Questões de Concurso Sobre inglês
Foram encontradas 25.715 questões
Ano: 2023
Banca:
FGV
Órgão:
SEFAZ-MG
Prova:
FGV - 2023 - SEFAZ-MG - Auditor Fiscal da Receita Estadual - Tecnologia da Informação (Tarde) |
Q2031055
Inglês
Texto associado
There are still many unknowns with respect to how
blockchain will impact the audit and assurance profession,
including the speed with which it will do so. Blockchain is already
impacting Certified Public Accountant (CPA) auditors of those
organizations using blockchain to record transactions and the
rate of adoption is expected to continue to increase. However, in
the immediate future, blockchain technology will not replace
financial reporting and financial statement auditing. Financial
statements reflect management assertions, including estimates,
many of which cannot be easily summarized or calculated in a
blockchain.
Furthermore, the process of an independent audit of financial
statements enhances the trust that is crucial for the effective
functioning of the capital markets system. Any erosion of this
trust may damage an entity’s reputation, stock price and
shareholder value, and can result in fines, penalties, or loss of
assets. Users of financial statements expect CPA auditors to
perform an independent audit of the financial statements using
their professional skepticism. CPA auditors conclude whether
they have obtained reasonable assurance that the financial
statements of an entity, taken as a whole, are free from material
misstatement, whether due to fraud or error. A blockchain is
unlikely to replace these judgments by a financial statement
auditor.
That said, CPA auditors need to monitor developments in
blockchain technology—it will impact clients’ information
technology systems. CPA auditors will need to be conversant with
the basics of blockchain technology and work with experts to
audit the complex technical risks associated with blockchain.
In addition, CPA auditors should be aware of opportunities to
leverage their clients' adoption of blockchain technology to
improve data gathering during the audit. They should also
consider whether blockchain technology will allow them to create
automated audit routines. The auditing profession must embrace
and "lean in" to the opportunities and challenges from
widespread blockchain adoption. CPA auditors and assurance
providers are encouraged to monitor developments in blockchain
technology because they have an opportunity to evolve, learn,
and capitalize on their already proven ability to adapt to the
needs of a rapidly changing business world.
(Adapted from https://www2.deloitte.com/za/en/pages/audit/articles/impact-ofblockchain-in-accounting.html)
As regards the author’s opinion, analyse the assertions below.
I. Auditors should try to keep abreast of the latest developments in technology.
II. CPA auditors’ skepticism is an asset to the profession.
III. Those involved in auditing seems to be rather refractory to change.
I. Auditors should try to keep abreast of the latest developments in technology.
II. CPA auditors’ skepticism is an asset to the profession.
III. Those involved in auditing seems to be rather refractory to change.
Ano: 2023
Banca:
FGV
Órgão:
SEFAZ-MG
Prova:
FGV - 2023 - SEFAZ-MG - Auditor Fiscal da Receita Estadual - Tecnologia da Informação (Tarde) |
Q2031054
Inglês
Texto associado
There are still many unknowns with respect to how
blockchain will impact the audit and assurance profession,
including the speed with which it will do so. Blockchain is already
impacting Certified Public Accountant (CPA) auditors of those
organizations using blockchain to record transactions and the
rate of adoption is expected to continue to increase. However, in
the immediate future, blockchain technology will not replace
financial reporting and financial statement auditing. Financial
statements reflect management assertions, including estimates,
many of which cannot be easily summarized or calculated in a
blockchain.
Furthermore, the process of an independent audit of financial
statements enhances the trust that is crucial for the effective
functioning of the capital markets system. Any erosion of this
trust may damage an entity’s reputation, stock price and
shareholder value, and can result in fines, penalties, or loss of
assets. Users of financial statements expect CPA auditors to
perform an independent audit of the financial statements using
their professional skepticism. CPA auditors conclude whether
they have obtained reasonable assurance that the financial
statements of an entity, taken as a whole, are free from material
misstatement, whether due to fraud or error. A blockchain is
unlikely to replace these judgments by a financial statement
auditor.
That said, CPA auditors need to monitor developments in
blockchain technology—it will impact clients’ information
technology systems. CPA auditors will need to be conversant with
the basics of blockchain technology and work with experts to
audit the complex technical risks associated with blockchain.
In addition, CPA auditors should be aware of opportunities to
leverage their clients' adoption of blockchain technology to
improve data gathering during the audit. They should also
consider whether blockchain technology will allow them to create
automated audit routines. The auditing profession must embrace
and "lean in" to the opportunities and challenges from
widespread blockchain adoption. CPA auditors and assurance
providers are encouraged to monitor developments in blockchain
technology because they have an opportunity to evolve, learn,
and capitalize on their already proven ability to adapt to the
needs of a rapidly changing business world.
(Adapted from https://www2.deloitte.com/za/en/pages/audit/articles/impact-ofblockchain-in-accounting.html)
Based on the text, mark the statements below as True (T) or False
(F).
( ) The effects of blockchain technology in auditing nowadays are quite clear.
( ) It will be necessary for CPA auditors to acquaint themselves with the fundamentals of blockchain and to team up with specialists to gauge technical hazards.
( ) The interest in blockchain technology is already dwindling.
The statements are, respectively
( ) The effects of blockchain technology in auditing nowadays are quite clear.
( ) It will be necessary for CPA auditors to acquaint themselves with the fundamentals of blockchain and to team up with specialists to gauge technical hazards.
( ) The interest in blockchain technology is already dwindling.
The statements are, respectively
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155801
Inglês
Texto associado
The poem 'Whatif' by Shel Silverstein was first published in
his poetry collection entitled “A Light in the Attic”. Read it to
answer question.
In terms of the linguistic aspects and text comprehension,
which alternative corresponds to the text?
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155800
Inglês
Texto associado
The poem 'Whatif' by Shel Silverstein was first published in
his poetry collection entitled “A Light in the Attic”. Read it to
answer question.
Em relação aos aspectos semânticos e lexicais, qual é a
alternativa que corresponde ao texto?
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155799
Inglês
Leia o texto para responder à questão a seguir.
According to Collie and Slater in Cruz (2010) literature can be regarded as a rich source of ‘authentic material’ because it conveys two features in its written text: one is ‘language in use,’ that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language which is meant to recover or represent language within a certain cultural context. . (…) Literature as aesthetic recreation (that is, as something artificial) can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language than English textbooks or even than direct samples of language, more so if learners develop an “aesthetic reading” of the text (Langer, 1991, 1998; Many, Gerla, Wiseman, & Ellis, 1995). Through this personal and social experience students can develop a closer relationship with language, since they are reconstructing the target language on their own for their own learning process. There are some genres in literature including poetry, short fiction, drama and novel. (…) Poetry offers wonderful opportunities for reading, writing, speaking, and listening practice for English language learners. Poetry also gives students a chance to expand vocabulary knowledge, to play with language, and to work with different rhythms and rhyme patterns. (…) There are three principles to consider in material selection; 1) readability, it means that the poem is able to be read. It has to be clear to read, listen, or watch it on video. 2) suitability, the children are going to read, hear, learn the words, and words convey information and content that are appropriate to their age, maturity, and culture. 3) exploitability, it may simply be for fun and motivation, for social enjoyment within the classroom and worthy purpose. FAUZIAH. The Approaches to Teaching Literature for Young Learners. Journal of English Language Teaching and Linguistics (JELTL) e-ISSN: 2502- 6062, 2016, Vol. 1 (2) www.jeltl.org p. 145-158. Disponível em: . Acesso em: 4 mar. 2020.
Baseando-se na leitura do texto,
According to Collie and Slater in Cruz (2010) literature can be regarded as a rich source of ‘authentic material’ because it conveys two features in its written text: one is ‘language in use,’ that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language which is meant to recover or represent language within a certain cultural context. . (…) Literature as aesthetic recreation (that is, as something artificial) can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language than English textbooks or even than direct samples of language, more so if learners develop an “aesthetic reading” of the text (Langer, 1991, 1998; Many, Gerla, Wiseman, & Ellis, 1995). Through this personal and social experience students can develop a closer relationship with language, since they are reconstructing the target language on their own for their own learning process. There are some genres in literature including poetry, short fiction, drama and novel. (…) Poetry offers wonderful opportunities for reading, writing, speaking, and listening practice for English language learners. Poetry also gives students a chance to expand vocabulary knowledge, to play with language, and to work with different rhythms and rhyme patterns. (…) There are three principles to consider in material selection; 1) readability, it means that the poem is able to be read. It has to be clear to read, listen, or watch it on video. 2) suitability, the children are going to read, hear, learn the words, and words convey information and content that are appropriate to their age, maturity, and culture. 3) exploitability, it may simply be for fun and motivation, for social enjoyment within the classroom and worthy purpose. FAUZIAH. The Approaches to Teaching Literature for Young Learners. Journal of English Language Teaching and Linguistics (JELTL) e-ISSN: 2502- 6062, 2016, Vol. 1 (2) www.jeltl.org p. 145-158. Disponível em: . Acesso em: 4 mar. 2020.
Baseando-se na leitura do texto,
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155798
Inglês
Texto associado
Read the text below. Question is based on it.
Os elementos linguísticos do texto do cartum revelam que
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155797
Inglês
Texto associado
Read the text below. Question is based on it.
Based on the instructor’s comments, the title of the cartoon
can be re-written as
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155796
Inglês
Texto associado
Read the text below. Question is based on it.
From the instructor’s comments on the student’s e-mail,
he is
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155794
Inglês
In the excerpt which follows, the teacher is describing
activities he/she can conduct with his/her students. Read it
to answer question.
Describing pictures
One simple activity that we can do with our students is to ask them to look for a photo that they enjoy, in their Photo Gallery and describe it to their speaking partner (who is in the photo, where it was taken, when it was taken, etc.). This activity generates a lot of speaking and it can even work in a lowresource class. Students can also use pictures to talk to their partners about what they did the previous weekend, in summer, etc.
Taking pictures
We can encourage our learners to take photos of menus, street signs, advertisements or posters in English and read them carefully. Students can also try to spot spelling errors or incorrect use of apostrophe (‘s).
Recording conversations/words
The voice recorder is now a substitute for the portable cassette recorder. An idea for a simple activity that we can do is get the students record themselves speaking, whether it is for short dialogues with their partners or words. Students can then listen to themselves and become more aware of their mistakes.
Using QR codes for reading activities
QR codes are becoming increasingly popular. What a QR code does is bring up a website link that it is connected to or a text for students to read. In order to use QR codes, the phone needs to have a QR code reader and a camera. The teacher can simply display the QR code in the classroom and the learners can scan it and be directed to the text or grammar exercise. Another way to use QR codes is to hide pieces of paper with QR codes in the school and have students search for them, scan them and read the text they are directed to.
Disponível em: . Acesso em: 9 mar. 2020. (Adaptado).
By analyzing the descriptions, the teacher uses principles based on
Describing pictures
One simple activity that we can do with our students is to ask them to look for a photo that they enjoy, in their Photo Gallery and describe it to their speaking partner (who is in the photo, where it was taken, when it was taken, etc.). This activity generates a lot of speaking and it can even work in a lowresource class. Students can also use pictures to talk to their partners about what they did the previous weekend, in summer, etc.
Taking pictures
We can encourage our learners to take photos of menus, street signs, advertisements or posters in English and read them carefully. Students can also try to spot spelling errors or incorrect use of apostrophe (‘s).
Recording conversations/words
The voice recorder is now a substitute for the portable cassette recorder. An idea for a simple activity that we can do is get the students record themselves speaking, whether it is for short dialogues with their partners or words. Students can then listen to themselves and become more aware of their mistakes.
Using QR codes for reading activities
QR codes are becoming increasingly popular. What a QR code does is bring up a website link that it is connected to or a text for students to read. In order to use QR codes, the phone needs to have a QR code reader and a camera. The teacher can simply display the QR code in the classroom and the learners can scan it and be directed to the text or grammar exercise. Another way to use QR codes is to hide pieces of paper with QR codes in the school and have students search for them, scan them and read the text they are directed to.
Disponível em: . Acesso em: 9 mar. 2020. (Adaptado).
By analyzing the descriptions, the teacher uses principles based on
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155793
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
One of the objectives of the project, Re-imagining
Multilingualisms, was to reimagine. The term ‘reimagining’ is something extremely important because
imagining and being creative are not things we are
used to doing in the academy, not in Linguistics at
least! We believe that we are empiricists, that we only
look at facts and we make conclusions. We are
pseudo-scientists. We make conclusions about what
we observe, and we think that what we observe has
got nothing to do with what we imagine. On the
contrary, it has everything to do with what we imagine.
So, when we analyse things ideologically, what is ideology?
It’s exactly an imagination which has been naturalised and
institutionalised. And so, whenever we look at the world,
we’re looking at it from the eyes of a particular learned
knowledge, an ideology. When we are asked to be able to
imagine things, it’s a point of being able to break out of our
established learning and looking for something new.
Imagining is extremely important in the learning process. If it
doesn’t happen, there is no learning. This is one of the
important things of Freirean pedagogy. For example, he
made the distinction between what he called ‘banking
pedagogies’ or ‘transmission pedagogies’ where there’s just
reproduction and repetition, and ‘transformative pedagogies’,
what he called ‘liberatory pedagogies’, which is where
creativity is involved, where you break the simple linearity of
repetition and transmission. So how does this work? How do
you promote creativity? It is by breaking what previously
seemed natural and normal.
(MENEZES DE SOUZA, 2019,
p. 9, ênfase no original)
MENEZES DE SOUZA, L. M. Decolonial pedagogies, multilingualism and
literacies. Multilingual Margins, vol. 6 (1), 2019. p. 9-13.
According to the text,
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155792
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
One of the objectives of the project, Re-imagining
Multilingualisms, was to reimagine. The term ‘reimagining’ is something extremely important because
imagining and being creative are not things we are
used to doing in the academy, not in Linguistics at
least! We believe that we are empiricists, that we only
look at facts and we make conclusions. We are
pseudo-scientists. We make conclusions about what
we observe, and we think that what we observe has
got nothing to do with what we imagine. On the
contrary, it has everything to do with what we imagine.
So, when we analyse things ideologically, what is ideology?
It’s exactly an imagination which has been naturalised and
institutionalised. And so, whenever we look at the world,
we’re looking at it from the eyes of a particular learned
knowledge, an ideology. When we are asked to be able to
imagine things, it’s a point of being able to break out of our
established learning and looking for something new.
Imagining is extremely important in the learning process. If it
doesn’t happen, there is no learning. This is one of the
important things of Freirean pedagogy. For example, he
made the distinction between what he called ‘banking
pedagogies’ or ‘transmission pedagogies’ where there’s just
reproduction and repetition, and ‘transformative pedagogies’,
what he called ‘liberatory pedagogies’, which is where
creativity is involved, where you break the simple linearity of
repetition and transmission. So how does this work? How do
you promote creativity? It is by breaking what previously
seemed natural and normal.
(MENEZES DE SOUZA, 2019,
p. 9, ênfase no original)
MENEZES DE SOUZA, L. M. Decolonial pedagogies, multilingualism and
literacies. Multilingual Margins, vol. 6 (1), 2019. p. 9-13.
Considering the linguistic elements in the text,
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155790
Inglês
A Base Nacional Comum Curricular (BNCC), em seu
componente sobre a língua inglesa, destaca uma
problemática referente ao status do inglês na
contemporaneidade e traz conceitos atuais que abordam,
entre outros aspectos, as relações entre língua, território e
cultura. Priorizando o foco da função social e política da
língua inglesa, o documento passa a tratá-la em seu
status de
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155789
Inglês
Leia a charge a seguir para responder à questão.
The sentence “If you followed me on Twitter you’d know” shows
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155787
Inglês
According to Larsen-Freeman (2000), Suggestopedia or
rather Desuggestopedia, as it has now been called to
reflect the importance placed on desuggesting limitations
on learning,
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155785
Inglês
Texto associado
The following excerpts are titles of talks, webinars, texts or
web pages related to language teaching. Read them to
answer question.
‘1966 and all that: a critical history of ELT’
‘Travelling back through our profession’
‘A trip down the memory lane of methodology’
‘A brief history of
In ‘A trip down the memory lane of methodology’, the
underlined group of words is
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155784
Inglês
Texto associado
The following excerpts are titles of talks, webinars, texts or
web pages related to language teaching. Read them to
answer question.
‘1966 and all that: a critical history of ELT’
‘Travelling back through our profession’
‘A trip down the memory lane of methodology’
‘A brief history of
All the titles share a common topic which can be linked to
the argument that the study of language teaching methods
and approaches
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155783
Inglês
Texto associado
Baseando-se na charge que segue, responda à questão.
No que concerne aos elementos linguísticos desta charge,
Ano: 2022
Banca:
IV - UFG
Órgão:
Prefeitura de Goiânia - GO
Prova:
IV - UFG - 2022 - Prefeitura de Goiânia - GO - Profissional de Educação II - Inglês |
Q4155782
Inglês
Texto associado
Baseando-se na charge que segue, responda à questão.
Qual alternativa corresponde à interpretação da charge?
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Erechim - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Erechim - RS - Professor de Língua Estrangeira Moderna Inglês |
Q4139724
Inglês
Texto associado
Instruction: Answer the question based on the following text. The highlighted excerpt from the text is quoted in the question.
How gender bends gender
(Available in: https://www.languagemagazine.com/2022/03/16/how-gender-bends-meaning/ – text especially
adapted for this test).
The pronoun “It” (l. 14) refers to:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Erechim - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Erechim - RS - Professor de Língua Estrangeira Moderna Inglês |
Q4139723
Inglês
Texto associado
Instruction: Answer the question based on the following text. The highlighted excerpt from the text is quoted in the question.
How gender bends gender
(Available in: https://www.languagemagazine.com/2022/03/16/how-gender-bends-meaning/ – text especially
adapted for this test).
In English, past tense verbs with an “ed" ending are pronounced in three different
ways. According to the rule, the “ed” may be pronounced as listed in Column 1. About that, match the
correct pronunciation of “ed” in Column 1 to the verbs in Column 2.
Column 1
1. /t/.
2. /d/.
3. /ɪd/.
Column 2
( ) Used.
( ) Jumped.
( ) Contributed.
The correct order of filling the parentheses, from top to bottom, is:
Column 1
1. /t/.
2. /d/.
3. /ɪd/.
Column 2
( ) Used.
( ) Jumped.
( ) Contributed.
The correct order of filling the parentheses, from top to bottom, is:
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