Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.188 questões
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616888
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
Ao relacionar a abordagem instrumental para o ensino de
língua inglesa e o tema do texto, pode-se concluir que:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616887
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
De acordo com o texto, a relação que pode ser estabelecida
entre leitura e vocabulário é uma relação de:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613861
Inglês
Read the excerpt from the song “Matilda” by Harry Styles:
You can let it go
You can throw a party full of everyone you know
And not invite your family, 'cause they never showed you love
You don't have to be sorry for leaving and growing up.
(Available on: https://www.letras.mus.br/harry-styles/matilda/. Accessed in: July 2025.)
Based on the excerpt, the speaker expresses that:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613860
Inglês
Read the email below:
(Available on: https://s3.eu-central-1.amazonaws.com/studysmarter-mediafiles/. Accessed in: July 2025.)
Considering the overall use of verb tenses in the email, it is correct to state that:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613856
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The option that best aligns with an evaluation approach suitable for the use of technology in language learning is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613855
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate initiative to support teachers in producing effective teaching materials using technology is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de João Ramalho - SP
Prova:
Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613854
Inglês
Texto associado
You are a second-grade teacher in your second year of teaching. Your school's technology coordinator recently retired and
your principal has asked you to take on the assignment. With new technology standards just passed by the state, she tells you
it's critical that the school train its teachers to teach with technology. Although your technology experience is limited to e-mail
and spreadsheets, she insists that you are the most qualified teacher for the job. Reluctantly, you accept.
Your first step is to solicit ideas to improve conditions for integrating technology into the curriculum. You send each teacher
a survey and a copy of the state technology standards. The resulting list of obstacles to address includes a lack of access to
computers, insufficient time to learn new software, little training or support, low levels of personal confidence, and a lack of
awareness of available resources. Already, you feel daunted; in helping the school fulfill the new technology standards, you
wonder where to begin. And this new task is in addition to your regular teaching duties. Are you tired yet?
(Available on: https://www.edutopia.org/casenet-online-cases-teachers. Accessed in: July 2025.)
The most appropriate first step to support the school in integrating technology into the curriculum is:
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610243
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
As used in the opening evaluation of the Terminal
Classic, the phrase "the death knell for the Maya
civilization" serves a rhetorical purpose; which
interpretation best captures its figurative force in this
context?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610241
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Drawing on the passage's contrasting evaluations of the
period, which pair of nouns taken (or inferable) from the
text functions as antonyms in context?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610237
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Considering the passage's account of cultural
reorientation after the Classic decline, which geographic
shift characterizes developments in the Postclassic as
described by the author?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610236
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Considering tone, organization, and intent, which label
best classifies the overall text you read about the
Postclassic and Spanish intrusion?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Seara - SC
Prova:
AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610235
Inglês
Texto associado
Postclassic Period
The end of the Terminal Classic Period has been viewed
as the death knell for the Maya civilization, and the
Postclassic Period has traditionally been described as a
militaristic, decadent, and degenerate phase in Maya
history. But more enlightened views would see that the
militarism was part and parcel with other features that
suggest a tendency towards secularism and the resultant
downplaying of the ceremonial rituals that dominated the
Classic Period. Moreover, much of our interpretations of
the Postclassic were projected from ethnohistoric
accounts of the Spanish intrusions in the region. Very
little attention has been directed towards understanding
the Postclassic through archaeology, although recent
research on the period, particularly at Santa Rita in
northern Belize, suggests continuity from the Classic
Period.The focus of cultural developments moved from
the Central Maya Lowlands north, to the Yucatan, where
the Spanish first contacted the Maya culture.
Once the Spanish established their base in northern
Yucatan by 1546, they began to impose their views and
customs upon the Maya. This was a time of great
disruption. The Maya people suffered from introduction of
European diseases suppression of native traditions
conscription of labor.
Tragically, the vast majority of Maya documents were
destroyed by Spanish religious zealots. The Auto de Fe
of Fray DeLanda is among the most famed. Credited with
providing scraps of information on the Mayan language,
in truth he is responsible for burning the majority of the
known text at the time. The created a huge void of information about the language and practices of this
advanced civilization. The Maya of the Yucatan struggled
to maintain their life ways under Spanish rule. The Maya
forest garden and milpa strategy, unfamiliar to and
unappreciated by the Spanish, was not accepted.
After the conquest of the northern Yucatan, the southern
Maya Itza kingdom still dominated the southern lowlands,
where Tikal once ruled. Hostile to their neighbors and
ensconced in the Maya forest, they were able to maintain
their independence for nearly two centuries after the
Spanish arrived.
Postclassic Mural
It was not until 1696 that the Spanish conquered the last
of the independent Maya city-states, the Itza of Tayasal,
the descendants of the ancient Maya realm. The Central
Maya Lowlands, which today include most of Belize and
the Peten of Guatemala, are still home to Maya who can
trace their ancestry back into prehistory as attested by
the patronyms of local villagers: Teck, Bacab, Mai,
Cocom, and Panti to name a few.
https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po
stclassic-period
Within the sentence explaining how independence was
maintained in the southern lowlands, to whom does the
pronoun "they" most plausibly refer, given the
surrounding details?
Ano: 2025
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2025 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q3598090
Inglês
Texto associado
A PERFECT FAMILY HOLIDAY
The pronoun “them” (line 1) refers to:
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Santa Helena - SC
Prova:
AMEOSC - 2025 - Prefeitura de Santa Helena - SC - Professor com Licenciatura Plena em Língua Portuguesa e Estrangeira (Inglês) - Edital nº 6 |
Q3591154
Inglês
Texto associado
O texto seguinte servirá de base para responder às
questões de 1 a 5.
Population history of the Southern Caucasus
Max Planck Institute for Evolutionary Anthropology—An
international team of researchers from Germany,
Georgia, Armenia, and Norway has analyzed ancient
DNA from 230 individuals across 50 archaeological sites
from Georgia and Armenia. Within the framework of the
Max Planck-Harvard Research Center for the
Archaeoscience of the Ancient Mediterranean,
co-directed by Johannes Krause, Director at the Max
Planck Institute for Evolutionary Anthropology in Leipzig,
and Philipp Stockhammer, Professor at Ludwig
Maximilians University of Munich, this study reconstructs
the genetic interactions of populations in the Southern
Caucasus over time and down to the level of individual
mobility.
Mostly constant ancestry with traces of Bronze Age
migrations
Spanning from the Early Bronze Age (circa 3500 BCE) to
after the Migration Period (circa 500 CE), the research
shows that people in the Southern Caucasus retained a
mostly constant ancestry profile. "The persistence of a
deeply rooted local gene pool through several shifts in
material culture is exceptional", says population
geneticist Harald Ringbauer, whose research team at the
Max Planck Institute for Evolutionary Anthropology led
this study, "This stands out compared to other regions
across Western Eurasia, where many changes were
linked to substantial movement of people."
While there was overall genetic continuity, the research
also found evidence of migration from neighboring
regions. During the later phases of the Bronze Age, in
particular, a portion of the area's genetic makeup traces
back to people from Anatolia and the Eurasian steppe
pastoralists—reflecting cultural exchange, technological
innovation, burial practices, and the expansion of
economic systems, such as mobile pastoralism.
Following this period, the population size in the area
increased, and genetic signatures of mixing were often
more transient or confined to singular mobile individuals.
Cranial deformation: introduced by migration, then turned
into a local tradition
One of the study's most striking findings concerns early
Medieval individuals from the Iberian Kingdom, located in
present-day eastern Georgia, who had intentionally
deformed skulls. This cultural practice was long thought
to be tied to Central Eurasian Steppe populations. "We
identified numerous individuals with deformed skulls who
were genetically Central Asian, and we even found direct
genealogical links to the Avars and Huns " says lead
author and geneticist Eirini Skourtanioti from the Max
Planck Institute for Evolutionary Anthropology and
Ludwig Maximilians University Munich. "However, our
analyses revealed that most of these individuals were
locals, not migrants. This is a compelling example of the
cultural adoption of a practice that was likely
disseminated in the area by nomadic groups."
Liana Bitadze, head of the Anthropological Research
Laboratory at Tbilisi State University in Georgia and a
co-author of the study, corroborates the significance of
this finding: "Previously, we addressed this question
through comparative morphometric analyses. Now,
ancient DNA analysis has created a completely new line
of evidence, helping us to reach more definitive
answers."
A melting pot of diverse ancestries
The study also highlights how urban centers and early
Christian sites in eastern Georgia became melting pots of
people beginning in Late Antiquity. This further
emphasizes the long-standing role of the Caucasus as a
dynamic cultural and genetic frontier.
"Historical sources mention how the Caucasus Mountains
served both as a barrier and a corridor for migration
during Late Antiquity. Our study shows that increased
individual mobility was a key feature of the emerging
urban centers in the region", says Xiaowen Jia, co-lead
author and PhD researcher at Ludwig Maximilians
University Munich.
This research sets a new standard for understanding the
population histories of regions that have long been
overlooked by archaeogenetics.
https://popular-archaeology.com/article/population-history-of-the-southe
rn-caucasus/
Consider the following statements about the text:
I. The study's findings challenge previous beliefs about cranial deformation, showing that it was adopted locally rather than exclusively brought by Central Eurasian migrants.
II. Evidence of migration from Anatolia and Eurasian steppe pastoralists during the Bronze Age is linked in the text to technological and cultural exchanges.
III. The Caucasus Mountains are described solely as a barrier to human movement throughout history.
Which are correct according to the text?
I. The study's findings challenge previous beliefs about cranial deformation, showing that it was adopted locally rather than exclusively brought by Central Eurasian migrants.
II. Evidence of migration from Anatolia and Eurasian steppe pastoralists during the Bronze Age is linked in the text to technological and cultural exchanges.
III. The Caucasus Mountains are described solely as a barrier to human movement throughout history.
Which are correct according to the text?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Santa Helena - SC
Prova:
AMEOSC - 2025 - Prefeitura de Santa Helena - SC - Professor com Licenciatura Plena em Língua Portuguesa e Estrangeira (Inglês) - Edital nº 6 |
Q3591153
Inglês
Texto associado
O texto seguinte servirá de base para responder às
questões de 1 a 5.
Population history of the Southern Caucasus
Max Planck Institute for Evolutionary Anthropology—An
international team of researchers from Germany,
Georgia, Armenia, and Norway has analyzed ancient
DNA from 230 individuals across 50 archaeological sites
from Georgia and Armenia. Within the framework of the
Max Planck-Harvard Research Center for the
Archaeoscience of the Ancient Mediterranean,
co-directed by Johannes Krause, Director at the Max
Planck Institute for Evolutionary Anthropology in Leipzig,
and Philipp Stockhammer, Professor at Ludwig
Maximilians University of Munich, this study reconstructs
the genetic interactions of populations in the Southern
Caucasus over time and down to the level of individual
mobility.
Mostly constant ancestry with traces of Bronze Age
migrations
Spanning from the Early Bronze Age (circa 3500 BCE) to
after the Migration Period (circa 500 CE), the research
shows that people in the Southern Caucasus retained a
mostly constant ancestry profile. "The persistence of a
deeply rooted local gene pool through several shifts in
material culture is exceptional", says population
geneticist Harald Ringbauer, whose research team at the
Max Planck Institute for Evolutionary Anthropology led
this study, "This stands out compared to other regions
across Western Eurasia, where many changes were
linked to substantial movement of people."
While there was overall genetic continuity, the research
also found evidence of migration from neighboring
regions. During the later phases of the Bronze Age, in
particular, a portion of the area's genetic makeup traces
back to people from Anatolia and the Eurasian steppe
pastoralists—reflecting cultural exchange, technological
innovation, burial practices, and the expansion of
economic systems, such as mobile pastoralism.
Following this period, the population size in the area
increased, and genetic signatures of mixing were often
more transient or confined to singular mobile individuals.
Cranial deformation: introduced by migration, then turned
into a local tradition
One of the study's most striking findings concerns early
Medieval individuals from the Iberian Kingdom, located in
present-day eastern Georgia, who had intentionally
deformed skulls. This cultural practice was long thought
to be tied to Central Eurasian Steppe populations. "We
identified numerous individuals with deformed skulls who
were genetically Central Asian, and we even found direct
genealogical links to the Avars and Huns " says lead
author and geneticist Eirini Skourtanioti from the Max
Planck Institute for Evolutionary Anthropology and
Ludwig Maximilians University Munich. "However, our
analyses revealed that most of these individuals were
locals, not migrants. This is a compelling example of the
cultural adoption of a practice that was likely
disseminated in the area by nomadic groups."
Liana Bitadze, head of the Anthropological Research
Laboratory at Tbilisi State University in Georgia and a
co-author of the study, corroborates the significance of
this finding: "Previously, we addressed this question
through comparative morphometric analyses. Now,
ancient DNA analysis has created a completely new line
of evidence, helping us to reach more definitive
answers."
A melting pot of diverse ancestries
The study also highlights how urban centers and early
Christian sites in eastern Georgia became melting pots of
people beginning in Late Antiquity. This further
emphasizes the long-standing role of the Caucasus as a
dynamic cultural and genetic frontier.
"Historical sources mention how the Caucasus Mountains
served both as a barrier and a corridor for migration
during Late Antiquity. Our study shows that increased
individual mobility was a key feature of the emerging
urban centers in the region", says Xiaowen Jia, co-lead
author and PhD researcher at Ludwig Maximilians
University Munich.
This research sets a new standard for understanding the
population histories of regions that have long been
overlooked by archaeogenetics.
https://popular-archaeology.com/article/population-history-of-the-southe
rn-caucasus/
Based on the text, judge the following statements:
1.(__)The research covered a time span from circa 3500 BCE to circa 500 CE.
2.(__)The increase in population size during the later Bronze Age was entirely due to migration from Central Asia.
3.(__)Individual mobility in Late Antiquity contributed to the diversity found in emerging urban centers in eastern Georgia.
The correct sequence is:
1.(__)The research covered a time span from circa 3500 BCE to circa 500 CE.
2.(__)The increase in population size during the later Bronze Age was entirely due to migration from Central Asia.
3.(__)Individual mobility in Late Antiquity contributed to the diversity found in emerging urban centers in eastern Georgia.
The correct sequence is:
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Santa Helena - SC
Prova:
AMEOSC - 2025 - Prefeitura de Santa Helena - SC - Professor com Licenciatura Plena em Língua Portuguesa e Estrangeira (Inglês) - Edital nº 6 |
Q3591152
Inglês
Texto associado
O texto seguinte servirá de base para responder às
questões de 1 a 5.
Population history of the Southern Caucasus
Max Planck Institute for Evolutionary Anthropology—An
international team of researchers from Germany,
Georgia, Armenia, and Norway has analyzed ancient
DNA from 230 individuals across 50 archaeological sites
from Georgia and Armenia. Within the framework of the
Max Planck-Harvard Research Center for the
Archaeoscience of the Ancient Mediterranean,
co-directed by Johannes Krause, Director at the Max
Planck Institute for Evolutionary Anthropology in Leipzig,
and Philipp Stockhammer, Professor at Ludwig
Maximilians University of Munich, this study reconstructs
the genetic interactions of populations in the Southern
Caucasus over time and down to the level of individual
mobility.
Mostly constant ancestry with traces of Bronze Age
migrations
Spanning from the Early Bronze Age (circa 3500 BCE) to
after the Migration Period (circa 500 CE), the research
shows that people in the Southern Caucasus retained a
mostly constant ancestry profile. "The persistence of a
deeply rooted local gene pool through several shifts in
material culture is exceptional", says population
geneticist Harald Ringbauer, whose research team at the
Max Planck Institute for Evolutionary Anthropology led
this study, "This stands out compared to other regions
across Western Eurasia, where many changes were
linked to substantial movement of people."
While there was overall genetic continuity, the research
also found evidence of migration from neighboring
regions. During the later phases of the Bronze Age, in
particular, a portion of the area's genetic makeup traces
back to people from Anatolia and the Eurasian steppe
pastoralists—reflecting cultural exchange, technological
innovation, burial practices, and the expansion of
economic systems, such as mobile pastoralism.
Following this period, the population size in the area
increased, and genetic signatures of mixing were often
more transient or confined to singular mobile individuals.
Cranial deformation: introduced by migration, then turned
into a local tradition
One of the study's most striking findings concerns early
Medieval individuals from the Iberian Kingdom, located in
present-day eastern Georgia, who had intentionally
deformed skulls. This cultural practice was long thought
to be tied to Central Eurasian Steppe populations. "We
identified numerous individuals with deformed skulls who
were genetically Central Asian, and we even found direct
genealogical links to the Avars and Huns " says lead
author and geneticist Eirini Skourtanioti from the Max
Planck Institute for Evolutionary Anthropology and
Ludwig Maximilians University Munich. "However, our
analyses revealed that most of these individuals were
locals, not migrants. This is a compelling example of the
cultural adoption of a practice that was likely
disseminated in the area by nomadic groups."
Liana Bitadze, head of the Anthropological Research
Laboratory at Tbilisi State University in Georgia and a
co-author of the study, corroborates the significance of
this finding: "Previously, we addressed this question
through comparative morphometric analyses. Now,
ancient DNA analysis has created a completely new line
of evidence, helping us to reach more definitive
answers."
A melting pot of diverse ancestries
The study also highlights how urban centers and early
Christian sites in eastern Georgia became melting pots of
people beginning in Late Antiquity. This further
emphasizes the long-standing role of the Caucasus as a
dynamic cultural and genetic frontier.
"Historical sources mention how the Caucasus Mountains
served both as a barrier and a corridor for migration
during Late Antiquity. Our study shows that increased
individual mobility was a key feature of the emerging
urban centers in the region", says Xiaowen Jia, co-lead
author and PhD researcher at Ludwig Maximilians
University Munich.
This research sets a new standard for understanding the
population histories of regions that have long been
overlooked by archaeogenetics.
https://popular-archaeology.com/article/population-history-of-the-southe
rn-caucasus/
Read the sentence: "Urban centers and early Christian
sites in eastern Georgia became melting pots of people
beginning in Late Antiquity." A Portuguese-speaking
learner might wrongly assume that "melting pot" means
"pote derretendo" (literal). Which interpretation reflects
the correct figurative meaning in this context?
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Vermelho Novo - MG
Prova:
Instituto Consulplan - 2025 - Prefeitura de Vermelho Novo - MG - Professor de Inglês |
Q3587386
Inglês
Observe the humorous image below, which plays with the idea of the forms of modal verbs in English:
(Available on: https://www.reddit.com/r/memes/. Accessed on: may 2025.)
The image presents “might” and “mould” as possible forms of “may”. Considering grammatical accuracy and the use of humor in language learning, the alternative that best explains the linguistic joke presented is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Vermelho Novo - MG
Prova:
Instituto Consulplan - 2025 - Prefeitura de Vermelho Novo - MG - Professor de Inglês |
Q3587385
Inglês
Look at the event poster below:
(Available on: https://www.theo2.co.uk/events/. Accessed on: may 2025.)
The most appropriate reading strategy to locate specific information such as the event's date and venue is:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Vermelho Novo - MG
Prova:
Instituto Consulplan - 2025 - Prefeitura de Vermelho Novo - MG - Professor de Inglês |
Q3587384
Inglês
Read the excerpt from adapted LDB (Law nº 9.394/1996) below:
The teaching of a modern foreign language, preferably English, shall be offered from the sixth year of elementary school.
(Adapted from LDB, Art. 26, §5.)
According to the Brazilian Education Law, it is correct to state that:
The teaching of a modern foreign language, preferably English, shall be offered from the sixth year of elementary school.
(Adapted from LDB, Art. 26, §5.)
According to the Brazilian Education Law, it is correct to state that:
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Vermelho Novo - MG
Prova:
Instituto Consulplan - 2025 - Prefeitura de Vermelho Novo - MG - Professor de Inglês |
Q3587383
Inglês
Look at the comic strip below:
(Available on: https://blogger. Accessed on: may 2025.)
The image shows a person pulling hard on a door labeled “PUSH”, while others behind appear frustrated. Considering the meaning of the word on the sign and the person’s behavior, choose the best explanation for the situation.
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