Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.189 questões
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Cunha Porã - SC
Prova:
FEPESE - 2025 - Prefeitura de Cunha Porã - SC - Professor de Inglês |
Q3768706
Inglês
Read the following dialogue:
Betty: How did you like the movie you saw last night?
Meg: I can’t say it was the best I’ve ever seen. Betty: ?
Meg: Certainly not. Do not waste your time.’
Select the alternative that correctly completes the blank in the dialogue.
Betty: How did you like the movie you saw last night?
Meg: I can’t say it was the best I’ve ever seen. Betty: ?
Meg: Certainly not. Do not waste your time.’
Select the alternative that correctly completes the blank in the dialogue.
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Cunha Porã - SC
Prova:
FEPESE - 2025 - Prefeitura de Cunha Porã - SC - Professor de Inglês |
Q3768705
Inglês
Read the following news fragment.
A small town in southern England has become famous for its “Book Exchange Phone Box.” The red telephone booth, once used for calls, is now filled with books. Locals can take a book, leave one, or just stop by to read. The project started when residents wanted to save the old phone booth from being removed. Now, it has become a symbol of community and creativity.
Study these sentences and decide if they are true ( T ) or false ( F ), according to the news fragment.
( ) The new use of the old phone box is a small library.
( ) The project started to save the old phone booth.
( ) The phone box symbolizes technology now.
( ) “Book Exchange Phone Box” was used for calls only.
Now, choose the alternative which presents the correct sequence from top to bottom:
A small town in southern England has become famous for its “Book Exchange Phone Box.” The red telephone booth, once used for calls, is now filled with books. Locals can take a book, leave one, or just stop by to read. The project started when residents wanted to save the old phone booth from being removed. Now, it has become a symbol of community and creativity.
Study these sentences and decide if they are true ( T ) or false ( F ), according to the news fragment.
( ) The new use of the old phone box is a small library.
( ) The project started to save the old phone booth.
( ) The phone box symbolizes technology now.
( ) “Book Exchange Phone Box” was used for calls only.
Now, choose the alternative which presents the correct sequence from top to bottom:
Ano: 2025
Banca:
FEPESE
Órgão:
Prefeitura de Cunha Porã - SC
Prova:
FEPESE - 2025 - Prefeitura de Cunha Porã - SC - Professor de Inglês |
Q3768703
Inglês
Texto associado
Text
Arjun had always felt most comfortable behind the
scenes, quietly working as a stagehand at the town’s
community theater. One day, when the lead actor
suddenly fell ill hours before the premiere of the
much-anticipated play, panic gripped the cast and
crew. The director, in desperation, turned to Arjun and
asked him to step in.
Although reluctant, Arjun agreed. He spent every
spare moment backstage absorbing the script and
mimicking the lead actor’s delivery. When the curtains
finally rose, Arjun’s heart pounded as he stepped into
the spotlight. His voice trembled at first, but as the
story unfolded, something remarkable happened.
He connected with the character and felt a surge of
confidence.
By the end of the play, Arjun had not only delivered
a stellar performance but also received a standing
ovation. For years, he had believed that his place
was behind the scenes. But that night, Arjun realized
that true potential is often discovered in moments
of adversity. The experience left him wondering how
many hidden talents lie dormant simply because of
fear or hesitation.
Adapted from:readlearnexcel.com
Study these sentences and decide if they are
true ( T ) or false ( F ), according to the Text.
( ) Arjun had the scriptwriter’s role before stepping into the spotlight.
( ) The Arjun’s transformation on stage symbolizes the discovery of hidden potential during challenging times. ( ) Arjun felt nervous but grew confident when he first started performing.
( ) The central theme of the passage is overcoming fear and realizing one’s hidden abilities.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) Arjun had the scriptwriter’s role before stepping into the spotlight.
( ) The Arjun’s transformation on stage symbolizes the discovery of hidden potential during challenging times. ( ) Arjun felt nervous but grew confident when he first started performing.
( ) The central theme of the passage is overcoming fear and realizing one’s hidden abilities.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768172
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
When analyzing the influence of learning a second language
on other academic areas, researchers found that it benefits
subjects such as
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768171
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
Learning a new language boosts the level of attentiveness
and focus in learners who are
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768170
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
As to the neurological changes that happen when a person
studies a second language, researchers have observed that they
apply
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768169
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
Studying and comparing the brains of monolingual and
bilingual people, researchers have found that
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768158
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
The text highlights the importance of global English teachers
making students aware of the fact that English is around us in many
different ways being already part of their lives, citing as examples,
among others,
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768157
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
According to the text, the teaching of English as a global
language should focus mostly on
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768156
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
As to the use of materials in Global English lessons, the text
suggests that one excellent idea is to bring authentic materials to
the classrooms mentioning, for example, YouTube videos and social
media content. Such materials should be produced by
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768155
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
As to the number of speakers of the English language in the
world nowadays, it is stated in the text that
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768154
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
As stated in the text, taking a map to the classroom and
having students spotting the countries in which the English
language is spoken nowadays would help them grasp the idea that
English
Ano: 2025
Banca:
UECE-CEV
Órgão:
Prefeitura de Tauá - CE
Prova:
UECE-CEV - 2025 - Prefeitura de Tauá - CE - Professor de Educação Básica Nível II - Língua Inglesa |
Q3768153
Inglês
Texto associado
T E X T 1
Teaching English as a Global Language
Adapted from: https://bridge.edu/tefl/March 21, 2025
T E X T 2
How learning a new language changes your brain
Adapted from: https://www.cambridge.org/elt/blog/2022/04/29.
The text presents approaches and ideas to teaching English as
a global language, bringing practical suggestions for teachers
involved in the process. One of these suggestions to be put in
practice early on in classes is a
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Araçariguama - SP
Prova:
Avança SP - 2025 - Prefeitura de Araçariguama - SP - PEB II - Língua Estrangeira (Inglês) |
Q3764988
Inglês
Read the quotation below and answer the question.
“Man is least himself when he talks in his own person. Give him a mask, and he will tell you the truth.”
— Oscar Wilde
The quotation suggests that:
“Man is least himself when he talks in his own person. Give him a mask, and he will tell you the truth.”
— Oscar Wilde
The quotation suggests that:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Araçariguama - SP
Prova:
Avança SP - 2025 - Prefeitura de Araçariguama - SP - PEB II - Língua Estrangeira (Inglês) |
Q3764983
Inglês
The cardiovascular system provides blood supply
throughout the body. Responding to various
stimuli can control the velocity and amount of
blood carried through the vessels. The
cardiovascular system comprises the heart,
arteries, veins, and capillaries. The heart and
vessels work intricately to provide adequate
blood flow to all body parts. The regulation of the
cardiovascular system occurs via a myriad of
stimuli, including changing blood volume,
hormones, electrolytes, osmolarity, medications,
adrenal glands, kidneys, and much more.
Chaudhry, R., Miao, J. H., & Rehman, A. (2022, October 16). Physiology, Cardiovascular. In StatPearls. StatPearls Publishing.
Mark the alternative that correctly fills in the blank:
The heart functions as a ______ that works intricately with blood vessels to provide adequate blood flow to all parts of the body.
Chaudhry, R., Miao, J. H., & Rehman, A. (2022, October 16). Physiology, Cardiovascular. In StatPearls. StatPearls Publishing.
Mark the alternative that correctly fills in the blank:
The heart functions as a ______ that works intricately with blood vessels to provide adequate blood flow to all parts of the body.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Navegantes - SC
Prova:
Instituto Access - 2025 - Prefeitura de Navegantes - SC - Professor de Inglês |
Q3764856
Inglês
Regarding the teaching of reading strategies (Scanning
vs. Skimming), judge the following statements as True (T)
or False (F).
(__)A teacher asks students to look for a specific date and name in a text. This practice develops Scanning.
(__)A teacher asks students to read the title and first paragraph to get the gist of the text. This practice develops Skimming.
(__)Skimming requires reading every word intensively to understand the detailed meaning.
(__)Scanning is a top-down strategy that focuses on the general organization of the text.
Mark the alternative that shows the correct sequence, from top to bottom.
(__)A teacher asks students to look for a specific date and name in a text. This practice develops Scanning.
(__)A teacher asks students to read the title and first paragraph to get the gist of the text. This practice develops Skimming.
(__)Skimming requires reading every word intensively to understand the detailed meaning.
(__)Scanning is a top-down strategy that focuses on the general organization of the text.
Mark the alternative that shows the correct sequence, from top to bottom.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763534
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 is designed to align with
communicative competence, intercultural awareness,
and ethical dimensions of learning.
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.
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