Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.537 questões
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807
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 adverb “even” in “and even classroom performance” implies
that something is
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806
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
According to Text I, if teachers neglect strategies for dealing with
stress, they may feel
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246805
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 sentence “Emotions are not just fleeting states” means that
emotions are actually
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246804
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 verb phrase “delving into” in the subtitle implies that EFL
teachers’ emotions and professional identities will be
Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803
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
Based on Text I, mark the statements below as true (T) or false (F).
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
Ano: 2023
Banca:
FADESP
Órgão:
Prefeitura de Bagre - PA
Prova:
FADESP - 2023 - Prefeitura de Bagre - PA - Professor de Inglês |
Q4243848
Inglês
While discussing Myth 1, the author advocates for the incorporation of Critical Thinking at all stages
of a foreign language lesson. As a consequence of this idea, it is correct to imply that:
Ano: 2023
Banca:
FADESP
Órgão:
Prefeitura de Bagre - PA
Prova:
FADESP - 2023 - Prefeitura de Bagre - PA - Professor de Inglês |
Q4243843
Inglês
The phrase “In this regard” (lines 52, 53) refers to:
Ano: 2023
Banca:
FADESP
Órgão:
Prefeitura de Bagre - PA
Prova:
FADESP - 2023 - Prefeitura de Bagre - PA - Professor de Inglês |
Q4243842
Inglês
The main idea of the text is:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Panambi - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Panambi - RS - Professor Áreas I e II - Língua Inglesa |
Q4242891
Inglês
Texto associado
Instruction: answer the question based on the following text.
The options below could replace the word elsewhere (l. 23) with no significative
changes in the meaning of the sentence, EXCEPT for:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Panambi - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Panambi - RS - Professor Áreas I e II - Língua Inglesa |
Q4242889
Inglês
Texto associado
Instruction: answer the question based on the following text.
Consider the highlighted pronouns in paragraph one: it (l. 04), that (l. 04), Its (l. 05)
and which (l. 06). To which noun each pronoun refers to, respectively?
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Panambi - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Panambi - RS - Professor Áreas I e II - Língua Inglesa |
Q4242888
Inglês
Texto associado
Instruction: answer the question based on the following text.
Analyse the statements below about the article and mark T, if true, or F, if false.
( ) Patagotitan mayorum will not be displayed in the usual room in the Natural History Museum because its skeleton does not fit in that space.
( ) Professor Paul Barrett affirms that you can only find skeletons of big dinosaurs in Patagonia.
( ) Scientists believe the 200 pieces of skeletons found do NOT belong to just one Patagotitan. They think there were six or more of them in that location. )
( ) Patagotitan mayorum is the largest dinosaur known to have walked on Earth.
The correct order of filling the parentheses, from top to bottom, is:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Panambi - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Panambi - RS - Professor Áreas I e II - Língua Inglesa |
Q4242887
Inglês
Texto associado
Instruction: answer the question based on the following text.
Which of the following questions is NOT answered by the article?
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242184
Inglês
Leia o trecho a seguir, extraído do romance Pride and Prejudice, de Jane Austen.
His arrival was soon known at the Parsonage; for Mr. Collins was walking the whole morning within view of the lodges opening into Hunsford Lane, in order to have the earliest assurance of it; and after making his bow as the carriage turned into the park, hurried home with the great intelligence. On the following morning he hastened to Rosings to pay his respects. There were two nephews of Lady Catherine to require them, for Mr. Darcy had brought with him a Colonel Fitzwilliam, the younger son of his uncle, Lord—; and, to the great surprise of all the party, when Mr. Collins returned, the gentlemen accompanied him. Charlotte had seen them from her husband’s room, crossing the road, and immediately running into the other, told the girls what an honour they might expect, adding,— "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
AUSTEN, Jane. Pride and Prejudice. Edited by Vivien Jones. London: Penguin Books, 2003. Página 199.
Com base no trecho, assinale a alternativa que melhor interpreta a atitude de Charlotte ao afirmar: "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
His arrival was soon known at the Parsonage; for Mr. Collins was walking the whole morning within view of the lodges opening into Hunsford Lane, in order to have the earliest assurance of it; and after making his bow as the carriage turned into the park, hurried home with the great intelligence. On the following morning he hastened to Rosings to pay his respects. There were two nephews of Lady Catherine to require them, for Mr. Darcy had brought with him a Colonel Fitzwilliam, the younger son of his uncle, Lord—; and, to the great surprise of all the party, when Mr. Collins returned, the gentlemen accompanied him. Charlotte had seen them from her husband’s room, crossing the road, and immediately running into the other, told the girls what an honour they might expect, adding,— "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
AUSTEN, Jane. Pride and Prejudice. Edited by Vivien Jones. London: Penguin Books, 2003. Página 199.
Com base no trecho, assinale a alternativa que melhor interpreta a atitude de Charlotte ao afirmar: "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242182
Inglês
Leia o trecho, extraído do romance The Portrait of a Lady, de Henry James.
The old gentleman at the tea-table, who had come from America thirty years before, had brought with him, at the top of his baggage, his American physiognomy; and he had not only brought it with him, but he had kept it in the best order, so that, if necessary, he might have taken it back to his own country with perfect confidence. At present, obviously, nevertheless, he was not likely to displace himself; his journeys were over and he was taking the rest that precedes the great rest.
JAMES, Henry. The Portrait of a Lady. Boston: Houghton, Mifflin and Company, 1881. p.3.
Tendo em vista as informações apresentadas no excerto, assinale a alternativa correta.
The old gentleman at the tea-table, who had come from America thirty years before, had brought with him, at the top of his baggage, his American physiognomy; and he had not only brought it with him, but he had kept it in the best order, so that, if necessary, he might have taken it back to his own country with perfect confidence. At present, obviously, nevertheless, he was not likely to displace himself; his journeys were over and he was taking the rest that precedes the great rest.
JAMES, Henry. The Portrait of a Lady. Boston: Houghton, Mifflin and Company, 1881. p.3.
Tendo em vista as informações apresentadas no excerto, assinale a alternativa correta.
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242180
Inglês
Leia o trecho extraído do romance Ulysses, de James Joyce.
"He is gone from mortal haunts: O’Dignam, sun of our morning. Fleet was his foot on the bracken: Patrick of the beamy brow. Wail, Banba, with your wind: and wail, O ocean, with your whirlwind.
—There he is again, says the citizen, staring out. —Who? says I. —Bloom, says he. He’s on point duty up and down there for the last ten minutes. And, begob, I saw his physog do a peep in and then slider off again. Little Alf was knocked bawways. Faith, he was. —Good Christ! says he. I could have sworn it was him. And says Bob Doran, with the hat on the back of his poll, lowest blackguard in Dublin when he’s under the influence: —Who said Christ is good? —I beg your parsnips, says Alf." JOYCE, James. Ulysses. Paris: Shakespeare and Company, 1922, p. 390.
Considerando-se o uso dos pronomes em Língua Inglesa e seu papel na coesão textual, assinale a alternativa correta.
"He is gone from mortal haunts: O’Dignam, sun of our morning. Fleet was his foot on the bracken: Patrick of the beamy brow. Wail, Banba, with your wind: and wail, O ocean, with your whirlwind.
—There he is again, says the citizen, staring out. —Who? says I. —Bloom, says he. He’s on point duty up and down there for the last ten minutes. And, begob, I saw his physog do a peep in and then slider off again. Little Alf was knocked bawways. Faith, he was. —Good Christ! says he. I could have sworn it was him. And says Bob Doran, with the hat on the back of his poll, lowest blackguard in Dublin when he’s under the influence: —Who said Christ is good? —I beg your parsnips, says Alf." JOYCE, James. Ulysses. Paris: Shakespeare and Company, 1922, p. 390.
Considerando-se o uso dos pronomes em Língua Inglesa e seu papel na coesão textual, assinale a alternativa correta.
Ano: 2026
Banca:
MSConcursos
Órgão:
Prefeitura de Santana de Parnaíba - SP
Prova:
MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242177
Inglês
Leia o trecho, extraído do romance Mrs Dalloway, de Virginia Woolf. "Look," she repeated.
Look the unseen bade him, the voice which now communicated with him who was the greatest of mankind, Septimus, lately taken from life to death, the Lord who had come to renew society, who lay like a coverlet, a snow blanket smitten only by the sun, for ever unwashed, suffering for ever, the scape-goat, the eternal sufferer, but he did not want it, he moaned, putting from him with a wave of his hand that eternal suffering, that eternal loneliness. "Look," she repeated, for he must not talk aloud to himself out of doors. "Oh look," she implored him. But what was there to look at? A few sheep. That was all. WOOLF, Virginia. Mrs Dalloway. San Diego: Harcourt Brace Jovanovich, 1981. P.44
Com base no trecho e no uso dos phrasal verbs em Língua Inglesa, marque a alternativa correta.
Look the unseen bade him, the voice which now communicated with him who was the greatest of mankind, Septimus, lately taken from life to death, the Lord who had come to renew society, who lay like a coverlet, a snow blanket smitten only by the sun, for ever unwashed, suffering for ever, the scape-goat, the eternal sufferer, but he did not want it, he moaned, putting from him with a wave of his hand that eternal suffering, that eternal loneliness. "Look," she repeated, for he must not talk aloud to himself out of doors. "Oh look," she implored him. But what was there to look at? A few sheep. That was all. WOOLF, Virginia. Mrs Dalloway. San Diego: Harcourt Brace Jovanovich, 1981. P.44
Com base no trecho e no uso dos phrasal verbs em Língua Inglesa, marque a alternativa correta.
Q4242007
Inglês
Texto associado
SCHNEIDER, Katy. The Pandemic Skip. The Cut. September 14th , 2023. https://www.thecut.com/article/post-covid-pandemic-age-essay. [adapted]
Based on the text, judge the following item.
“Out of sync” (line 6) could be correctly replaced by
“equally” without changing the meaning.
Q4242006
Inglês
Texto associado
SCHNEIDER, Katy. The Pandemic Skip. The Cut. September 14th , 2023. https://www.thecut.com/article/post-covid-pandemic-age-essay. [adapted]
Based on the text, judge the following item.
The word “skip” (line 5) means the same as “struggle”.
Q4242004
Inglês
Texto associado
Interest in George Orwell and his dystopian fiction is high. The Economist. August 4th 2023. https://www.economist.com/culture/2023/08/04/interest-in-george-orwelland-his-dystopian-fiction-is-high
Based on the text and considering phonological aspects of the English language, judge the following item.
“In the spotlight” (line 12) means that someone is
receiving a lot of attention.
Q4242002
Inglês
Texto associado
Interest in George Orwell and his dystopian fiction is high. The Economist. August 4th 2023. https://www.economist.com/culture/2023/08/04/interest-in-george-orwelland-his-dystopian-fiction-is-high
Based on the text and considering phonological aspects of the English language, judge the following item.
According to the author, the work of George Orwell,
especially 1984, is continually sought after because of
its relevance to current political situations.
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