Prefeitura de Caridade - CE - Professor de Educação Básica - Inglês |
Q3839785
Inglês
Which sentence uses only the ’s genitive in a
grammatically correct and natural way?
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839375
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Em “students’ daily lives”, o apóstrofo indica:
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