Questões de Concurso Sobre palavras conectivas | connective words em inglês

Foram encontradas 618 questões

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Q4023158
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: Câmara dos Deputados Prova: CESPE / CEBRASPE - 2026 - Câmara dos Deputados - Técnico Legislativo - Especialidade: Policial Legislativo Federal |
Q4023158 Inglês
    The security risks faced by Parliaments, legislatures, elected representatives, and the officials who support them, differ greatly according to their evolving national and local circumstances, among other things. For some, the biggest security risks may stem from disruptive protesters and cyber criminals, but terrorism may pose the most concerning risks for others. In fact, threat actors differ enormously in their intentions and capabilities, which also change over time.
    Given that risk is a product of threat, vulnerability, and impact, it follows that ultimately there are only three ways to reduce security risk — namely, by reducing the threat, reducing the vulnerability, or reducing the impact (or some combination thereof). Reducing the threat element of security risk is difficult, especially in the case of determined and capable threat actors. Responsibility for reducing threats tends to lie mainly with national law enforcement, security, and intelligence agencies. That said, parliaments and other organisations can contribute to threat reduction through deterrence — in other words, by influencing the intentions of threat actors. Carefully crafted security-minded communications can convey a discouraging message to potential attackers, to the effect that they should expect to confront professional security measures and face a substantial risk of being caught. For instance, a parliamentary website might advertise that visitors will undergo ‘airport-style screening’, without explaining precisely what that entails. The public should be reassured by such message, whereas some threat actors might be deterred.

Paul Martin. Parliamentary security: an introductory guide.
Internet: <www.cpahq.org> (adapted).


Considering the preceding text, judge the following item. 
n the second paragraph, both “Given that”, in “Given that risk is a product of threat”, and “to the effect that”, in “can convey a discouraging message to potential attackers, to the effect that they should expect to confront professional security measures” can be respectively replaced with Because and because without this changing the original meaning of the text.
Alternativas
Q4023150
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: Câmara dos Deputados Prova: CESPE / CEBRASPE - 2026 - Câmara dos Deputados - Técnico Legislativo - Especialidade: Policial Legislativo Federal |
Q4023150 Inglês
    The role of the police in a healthy democracy is radically different from their role in authoritarian societies. In autocratic regimes, the police serve mainly to protect not the people, but the regime. The police are therefore typically politicized, with appointments being part of the patronage system that rewards regime loyalists. Police officers spend a great deal of time spying on the populace to unmask political opposition; crime against citizens is less of a concern. Abuse and corruption are usually rife, because police are not held accountable for their actions. Rather, political leaders tolerate abuses by the police in return for police loyalty to the regime.
    By contrast, in democratic societies the primary mission of the police is to protect citizens against crime and disorder, including illegal or corrupt behavior by officials. In democracies, police have carefully circumscribed roles that require close and positive relations with ordinary citizens. The use of arms and pursuit of criminals are rare and take up only a tiny fraction of police time. Instead, police officers spend the vast bulk of their time building relationships with the community through patrols, community-enhancing activities, and listening to citizens. The goal of democratic policing is to build a web of relationships between the community and the police that helps to control crime by making police aware of the persons and activities in the communities that they are assigned to protect and by inclining citizens to trust and cooperate with police. This also achieves the primary goal of making citizens feel secure in their daily activities, thereby fostering a climate that encourages increased legitimate business activity, investment, and planning for the future.

Michael D. Wiatrowski and Jack A. Goldstone. The ballot and the badge: democratic policing. In: Journal
of Democracy, Volume 21, Number 2. Internet: <muse.jhu.edu>  (adapted).


Concerning the previous text, judge the following items.
The words “Rather” (last sentence of the first paragraph) and “Instead” (fourth sentence of the second paragraph) could be used interchangeably in the text without this making it incoherent. 
Alternativas
Q4012178
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: Fundação CETREDE Órgão: Prefeitura de Maracanaú - CE Prova: Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012178 Inglês
In classroom writing, linkers shape how readers connect ideas across sentences. Analyze the statements.
I. Linkers can create cohesion by making relations explicit, yet coherence also depends on how ideas develop across the paragraph.
II. However commonly signals contrast and, when placed at the start of a clause, it is typically followed by a comma in standard writing.
III. Because tends to introduce reasons, while so tends to introduce results, and swapping them can shift the direction of cause and effect.
IV. Replacing a contrast linker with an addition linker keeps meaning stable when both clauses share the same topic.
V. Cohesion is achieved mainly by increasing the number of linkers, because more connectors reduce ambiguity in any paragraph.
The CORRECT statements are:
Alternativas
Q3998591
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: Prefeitura de São José dos Campos - SP Prova: FGV - 2026 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q3998591 Inglês
Read Text V and answer the question that follows.


Text V


Structural and pedagogical problems hinder the use of technology


    Three out of four teachers in Brazil show support for the use of artificial intelligence (AI) as a teaching tool. They also say that the technology has impacted education both positively, with faster access to information, and negatively, as students lose their focus.

    The data can be found in an unprecedented survey by Semesp Institute, an organization that represents higher education providers. The study was carried out between March 18 and 31 with 444 public and private school teachers from kindergarten to high school located in all regions of Brazil.

    In the study, 74.8 percent of respondents partially or totally agree with the use of artificial intelligence in teaching. Despite this, just over a third (39.2%) of them said they always use it as a teaching tool.

    Even though educators believe it is important to use AI, they also report structural and pedagogical problems that prevent or hinder its employment. Further issues were reported in connection with its excessive use, especially by pupils. Among these problems are the lack of internet at school, the lack of training for teachers and also greater difficulty in holding students’ attention.

    “I sense students have become more dependent on research tools and immediate answers and have a hard time having resilience and patience and acting as problem solvers,” an anonymous teacher who took part in the survey said.

    Another one said: “Technology has advanced, but sometimes access to it at school is not satisfactory. Poor internet connection. The computer lab is a restricted space. No Microsoft Office in the mobile lab. The use of cell phones is impractical as students have no internet. Now, even the internet is restricted to teachers.”

    Just under half of the teachers (45.7%) declared that both teachers and students have access to computers and the internet where they teach. Another seven percent answered there is still no access to technology in their schools. 

    Teachers also report that technology has made students lose their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a mismatch between the lesson taught and the lesson that the students want. The unbridled use of social media and the high level of exposure of young people to these networks have undermined teachers’ contact with students,” one of the teachers stated.


From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool
“Despite this” (2nd paragraph) is close in meaning to: 
Alternativas
Q3998573
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: FGV Órgão: Prefeitura de São José dos Campos - SP Prova: FGV - 2026 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q3998573 Inglês
Read Text I and answer the question that follows.


Text I


Multiliteracy: the new basic skill for the 21st century classroom


    We increasingly engage with texts that draw meaning beyond written words from other sources. Images, sound, video clips and gestures (alone and in combination) all play central roles in how we communicate and interpret content.

    This multimedia approach is especially evident in online platforms and social media, where a single piece of content may blend written language with videos, graphics, photos and other visual elements. This change requires us to rethink what we mean by literacy.

    Nearly 30 years ago, a group of scholars, the New London Group, recognised the need for a broader understanding of literacy after observing a growing gap between the literacy needs students faced outside of school and the print-based practices still dominant in classrooms.

    They introduced a concept of multiliteracies which acknowledges that we now engage with texts that use multiple modes of communication. We engage with these texts in different media environments, each with their own practices and strategies.

    The concept incorporates the literacy skills needed to acquire, interpret, produce and evaluate the multimodal and multimedia texts we encounter today.

    For literacy education, this shift means updating classroom aims, content and activities. The group developed a pedagogical framework to help schools respond to the growing inequalities and rapid changes in technology and the textual landscape.

    The process starts with examining pupils’ everyday literacy practices and experiences together. Then these practices are approached analytically by introducing a metalanguage for discussing the resources they use to create meaning. Students can use this metalanguage to critically evaluate their literacy practices which helps them understand how different modes of communication work and how to use them effectively.

    The pedagogy of multiliteracies also emphasises the design and production of multimodal texts and collaborative learning in linguistically and culturally diverse groups, rather than individual reading activities. […]

    Multiliteracies are already included in many European curricula, and the European framework for key competencies for lifelong learning defines literacy in a way that aligns with the concept of multiliteracies. These policy documents and guidelines provide a foundation for integrating multiliteracies into literacy education.

    Yet, research shows that there is still work to be done to incorporate teaching multimodal literacy practices into mainstream literacy education. While many teachers do include multimodal texts in their classroom activities, tensions between multimodal and traditional practices still exist.

    Studies point out the huge challenges teachers face when they adapt their teaching to the redefined literacies, and there are concerns about teachers’ preparedness to teach multiliteracies. They need support with training and appropriate materials. Teacher educators and policy makers must ensure that teachers have substantial and concrete support.


Adapted from https://school-education.ec.europa.eu/en/discover/expertviews/multiliteracy-new-basic-skill-21st-century-classroom


The first word in “Yet, research shows that there is still work to be done” (10th paragraph) can be replaced, without significant change of meaning, by: 
Alternativas
Q3994712
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FUNATEC Órgão: Prefeitura de Matias Olímpio - PI Prova: FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994712 Inglês
PROFESSOR DE LÍNGUA INGLESA:

THE DIGITAL FRONTIER OF FIDELITY

The Nuances of Micro-cheating: Social Practice or Digital Paranoia ?  


In the contemporary landscape of interpersonal relationships, the ubiquity of social media has recalibrated the traditional parameters of faithfulness. The emergence of the term "micro-cheating" serves as a testament to this shift, encompassing a spectrum of subtle, digitally-mediated behaviors that, while devoid of physical consummation, suggest an emotional or erotic redirection. Such actions— ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate concealment of encrypted message threads—occupy a contentious "grey area" that challenges the binary definition of infidelity.  

From a socio-psychological perspective, micro-cheating is often interpreted not as an isolated act of betrayal, but as a symptom of the "validation economy." The digital architecture of modern platforms encourages a constant pursuit of external approval, where a notification can function as a dopamine-inducing ego boost. Consequently, the ambiguity of intent becomes the focal point of the debate: is the digital interaction a legitimate exercise of social autonomy or a covert erosion of the primary partnership’s exclusivity? Proponents of the concept argue that the "secrecy criterion" is the ultimate litmus test—if an interaction is intentionally shielded from a partner’s view, the threshold of trust has likely been breached.  

Conversely, skeptics caution against the pathologization of digital sociability. They argue that the expansion of the "cheating" umbrella to include minor online interactions fosters a climate of hyper-vigilance and domestic surveillance, potentially undermining the very foundation of trust it seeks to protect. By labeling these behaviors as "micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for subversive intent.

For the language educator, this phenomenon provides a rich semiotic field for classroom reflection. Aligning with the National Common Curricular Base (BNCC), the study of such themes transcends mere grammatical decoding. It invites students to engage in "multiliteracies," analyzing how meaning is negotiated across digital platforms and how language (visual, verbal, and symbolic) shapes social ethics. In this sense, the English language is not merely a system of signs to be mastered, but a tool for critical agency in a globalized, hyper-connected world. 


In the sentence: "The 'secrecy criterion' is a litmus test; nevertheless, some critics argue it leads to surveillance." the connector "nevertheless" introduces a relation of: 
Alternativas
Q3993535
Inglês Advérbios e conjunções | Adverbs and conjunctions , Palavras conectivas | Connective words ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Nova Floresta - PB Prova: CPCON - 2026 - Prefeitura de Nova Floresta - PB - Professor Magistério - Classe B (Língua Inglesa) |
Q3993535 Inglês
Identify the alternative where the underlined/ bolded linking word can replace the underlined word in the sentence below without altering the original logical relationship or requiring structural changes to the sentence.
"The candidate possessed all the necessary technical qualifications for the executive position; nevertheless, he was not selected by the board of directors due to a perceived lack of cultural fit."
Alternativas
Q3988639
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988639 Inglês
“Educational leaders must evaluate ______ the epistemological transformations prompted by AImediated instruction ______ the ethical, legal, and socio-economic ramifications that accompany its systemic integration into formal schooling structures.” (Excerpt adapted from: Brookings Institution [2022]. “AI in Education: Promise and Pitfalls”)
The correlative structure that ensures syntactic parallelism and semantic coordination between equivalent noun phrases is:
Alternativas
Q3988634
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: IBAM Órgão: Prefeitura de Armação de Búzios - RJ Prova: IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988634 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
“There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers.” (paragraph 3)
The discourse marker “despite” is strategically employed to:
Alternativas
Q3983428
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: VUNESP Órgão: FAPESP Prova: VUNESP - 2026 - FAPESP - Analista Administrativo |
Q3983428 Inglês
        Administrative analysts perform a variety of clerical, data research, and information analysis tasks, and play a crucial role in ensuring the efficient and effective functioning of administrative processes within the organization.

        This position involves duties such as (i) providing administrative support to various departments, including scheduling meetings, managing calendars, and coordinating workflow; (ii) ensuring that administrative activities adhere to organizational policies, procedures, and regulations; (iii) maintaining accurate records, databases, and necessary documentation; and (iv) generating and presenting reports, charts, and graphs to communicate findings and insights to management, supporting informed decision-making.

        The ideal candidate should be detail-oriented, analytical, and possess strong organizational skills, besides holding efficient communication skills, which will enhance collaboration with different teams and departments and facilitate the flow of information regarding administrative matters.

        It should be noted that every employer is different and each will have unique qualifications when they hire for an Administrative Analyst role.

(https://www.ziprecruiter.com/)
In the extract from the second paragraph “This position involves duties such as”, the underlined expression introduces
Alternativas
Q3955812
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: IVIN Órgão: Prefeitura de Campo Grande do Piauí - PI Prova: IVIN - 2026 - Prefeitura de Campo Grande do Piauí - PI - Professor Inglês |
Q3955812 Inglês
In English, a Coordinating Conjunction is a word that joins two elements of equal grammatical rank and syntactic importance. About this, choose the only alternative with Coordinating Conjunctions:
Alternativas
Q3955810
Inglês Palavras conectivas | Connective words , Análise sintática | Syntax Parsing ,
Ano: 2026 Banca: IVIN Órgão: Prefeitura de Campo Grande do Piauí - PI Prova: IVIN - 2026 - Prefeitura de Campo Grande do Piauí - PI - Professor Inglês |
Q3955810 Inglês
Coordinating conjunctions coordinate or join two or more sentences, main clauses, words, or other parts of speech which are of the same syntactic importance. Also known as
Alternativas
Q3953935
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: COPEVE-UFAL Órgão: IFAL Prova: COPEVE-UFAL - 2026 - IFAL - Professor EBTT - Língua Inglesa |
Q3953935 Inglês
Can the subaltern speak?
Gayatri Spivak
        Some of the most radical criticism coming out of the West today is the result of an interested desire to conserve the subject of the West, or the West as Subject. The theory of pluralized ‘subject-effects’ gives an illusion of undermining subjective sovereignty while often providing a cover for this subject of knowledge. Although the history of Europe as Subject is narrativized by the law, political economy, and ideology of the West, this concealed Subject pretends it has ‘no geo-political determinations.’ The much-publicized critique of the sovereign subject thus actually inaugurates a Subject. I will argue for this conclusion by considering a text by two great practitioners of the critique: ‘Intellectuals and power: a conversation between Michel Foucault and Gilles Deleuze.
        I have chosen this friendly exchange between two activist philosophers of history because it undoes the opposition between authoritative theoretical production and the unguarded practice of conversation, enabling one to glimpse the track of ideology. The participants in this conversation emphasize the most important contributions of French poststructuralist theory: first, that the networks of power/desire/interest are so heterogeneous, that their reduction to a coherent narrative is counterproductive – a persistent critique is needed; and second, that intellectuals must attempt to disclose and know the discourse of society’s Other. Yet the two systematically ignore the question of ideology and their own implication in intellectual and economic history.
        Although one of its chief presuppositions is the critique of the sovereign subject, the conversation between Foucault and Deleuze is framed by two monolithic and anonymous subjects-in-revolution: ‘A Maoist’ (FD, p. 205) and ‘the workers’ struggle’ (FD, p. 217). Intellectuals, however, are named and differentiated; moreover, a Chinese Maoism is nowhere operative. Maoism here simply creates an aura of narrative specificity, which would be a harmless rhetorical banality were it not that the innocent appropriation of the proper name ‘Maoism’ for the eccentric phenomenon of French intellectual ‘Maoism’ and subsequent ‘New Philosophy’ symptomatically renders ‘Asia’ transparent.
        Deleuze’s reference to the workers’ struggle is equally problematic; it is obviously a genuflection: ‘We are unable to touch [power] in any point of its application without finding ourselves confronted by this diffuse mass, so that we are necessarily led… to the desire to blow it up completely. Every partial revolutionary attack or defense is linked in this way to the workers’ struggle’ (FD, p. 217). The apparent banality signals a disavowal. The statement ignores the international division of labor, a gesture that often marks poststructuralist political theory. 3 The invocation of the workers’ struggle is baleful in its very innocence; it is incapable of dealing with global capitalism: the subject-production of worker and unemployed within nation-state ideologies in its Center; the increasing subtraction of the working class in the Periphery from the realization of surplus value and thus from ‘humanistic’ training in consumerism; and the large-scale presence of paracapitalist labor as well as the heterogeneous structural status of agriculture in the Periphery. Ignoring the international division of labor; rendering ‘Asia’ (and on occasion ‘Africa’) transparent (unless the subject is ostensibly the ‘Third World’); reestablishing the legal subject of socialized capital – these are problems as common to much poststructuralist as to structuralist theory. Why should such occlusions be sanctioned in precisely those intellectuals who are our best prophets of heterogeneity and the Other? [...].
Available in: https://archive.org/stream/CanTheSubalternSpeak/Can_the_subaltern_speak_djvu.txt. Acess on: Jan. 25, 2026.
Considering the sentences, regarding the highlighted (underlined) discourse marker,
I. [...] first, that the networks of power/desire/interest are so heterogeneous, that their reduction to a coherent narrative is counterproductive [...]
II. Although one of its chief presuppositions is the critique of the sovereign subject, [...]
III. [...] moreover, a Chinese Maoism is nowhere operative [...]
IV. Intellectuals, however, are named and differentiated [...]
V. Why should such occlusions be sanctioned in precisely those intellectuals who are our best prophets of heterogeneity and the Other?
it is found that only the following are correct
Alternativas
Q3953453
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: IGEDUC Órgão: Prefeitura de Serraria - PB Prova: IGEDUC - 2026 - Prefeitura de Serraria - PB - Professor Fundamental II - Inglês |
Q3953453 Inglês
As orações em inglês são conectadas por conjunções que estabelecem relações lógicas específicas, determinando a estrutura sintática (paratática ou hipotática). Assinale a alternativa que descreve CORRETAMENTE o uso dos conectivos.
Alternativas
Q3946996
Inglês Advérbios e conjunções | Adverbs and conjunctions , Palavras conectivas | Connective words ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946996 Inglês
Which option employs the connector in a way that most accurately reflects concessive contrast while maintaining syntactic CORRECTNESS academic tone, and logical coherence?

Target meaning: The theory is widely accepted; however, it still fails to explain several anomalies in the data.
Alternativas
Q3946985
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946985 Inglês

            Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.



            Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.



Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

In the sentence “Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction, language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement.”, which connective would best replace the semicolon to preserve the logical relationship between the two clauses?
Alternativas
Q3944854
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944854 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
Considering some discourse markers present in Text 2, it is completely INCORRECT to affirm that:
Alternativas
Q3939311
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: IBADE Órgão: SEDUC-RO Prova: IBADE - 2026 - SEDUC-RO - Professor - Língua Inglesa |
Q3939311 Inglês

Read the text below and answer the questions:


New beginnings in Wrocław: The refugee students building brighter futures


Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.


“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.


Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.


Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.


Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.


Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.


Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.


“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”


For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”


Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. 


Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.


Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”


Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.


Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.


Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.


Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.


Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.


Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.


“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”


As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.


Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.


Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.


Her family has recently decided to stay in Poland.


“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.


These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.


As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.


UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.


This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.


Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw 

Analyze the conjunctive relationship in: “Despite these difficulties, Kamila now dreams of becoming a translator.” The concessive marker establishes a logical relationship between the concessive phrase and the main clause.


Which statement accurately characterizes the conjunctive function and the semantic relationship expressed?

Alternativas
Q3935006
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: FRONTE Órgão: Prefeitura de Otacílio Costa - SC Prova: FRONTE - 2026 - Prefeitura de Otacílio Costa - SC - Professor de Inglês - Habilitado |
Q3935006 Inglês

Identify the alternative that correctly fills the gap:


"The school decided to implement the new technology, __________ the budget was extremely limited for this semester."

Alternativas
Q3934996
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: FRONTE Órgão: Prefeitura de Otacílio Costa - SC Prova: FRONTE - 2026 - Prefeitura de Otacílio Costa - SC - Professor de Inglês - Não Habilitado |
Q3934996 Inglês

Escolha a palavra que melhor completa o sentido de conclusão na frase:


"The students studied very hard; __________, they got excellent grades." 

Alternativas
Respostas
1: E
2: C
3: A
4: C
5: D
6: C
7: A
8: B
9: B
10: E
11: B
12: E
13: D
14: C
15: B
16: D
17: B
18: B
19: C
20: B
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