Questões de Concurso Sobre inglês
Foram encontradas 25.547 questões
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235076
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Falantes do Português brasileiro frequentemente pronunciam o -ed final de verbos regulares em inglês como
tendo o mesmo som, embora esse sufixo na verdade
possa assumir diferentes pronúncias: /t/; /d/; /id/. Das
palavras abaixo, retiradas do texto, assinale aquela em
que o sufixo -ed é pronunciado como /id/.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235075
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Suppose this text were used in a professional development
course for Brazilian primary and secondary school
teachers. The theme “interculturality” would constitute
an integral part of this teachers’ course as long as the
participants were instigated to:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235074
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Leia os trechos abaixo, retirados do terceiro parágrafo:
“They discussed how they came up with responses based on best practices they had learned from their own experience as teachers.”
“They also spoke of the knowledge acquired in professional development courses.”
O conjunto das duas citações ilustra como, para enfrentar os problemas que surgem no seu dia a dia, os professores participantes do estudo descrito no texto recorrem
“They discussed how they came up with responses based on best practices they had learned from their own experience as teachers.”
“They also spoke of the knowledge acquired in professional development courses.”
O conjunto das duas citações ilustra como, para enfrentar os problemas que surgem no seu dia a dia, os professores participantes do estudo descrito no texto recorrem
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235073
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
This text rests on information deriving largely from
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235072
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the fragment from the first paragraph “following a
curriculum to fidelity might mean a teacher is required
to”, the bolded modal verb carries the idea of
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235071
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the first paragraph, the idea of fidelity in teaching is
presented as
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235070
Inglês
Texto associado
Leia o texto para responder à questão.
In teaching, “fidelity” refers to closely following specific
procedures for how to teach a lesson or respond to student
behavior. For example, following a curriculum to fidelity
might mean a teacher is required to read from a script, use a
certain tone or expression, or teach from a designated page
in a guidebook on a specific day. While prevalent across
the country, this kind of micromanaging is more common in
schools that serve low-income and minority students.
I’m a former elementary school teacher in the United
States and I now study how teachers make ethical decisions.
This includes how they observe their students and try to help
them – regardless of whether their decisions align with a
prescribed curriculum.
In a recent study, I interviewed 12 teachers about how
they deal with problems that arise in the classroom every day.
These teachers discussed how they came up with responses
based on best practices they had learned from their own
experience as teachers. They also spoke of the knowledge
acquired in professional development courses.
Of the nine who worked in public schools, however, all
but one of the teachers were influenced by pressure to follow
a curriculum to fidelity. This kindergarten teacher described
how, when she was teaching preschool, her students who
lived in a rural area did not understand references to crossing
busy city streets in a book she was required to read as part
of the curriculum. She brought her students outside to the
parking lot to practice street crossing and listen to the noises
of local traffic. This was not part of the curriculum. Had the
teacher followed the curriculum strictly, the students may not
have been able to grasp the lesson from the book.
Research shows that flexibility in teaching methods and
curricula allows teachers and students to participate more
fully in the learning process – and even promotes a more
democratic society. Instead of mandating that teachers stick
to the curriculum word for word, schools should trust teachers
and ask why they want to teach. Working with teachers should
begin with the belief in their good intentions.
(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
The author’s main argument in the text can be
summarized as:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235069
Inglês
Leia a tirinha.
A Brazilian teacher uses this comic strip as part of an English class. The attitude demonstrated by both characters in the last frame could be used as a starting point for a classroom discussion on
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225346
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The authors agree that human action is at the root cause of changes in vegetation in drylands.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225344
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The following expressions are examples of technical or specialized language that help to place the text in a certain area of knowledge: “climate change”, “vegetation greenness” and “key challenge”.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
INSA
Provas:
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade
|
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal |
CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal |
CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225342
Inglês
Texto associado
Land degradation is a systemic global problem, but the
scale of the problem is disputed, with global estimates of
degraded areas ranging from <10 to >60 million km2
. Changes in
vegetation in drylands are predominantly caused by two factors:
(i) anthropogenic climate change, which includes both changes in
water availability driven by trends in precipitation and increases
in temperature, as well as increased water use efficiency (carbon
gain per unit of water lost) in response to rising atmospheric CO2;
and (ii) land use practices, including grazing, cropping and
deforestation. Unsustainable land use is considered the primary
negative driver of dryland degradation. The impact of climate
change on drylands is also generally thought to be negative, with
some studies suggesting that anthropogenic forcing has already
increased arid areas.
Despite evidence for land use-induced degradation and the
studies that find increased aridification over drylands, satellite
estimates of vegetation greenness show a significant global
increase since 1980. The key drivers of this global increase in
apparent vegetation productivity are the vegetation’s response to
rising CO2, increases in rainfall and temperature and land use.
Model simulations which prescribe land use, attribute almost all
of the trend in satellite-derived greening to CO2 fertilization,
while satellite-derived models that do not account for CO2,
explicitly find either climate or land use as the dominate factor.
Neither approach explicitly accounts for rapid ecosystem change
in their proportioning of the relative contributions of each driver.
This can lead them to miss or underestimate rapid changes driven
by processes like extreme fires, deforestation, reforestation,
changes in agricultural policy, etc. Disentangling the roles of
climate (temperature and precipitation), CO2 and land use thus
remains a key challenge.
A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2
of drylands towards desertification. Internet:<www.sciencedirect.com> (adapted)
Judge the following item about the text presented above.
The two approaches mentioned in the second paragraph diverge as to the reasons for global increase in vegetation greenness.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223442
Inglês
Which of the following sentences is grammatically
CORRECT?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223441
Inglês
Mark the CORRECT item to fill in the blank.
They ______ their house painted before they moved in.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223440
Inglês
The first conditional is used to express the consequence
of a realistic possibility now or in the future. Which item
below displays that?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223439
Inglês
F. Scott Fitzgerald’s This Side of Paradise (1920) showed
the disillusionment and moral disintegration experienced by
so many in the United States after World War I. This work
marked the start of a promising literary journey, leading to
The Great Gatsby (1925), which is:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223438
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
A compound word is two or more words linked together
to produce a word with a new meaning. Which of the words
below, from the text, are compound words?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223437
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
The word “resilience”, underlined in the second
paragraph of the text, in its context, means the ability:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223436
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
Mark “T” (true) for the words that present the same “gh”
sound as in “toughness” and “F” (false) for those who don’t.
Then, mark the correct sequence.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223435
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
According to the text, mark the INCORRECT item.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221244
Inglês
Analyze the cartoon below by Ellis Rosen
(Available at: https://www.newyorker.com/gallery/and-the-oscar-goes-to – text specially adapted for this test).
The present continuous tense has the same use as in “They’re all looking at me” in which of the alternatives below?
Conheça nossos planos