Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.921 questões
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763533
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
Effective formative assessment disregards multimodal
resources, collaborative tasks, and culturally
authentic materials.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763532
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
Learners are encouraged to co‑construct meaning,
identify strengths and weaknesses, and develop
autonomous strategies.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763531
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
Formative assessment aims primarily to quantify
students’ achievement and rank them according
to performance.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763519
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
The integrated curriculum assigns assessment and
feedback a civic role, advancing critical literacy and
ethical engagement.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763517
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
Formative assessment is presented as a terminal
act of summative closure, unrelated to interaction
or mediation.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763516
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
The text conceptualizes assessment as emancipatory
and dialogic, resisting purely technocratic
measurement.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763515
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
Teachers are expected to adopt uncritical, transmissive
methodologies, minimizing the role of autonomy and
ethical awareness.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763514
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
The curricular approach highlights the integration of
linguistic, cultural, and multimodal dimensions, aiming
at active social participation.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763513
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
In High School, English is framed exclusively as
a subject of literary study, with no reference to
technological or global dimensions.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763506
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
The text suggests that English teaching should remain
focused exclusively on grammar and vocabulary,
since these are the only stable components of
language learning.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763490
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
Sentence (2) semantically entails that the teacher was
already talking before the stop.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763489
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
Sentence (1) semantically entails that the teacher had
been speaking before stopping.
Ano: 2025
Banca:
FUNDATEC
Órgão:
Prefeitura de Venâncio Aires - RS
Prova:
FUNDATEC - 2025 - Prefeitura de Venâncio Aires - RS - Professor de Língua Inglesa |
Q3762117
Inglês
Texto associado
A One-Man Recycling Revolution on The Cornish Coast
By Rupert Neate
(Available at: www.theguardian.com/environment/2025/oct/16/fishing-nets-money-a-one-man-recyclingrevolution-on-the-cornish-coast – text specially adapted for this test).
Analyze the statements below about the text and mark T, if true, or F, if false.
( ) Falconer had the idea for his business because he needed filament for his 3D printer.
( ) Falconer’s first challenge was having access to the fishnets in order to test his idea.
( ) The beads sold by Falconer have a 3% lower carbon footprint than new nylon.
The correct order of filling in the parentheses, from top to bottom, is:
( ) Falconer had the idea for his business because he needed filament for his 3D printer.
( ) Falconer’s first challenge was having access to the fishnets in order to test his idea.
( ) The beads sold by Falconer have a 3% lower carbon footprint than new nylon.
The correct order of filling in the parentheses, from top to bottom, is:
Ano: 2025
Banca:
FUNDATEC
Órgão:
Prefeitura de Venâncio Aires - RS
Prova:
FUNDATEC - 2025 - Prefeitura de Venâncio Aires - RS - Professor de Língua Inglesa |
Q3762116
Inglês
Texto associado
A One-Man Recycling Revolution on The Cornish Coast
By Rupert Neate
(Available at: www.theguardian.com/environment/2025/oct/16/fishing-nets-money-a-one-man-recyclingrevolution-on-the-cornish-coast – text specially adapted for this test).
What is Ian Falconer’s next step in expanding his business?
Ano: 2025
Banca:
FUNDATEC
Órgão:
Prefeitura de Três de Maio - RS
Prova:
FUNDATEC - 2025 - Prefeitura de Três de Maio - RS - Professor - Língua Inglesa 20H e 40H |
Q3760452
Inglês
According to the text, mark the INCORRECT statement about cycling in Seattle.
Ano: 2025
Banca:
FUNDATEC
Órgão:
Prefeitura de Três de Maio - RS
Prova:
FUNDATEC - 2025 - Prefeitura de Três de Maio - RS - Professor - Língua Inglesa 20H e 40H |
Q3760451
Inglês
Analyze the following statements about the text and mark T, if true, or F, if false.
( ) Johnson explains that the Burke-Gilman Trail and perhaps the Waterfront are the best bike routes in the city.
( ) The Burke-Gilman is running 20 miles from the shores of Lake Washington to the Puget Sound beaches of Golden Gardens Park.
( ) It is not allowed cycling through the wider area around the city.
The correct order of filling in the parentheses, from top to bottom, is:
( ) Johnson explains that the Burke-Gilman Trail and perhaps the Waterfront are the best bike routes in the city.
( ) The Burke-Gilman is running 20 miles from the shores of Lake Washington to the Puget Sound beaches of Golden Gardens Park.
( ) It is not allowed cycling through the wider area around the city.
The correct order of filling in the parentheses, from top to bottom, is:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Boqueirão - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Boqueirão - PB - Professor de Educação Básica II - Inglês |
Q3758796
Inglês
Texto associado
Leia o texto abaixo para responder da questão.
New Study: This Regional Accent Is Considered
the Most Trustworthy in the U.S.—And the
Results Will Really Surprise You!
By Jennifer Geddes
A person’s cadence counts for a lot.
Everyone knows first impressions are important—
and we don’t just make them based on sight. Beyond
a chic outfit and well-coiffed hair, how a person
sounds can also be a big factor when forming an
initial opinion. In fact, a recent analysis of more than a
dozen American accents conducted by BetUS Casino
found that some folks’ speech actually conveys more
honesty and reliability than others’.
At this point, you’re probably praying your own voice
sounds dependable, not shifty or shady, right? Try to
relax, and then read on to learn (nay, hear!) where
the most trustworthy accents are located.
How was the study conducted?
As with many studies today, internet data helped
determine which parts of the country sound the most
steadfast and true. BetUS Casino crafted the report,
which is current as of Aug. 15, 2025, by focusing on
how people feel about 14 different regional accents.
How did the company determine those feelings?
First, researchers looked at internet search terms like
“friendly (accent)” or “professional (accent).” Then,
to complete the rankings, they compiled data on the
rate of financial crimes per 10,000 people, plus the
number of lawyers and primary-care doctors in each
area.
Why doctors and lawyers, you may ask? Well, these
are professions that rely on trust—after all, you might
have to put your life in their hands! The more of these
professionals in an area, the more trustworthy the
accent. Once the study authors had the information
in hand, they weighted the data and ranked the
regions on a scale of 1–100.
Which regional accent is considered the most
trustworthy?
Now hear this: The regional accent that’s considered
to be the most trustworthy hails from Boston!
Yup, the fine citizens of Beantown scored 56.1, which
was enough to take top honors for sounding highly
dependable. Boston ranks so strongly thanks to
more than 23,300 searches related to how kind and
upstanding the accent sounds. The Massachusetts
capital and largest city in New England also sports
a low level of financial crime and is home to tens of
thousands of lawyers and doctors.
Boston shines in other ways too, underlining the trust
factor essential to its distinctive accent. For example,
one recent WalletHub report list Boston as the third
most caring city in the nation, while another names
Massachusetts as the best U.S. state to live in. And
the Bay State has excellent health care, with the
highest childhood vaccination rates, lowest infant
mortality and fewest premature avoidable deaths.
Want to sound just like a Bostonian? Start by
dropping some of your R’s, as in “pahk the cah” and
“wicked smaht.” Or listen to Ben Affleck turn on the
telltale accent in his Dunkin’ commercials. Other
famous Bostonians with perfect inflection include
Matt Damon, Mark Wahlberg and Amy Poehler.
In: https://www.rd.com/article/happiest-cities-america-2025/
Marque verdadeiro ou falso para as sentenças
abaixo.
( ) No trecho “Everyone knows first impressions are important—and we don’t just make them based on sight,” o pronome “them” refere-se a “first impressions”, e seu uso está correto no contexto da frase.
( ) Na sentença “BetUS Casino crafted the report, which is current as of Aug. 15, 2025,” o pronome relativo “which” refere-se a BetUS Casino, funcionando como sujeito da oração subordinada.
( ) Na frase “The more of these professionals in an area, the more trustworthy the accent,” a palavra “these” refere-se especificamente a lawyers and primary-care doctors, mencionados anteriormente.
( ) Em “Once the study authors had the information in hand, they weighted the data and ranked the regions,” o pronome “they” está incorretamente empregado, pois não possui um referente claro no texto anterior.
( ) Na sentença “Want to sound just like a Bostonian? Start by dropping some of your R’s,” o pronome possessivo “your” referese genericamente ao leitor, mantendo o tom informal e direto do texto.
A sequência correta é:
( ) No trecho “Everyone knows first impressions are important—and we don’t just make them based on sight,” o pronome “them” refere-se a “first impressions”, e seu uso está correto no contexto da frase.
( ) Na sentença “BetUS Casino crafted the report, which is current as of Aug. 15, 2025,” o pronome relativo “which” refere-se a BetUS Casino, funcionando como sujeito da oração subordinada.
( ) Na frase “The more of these professionals in an area, the more trustworthy the accent,” a palavra “these” refere-se especificamente a lawyers and primary-care doctors, mencionados anteriormente.
( ) Em “Once the study authors had the information in hand, they weighted the data and ranked the regions,” o pronome “they” está incorretamente empregado, pois não possui um referente claro no texto anterior.
( ) Na sentença “Want to sound just like a Bostonian? Start by dropping some of your R’s,” o pronome possessivo “your” referese genericamente ao leitor, mantendo o tom informal e direto do texto.
A sequência correta é:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Boqueirão - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Boqueirão - PB - Professor de Educação Básica II - Inglês |
Q3758792
Inglês
Texto associado
Leia o texto abaixo para responder da questão.
New Study: This Regional Accent Is Considered
the Most Trustworthy in the U.S.—And the
Results Will Really Surprise You!
By Jennifer Geddes
A person’s cadence counts for a lot.
Everyone knows first impressions are important—
and we don’t just make them based on sight. Beyond
a chic outfit and well-coiffed hair, how a person
sounds can also be a big factor when forming an
initial opinion. In fact, a recent analysis of more than a
dozen American accents conducted by BetUS Casino
found that some folks’ speech actually conveys more
honesty and reliability than others’.
At this point, you’re probably praying your own voice
sounds dependable, not shifty or shady, right? Try to
relax, and then read on to learn (nay, hear!) where
the most trustworthy accents are located.
How was the study conducted?
As with many studies today, internet data helped
determine which parts of the country sound the most
steadfast and true. BetUS Casino crafted the report,
which is current as of Aug. 15, 2025, by focusing on
how people feel about 14 different regional accents.
How did the company determine those feelings?
First, researchers looked at internet search terms like
“friendly (accent)” or “professional (accent).” Then,
to complete the rankings, they compiled data on the
rate of financial crimes per 10,000 people, plus the
number of lawyers and primary-care doctors in each
area.
Why doctors and lawyers, you may ask? Well, these
are professions that rely on trust—after all, you might
have to put your life in their hands! The more of these
professionals in an area, the more trustworthy the
accent. Once the study authors had the information
in hand, they weighted the data and ranked the
regions on a scale of 1–100.
Which regional accent is considered the most
trustworthy?
Now hear this: The regional accent that’s considered
to be the most trustworthy hails from Boston!
Yup, the fine citizens of Beantown scored 56.1, which
was enough to take top honors for sounding highly
dependable. Boston ranks so strongly thanks to
more than 23,300 searches related to how kind and
upstanding the accent sounds. The Massachusetts
capital and largest city in New England also sports
a low level of financial crime and is home to tens of
thousands of lawyers and doctors.
Boston shines in other ways too, underlining the trust
factor essential to its distinctive accent. For example,
one recent WalletHub report list Boston as the third
most caring city in the nation, while another names
Massachusetts as the best U.S. state to live in. And
the Bay State has excellent health care, with the
highest childhood vaccination rates, lowest infant
mortality and fewest premature avoidable deaths.
Want to sound just like a Bostonian? Start by
dropping some of your R’s, as in “pahk the cah” and
“wicked smaht.” Or listen to Ben Affleck turn on the
telltale accent in his Dunkin’ commercials. Other
famous Bostonians with perfect inflection include
Matt Damon, Mark Wahlberg and Amy Poehler.
In: https://www.rd.com/article/happiest-cities-america-2025/
Considere o seguinte trecho do texto:
“Once the study authors had the information in hand, they weighted the data and ranked the regions on a scale of 1–100.”
Com base nesse trecho, analise as afirmativas a seguir:
I. O tempo verbal predominante é o past perfect, usado para indicar que uma ação foi concluída antes de outra no passado.
II. Os verbos “weighted” e “ranked” estão no past simple, e seus objetos diretos são, respectivamente, the data e the regions.
III. O verbo “had” funciona como verbo auxiliar na formação do past perfect, e o objeto direto da ação é the study authors.
IV. Não há objeto indireto explícito em nenhuma das orações do trecho citado.
Assinale a alternativa correta:
“Once the study authors had the information in hand, they weighted the data and ranked the regions on a scale of 1–100.”
Com base nesse trecho, analise as afirmativas a seguir:
I. O tempo verbal predominante é o past perfect, usado para indicar que uma ação foi concluída antes de outra no passado.
II. Os verbos “weighted” e “ranked” estão no past simple, e seus objetos diretos são, respectivamente, the data e the regions.
III. O verbo “had” funciona como verbo auxiliar na formação do past perfect, e o objeto direto da ação é the study authors.
IV. Não há objeto indireto explícito em nenhuma das orações do trecho citado.
Assinale a alternativa correta:
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758306
Inglês
Multilingual classrooms require norms coconstructed, clear procedures, and collaborative
structures (jigsaw, think-pair-share). Translanguaging
can scaffold meaning while maintaining English-medium
goals. Conflict resolution emphasizes restorative
practices and expectation clarity. Choose the correct
alternative.
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758305
Inglês
Motivation frameworks (cf. Dörnyei) integrate
autonomy, competence, and relatedness; differentiation
and UDL propose multiple means of representation and
expression. For neurodivergent learners, predictable
routines, processing time, and sensory
accommodations support participation. Select the
correct option.
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