Questões de Concurso Sobre inglês
Foram encontradas 25.303 questões
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2025 - Prefeitura de Paraíso - SC - Professor do Ensino Fundamental Anos Finais (Língua Inglesa) |
Q3703486
Inglês
A participação eficaz em conversas e discussões em inglês requer habilidades específicas. Sobre estratégias para desenvolver habilidades de conversação, registre V, para as afirmativas verdadeiras, e F, para as falsas:
(__) Interromper constantemente o interlocutor para corrigi-lo ou impor sua própria opinião é uma estratégia eficaz para demonstrar domínio da língua e liderança na conversa.
(__) Utilizar marcadores discursivos (discourse markers) como "well", "actually", "you know", "I mean" pode ajudar a organizar a fala, ganhar tempo para pensar e tornar a conversação mais natural.
(__) Fazer perguntas abertas ao interlocutor (perguntas com Wh- como What, Where, Why) é uma boa estratégia para manter a conversa fluindo e demonstrar interesse no que o outro diz.
(__) Evitar qualquer contato visual com o interlocutor durante a conversa é recomendado para não parecer invasivo e permitir maior concentração no conteúdo da fala.
Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2025 - Prefeitura de Paraíso - SC - Professor do Ensino Fundamental Anos Finais (Língua Inglesa) |
Q3703485
Inglês
Morphology studies the structure and formation of words. Regarding word formation in English by means of prefixes and suffixes, mark T for true statements and F for false ones:
(__) The prefix "un-" often adds a sense of negation or opposition to the word root, as in "happy" and "unhappy."
(__) The suffix "-less" generally indicates absence or lack of something, as in "hope" and "hopeless."
(__) The prefix "re-" indicates repetition or doing an action again, as in "write" and "rewrite."
(__) The suffix "-ful" always turns a noun into an action verb, as in "beauty" and "beautiful."
After analysis, select the alternative that presents the correct sequence, from top to bottom:
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2025 - Prefeitura de Paraíso - SC - Professor do Ensino Fundamental Anos Finais (Língua Inglesa) |
Q3703484
Inglês
The relationship between phonemes (sounds) and
graphemes (letters) in English is not always direct, which
can cause pronunciation difficulties. Which phenomenon
explains why the same letter or letter combination can
represent different sounds in different words (e.g., "ough"
in "through," "though," "tough," "thought")?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2025 - Prefeitura de Paraíso - SC - Professor do Ensino Fundamental Anos Finais (Língua Inglesa) |
Q3703482
Inglês
To optimize the comprehension of texts in English,
different reading strategies can be applied. Which
strategy consists of a quick reading of the text to identify
the main idea, focusing on elements such as title,
subtitles, and keywords?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2025 - Prefeitura de Paraíso - SC - Professor do Ensino Fundamental Anos Finais (Língua Inglesa) |
Q3703481
Inglês
Writing in English requires knowledge of the
characteristics of different text genres. When asking
students to write a formal email to request information
about a course abroad, which element is fundamental for
appropriateness to this genre?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2025 - Prefeitura de Paraíso - SC - Professor do Ensino Fundamental Anos Finais (Língua Inglesa) |
Q3703480
Inglês
Cohesion and coherence are essential textual properties
for constructing meaning. Which alternative correctly
describes the function of referential cohesion elements in a text?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Paraíso - SC
Prova:
AMEOSC - 2025 - Prefeitura de Paraíso - SC - Professor do Ensino Fundamental Anos Finais (Língua Inglesa) |
Q3703479
Inglês
Lexical semantics studies word meaning. Regarding synonyms and antonyms in English, mark T for true statements and F for false ones:
(__) Synonyms are words that have identical meanings in all contexts and can be freely substituted without any change in meaning or nuance (e.g., "big" and "large").
(__) Antonyms are words that express opposite meanings (e.g., "hot" and "cold," "happy" and "sad").
(__) Many words considered synonyms actually have subtle differences in meaning, connotation, or register (formal/informal), which makes lexical choice important for communicative precision.
(__) The word "fast" can be considered both a synonym of "quick" and an antonym of "slow."
After analysis, select the alternative that presents the correct sequence, from top to bottom:
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701163
Inglês
Texto associado
Text CG4A1-II
In the United Kingdom (UK), cyberattacks continue to
have serious consequences for government organisations, public
services and people’s lives, undermining the value for money of
government expenditure in affected services and systems.
The cyber threat to the government is severe and
advancing quickly. In response, the Cabinet Office has published
and started leading work to implement the first cyber strategy for
government.
However, progress is slow and cyber incidents with a
significant impact on government and public services are likely
to happen regularly, not least because of the growing cyber
threat. The government’s cyber resilience levels are lower than it
previously estimated. The resilience of the hundreds of ageing
legacy IT systems that departments still use is likely to be worse.
To avoid serious incidents, build resilience and protect the
value for money of its operations, government must catch up with
the acute cyber threat it faces. The government will continue to
find it difficult to do so until it successfully addresses the longstanding shortage of cyber skills, strengthens accountability for
cyber risk, and better manages the risks posed by legacy IT.
Internet: < nao.org.uk> (adapted).
Based on the linguistic aspects and the meanings of text
CG4A1-II, choose the correct option concerning the excerpt “The
government will continue to find it difficult to do so until it
successfully addresses the long-standing shortage of cyber skills”
(last sentence of the text).
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701162
Inglês
Texto associado
Text CG4A1-II
In the United Kingdom (UK), cyberattacks continue to
have serious consequences for government organisations, public
services and people’s lives, undermining the value for money of
government expenditure in affected services and systems.
The cyber threat to the government is severe and
advancing quickly. In response, the Cabinet Office has published
and started leading work to implement the first cyber strategy for
government.
However, progress is slow and cyber incidents with a
significant impact on government and public services are likely
to happen regularly, not least because of the growing cyber
threat. The government’s cyber resilience levels are lower than it
previously estimated. The resilience of the hundreds of ageing
legacy IT systems that departments still use is likely to be worse.
To avoid serious incidents, build resilience and protect the
value for money of its operations, government must catch up with
the acute cyber threat it faces. The government will continue to
find it difficult to do so until it successfully addresses the longstanding shortage of cyber skills, strengthens accountability for
cyber risk, and better manages the risks posed by legacy IT.
Internet: < nao.org.uk> (adapted).
In text CG4A1-II, the phrase “is likely to be” (last sentence of the
third paragraph) expresses
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701161
Inglês
Texto associado
Text CG4A1-II
In the United Kingdom (UK), cyberattacks continue to
have serious consequences for government organisations, public
services and people’s lives, undermining the value for money of
government expenditure in affected services and systems.
The cyber threat to the government is severe and
advancing quickly. In response, the Cabinet Office has published
and started leading work to implement the first cyber strategy for
government.
However, progress is slow and cyber incidents with a
significant impact on government and public services are likely
to happen regularly, not least because of the growing cyber
threat. The government’s cyber resilience levels are lower than it
previously estimated. The resilience of the hundreds of ageing
legacy IT systems that departments still use is likely to be worse.
To avoid serious incidents, build resilience and protect the
value for money of its operations, government must catch up with
the acute cyber threat it faces. The government will continue to
find it difficult to do so until it successfully addresses the longstanding shortage of cyber skills, strengthens accountability for
cyber risk, and better manages the risks posed by legacy IT.
Internet: < nao.org.uk> (adapted).
In text CG4A1-II, the word “ageing”, in “ageing legacy IT
systems” (last sentence of the third paragraph), primarily conveys
the idea of the systems becoming increasingly
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701160
Inglês
Texto associado
Text CG4A1-II
In the United Kingdom (UK), cyberattacks continue to
have serious consequences for government organisations, public
services and people’s lives, undermining the value for money of
government expenditure in affected services and systems.
The cyber threat to the government is severe and
advancing quickly. In response, the Cabinet Office has published
and started leading work to implement the first cyber strategy for
government.
However, progress is slow and cyber incidents with a
significant impact on government and public services are likely
to happen regularly, not least because of the growing cyber
threat. The government’s cyber resilience levels are lower than it
previously estimated. The resilience of the hundreds of ageing
legacy IT systems that departments still use is likely to be worse.
To avoid serious incidents, build resilience and protect the
value for money of its operations, government must catch up with
the acute cyber threat it faces. The government will continue to
find it difficult to do so until it successfully addresses the longstanding shortage of cyber skills, strengthens accountability for
cyber risk, and better manages the risks posed by legacy IT.
Internet: < nao.org.uk> (adapted).
Based on the information provided in text CG4A1-II, judge the
following items.
I According to the text, cyber incidents are compromising the efficiency of public spending in the UK.
II It can be correctly concluded from the text that the strategy mentioned in the second paragraph was not implemented earlier by the UK government because it believed that its levels of cyber resilience were higher than they actually were.
III The text implies that, in the near future, no significant improvement is foreseen in the UK government’s capacity to protect itself from cyberattacks.
Choose the correct option.
I According to the text, cyber incidents are compromising the efficiency of public spending in the UK.
II It can be correctly concluded from the text that the strategy mentioned in the second paragraph was not implemented earlier by the UK government because it believed that its levels of cyber resilience were higher than they actually were.
III The text implies that, in the near future, no significant improvement is foreseen in the UK government’s capacity to protect itself from cyberattacks.
Choose the correct option.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701159
Inglês
Texto associado
Text CG4A1-II
In the United Kingdom (UK), cyberattacks continue to
have serious consequences for government organisations, public
services and people’s lives, undermining the value for money of
government expenditure in affected services and systems.
The cyber threat to the government is severe and
advancing quickly. In response, the Cabinet Office has published
and started leading work to implement the first cyber strategy for
government.
However, progress is slow and cyber incidents with a
significant impact on government and public services are likely
to happen regularly, not least because of the growing cyber
threat. The government’s cyber resilience levels are lower than it
previously estimated. The resilience of the hundreds of ageing
legacy IT systems that departments still use is likely to be worse.
To avoid serious incidents, build resilience and protect the
value for money of its operations, government must catch up with
the acute cyber threat it faces. The government will continue to
find it difficult to do so until it successfully addresses the longstanding shortage of cyber skills, strengthens accountability for
cyber risk, and better manages the risks posed by legacy IT.
Internet: < nao.org.uk> (adapted).
In addition to being informative, the tone of text CG4A1-II is
predominantly
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701158
Inglês
Texto associado
Text CG4A1-I
Artificial intelligence (AI) chatbots have emerged as a
growing resource in educational settings. This expansion has
occurred amid varying acceptance and trust in digital learning
technologies across student populations, with most reporting that
their instructors or schools had not yet provided guidelines for
ethical or responsible AI tool use.
Benefits of AI chatbots in educational settings extend to
both students and educators. These systems can support learning
by providing detailed explanations of concepts through intelligent
tutoring support. Beyond explanations, they can offer immediate
feedback on students’ work, allowing for more rapid
improvement and iterative learning. These systems have
demonstrated their potential to support personalized learning,
adapting to individual student needs. Personalization naturally
fosters higher levels of student engagement, found to be another
benefit of these systems. Studies have also highlighted AI’s
potential to stimulate creativity through idea generation, bridge
language barriers via content translation for multilingual learners,
and democratize education by providing continuous access to
educational support and resources regardless of time or
geographical constraints.
Besides their promise, implementing AI chatbots in
educational settings requires careful consideration of several
risks. For students, academic integrity has been raised as a
primary concern, with studies highlighting the risks of intentional
and unintentional plagiarism. These tools may inadvertently
undermine students’ critical thinking development and academic
agency, potentially fostering an unhealthy overreliance on
automated assistance. The quality of interaction itself presents
additional challenges, as the reduction of peer-to-peer and
student-instructor interactions threatens to eliminate meaningful
learning relationships.
G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).
Based on the information provided in text CG4A1-I and on its
linguistic aspects, judge the following items.
I It is correct to conclude from the first paragraph of the text that some students are open to embracing AI chatbots as an acceptable learning technology, whereas others are more skeptical.
II The text implies, in its last paragraph, that implementing AI chatbots in educational settings may jeopardize the significant communication that occurs among students.
III In the second sentence of the second paragraph, the verb “support” is a synonymous with assist, and the two can be used interchangeably without altering the overall meaning of the sentence.
Choose the correct option.
I It is correct to conclude from the first paragraph of the text that some students are open to embracing AI chatbots as an acceptable learning technology, whereas others are more skeptical.
II The text implies, in its last paragraph, that implementing AI chatbots in educational settings may jeopardize the significant communication that occurs among students.
III In the second sentence of the second paragraph, the verb “support” is a synonymous with assist, and the two can be used interchangeably without altering the overall meaning of the sentence.
Choose the correct option.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701157
Inglês
Texto associado
Text CG4A1-I
Artificial intelligence (AI) chatbots have emerged as a
growing resource in educational settings. This expansion has
occurred amid varying acceptance and trust in digital learning
technologies across student populations, with most reporting that
their instructors or schools had not yet provided guidelines for
ethical or responsible AI tool use.
Benefits of AI chatbots in educational settings extend to
both students and educators. These systems can support learning
by providing detailed explanations of concepts through intelligent
tutoring support. Beyond explanations, they can offer immediate
feedback on students’ work, allowing for more rapid
improvement and iterative learning. These systems have
demonstrated their potential to support personalized learning,
adapting to individual student needs. Personalization naturally
fosters higher levels of student engagement, found to be another
benefit of these systems. Studies have also highlighted AI’s
potential to stimulate creativity through idea generation, bridge
language barriers via content translation for multilingual learners,
and democratize education by providing continuous access to
educational support and resources regardless of time or
geographical constraints.
Besides their promise, implementing AI chatbots in
educational settings requires careful consideration of several
risks. For students, academic integrity has been raised as a
primary concern, with studies highlighting the risks of intentional
and unintentional plagiarism. These tools may inadvertently
undermine students’ critical thinking development and academic
agency, potentially fostering an unhealthy overreliance on
automated assistance. The quality of interaction itself presents
additional challenges, as the reduction of peer-to-peer and
student-instructor interactions threatens to eliminate meaningful
learning relationships.
G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).
Choose the option that presents a sentence in which the word as
has the same semantic meaning and performs the same
grammatical function as in “The quality of interaction itself
presents additional challenges, as the reduction of peer-to-peer
and student-instructor interactions threatens to eliminate
meaningful learning relationships” (last sentence of text
CG4A1-I).
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701156
Inglês
Texto associado
Text CG4A1-I
Artificial intelligence (AI) chatbots have emerged as a
growing resource in educational settings. This expansion has
occurred amid varying acceptance and trust in digital learning
technologies across student populations, with most reporting that
their instructors or schools had not yet provided guidelines for
ethical or responsible AI tool use.
Benefits of AI chatbots in educational settings extend to
both students and educators. These systems can support learning
by providing detailed explanations of concepts through intelligent
tutoring support. Beyond explanations, they can offer immediate
feedback on students’ work, allowing for more rapid
improvement and iterative learning. These systems have
demonstrated their potential to support personalized learning,
adapting to individual student needs. Personalization naturally
fosters higher levels of student engagement, found to be another
benefit of these systems. Studies have also highlighted AI’s
potential to stimulate creativity through idea generation, bridge
language barriers via content translation for multilingual learners,
and democratize education by providing continuous access to
educational support and resources regardless of time or
geographical constraints.
Besides their promise, implementing AI chatbots in
educational settings requires careful consideration of several
risks. For students, academic integrity has been raised as a
primary concern, with studies highlighting the risks of intentional
and unintentional plagiarism. These tools may inadvertently
undermine students’ critical thinking development and academic
agency, potentially fostering an unhealthy overreliance on
automated assistance. The quality of interaction itself presents
additional challenges, as the reduction of peer-to-peer and
student-instructor interactions threatens to eliminate meaningful
learning relationships.
G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).
It can be inferred from text CG4A1-I that, by stating that
“personalization naturally fosters higher levels of student
engagement” (fifth sentence of the second paragraph), the authors
believe that personalization
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
TCE-MS
Prova:
CESPE / CEBRASPE - 2025 - TCE-MS - Auditor de Controle Externo - Área: Tecnologia da Informação |
Q3701155
Inglês
Texto associado
Text CG4A1-I
Artificial intelligence (AI) chatbots have emerged as a
growing resource in educational settings. This expansion has
occurred amid varying acceptance and trust in digital learning
technologies across student populations, with most reporting that
their instructors or schools had not yet provided guidelines for
ethical or responsible AI tool use.
Benefits of AI chatbots in educational settings extend to
both students and educators. These systems can support learning
by providing detailed explanations of concepts through intelligent
tutoring support. Beyond explanations, they can offer immediate
feedback on students’ work, allowing for more rapid
improvement and iterative learning. These systems have
demonstrated their potential to support personalized learning,
adapting to individual student needs. Personalization naturally
fosters higher levels of student engagement, found to be another
benefit of these systems. Studies have also highlighted AI’s
potential to stimulate creativity through idea generation, bridge
language barriers via content translation for multilingual learners,
and democratize education by providing continuous access to
educational support and resources regardless of time or
geographical constraints.
Besides their promise, implementing AI chatbots in
educational settings requires careful consideration of several
risks. For students, academic integrity has been raised as a
primary concern, with studies highlighting the risks of intentional
and unintentional plagiarism. These tools may inadvertently
undermine students’ critical thinking development and academic
agency, potentially fostering an unhealthy overreliance on
automated assistance. The quality of interaction itself presents
additional challenges, as the reduction of peer-to-peer and
student-instructor interactions threatens to eliminate meaningful
learning relationships.
G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).
In the sentence “This expansion has occurred amid varying
acceptance and trust in digital learning technologies across
student populations” (first paragraph of text CG4A1-I), the word
“amid” can be correctly replaced, without altering the meanings
of the text, with
Ano: 2025
Banca:
FUMARC
Órgão:
Prefeitura de Japaraíba - MG
Prova:
FUMARC - 2025 - Prefeitura de Japaraíba - MG - Professor de Educação Básica II - Inglês |
Q3700457
Inglês
Concerning adverbs of frequency, the correct sentence is
Ano: 2025
Banca:
FUMARC
Órgão:
Prefeitura de Japaraíba - MG
Prova:
FUMARC - 2025 - Prefeitura de Japaraíba - MG - Professor de Educação Básica II - Inglês |
Q3700456
Inglês
In the following excerpt, “Ms Parrot, (1) _______most famous lady detective of (2) _______ twenty-first century, was born in (3) _______ United Kingdom in (4) _______ 1960s. Since then, she has been to many countries, including (5)_______ Portugal, Singapore and Australia, and has lived in (6)_______ northern hemisphere and (7) _______ southern hemisphere, as well as on (8) the equator”.
The use of articles is CORRECTLY suggested in option
Ano: 2025
Banca:
FUMARC
Órgão:
Prefeitura de Japaraíba - MG
Prova:
FUMARC - 2025 - Prefeitura de Japaraíba - MG - Professor de Educação Básica II - Inglês |
Q3700455
Inglês
Concerning interrogative questions, the correct option is
Ano: 2025
Banca:
FUMARC
Órgão:
Prefeitura de Japaraíba - MG
Prova:
FUMARC - 2025 - Prefeitura de Japaraíba - MG - Professor de Educação Básica II - Inglês |
Q3700454
Inglês
The stand-up comedy we saw yesterday, ___________ made my day, lasted
only 50 minutes. The best word to fill the gap is
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