Questões de Concurso Sobre inglês

Foram encontradas 25.994 questões

www.qconcursos.com
Q4246821
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246821 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

Text III refers to ELF as “a guiding concept for English Language Teaching (ELT)”.

From this perspective, the teaching practice that is closer to an ELF approach in Brazilian public schools is
Alternativas
Q4246820
Inglês Pronomes | Pronouns , Pronome possessivo adjetivo | Possessive adjective ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246820 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

As part of the curriculum, the teacher should introduce students to possessive adjectives. One strategy that can be used is asking them to underline the possessive adjective in a sentence and discussing its use.

In the case of the sentence “its implementation has brought significant challenges”, the possessive adjective is in the
Alternativas
Q4246819
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246819 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

In the sentence “These challenges underscore the pivotal role of teacher education”, the verb can be replaced, without significant change of meaning, by
Alternativas
Q4246818
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246818 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

Teachers “who often lack a clear understanding of the concept” are those whose knowledge of the concept is
Alternativas
Q4246817
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246817 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

The fragment “the measure has sparked debate and controversy” implies that the measure has
Alternativas
Q4246816
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246816 Inglês

READ TEXT III AND ANSWER THE  QUESTION THAT FOLLOW


TEXT III


ELF and the Brazilian National Core Curriculum



The current Brazilian National Core Curriculum (BNCC) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts.


Adapted from: https://periodicos.ufrb.edu.br

The focus of Text III is to: 
Alternativas
Q4246815
Inglês Verbos | Verbs , Presente simples | Simple present ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246815 Inglês
READ TEXT II AND ANSWER THE  QUESTION THAT FOLLOW.

TEXT II 


q20_23.png (213×194)

Taken from: https://ecdn.teacherspayteachers.com
The poster presents a sentence in the interrogative form and in the simple past tense.

According to the rules of standard grammar, to rephrase this question in the simple present, the teacher should choose 
Alternativas
Q4246814
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246814 Inglês
READ TEXT II AND ANSWER THE  QUESTION THAT FOLLOW.

TEXT II 


q20_23.png (213×194)

Taken from: https://ecdn.teacherspayteachers.com
Read the following phrases.

I. Hi there!
II. Take care!
III. Well done!
IV. See you soon!

The appropriate phrases for leave-taking are
Alternativas
Q4246813
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Verbos modais | Modal verbs ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246813 Inglês
READ TEXT II AND ANSWER THE  QUESTION THAT FOLLOW.

TEXT II 


q20_23.png (213×194)

Taken from: https://ecdn.teacherspayteachers.com
A typical situation during a class is when a student asks to leave the room.

In this case, when granting permission, the teacher’s reply should be
Alternativas
Q4246811
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246811 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The last sentence of Text I indicates that professional identity can be
Alternativas
Q4246810
Inglês Interpretação de texto | Reading comprehension , Caso genitivo | Genitive case ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the genitive case. In order to teach how to express possession, the only sentence that the teacher could use as an example is
Alternativas
Q4246809
Inglês Orações condicionais | Conditional Clauses ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246809 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In writing the clause “if no coping mechanisms are provided”, the author has used the
Alternativas
Q4246808
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246808 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In an English as a Lingua Franca (ELF) setting, it is important that students learn how new words are created, as this will help them expand their vocabulary and understand how the new word can be used in different contexts. To do so, one possibility is writing the word “interplay” on the blackboard and asking them how it is formed.

They should answer that “interplay” is formed by a(n)
Alternativas
Q4246807
Inglês Advérbios e conjunções | Adverbs and conjunctions , Os advérbios (grau, a finalidade, contraste ...) | Adverbs (degree, purpose, contrast...) , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The adverb “even” in “and even classroom performance” implies that something is 
Alternativas
Q4246806
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
According to Text I, if teachers neglect strategies for dealing with stress, they may feel
Alternativas
Q4246805
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246805 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The sentence “Emotions are not just fleeting states” means that emotions are actually
Alternativas
Q4246804
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246804 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The verb phrase “delving into” in the subtitle implies that EFL teachers’ emotions and professional identities will be
Alternativas
Q4246803
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
Based on Text I, mark the statements below as true (T) or false (F).

I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.

The statements are, respectively, 
Alternativas
Q4242184
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242184 Inglês
Leia o trecho a seguir, extraído do romance Pride and Prejudice, de Jane Austen.
His arrival was soon known at the Parsonage; for Mr. Collins was walking the whole morning within view of the lodges opening into Hunsford Lane, in order to have the earliest assurance of it; and after making his bow as the carriage turned into the park, hurried home with the great intelligence. On the following morning he hastened to Rosings to pay his respects. There were two nephews of Lady Catherine to require them, for Mr. Darcy had brought with him a Colonel Fitzwilliam, the younger son of his uncle, Lord—; and, to the great surprise of all the party, when Mr. Collins returned, the gentlemen accompanied him. Charlotte had seen them from her husband’s room, crossing the road, and immediately running into the other, told the girls what an honour they might expect, adding,— "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
AUSTEN, Jane. Pride and Prejudice. Edited by Vivien Jones. London: Penguin Books, 2003. Página 199. 
Com base no trecho, assinale a alternativa que melhor interpreta a atitude de Charlotte ao afirmar: "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
Alternativas
Q4242183
Inglês Vocabulário | Vocabulary , Falso Cognatos | False Cognates ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242183 Inglês

Os false cognates, (false friends), constituem um dos principais desafios para aprendizes de Língua Inglesa, pois apresentam semelhança gráfica com palavras da Língua Portuguesa, mas possuem significados diferentes.


Considerando-se o contexto de cada sentença, assinale a alternativa em que a palavra sublinhada está, corretamente, interpretada.

Alternativas
Respostas
561: C
562: C
563: E
564: B
565: E
566: B
567: D
568: A
569: E
570: E
571: D
572: B
573: D
574: D
575: C
576: C
577: A
578: D
579: A
580: B
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