Questões de Concurso Sobre inglês
Foram encontradas 25.119 questões
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 |
Q4012175
Inglês
A reading task asks students to find a date in a news
article, explain the author’s stance, and infer the meaning of
an unfamiliar word from nearby cues. Which sequence of
strategies matches those three moves?
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 |
Q4012174
Inglês
A teacher designs a listening test with speakers from
Nigeria, India, Scotland and Singapore to reflect international
use of English. Mark the CORRECT statement about English
as a lingua franca in classroom listening.
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 |
Q4012173
Inglês
Under listening assessment for middle school learners,
analyze the statements based on key words, main idea and
specific details in varied audio (podcasts, songs and
dialogues).
I. A main-idea item is best measured by word-for-word repetition of a full sentence, because gist listening equals accurate recall.
II. A key-word task typically prioritizes content words and pragmatic markers that help reconstruct meaning, even when function words are missed.
III. Specific-detail items strengthen the construct when the detail is task-relevant and clearly referenced, avoiding trivia that overloads memory.
IV. In songs, reductions and rhyme can mask individual sound cues, so learners may lean on stress patterns and repetition to locate key words and gist.
V. When the goal is gist, distractors should be built from minor details, because gist listening treats details as equally central.
The CORRECT statements are:
I. A main-idea item is best measured by word-for-word repetition of a full sentence, because gist listening equals accurate recall.
II. A key-word task typically prioritizes content words and pragmatic markers that help reconstruct meaning, even when function words are missed.
III. Specific-detail items strengthen the construct when the detail is task-relevant and clearly referenced, avoiding trivia that overloads memory.
IV. In songs, reductions and rhyme can mask individual sound cues, so learners may lean on stress patterns and repetition to locate key words and gist.
V. When the goal is gist, distractors should be built from minor details, because gist listening treats details as equally central.
The CORRECT statements are:
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
TCE-RN
Provas:
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo - Especialidade: Arquivologia
|
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo – Especialidade: Ciências Contábeis |
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo – Especialidade: Engenharia Civil |
Q4009611
Inglês
Texto associado
One of the most widely read books in modern times is Dale Carnegie’s How to Win Friends and Influence People. The popular self-help work offers advice on how to manage people and bring them around to your way of thinking. The influential figures of ancient history had no such manual to guide them, especially those leaders who ruled the world’s earliest civilizations. They had to learn on the job. What worked for an innovative female pharaoh in Egypt was not necessarily the secret to success for the first Roman emperor or a groundbreaking Chinese philosopher.
Patricia S. Daniels. The most influential figures of ancient history.
National Geographic, Washington D.C., p. 5, 2016 (adapted).
Judge the following item based on the previous text.
When the author of the text states that ancient leaders had to "learn on the job", she means that they received formal instructions while applying theory in practice.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
TCE-RN
Provas:
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo - Especialidade: Arquivologia
|
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo – Especialidade: Ciências Contábeis |
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo – Especialidade: Engenharia Civil |
Q4009610
Inglês
Texto associado
One of the most widely read books in modern times is Dale Carnegie’s How to Win Friends and Influence People. The popular self-help work offers advice on how to manage people and bring them around to your way of thinking. The influential figures of ancient history had no such manual to guide them, especially those leaders who ruled the world’s earliest civilizations. They had to learn on the job. What worked for an innovative female pharaoh in Egypt was not necessarily the secret to success for the first Roman emperor or a groundbreaking Chinese philosopher.
Patricia S. Daniels. The most influential figures of ancient history.
National Geographic, Washington D.C., p. 5, 2016 (adapted).
Judge the following item based on the previous text.
Replacing the expression "bring them around to your way of thinking" with force them to accept your opinion changes the original meaning of the sentence.
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 |
Q3998594
Inglês
Texto associado
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
The key goal of integrating technology into the Brazilian National
Curriculum is to:
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 |
Q3998592
Inglês
Texto associado
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
The text concludes that uncontrolled exposure to social media has
shown to be:
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
Texto associado
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:
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 |
Q3998590
Inglês
Texto associado
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
The opposite of “faster access” (1st paragraph) is:
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 |
Q3998589
Inglês
Texto associado
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
Regarding the use of technology in education, the title refers to
issues that:
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 |
Q3998588
Inglês
Texto associado
Read Text IV and answer the following question.
Text IV
From: https://www.linkedin.com/posts/randy-glasbergen-a5a67b7_want-to-sharecartoon-of-the-day-go-ahead-activity-7105889187869966336-s6Jl/
The adverb “oddly” means that the physician is expressing
something he finds:
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 |
Q3998587
Inglês
Texto associado
Read Text IV and answer the following question.
Text IV
From: https://www.linkedin.com/posts/randy-glasbergen-a5a67b7_want-to-sharecartoon-of-the-day-go-ahead-activity-7105889187869966336-s6Jl/
Text III
What are little boys made of?
What are little boys made of?
“Snips and snails, and puppy dogs' tails
That's what little boys are made of!”
What are little girls made of?
What are little girls made of?
“Sugar and spice and all things nice
That's what little girls are made of!”
What are young men made of?
What are young men made of?
Sighs and cheers, and crocodile tears
And that are what young men made of.
What are young women made of?
What are young women made of?
Ribbons and laces, and sweet pretty faces,
And that are what young women made of.
Adapted from https://nurseryrhymescollections.com /lyrics/what-are-little-boys-made-of.html
Both Text III and Text IV are built on:
What are little boys made of?
“Snips and snails, and puppy dogs' tails
That's what little boys are made of!”
What are little girls made of?
What are little girls made of?
“Sugar and spice and all things nice
That's what little girls are made of!”
What are young men made of?
What are young men made of?
Sighs and cheers, and crocodile tears
And that are what young men made of.
What are young women made of?
What are young women made of?
Ribbons and laces, and sweet pretty faces,
And that are what young women made of.
Adapted from https://nurseryrhymescollections.com /lyrics/what-are-little-boys-made-of.html
Both Text III and Text IV are built on:
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 |
Q3998586
Inglês
Texto associado
Read Text III and answer the following question.
Text III
Adapted from https://nurseryrhymescollections.com
/lyrics/what-are-little-boys-made-of.html
The verb phrase in “What are little boys made of?” is in the:
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 |
Q3998585
Inglês
Texto associado
Read Text III and answer the following question.
Text III
Adapted from https://nurseryrhymescollections.com
/lyrics/what-are-little-boys-made-of.html
In this nursery rhyme, the phrase “Ribbons and laces” translates a
notion of:
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 |
Q3998584
Inglês
Texto associado
Read Text III and answer the following question.
Text III
Adapted from https://nurseryrhymescollections.com
/lyrics/what-are-little-boys-made-of.html
“That’s” in “That's what little girls are made of” can be used as an
example of:
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 |
Q3998583
Inglês
Texto associado
Read Text III and answer the following question.
Text III
Adapted from https://nurseryrhymescollections.com
/lyrics/what-are-little-boys-made-of.html
“Crocodile tears” helps define young men as being:
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 |
Q3998582
Inglês
Texto associado
Read Text III and answer the following question.
Text III
Adapted from https://nurseryrhymescollections.com
/lyrics/what-are-little-boys-made-of.html
This nursery rhyme presents a series of:
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 |
Q3998581
Inglês
Texto associado
Read Text II and answer the following question.
Text II
They were nearly born on a bus, Estha and Rahel. The car in
which Babà, their father, was taking Ammu, their mother, to
hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a
crowded State Transport bus. With the queer compassion of the
very poor for the comparatively well off, or perhaps only because
they saw how hugely pregnant Ammu was, seated passengers
made room for the couple, and for the rest of the journey Estha
and Rahel’s father had to hold their mother’s stomach (with them
in it) to prevent it from wobbling. That was before they were
divorced and Ammu came back to live in Kerala.
According to Estha, if they’d been born on the bus, they’d have
got free bus rides for the rest of their lives. It wasn’t clear where
he’d got this information from, or how he knew these things, but
for years the twins harbored a faint resentment against their
parents for having diddled them out of a lifetime of free bus rides.
From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt
The verb phrase in “where he’d got this information from” (2nd
paragraph) is in the:
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 |
Q3998580
Inglês
Texto associado
Read Text II and answer the following question.
Text II
They were nearly born on a bus, Estha and Rahel. The car in
which Babà, their father, was taking Ammu, their mother, to
hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a
crowded State Transport bus. With the queer compassion of the
very poor for the comparatively well off, or perhaps only because
they saw how hugely pregnant Ammu was, seated passengers
made room for the couple, and for the rest of the journey Estha
and Rahel’s father had to hold their mother’s stomach (with them
in it) to prevent it from wobbling. That was before they were
divorced and Ammu came back to live in Kerala.
According to Estha, if they’d been born on the bus, they’d have
got free bus rides for the rest of their lives. It wasn’t clear where
he’d got this information from, or how he knew these things, but
for years the twins harbored a faint resentment against their
parents for having diddled them out of a lifetime of free bus rides.
From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt
The phrase “the comparatively well off” (1st paragraph) refers to
those who are:
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 |
Q3998579
Inglês
Texto associado
Read Text II and answer the following question.
Text II
They were nearly born on a bus, Estha and Rahel. The car in
which Babà, their father, was taking Ammu, their mother, to
hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a
crowded State Transport bus. With the queer compassion of the
very poor for the comparatively well off, or perhaps only because
they saw how hugely pregnant Ammu was, seated passengers
made room for the couple, and for the rest of the journey Estha
and Rahel’s father had to hold their mother’s stomach (with them
in it) to prevent it from wobbling. That was before they were
divorced and Ammu came back to live in Kerala.
According to Estha, if they’d been born on the bus, they’d have
got free bus rides for the rest of their lives. It wasn’t clear where
he’d got this information from, or how he knew these things, but
for years the twins harbored a faint resentment against their
parents for having diddled them out of a lifetime of free bus rides.
From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt
The pronoun in “They abandoned the car and flagged down a
crowded State Transport bus” (1st paragraph) refers to:
Conheça nossos planos