Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.189 questões
Ano: 2026
Banca:
FCPC
Órgão:
Prefeitura de Aracati - CE
Prova:
FCPC - 2026 - Prefeitura de Aracati - CE - Professor da Educação Básica II (Anos Finais) - Língua Inglesa |
Q4355779
Inglês
Texto associado
THE INCREDIBLE STORY OF A LIFE-SAVING SURGERY
Compiled and adapted from: TEXAS CHILDREN’S. Meet Lynlee, who was born twice. [S. l.], 2018. Available at:
https://www.texaschildrens.org/content/fundraising/meet-lynlee-who-was-born-twice. Accessed on: August 28, 2026 and THE
DOCTORPRENEUR ACADEMY. Born Twice: The incredible story of baby Lynlee's life-saving surgery!. [S. l.]: YouTube,
2024. 1 vídeo (3 min). Available at: https://www.youtube.com/watch?v=gxjhUOkCphA. Accessed on: August 27, 2026.
The main purpose of the text is
Ano: 2026
Banca:
FCPC
Órgão:
Prefeitura de Aracati - CE
Prova:
FCPC - 2026 - Prefeitura de Aracati - CE - Professor da Educação Básica II (Anos Finais) - Língua Inglesa |
Q4355778
Inglês
Texto associado
THE INCREDIBLE STORY OF A LIFE-SAVING SURGERY
Compiled and adapted from: TEXAS CHILDREN’S. Meet Lynlee, who was born twice. [S. l.], 2018. Available at:
https://www.texaschildrens.org/content/fundraising/meet-lynlee-who-was-born-twice. Accessed on: August 28, 2026 and THE
DOCTORPRENEUR ACADEMY. Born Twice: The incredible story of baby Lynlee's life-saving surgery!. [S. l.]: YouTube,
2024. 1 vídeo (3 min). Available at: https://www.youtube.com/watch?v=gxjhUOkCphA. Accessed on: August 27, 2026.
The text is mainly about
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352743
Inglês
Texto associado
Texto 5:
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma
I.; SAUMURE, Kristie. The development of self-determination
across the language course: trajectories of motivational change
and the dynamic interplay of psychological needs, orientations, and
engagement. Studies in Second Language Acquisition, v. 41, n. 4,
p. 821-851, 2019.
Considere que, em uma turma, os estudantes demonstram desmotivação ao ouvir gravações produzidas por falantes de diferentes
variedades do inglês. Eles tentam identificar todas as palavras, perdem informações quando encontram pronúncias não familiares e
interpretam mudanças de entonação como simples variações individuais sem função comunicativa.
Considerando o quarto parágrafo do texto e os conteúdos relativos à compreensão oral, a intervenção mais adequada consiste em
Considerando o quarto parágrafo do texto e os conteúdos relativos à compreensão oral, a intervenção mais adequada consiste em
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352742
Inglês
Texto associado
Texto 5:
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma
I.; SAUMURE, Kristie. The development of self-determination
across the language course: trajectories of motivational change
and the dynamic interplay of psychological needs, orientations, and
engagement. Studies in Second Language Acquisition, v. 41, n. 4,
p. 821-851, 2019.
No trecho “Support should help learners persist with demanding tasks without taking over the decisions that belong to them”, a
interpretação que preserva simultaneamente os sentidos das construções persist with, take over e belong to é:
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352740
Inglês
Texto associado
Texto 5:
Adaptado de: NOELS, Kimberly A.; VARGAS LASCANO, Dayuma
I.; SAUMURE, Kristie. The development of self-determination
across the language course: trajectories of motivational change
and the dynamic interplay of psychological needs, orientations, and
engagement. Studies in Second Language Acquisition, v. 41, n. 4,
p. 821-851, 2019.
No primeiro parágrafo, a articulação entre “Motivation has long
been recognised”, “researchers have increasingly questioned”
e “Studies conducted in different educational contexts have
shown” produz uma organização temporal segundo a qual
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352737
Inglês
Texto associado
Texto 4:
Adaptado de: KAILATH, Jane. How to differentiate in the language
classroom. TeachingEnglish, British Council, [s.d.]. Acesso em: 3
ago. 2026.
No trecho “learners may [...] eventually revise their language”, o
advérbio eventually indica que os estudantes podem
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352736
Inglês
Texto associado
Texto 4:
Adaptado de: KAILATH, Jane. How to differentiate in the language
classroom. TeachingEnglish, British Council, [s.d.]. Acesso em: 3
ago. 2026.
No segundo parágrafo, a expressão “Such adjustments” retoma
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352732
Inglês
Texto associado
Texto 3:
Adaptado de: BRITISH COUNCIL. Formative assessment.
TeachingEnglish, [s.d.]; OECD. Using formative assessment
and feedback. In: Unlocking high-quality teaching. Paris: OECD
Publishing, 2025. Acesso em: 3 ago. 2026.
No trecho “If learners understand the criteria and participate in
evaluating their own work, they may become more capable of
monitoring and regulating their learning”, a estrutura condicional
expressa
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352726
Inglês
Texto associado
Texto 2:
Adaptado de: MIAO, Fengchun; HOLMES, Wayne. Guidance for
generative AI in education and research. Paris: UNESCO, 2023;
MIAO, Fengchun; CUKUROVA, Mutlu. AI competency framework
for teachers. Paris: UNESCO, 2024. Acesso em: 3 ago. 2026.
No trecho “outputs produced by AI need to be examined critically
rather than accepted as neutral or authoritative”, o emprego das
formas passivas “need to be examined” e “accepted” contribui para
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352725
Inglês
Texto associado
Texto 2:
Adaptado de: MIAO, Fengchun; HOLMES, Wayne. Guidance for
generative AI in education and research. Paris: UNESCO, 2023;
MIAO, Fengchun; CUKUROVA, Mutlu. AI competency framework
for teachers. Paris: UNESCO, 2024. Acesso em: 3 ago. 2026.
A argumentação desenvolvida no texto sustenta que a
incorporação da inteligência artificial generativa ao ensino de
inglês
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352723
Inglês
Texto associado
Texto 1:
Adaptado de: PATEL, Mina; SOLLY, Mike; COPELAND, Steve.
The future of English: global perspectives. London: British Council,
2023. Acesso em: 3 ago. 2026.
A concepção de inglês como língua franca mobilizada no texto
se opõe à adoção exclusiva de um modelo nativo de proficiência
porque
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352722
Inglês
Texto associado
Texto 1:
Adaptado de: PATEL, Mina; SOLLY, Mike; COPELAND, Steve.
The future of English: global perspectives. London: British Council,
2023. Acesso em: 3 ago. 2026.
No trecho “Technology may expand access to English learning,
but it may also widen the divide”, o verbo modal may contribui
para a construção argumentativa ao
Ano: 2026
Banca:
FLEM Concursos
Órgão:
Prefeitura de Riachão do Jacuípe - BA
Prova:
FLEM Concursos - 2026 - Prefeitura de Riachão do Jacuípe - BA - Professor de Inglês |
Q4352721
Inglês
Texto associado
Texto 1:
Adaptado de: PATEL, Mina; SOLLY, Mike; COPELAND, Steve.
The future of English: global perspectives. London: British Council,
2023. Acesso em: 3 ago. 2026.
No último parágrafo, a construção “widen the divide”, empregada
para caracterizar um possível efeito da tecnologia, expressa a
ideia de
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Canudos - BA
Prova:
ISET - 2026 - Prefeitura de Canudos - BA - Professor de Ensino Fundamental (Licenciatura em Letras com Inglês) |
Q4351091
Inglês
Texto associado
Read the text and answer question.
How AI could radically change schools by 2050
By 2050, education will look radically different than it does
now, according to psychologist and social scientist Howard
Gardner — the originator of the theory of multiple intelligences
— and Anthea Roberts, a visiting professor at Harvard Law
School and founder and CEO of the AI tool Dragonfly Thinking.
Gardner, speaking during a forum Wednesday at the Harvard
Graduate School of Education, called AI as fundamental a
change to education as the world had seen in 1,000 years —
and even said it may render obsolete many of the forms of mind
he is famous for describing. “The need to have everybody in the
class doing the same thing, being assessed in the same way,
will seem totally old-fashioned,” he said.
The forum, titled “Thinking in an AI-Augmented World,” took
place in Longfellow Hall and was hosted by Martin West,
academic dean and Henry Lee Shattuck Professor of Education.
“AI is already shaping the future of education in ways that
everyone in the sector, from policymakers and leaders to
teachers, parents, and students, needs to understand,” West
said.
Gardner and Roberts offered distinct perspectives of an AIaugmented education system.
In Gardner’s view, by about 2050, every child would need a
few years of schooling in the Three R’s: “Reading, ’riting,
’rithmetic, and a little bit of coding,” he said. After that, teachers who functioned more as coaches would expose students to
activities that would challenge their thinking, expose them to
ideas, and guide them toward professions that excite them. “I
don’t think going to school for 10 or 15 years as we’ve done it
makes sense,” said Gardner, the John H. and Elisabeth A.
Hobbs Research Professor of Cognition and Education.
Roberts offered another vision. Where previously knowledge
production was “the actor on the stage, the athlete on the field,
the writer of the book,” the next generation must be trained to
orchestrate a team of AIs. “You become the director of the actor,
you become the coach of the athlete, and you become the editor
of the writer,” she said. “It requires actually having very strong
faculties in terms of how you’re engaging.”
Gardner said artificial intelligence has him rethinking some of
his previous ideas on essential cognitive abilities. Gardner’s
theory of multiple intelligences, first published in the 1983 book
“Frames of Mind,” outlined distinct types of intellectual
competency: logical-mathematical, linguistic, musical, spatial,
bodily-kinesthetic, interpersonal, and intrapersonal.
Source: https://news.harvard.edu/gazette/story/2025/09/how-ai-could-radically-changeschools-by-2050/
In the sentence “the next generation must be trained to
orchestrate a team of AIs,” the word orchestrate is closest
in meaning to:
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Canudos - BA
Prova:
ISET - 2026 - Prefeitura de Canudos - BA - Professor de Ensino Fundamental (Licenciatura em Letras com Inglês) |
Q4351090
Inglês
Texto associado
Read the text and answer question.
How AI could radically change schools by 2050
By 2050, education will look radically different than it does
now, according to psychologist and social scientist Howard
Gardner — the originator of the theory of multiple intelligences
— and Anthea Roberts, a visiting professor at Harvard Law
School and founder and CEO of the AI tool Dragonfly Thinking.
Gardner, speaking during a forum Wednesday at the Harvard
Graduate School of Education, called AI as fundamental a
change to education as the world had seen in 1,000 years —
and even said it may render obsolete many of the forms of mind
he is famous for describing. “The need to have everybody in the
class doing the same thing, being assessed in the same way,
will seem totally old-fashioned,” he said.
The forum, titled “Thinking in an AI-Augmented World,” took
place in Longfellow Hall and was hosted by Martin West,
academic dean and Henry Lee Shattuck Professor of Education.
“AI is already shaping the future of education in ways that
everyone in the sector, from policymakers and leaders to
teachers, parents, and students, needs to understand,” West
said.
Gardner and Roberts offered distinct perspectives of an AIaugmented education system.
In Gardner’s view, by about 2050, every child would need a
few years of schooling in the Three R’s: “Reading, ’riting,
’rithmetic, and a little bit of coding,” he said. After that, teachers who functioned more as coaches would expose students to
activities that would challenge their thinking, expose them to
ideas, and guide them toward professions that excite them. “I
don’t think going to school for 10 or 15 years as we’ve done it
makes sense,” said Gardner, the John H. and Elisabeth A.
Hobbs Research Professor of Cognition and Education.
Roberts offered another vision. Where previously knowledge
production was “the actor on the stage, the athlete on the field,
the writer of the book,” the next generation must be trained to
orchestrate a team of AIs. “You become the director of the actor,
you become the coach of the athlete, and you become the editor
of the writer,” she said. “It requires actually having very strong
faculties in terms of how you’re engaging.”
Gardner said artificial intelligence has him rethinking some of
his previous ideas on essential cognitive abilities. Gardner’s
theory of multiple intelligences, first published in the 1983 book
“Frames of Mind,” outlined distinct types of intellectual
competency: logical-mathematical, linguistic, musical, spatial,
bodily-kinesthetic, interpersonal, and intrapersonal.
Source: https://news.harvard.edu/gazette/story/2025/09/how-ai-could-radically-changeschools-by-2050/
According to Gardner’s perspective presented in the
text, the early years of schooling in the future would likely
emphasize:
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Canudos - BA
Prova:
ISET - 2026 - Prefeitura de Canudos - BA - Professor de Ensino Fundamental (Licenciatura em Letras com Inglês) |
Q4351087
Inglês
Texto associado
Read the text and answer question.
More and more of Japan’s universities are moving toward
teaching their classes in English, not just for those on exchange
programs, but for domestic students.
The University of Tokyo’s graduate school of engineering
triggered a wave of online debate earlier this year when it
announced that it would be teaching all classes in English “as a
general rule” from 2026.
Many netizens argued that the move was unfair, most
Japanese students have studied mostly, if not exclusively, in
Japanese their entire lives, leaving them ill-equipped to learn
university-level English fast enough, and a lot of faculty
members may not be set up to suddenly teach advanced
material in English.
The University of Tokyo’s announcement came just as private
universities such as Sophia and Waseda were rolling out
quieter, more incremental versions of similar initiatives. “The
push has been there for decades,” said Laurie Wesselhoff, a
cultural anthropologist and lecturer at Keio University.
When Wesselhoff started at Keio about 30 years ago,
universities were talking about offering more classes in English,
but “there wasn’t much standardization or ministry guidance,”
she said.
Instead, schools built English programs for returnee Japanese
students and for international students, rather than the bulk of
domestic undergraduates. The result, she said, was English
tracks that looked international on paper but were socially and
academically segregated between international and domestic
students.
Source: https://www.japantimes.co.jp/news/2025/11/03/japan/more-japanese-universitiespushing-english-classes/
Based on the information presented in the final
paragraph, earlier English-language academic programs in
Japanese universities tended to
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Canudos - BA
Prova:
ISET - 2026 - Prefeitura de Canudos - BA - Professor de Ensino Fundamental (Licenciatura em Letras com Inglês) |
Q4351086
Inglês
Texto associado
Read the text and answer question.
More and more of Japan’s universities are moving toward
teaching their classes in English, not just for those on exchange
programs, but for domestic students.
The University of Tokyo’s graduate school of engineering
triggered a wave of online debate earlier this year when it
announced that it would be teaching all classes in English “as a
general rule” from 2026.
Many netizens argued that the move was unfair, most
Japanese students have studied mostly, if not exclusively, in
Japanese their entire lives, leaving them ill-equipped to learn
university-level English fast enough, and a lot of faculty
members may not be set up to suddenly teach advanced
material in English.
The University of Tokyo’s announcement came just as private
universities such as Sophia and Waseda were rolling out
quieter, more incremental versions of similar initiatives. “The
push has been there for decades,” said Laurie Wesselhoff, a
cultural anthropologist and lecturer at Keio University.
When Wesselhoff started at Keio about 30 years ago,
universities were talking about offering more classes in English,
but “there wasn’t much standardization or ministry guidance,”
she said.
Instead, schools built English programs for returnee Japanese
students and for international students, rather than the bulk of
domestic undergraduates. The result, she said, was English
tracks that looked international on paper but were socially and
academically segregated between international and domestic
students.
Source: https://www.japantimes.co.jp/news/2025/11/03/japan/more-japanese-universitiespushing-english-classes/
According to the text, the controversy surrounding the
University of Tokyo’s announcement was mainly related to
the concern that
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Canudos - BA
Prova:
ISET - 2026 - Prefeitura de Canudos - BA - Professor de Ensino Fundamental (Licenciatura em Letras com Inglês) |
Q4351074
Inglês
Texto associado
Read the text and answer the question.
PRINCIPLES AND FOUNDATIONS OF DEMOCRATIC
MANAGEMENT IN SCHOOL
Democratic management in school is a topic that has gained
prominence in recent decades and has established itself as an
essential concept to promote improvements in the educational
environment. This management model is based on the
collaboration and active participation of all those involved in the
educational process, including students, teachers, parents, and
the community. By fostering this participation, it seeks not only
an improvement in pedagogical practices, but also a cultural
transformation in educational institutions. The inclusion of
diverse voices and perspectives is key to building a space that
is truly representative and capable of meeting everyone's
demands.
One of the main pillars of democratic management is the
appreciation of diversity. Recognizing the plurality of opinions
and experiences within the school community provides a richer
environment for the exchange of ideas and mutual learning. As
Alvarenga and Silva (2023) state, "deliberation in school
management promotes an invitation to new perspectives",
implying that active participation in decision-making can result
in more innovative pedagogical practices that are appropriate to
local realities. This reaffirms the importance of constant
dialogue among all participants in the educational community.
In addition, the construction of a collaborative culture is
essential to make democratic management effective. In order
for everyone to feel part of the process, it is necessary to create
a climate of trust and mutual respect where each other's
contributions are valued. This model promotes not only
engagement but also social responsibility, an aspect that can be
widely developed when students are encouraged to become
active agents within their own education.
Source: REVISTA ARACÊ, São José dos Pinhais, v.7, n.3, p.12840-12856, 2025
In the excerpt “deliberation in school management
promotes an invitation to new perspectives”, the authors
imply that deliberation:
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Canudos - BA
Prova:
ISET - 2026 - Prefeitura de Canudos - BA - Professor de Ensino Fundamental (Licenciatura em Letras com Inglês) |
Q4351073
Inglês
Texto associado
Read the text and answer the question.
PRINCIPLES AND FOUNDATIONS OF DEMOCRATIC
MANAGEMENT IN SCHOOL
Democratic management in school is a topic that has gained
prominence in recent decades and has established itself as an
essential concept to promote improvements in the educational
environment. This management model is based on the
collaboration and active participation of all those involved in the
educational process, including students, teachers, parents, and
the community. By fostering this participation, it seeks not only
an improvement in pedagogical practices, but also a cultural
transformation in educational institutions. The inclusion of
diverse voices and perspectives is key to building a space that
is truly representative and capable of meeting everyone's
demands.
One of the main pillars of democratic management is the
appreciation of diversity. Recognizing the plurality of opinions
and experiences within the school community provides a richer
environment for the exchange of ideas and mutual learning. As
Alvarenga and Silva (2023) state, "deliberation in school
management promotes an invitation to new perspectives",
implying that active participation in decision-making can result
in more innovative pedagogical practices that are appropriate to
local realities. This reaffirms the importance of constant
dialogue among all participants in the educational community.
In addition, the construction of a collaborative culture is
essential to make democratic management effective. In order
for everyone to feel part of the process, it is necessary to create
a climate of trust and mutual respect where each other's
contributions are valued. This model promotes not only
engagement but also social responsibility, an aspect that can be
widely developed when students are encouraged to become
active agents within their own education.
Source: REVISTA ARACÊ, São José dos Pinhais, v.7, n.3, p.12840-12856, 2025
According to the text, one of the central pillars of
democratic management is:
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Canudos - BA
Prova:
ISET - 2026 - Prefeitura de Canudos - BA - Professor de Ensino Fundamental (Licenciatura em Letras com Inglês) |
Q4351072
Inglês
Texto associado
Read the text and answer the question.
PRINCIPLES AND FOUNDATIONS OF DEMOCRATIC
MANAGEMENT IN SCHOOL
Democratic management in school is a topic that has gained
prominence in recent decades and has established itself as an
essential concept to promote improvements in the educational
environment. This management model is based on the
collaboration and active participation of all those involved in the
educational process, including students, teachers, parents, and
the community. By fostering this participation, it seeks not only
an improvement in pedagogical practices, but also a cultural
transformation in educational institutions. The inclusion of
diverse voices and perspectives is key to building a space that
is truly representative and capable of meeting everyone's
demands.
One of the main pillars of democratic management is the
appreciation of diversity. Recognizing the plurality of opinions
and experiences within the school community provides a richer
environment for the exchange of ideas and mutual learning. As
Alvarenga and Silva (2023) state, "deliberation in school
management promotes an invitation to new perspectives",
implying that active participation in decision-making can result
in more innovative pedagogical practices that are appropriate to
local realities. This reaffirms the importance of constant
dialogue among all participants in the educational community.
In addition, the construction of a collaborative culture is
essential to make democratic management effective. In order
for everyone to feel part of the process, it is necessary to create
a climate of trust and mutual respect where each other's
contributions are valued. This model promotes not only
engagement but also social responsibility, an aspect that can be
widely developed when students are encouraged to become
active agents within their own education.
Source: REVISTA ARACÊ, São José dos Pinhais, v.7, n.3, p.12840-12856, 2025
Which of the following alternatives best summarizes the
primary argument developed throughout the text?
Conheça nossos planos