Questões de Concurso Sobre inglês
Foram encontradas 25.999 questões
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877688
Inglês
Texto associado
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
How does Daniel Plate see the general academic relation to AI?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877687
Inglês
Texto associado
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
What was Plate and his colleague’s approach at a
university course they taught some year ago?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877686
Inglês
Associate the prepositions with the sentences.
SENTENCES
1. I’m going away _____ the end of January.
2. Our apartment is _____ the second floor of the building.
3. When we were in Italy, we spent a few days _____ Venice.
4. I like them very much. They have always been very nice _____me.
PREPOSITIONS
( ) at
( ) in
( ) on
( ) to
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877685
Inglês
Indicate whether each of the following statements
about Critical Literacy made by Caetano in "But When
Do I Do Critical Literacy?" is true (T) or false (F).
( ) Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
( ) Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877684
Inglês
Read this extract from Chapter VII of Jane Austen’s
Emma and fill in the gaps with the correct form of the
verbs indicated below.
She had ______, as soon as she ______ back to Mrs. Goddard’s, that Mr. Martin had been there an hour before, and finding she was not at home, nor particularly expected, had ______ a little parcel for her from one of his sisters, and gone away; and on opening this parcel, she had actually found, besides the two songs which she had _____ Elizabeth to copy, a letter to herself; and this letter was from him, from Mr. Martin, and contained a direct proposal of marriage. "Who could have ______? She was so surprised she did not know what to do. Yes, quite a proposal of marriage; and a very good letter, at least she thought so.
Disponível em: (http://www.gutenberg.org/files/158/158-h/158-h.htm)
The sequence that correctly fills in the blanks is:
She had ______, as soon as she ______ back to Mrs. Goddard’s, that Mr. Martin had been there an hour before, and finding she was not at home, nor particularly expected, had ______ a little parcel for her from one of his sisters, and gone away; and on opening this parcel, she had actually found, besides the two songs which she had _____ Elizabeth to copy, a letter to herself; and this letter was from him, from Mr. Martin, and contained a direct proposal of marriage. "Who could have ______? She was so surprised she did not know what to do. Yes, quite a proposal of marriage; and a very good letter, at least she thought so.
Disponível em: (http://www.gutenberg.org/files/158/158-h/158-h.htm)
The sequence that correctly fills in the blanks is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877683
Inglês
Associate the complements with the sentences.
SENTENCES 1. I like Tom’s idea. 2. You drive too fast. 3. I’m fed up with my job. 4. I couldn’t get a seat on the train. 5. You don’t have to take my advice. 6. I won’t be able to come to the party.
COMPLEMENTS ( ) You can do as you like. ( ) Let’s do as he suggests. ( ) It was full, as I expected. ( ) As you know, I’ll be away. ( ) As I’ve told you before, it’s boring. ( ) You should take more care, as I keep telling you.
The correct sequence of this association is:
SENTENCES 1. I like Tom’s idea. 2. You drive too fast. 3. I’m fed up with my job. 4. I couldn’t get a seat on the train. 5. You don’t have to take my advice. 6. I won’t be able to come to the party.
COMPLEMENTS ( ) You can do as you like. ( ) Let’s do as he suggests. ( ) It was full, as I expected. ( ) As you know, I’ll be away. ( ) As I’ve told you before, it’s boring. ( ) You should take more care, as I keep telling you.
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877682
Inglês
Considering the theories of Critical Literacy discussed
by Caetano, in "But When Do I Do Critical Literacy?",
analyze the following assertions about the critical
literacy concept.
I- It is a perspective intimately linked to the postmethod condition, constituting a practical application of the principle of possibility aiming at the social transformation of both teachers and students.
II- This perspective adopted in the Brazilian basic education network focus on the student and in the teaching of functional English and is reduced to the instrumental teaching of this language, disregarding the local learning context and the subjects involved in this process.
III- By using Critical Literacy, the teacher will be able to recognize the rich resources that students and families possess, what these students bring to school and how what they bring is or is not valued, recognized and built on the curriculum, in classrooms and in school environments.
IV- The activities developed within this perspective should encompass the reading and discussion of different texts so that, through them, it is possible to provide students with opportunities for critical reflection and transformation in the way they see the world and interact with their reality.
It is correct only what is stated in
I- It is a perspective intimately linked to the postmethod condition, constituting a practical application of the principle of possibility aiming at the social transformation of both teachers and students.
II- This perspective adopted in the Brazilian basic education network focus on the student and in the teaching of functional English and is reduced to the instrumental teaching of this language, disregarding the local learning context and the subjects involved in this process.
III- By using Critical Literacy, the teacher will be able to recognize the rich resources that students and families possess, what these students bring to school and how what they bring is or is not valued, recognized and built on the curriculum, in classrooms and in school environments.
IV- The activities developed within this perspective should encompass the reading and discussion of different texts so that, through them, it is possible to provide students with opportunities for critical reflection and transformation in the way they see the world and interact with their reality.
It is correct only what is stated in
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877681
Inglês
Associate the sentence with the phrasal verb.
PHRASAL VERBS 1. sort out 2. went out 3. looked out 4. carried out 5. crossed out 6. climbed out 7. checked out
SENTENCES ( ) We paid the hotel bill and ________. ( ) Andy opened the window and ________. ( ) Suddenly all the lights in the building _______. ( ) Some of the names on the list will be _______. ( ) There are a few problems we need to _______. ( ) An investigation into the accident will be ________. ( ) She swam up and down the pool, and then________.
The correct sequence of this association is:
PHRASAL VERBS 1. sort out 2. went out 3. looked out 4. carried out 5. crossed out 6. climbed out 7. checked out
SENTENCES ( ) We paid the hotel bill and ________. ( ) Andy opened the window and ________. ( ) Suddenly all the lights in the building _______. ( ) Some of the names on the list will be _______. ( ) There are a few problems we need to _______. ( ) An investigation into the accident will be ________. ( ) She swam up and down the pool, and then________.
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877675
Inglês
A verb tense indicates the time at which the action
or state of being described by the verb occurred, is
occurring or will occur.
Consider the statements below and the use of verb tenses in them.
I- The road is closed. There's been an accident.
II- lt was not raining when I looked out of the window; the sun was shining. But it was been raining before.
III- I wasn't sure who she was. I'd seen her before, but I couldn't remember where.
IV- Bill is phoning his girlfriend again. That's the third time he's phoned her this evening.
V- lt was raining when I have gotten up.
It is correct only what is stated in
Consider the statements below and the use of verb tenses in them.
I- The road is closed. There's been an accident.
II- lt was not raining when I looked out of the window; the sun was shining. But it was been raining before.
III- I wasn't sure who she was. I'd seen her before, but I couldn't remember where.
IV- Bill is phoning his girlfriend again. That's the third time he's phoned her this evening.
V- lt was raining when I have gotten up.
It is correct only what is stated in
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877294
Inglês
Multiculturalism, emphasized by globalization, is
perhaps the most important premise for the implementation of critical pedagogy in the educational
context of today.
CAETANO, Érika Amâncio. “But When Do I Do Critical Literacy?”: Perspectives for Designing Critical Literacy Activities in EFL Classrooms. (Adaptado).
Analise as asserções a seguir e a relação proposta entre elas.
I- The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation
BECAUSE
II- it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
Sobre as asserções é correto afirmar que
CAETANO, Érika Amâncio. “But When Do I Do Critical Literacy?”: Perspectives for Designing Critical Literacy Activities in EFL Classrooms. (Adaptado).
Analise as asserções a seguir e a relação proposta entre elas.
I- The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation
BECAUSE
II- it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
Sobre as asserções é correto afirmar que
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877293
Inglês
The -ed ending is used to form the past tense and past participle of regular verbs.
Mark the option in which the -ed ending pronunciation is the same.
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877292
Inglês
Dominar a pronúncia é um dos maiores desafios que
enfrentamos ao aprender uma língua estrangeira.
Precisamos conseguir ouvir, compreender e reproduzir sons que não fazem parte da nossa língua materna
para adquirir fluência plena em outro idioma.
A seguir são apresentadas afirmações de dizem respeito à fonética e à pronúncia da língua inglesa.
Informe se é verdadeiro (V) ou falso (F) cada afirmação feita por Thaïs Cristófaro Silva em Pronúncia do inglês.
( ) Os sons p, b, k, g são todos oclusivos, ou seja, durante a sua produção, ocorre oclusão ou obstrução da passagem da corrente de ar pelo trato vocal.
( ) Os sons θ e ð tem o mesmo correlato ortográfico – que é “th” –, o primeiro é desvozeado e o segundo é vozeado.
( ) As palavras “leave” e “live” têm a mesma pronúncia e apresentam uma vogal longa.
( ) Não existem consoantes laterais na língua inglesa porque não existe o som lh, como na palavra “milho”.
( ) Os sons tʃ e dʒ são africados, o primeiro está presente na palavra “soldier" e o segundo está presente na palavra “choice”.
De acordo com as afirmações, a sequência correta é:
A seguir são apresentadas afirmações de dizem respeito à fonética e à pronúncia da língua inglesa.
Informe se é verdadeiro (V) ou falso (F) cada afirmação feita por Thaïs Cristófaro Silva em Pronúncia do inglês.
( ) Os sons p, b, k, g são todos oclusivos, ou seja, durante a sua produção, ocorre oclusão ou obstrução da passagem da corrente de ar pelo trato vocal.
( ) Os sons θ e ð tem o mesmo correlato ortográfico – que é “th” –, o primeiro é desvozeado e o segundo é vozeado.
( ) As palavras “leave” e “live” têm a mesma pronúncia e apresentam uma vogal longa.
( ) Não existem consoantes laterais na língua inglesa porque não existe o som lh, como na palavra “milho”.
( ) Os sons tʃ e dʒ são africados, o primeiro está presente na palavra “soldier" e o segundo está presente na palavra “choice”.
De acordo com as afirmações, a sequência correta é:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877291
Inglês
A Base Nacional Comum Curricular da área de Linguagens e suas Tecnologias busca consolidar e ampliar as aprendizagens previstas na BNCC do Ensino
Fundamental nos componentes Língua Portuguesa,
Arte, Educação Física e Língua Inglesa – observada a
garantia dos direitos linguísticos aos diferentes povos
e grupos sociais brasileiros.
Avalie as sentenças abaixo sobre a Base Nacional Comum Curricular.
I- A BNCC prevê que os estudantes desenvolvam competências e habilidades que lhes possibilitem mobilizar e articular conhecimentos dos componentes de Linguagens e suas Tecnologias simultaneamente a dimensões socioemocionais, em situações de aprendizagem que lhes sejam significativas e relevantes para sua formação integral.
II- A BNCC considera os fundamentos básicos de ensino e aprendizagem das Linguagens, que, ao longo de mais de três décadas, têm se comprometido com uma formação voltada a possibilitar uma participação mais plena dos jovens nas diferentes práticas socioculturais que envolvem o uso das linguagens.
III- No Ensino Médio, a contextualização das práticas de linguagem nos diversos campos de atuação permite aos estudantes explorar a presença da unicidade de usos da língua inglesa na cultura digital, nas culturas infantis e em estudos e pesquisas, como também ampliar suas perspectivas em relação à sua vida pessoal e profissional.
IV- Deve-se buscar expandir os repertórios linguísticos, unissemióticos e culturais dos estudantes, possibilitando o desenvolvimento de maior consciência e reflexão críticas das funções e usos do inglês na sociedade contemporânea – permitindo, por exemplo, problematizar com maior criticidade os motivos pelos quais ela se tornou uma língua de uso local.
V- Nas situações de aprendizagem do inglês, os estudantes podem reconhecer o caráter fluido, dinâmico e particular dessa língua, como também as marcas identitárias e de singularidade de seus usuários, de modo a ampliar suas vivências com outras formas de organizar, dizer e valorizar o mundo e de construir identidades.
Está correto apenas o que se afirma em
Avalie as sentenças abaixo sobre a Base Nacional Comum Curricular.
I- A BNCC prevê que os estudantes desenvolvam competências e habilidades que lhes possibilitem mobilizar e articular conhecimentos dos componentes de Linguagens e suas Tecnologias simultaneamente a dimensões socioemocionais, em situações de aprendizagem que lhes sejam significativas e relevantes para sua formação integral.
II- A BNCC considera os fundamentos básicos de ensino e aprendizagem das Linguagens, que, ao longo de mais de três décadas, têm se comprometido com uma formação voltada a possibilitar uma participação mais plena dos jovens nas diferentes práticas socioculturais que envolvem o uso das linguagens.
III- No Ensino Médio, a contextualização das práticas de linguagem nos diversos campos de atuação permite aos estudantes explorar a presença da unicidade de usos da língua inglesa na cultura digital, nas culturas infantis e em estudos e pesquisas, como também ampliar suas perspectivas em relação à sua vida pessoal e profissional.
IV- Deve-se buscar expandir os repertórios linguísticos, unissemióticos e culturais dos estudantes, possibilitando o desenvolvimento de maior consciência e reflexão críticas das funções e usos do inglês na sociedade contemporânea – permitindo, por exemplo, problematizar com maior criticidade os motivos pelos quais ela se tornou uma língua de uso local.
V- Nas situações de aprendizagem do inglês, os estudantes podem reconhecer o caráter fluido, dinâmico e particular dessa língua, como também as marcas identitárias e de singularidade de seus usuários, de modo a ampliar suas vivências com outras formas de organizar, dizer e valorizar o mundo e de construir identidades.
Está correto apenas o que se afirma em
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877290
Inglês
When we want to report what someone said, we can use “direct speech” or “reported speech”.
Read this statement:
“Mr. Mason has gone out.” the secretary told me.
The correct sentence that maintains the meaning of the situation above, in reported speech, is:
Read this statement:
“Mr. Mason has gone out.” the secretary told me.
The correct sentence that maintains the meaning of the situation above, in reported speech, is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877289
Inglês
We can use if with many different structures.
Read the situation.
She didn’t have time. She didn’t go shopping.
The correct sentence that maintains the meaning of the situation above is:
Read the situation.
She didn’t have time. She didn’t go shopping.
The correct sentence that maintains the meaning of the situation above is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877287
Inglês
Prepositions show the relationship between a noun or
pronoun and another word in a sentence, often by indicating relationships of location, time, direction, and
manner. They act as connector words, linking a noun
to the rest of the sentence to provide clarity and detail
about where, when, or how something is happening
or connected.
Considering the use of prepositions in the English language, fill in the blanks with the words indicated below. Each word indicated can be used once or many times or it cannot be used at all.
A: What are you doing ______ Saturday? B: I'm playing hockey ______ noon. A: Can you go to a movie after your game? It starts ______ 8:00. B: Sounds like a plan! See you ______ 8 sharp.
The sequence that correctly fills in the blanks is:
Considering the use of prepositions in the English language, fill in the blanks with the words indicated below. Each word indicated can be used once or many times or it cannot be used at all.
A: What are you doing ______ Saturday? B: I'm playing hockey ______ noon. A: Can you go to a movie after your game? It starts ______ 8:00. B: Sounds like a plan! See you ______ 8 sharp.
The sequence that correctly fills in the blanks is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877286
Inglês
Sometimes we talk about something that happened
in the past. Then, we refer to things that happened
before this time.
The verb tense used to refer to things that happened before the past and the sentence in front of it that exemplifies this verb tense are respectively:
The verb tense used to refer to things that happened before the past and the sentence in front of it that exemplifies this verb tense are respectively:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877285
Inglês
Texto associado
Language Teaching Methodology:
A Text-based Approach
What is a text-based approach to language teaching?
A text-based approach entails:
1. Linking spoken and written texts to the cultural
context of their use.
2. Designing units of work that focus on developing
skills in relation to whole texts.
3. Providing students with guided practice as
they develop language skills for meaningful
communication through whole texts.
(…) The objective of this approach is to make students
acquainted with several texts which have a different
context. The result will be the following: students will
“produce and understand oral and written discourse
in various natural or stimulated communicative
settings in which they participate with a specific and
explicit intention” (Mumba and Mkandawire, 2019,
n.p.).
According to this teaching approach, the ability to
understand different types of text helps to strengthen
overall communicative skills in a second language.
How does a text-based language teaching strategy
work?
“The Text-based Integrated Approach means that a
series of lessons probably one or two weeks’ work will
comprise a unit which centre around a written text.
This will have to be chosen carefully by the teacher
for its suitability in terms of interest, level of difficulty,
and appropriateness to the learners” (Mumba and
Mkandawire, 2019, n.p.).
A language, after all, does incorporate different texts.
For instance, rather than just teaching isolated words
such as teeth, we can make up a story about how
important it is to brush our teeth, at least twice a
day in order to avoid visits to the dentist. It appears
from different studies that students, at any age, learn
more effectively when grammar and vocabulary are taught altogether. And, when the teaching material
makes students enthusiastic. Consequently, it is
recommended to choose texts which will trigger
interest. For instance, young children may be
interested in animals and cartoons whereas older
ones will find topics such as movies, music, sports, or
even politics more appealing.
We can divide the language learning activities under
the text-based approach into two different categories:
Working on the text and working from the text.
Working on the text includes exercises that test
the student’s understanding of the text. Among
them, there are exercises like gap-filling (or fillin-the-blanks), writing summary, linking actions,
paraphrasing, and sequencing events for example.
Among working from the text exercises, there are
debating the idea presented in the text, finding
arguments for and against the topic or thesis
presented by the text, developing a conversation
between student groups using the text’s topic and
vocabulary. Working from the text activities test
the student’s ability to decode at a deeper level
the message of the text and to use the information
learned in a communicative context. Such activities
allow for training both the student’s reading and
speaking skills.
What are the main advantages of the text-based
language teaching approach?
Lessons can integrate debates, roles plays, drama, or
any sort of competition if preparation is given. This
method implies that “teaching should focus on all the
four language skills (speaking, reading, writing and
listening). All activities are designed with reference
to a particular text” (Mumba and Mkandawire, 2019,
n.p.). This particular method seems to increase
memorization and overall learning. As Study.com
points out students can understand the meaning of
new words by themselves by reading them in context
and can also quickly acquire new vocabulary that
evolves around that one topic.
Disponível em: https://sanako.com/a-text-based-language-teaching-methodology. Acesso em: 27 nov. 2025. (Adaptado).
What are the benefits from the text-based language
teaching approach?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877284
Inglês
Texto associado
Language Teaching Methodology:
A Text-based Approach
What is a text-based approach to language teaching?
A text-based approach entails:
1. Linking spoken and written texts to the cultural
context of their use.
2. Designing units of work that focus on developing
skills in relation to whole texts.
3. Providing students with guided practice as
they develop language skills for meaningful
communication through whole texts.
(…) The objective of this approach is to make students
acquainted with several texts which have a different
context. The result will be the following: students will
“produce and understand oral and written discourse
in various natural or stimulated communicative
settings in which they participate with a specific and
explicit intention” (Mumba and Mkandawire, 2019,
n.p.).
According to this teaching approach, the ability to
understand different types of text helps to strengthen
overall communicative skills in a second language.
How does a text-based language teaching strategy
work?
“The Text-based Integrated Approach means that a
series of lessons probably one or two weeks’ work will
comprise a unit which centre around a written text.
This will have to be chosen carefully by the teacher
for its suitability in terms of interest, level of difficulty,
and appropriateness to the learners” (Mumba and
Mkandawire, 2019, n.p.).
A language, after all, does incorporate different texts.
For instance, rather than just teaching isolated words
such as teeth, we can make up a story about how
important it is to brush our teeth, at least twice a
day in order to avoid visits to the dentist. It appears
from different studies that students, at any age, learn
more effectively when grammar and vocabulary are taught altogether. And, when the teaching material
makes students enthusiastic. Consequently, it is
recommended to choose texts which will trigger
interest. For instance, young children may be
interested in animals and cartoons whereas older
ones will find topics such as movies, music, sports, or
even politics more appealing.
We can divide the language learning activities under
the text-based approach into two different categories:
Working on the text and working from the text.
Working on the text includes exercises that test
the student’s understanding of the text. Among
them, there are exercises like gap-filling (or fillin-the-blanks), writing summary, linking actions,
paraphrasing, and sequencing events for example.
Among working from the text exercises, there are
debating the idea presented in the text, finding
arguments for and against the topic or thesis
presented by the text, developing a conversation
between student groups using the text’s topic and
vocabulary. Working from the text activities test
the student’s ability to decode at a deeper level
the message of the text and to use the information
learned in a communicative context. Such activities
allow for training both the student’s reading and
speaking skills.
What are the main advantages of the text-based
language teaching approach?
Lessons can integrate debates, roles plays, drama, or
any sort of competition if preparation is given. This
method implies that “teaching should focus on all the
four language skills (speaking, reading, writing and
listening). All activities are designed with reference
to a particular text” (Mumba and Mkandawire, 2019,
n.p.). This particular method seems to increase
memorization and overall learning. As Study.com
points out students can understand the meaning of
new words by themselves by reading them in context
and can also quickly acquire new vocabulary that
evolves around that one topic.
Disponível em: https://sanako.com/a-text-based-language-teaching-methodology. Acesso em: 27 nov. 2025. (Adaptado).
How does a text-based language teaching strategy
work?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Inglesa |
Q3877283
Inglês
Texto associado
Language Teaching Methodology:
A Text-based Approach
What is a text-based approach to language teaching?
A text-based approach entails:
1. Linking spoken and written texts to the cultural
context of their use.
2. Designing units of work that focus on developing
skills in relation to whole texts.
3. Providing students with guided practice as
they develop language skills for meaningful
communication through whole texts.
(…) The objective of this approach is to make students
acquainted with several texts which have a different
context. The result will be the following: students will
“produce and understand oral and written discourse
in various natural or stimulated communicative
settings in which they participate with a specific and
explicit intention” (Mumba and Mkandawire, 2019,
n.p.).
According to this teaching approach, the ability to
understand different types of text helps to strengthen
overall communicative skills in a second language.
How does a text-based language teaching strategy
work?
“The Text-based Integrated Approach means that a
series of lessons probably one or two weeks’ work will
comprise a unit which centre around a written text.
This will have to be chosen carefully by the teacher
for its suitability in terms of interest, level of difficulty,
and appropriateness to the learners” (Mumba and
Mkandawire, 2019, n.p.).
A language, after all, does incorporate different texts.
For instance, rather than just teaching isolated words
such as teeth, we can make up a story about how
important it is to brush our teeth, at least twice a
day in order to avoid visits to the dentist. It appears
from different studies that students, at any age, learn
more effectively when grammar and vocabulary are taught altogether. And, when the teaching material
makes students enthusiastic. Consequently, it is
recommended to choose texts which will trigger
interest. For instance, young children may be
interested in animals and cartoons whereas older
ones will find topics such as movies, music, sports, or
even politics more appealing.
We can divide the language learning activities under
the text-based approach into two different categories:
Working on the text and working from the text.
Working on the text includes exercises that test
the student’s understanding of the text. Among
them, there are exercises like gap-filling (or fillin-the-blanks), writing summary, linking actions,
paraphrasing, and sequencing events for example.
Among working from the text exercises, there are
debating the idea presented in the text, finding
arguments for and against the topic or thesis
presented by the text, developing a conversation
between student groups using the text’s topic and
vocabulary. Working from the text activities test
the student’s ability to decode at a deeper level
the message of the text and to use the information
learned in a communicative context. Such activities
allow for training both the student’s reading and
speaking skills.
What are the main advantages of the text-based
language teaching approach?
Lessons can integrate debates, roles plays, drama, or
any sort of competition if preparation is given. This
method implies that “teaching should focus on all the
four language skills (speaking, reading, writing and
listening). All activities are designed with reference
to a particular text” (Mumba and Mkandawire, 2019,
n.p.). This particular method seems to increase
memorization and overall learning. As Study.com
points out students can understand the meaning of
new words by themselves by reading them in context
and can also quickly acquire new vocabulary that
evolves around that one topic.
Disponível em: https://sanako.com/a-text-based-language-teaching-methodology. Acesso em: 27 nov. 2025. (Adaptado).
What does a Text-based Approach imply?
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