Questões de Concurso Sobre inglês

Foram encontradas 25.119 questões

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Q3835381
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: IDCAP Órgão: PPSA Prova: IDCAP - 2025 - PPSA - Analista de Gestão Corporativa - Administração Geral |
Q3835381 Inglês

Biden administration, in its last days, proposes new protections for Arctic Alaska land


texto.jpg (342×204)


Lakes and connecting streams in the northeastern part of the National Petroleum Reserve in Alaska, June 2014.


Four days before President Joe Biden is set to leave office, his administration recommended that about 3 million more acres in Alaska's western Arctic be protected from development and issued a guideline, effective immediately, requiring additional protections for traditional Native subsistence harvests of fish, caribou and other resources.


The new recommendations and guidance, which apply to the 23-million-acre National Petroleum Reserve in Alaska, run counter to President-elect Donald Trump's expressed plans to expand oil drilling in the Arctic and elsewhere and to overturn Biden administration environmental policies more broadly. 


The recommendations for additional land to be protected as part of what are termed "special areas" and the guidance for elevating the importance of subsistence and tribal consultation could be ignored or scrapped by the incoming Trump administration.


The northeastern part of the reserve is the area considered most likely to hold oil and where development has spread in recent years. There is already production in that area, and the most notable production expected in the future is from ConocoPhillips' Willow project. Willow won Biden administration approval in 2023. Production is expected to start by the end of the decade and peak at 180,000 barrels per day; current production from all North Slope fields amounts to less than 470,000 barrels per day. 


Like the existing Teshekpuk special area, which holds important habitat for caribou, fish and migratory birds, the village of Nuiqsut is in the general area of the reserve's northeastern corner, where new oil development has occurred. Nuiqsut is so close that oilfield infrastructure can be seen from the village. 


texto_1.jpg (352×229)


Pipelines extend across the landscape outside Nuiqsut, Alaska, May 2019. 


"But at the same time, I think we and our partners have also made it abundantly clear that we're going to keep fighting, and keep fighting for protections in the Western Arctic," she said. 


(From ROSEN, Yereth. Biden administration, in its last days, proposes new protections for Arctic Alaska land, Alaska Beacon, January 17, 2025. In


alaskabeacon.com/2025/01/17/biden-administration-in-its-last-days-pro poses-new-protections-for-arctic-alaska-land/, accessed on February 19th, 2025)

The 23-million-acre in Alaska, and its additional land are regarded as "special areas" because: 
Alternativas
Q3835380
Inglês Voz Ativa e Passiva | Passive and Active Voice ,
Ano: 2025 Banca: IDCAP Órgão: PPSA Prova: IDCAP - 2025 - PPSA - Analista de Gestão Corporativa - Administração Geral |
Q3835380 Inglês

Biden administration, in its last days, proposes new protections for Arctic Alaska land


texto.jpg (342×204)


Lakes and connecting streams in the northeastern part of the National Petroleum Reserve in Alaska, June 2014.


Four days before President Joe Biden is set to leave office, his administration recommended that about 3 million more acres in Alaska's western Arctic be protected from development and issued a guideline, effective immediately, requiring additional protections for traditional Native subsistence harvests of fish, caribou and other resources.


The new recommendations and guidance, which apply to the 23-million-acre National Petroleum Reserve in Alaska, run counter to President-elect Donald Trump's expressed plans to expand oil drilling in the Arctic and elsewhere and to overturn Biden administration environmental policies more broadly. 


The recommendations for additional land to be protected as part of what are termed "special areas" and the guidance for elevating the importance of subsistence and tribal consultation could be ignored or scrapped by the incoming Trump administration.


The northeastern part of the reserve is the area considered most likely to hold oil and where development has spread in recent years. There is already production in that area, and the most notable production expected in the future is from ConocoPhillips' Willow project. Willow won Biden administration approval in 2023. Production is expected to start by the end of the decade and peak at 180,000 barrels per day; current production from all North Slope fields amounts to less than 470,000 barrels per day. 


Like the existing Teshekpuk special area, which holds important habitat for caribou, fish and migratory birds, the village of Nuiqsut is in the general area of the reserve's northeastern corner, where new oil development has occurred. Nuiqsut is so close that oilfield infrastructure can be seen from the village. 


texto_1.jpg (352×229)


Pipelines extend across the landscape outside Nuiqsut, Alaska, May 2019. 


"But at the same time, I think we and our partners have also made it abundantly clear that we're going to keep fighting, and keep fighting for protections in the Western Arctic," she said. 


(From ROSEN, Yereth. Biden administration, in its last days, proposes new protections for Arctic Alaska land, Alaska Beacon, January 17, 2025. In


alaskabeacon.com/2025/01/17/biden-administration-in-its-last-days-pro poses-new-protections-for-arctic-alaska-land/, accessed on February 19th, 2025)

Mark the sentence that correctly represents the passive voice of I think we and our partners have also made it abundantly clear that we're going to keep fighting (lines 32 and 33): 
Alternativas
Q3835379
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: IDCAP Órgão: PPSA Prova: IDCAP - 2025 - PPSA - Analista de Gestão Corporativa - Administração Geral |
Q3835379 Inglês

Biden administration, in its last days, proposes new protections for Arctic Alaska land


texto.jpg (342×204)


Lakes and connecting streams in the northeastern part of the National Petroleum Reserve in Alaska, June 2014.


Four days before President Joe Biden is set to leave office, his administration recommended that about 3 million more acres in Alaska's western Arctic be protected from development and issued a guideline, effective immediately, requiring additional protections for traditional Native subsistence harvests of fish, caribou and other resources.


The new recommendations and guidance, which apply to the 23-million-acre National Petroleum Reserve in Alaska, run counter to President-elect Donald Trump's expressed plans to expand oil drilling in the Arctic and elsewhere and to overturn Biden administration environmental policies more broadly. 


The recommendations for additional land to be protected as part of what are termed "special areas" and the guidance for elevating the importance of subsistence and tribal consultation could be ignored or scrapped by the incoming Trump administration.


The northeastern part of the reserve is the area considered most likely to hold oil and where development has spread in recent years. There is already production in that area, and the most notable production expected in the future is from ConocoPhillips' Willow project. Willow won Biden administration approval in 2023. Production is expected to start by the end of the decade and peak at 180,000 barrels per day; current production from all North Slope fields amounts to less than 470,000 barrels per day. 


Like the existing Teshekpuk special area, which holds important habitat for caribou, fish and migratory birds, the village of Nuiqsut is in the general area of the reserve's northeastern corner, where new oil development has occurred. Nuiqsut is so close that oilfield infrastructure can be seen from the village. 


texto_1.jpg (352×229)


Pipelines extend across the landscape outside Nuiqsut, Alaska, May 2019. 


"But at the same time, I think we and our partners have also made it abundantly clear that we're going to keep fighting, and keep fighting for protections in the Western Arctic," she said. 


(From ROSEN, Yereth. Biden administration, in its last days, proposes new protections for Arctic Alaska land, Alaska Beacon, January 17, 2025. In


alaskabeacon.com/2025/01/17/biden-administration-in-its-last-days-pro poses-new-protections-for-arctic-alaska-land/, accessed on February 19th, 2025)

Donald Trump's stated plans are to: 
Alternativas
Q3835378
Inglês Adjetivos | Adjectives ,
Ano: 2025 Banca: IDCAP Órgão: PPSA Prova: IDCAP - 2025 - PPSA - Analista de Gestão Corporativa - Administração Geral |
Q3835378 Inglês

Biden administration, in its last days, proposes new protections for Arctic Alaska land


texto.jpg (342×204)


Lakes and connecting streams in the northeastern part of the National Petroleum Reserve in Alaska, June 2014.


Four days before President Joe Biden is set to leave office, his administration recommended that about 3 million more acres in Alaska's western Arctic be protected from development and issued a guideline, effective immediately, requiring additional protections for traditional Native subsistence harvests of fish, caribou and other resources.


The new recommendations and guidance, which apply to the 23-million-acre National Petroleum Reserve in Alaska, run counter to President-elect Donald Trump's expressed plans to expand oil drilling in the Arctic and elsewhere and to overturn Biden administration environmental policies more broadly. 


The recommendations for additional land to be protected as part of what are termed "special areas" and the guidance for elevating the importance of subsistence and tribal consultation could be ignored or scrapped by the incoming Trump administration.


The northeastern part of the reserve is the area considered most likely to hold oil and where development has spread in recent years. There is already production in that area, and the most notable production expected in the future is from ConocoPhillips' Willow project. Willow won Biden administration approval in 2023. Production is expected to start by the end of the decade and peak at 180,000 barrels per day; current production from all North Slope fields amounts to less than 470,000 barrels per day. 


Like the existing Teshekpuk special area, which holds important habitat for caribou, fish and migratory birds, the village of Nuiqsut is in the general area of the reserve's northeastern corner, where new oil development has occurred. Nuiqsut is so close that oilfield infrastructure can be seen from the village. 


texto_1.jpg (352×229)


Pipelines extend across the landscape outside Nuiqsut, Alaska, May 2019. 


"But at the same time, I think we and our partners have also made it abundantly clear that we're going to keep fighting, and keep fighting for protections in the Western Arctic," she said. 


(From ROSEN, Yereth. Biden administration, in its last days, proposes new protections for Arctic Alaska land, Alaska Beacon, January 17, 2025. In


alaskabeacon.com/2025/01/17/biden-administration-in-its-last-days-pro poses-new-protections-for-arctic-alaska-land/, accessed on February 19th, 2025)

The expression the most notable production expected in the future is formed by the same pattern as: 
Alternativas
Q3827160
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Prova: SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827160 Inglês
A BNCC, ao abordar a língua inglesa como um de seus componentes, prioriza a função social e política do inglês, passando a tratá-la, em seu status, como língua:
Alternativas
Q3827159
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Prova: SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827159 Inglês
O estudo do léxico e da gramática tem por objetivo levar os alunos a descobrir o funcionamento sistêmico do inglês por meio da:
Alternativas
Q3827158
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Prova: SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827158 Inglês
De acordo com a BNCC, dentro do eixo da escrita da língua inglesa, dois aspectos do ato de escrever devem ser considerados nas práticas de produção de texto. Esses aspectos consistem em sua natureza:
Alternativas
Q3827155
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Prova: SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827155 Inglês
A técnica utilizada para leitura rápida e global, a fim de captar o máximo de informações por meio de uma ideia geral, chama-se:
Alternativas
Q3827154
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Prova: SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827154 Inglês
Entre as competências específicas da língua inglesa no ensino fundamental, segundo a BNCC, podemos destacar:
Alternativas
Q3827153
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: SELECON Órgão: Prefeitura de Cuiabá - MT Prova: SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827153 Inglês

O principal objetivo do ensino da língua inglesa no ensino fundamental é:


Alternativas
Q3826611
Inglês Pronomes | Pronouns , Análise sintática | Syntax Parsing ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826611 Inglês
In which sentence is the pronoun reference ambiguous?
Alternativas
Q3826610
Inglês Palavras conectivas | Connective words , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826610 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
The connector “On the contrary” in the third paragraph establishes with the previous paragraph a relation of:
Alternativas
Q3826609
Inglês Sinônimos | Synonyms ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826609 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
 In the sentence “the failure of the methodology in this context would soon become evident”, the word evident most nearly means:
Alternativas
Q3826608
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826608 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
What was the main rationale for prioritizing reading skills in regular Brazilian schools during the 1980s and 1990s?
Alternativas
Q3826607
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826607 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
According to the text, why did the audiolingual method initially gain prestige in Brazil?
Alternativas
Q3826606
Inglês Verbos | Verbs ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826606 Inglês
Choose the sentence in which the verb tense is correctly used:
Alternativas
Q3826605
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826605 Inglês
Choose the sentence in which the highlighted word is formed through derivation by suffixation:
Alternativas
Q3826604
Inglês Interpretação de texto | Reading comprehension , Sinônimos | Synonyms ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826604 Inglês
“In an unstable context in social and political fields, the Brazilian government published the Base Nacional Comum Curricular (BNCC) in 2018, aiming at giving normative directions to basic education. Addressing English teaching, BNCC contains parts related to critical reflection in its introduction, five organizational axis, specific competences, and particular skills for each year. 

These excerpts produce fertile field to appreciations before the consolidation of a curricular system that respects each schools’ specificities. Therefore, BNCC’s critical component is analyzed aiming to denaturalize supremacy and subalternity discourses (MENEZES DE SOUZA, 2011), from critical literacies theories (MONTE MÓR, 2017; 2018; MENEZES DE SOUZA, GUILHERME, 2019), aiming at interpreting how BNCC’s perceptions are presented in the process of critical awareness (FREIRE, 2001) in English teaching/learning. In this context, this research is qualitative, exploratory, and interpretativist, configuring a reading towards BNCC’s critical reflection in a social engaged perspective, projecting education as an agent to social transformation. It is perceived an advance towards critical notions of the subject and language, though the document still reflects globalization and social interactions perspectives that need reflection to demystify notions historically built by a social minority who still possesses privileges.”


(Adapted from: http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984- 64442023000100233&lng=en&nrm=iso)
The verb “denaturalize” in the text most nearly means:
Alternativas
Q3826603
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826603 Inglês
“In an unstable context in social and political fields, the Brazilian government published the Base Nacional Comum Curricular (BNCC) in 2018, aiming at giving normative directions to basic education. Addressing English teaching, BNCC contains parts related to critical reflection in its introduction, five organizational axis, specific competences, and particular skills for each year. 

These excerpts produce fertile field to appreciations before the consolidation of a curricular system that respects each schools’ specificities. Therefore, BNCC’s critical component is analyzed aiming to denaturalize supremacy and subalternity discourses (MENEZES DE SOUZA, 2011), from critical literacies theories (MONTE MÓR, 2017; 2018; MENEZES DE SOUZA, GUILHERME, 2019), aiming at interpreting how BNCC’s perceptions are presented in the process of critical awareness (FREIRE, 2001) in English teaching/learning. In this context, this research is qualitative, exploratory, and interpretativist, configuring a reading towards BNCC’s critical reflection in a social engaged perspective, projecting education as an agent to social transformation. It is perceived an advance towards critical notions of the subject and language, though the document still reflects globalization and social interactions perspectives that need reflection to demystify notions historically built by a social minority who still possesses privileges.”


(Adapted from: http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984- 64442023000100233&lng=en&nrm=iso)
In the sentence “These excerpts produce fertile field to appreciations,” the expression fertile field is closest in meaning to:
Alternativas
Q3826602
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: Ápice Consultoria Órgão: Prefeitura de Riachão do Bacamarte - PB Prova: Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826602 Inglês
“In an unstable context in social and political fields, the Brazilian government published the Base Nacional Comum Curricular (BNCC) in 2018, aiming at giving normative directions to basic education. Addressing English teaching, BNCC contains parts related to critical reflection in its introduction, five organizational axis, specific competences, and particular skills for each year. 

These excerpts produce fertile field to appreciations before the consolidation of a curricular system that respects each schools’ specificities. Therefore, BNCC’s critical component is analyzed aiming to denaturalize supremacy and subalternity discourses (MENEZES DE SOUZA, 2011), from critical literacies theories (MONTE MÓR, 2017; 2018; MENEZES DE SOUZA, GUILHERME, 2019), aiming at interpreting how BNCC’s perceptions are presented in the process of critical awareness (FREIRE, 2001) in English teaching/learning. In this context, this research is qualitative, exploratory, and interpretativist, configuring a reading towards BNCC’s critical reflection in a social engaged perspective, projecting education as an agent to social transformation. It is perceived an advance towards critical notions of the subject and language, though the document still reflects globalization and social interactions perspectives that need reflection to demystify notions historically built by a social minority who still possesses privileges.”


(Adapted from: http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1984- 64442023000100233&lng=en&nrm=iso)
According to the text, what is the primary objective of BNCC’s publication regarding basic education?
Alternativas
Respostas
1881: D
1882: C
1883: B
1884: C
1885: C
1886: A
1887: C
1888: B
1889: D
1890: B
1891: B
1892: D
1893: C
1894: C
1895: C
1896: B
1897: A
1898: B
1899: C
1900: B
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