Questões de Concurso
Comentadas sobre verbos | verbs em inglês
Foram encontradas 2.420 questões
Ano: 2025
Banca:
Instituto Fênix
Órgão:
Prefeitura de Anita Garibaldi - SC
Prova:
Instituto Fênix - 2025 - Prefeitura de Anita Garibaldi - SC - Professor de Inglês |
Q3849431
Inglês
Read the sentence:
“After months of hard work, the team finally pulled off a successful campaign.”
The expression "pulled off" means:
Ano: 2026
Banca:
FGV
Órgão:
AMAZUL
Provas:
FGV - 2026 - AMAZUL - Advogado
|
FGV - 2026 - AMAZUL - Contador |
FGV - 2026 - AMAZUL - Designer Gráfico |
FGV - 2026 - AMAZUL - Analista de Administração |
FGV - 2026 - AMAZUL - Engenheiro Mecatrônico |
FGV - 2026 - AMAZUL - Analista de Desenvolvimento de Sistemas |
FGV - 2026 - AMAZUL - Engenheiro Naval |
FGV - 2026 - AMAZUL - Engenheiro de Computação |
FGV - 2026 - AMAZUL - Médico do Trabalho |
FGV - 2026 - AMAZUL - Psicólogo |
FGV - 2026 - AMAZUL - Analista de Infraestrutura de Tecnologia da Informação |
FGV - 2026 - AMAZUL - Engenheiro de Controle da Qualidade |
FGV - 2026 - AMAZUL - Analista de Negócios |
FGV - 2026 - AMAZUL - Arquiteto |
FGV - 2026 - AMAZUL - Auditor |
FGV - 2026 - AMAZUL - Analista de Recursos Humanos |
FGV - 2026 - AMAZUL - Engenheiro Ambiental |
FGV - 2026 - AMAZUL - Engenheiro de Materiais |
FGV - 2026 - AMAZUL - Especialista de Radioproteção |
FGV - 2026 - AMAZUL - Engenheiro Nuclear |
FGV - 2026 - AMAZUL - Engenheiro de Produção |
FGV - 2026 - AMAZUL - Engenheiro Civil |
FGV - 2026 - AMAZUL - Engenheiro Controle e Automação |
FGV - 2026 - AMAZUL - Físico |
FGV - 2026 - AMAZUL - Engenheiro Químico |
FGV - 2026 - AMAZUL - Engenheiro de Telecomunicações |
FGV - 2026 - AMAZUL - Engenheiro de Segurança do Trabalho |
FGV - 2026 - AMAZUL - Engenheiro Eletricista |
FGV - 2026 - AMAZUL - Engenheiro Eletrônico |
FGV - 2026 - AMAZUL - Meteorologista |
FGV - 2026 - AMAZUL - Químico |
FGV - 2026 - AMAZUL - Tecnólogo em Fabricação Mecânica |
FGV - 2026 - AMAZUL - Engenheiro de Energia |
FGV - 2026 - AMAZUL - Engenheiro Mecânico |
Q3846042
Inglês
Texto associado
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION
Social Dimensions of Climate Change
Extreme weather events are deeply intertwined with global
patterns of inequality. The poorest and most vulnerable people
bear the brunt of climate change impacts yet contribute the least
to the crisis. As the impacts of climate change mount, millions of
vulnerable people face disproportionate challenges in terms of
loss of jobs; physical harm; disease; mental health effects; food
insecurity; access to water; migration and forced displacement;
loss of shelter, assets, and community ties, and other related risks.
Some people are more vulnerable to climate change than others.
For example, workers in sectors such as agriculture, fishing, and
tourism rely on natural resources that are particularly sensitive to
increasingly unpredictable weather and seasonal patterns.
Female-headed households, children, persons with
disabilities, Indigenous Peoples and ethnic minorities, landless
tenants, migrant workers, displaced persons, older people, and
other socially marginalized groups often have fewer financial and
other resources to cope with and recover from shocks which might
threaten their wellbeing and the wellbeing of their families. The
root causes of their vulnerability lie in a combination of their
geographical locations; their financial, socio-economic, cultural,
and social status; and their access to resources, services, and
decision-making power.
The poor are often not just among the most vulnerable to climate
change, but also disproportionately impacted by measures to
address it. These impacts can include increased costs of living, loss
of livelihoods, and limited access to resources and support
systems, which exacerbate existing inequalities and poverty
trends. In the absence of well-designed and citizen-centered
policies, efforts to tackle climate change can have unintended
consequences for the livelihoods of certain groups, including
placing a higher financial burden on poor households […].
While much progress has been made on the science and the types
of policies needed to support a transition to low carbon, climateresilient development, a challenge facing many countries is
engaging citizens who are concerned that they will be unfairly
impacted by climate policies. Citizen-centered programs play a
vital role in ensuring that resources are used efficiently. Engaging
people in shaping climate action is equally critical for achieving
lasting impact. This means ensuring transparency, access to
information, and active citizen engagement on climate risks and
green growth. Such involvement can help build public support to
reduce climate impacts, overcome behavioral and political barriers
to decarbonization, as well as foster both new ideas and a sense of
ownership over solutions.
Moreover, communities bring unique perspectives, skills, and a
wealth of knowledge to the challenge of strengthening resilience
and addressing climate change. They should be engaged as
partners in resilience-building rather than being regarded merely
as beneficiaries. Research and experience show that community
leaders can successfully set priorities, influence ownership, as well
as design and implement investment programs that are responsive
to their community’s own needs. A 2022 report by the
Intergovernmental Panel on Climate Change (IPCC) recognizes the
value of diverse forms of knowledge — such as scientific,
Indigenous, and local knowledge — in building climate resilience.
Innovations in the architecture of climate finance can connect
communities and marginalized groups to the policy, technical, and
financial assistance that they need for locally relevant and
effective development outcomes.
From: https://www.worldbank.org/en/topic/social-dimensions-of-climate-change
The modal verb in “They should be engaged as partners” (5th
paragraph) indicates a(n):
Ano: 2026
Banca:
Prefeitura de Barra do Bugres - MT
Órgão:
Prefeitura de Barra do Bugres - MT
Prova:
Prefeitura de Barra do Bugres - MT - 2026 - Prefeitura de Barra do Bugres - MT - Professor de Língua inglesa |
Q3845203
Inglês
Texto base:
He decided to postpone the trip in order to focus on his academic responsibilities.
O infinitivo to focus expressa ideia de:
Ano: 2026
Banca:
Prefeitura de Barra do Bugres - MT
Órgão:
Prefeitura de Barra do Bugres - MT
Prova:
Prefeitura de Barra do Bugres - MT - 2026 - Prefeitura de Barra do Bugres - MT - Professor de Língua inglesa |
Q3845202
Inglês
Texto base:
He was walking through the park when he suddenly remembered something he had forgotten for years.
A relação entre os tempos verbais indica:
He was walking through the park when he suddenly remembered something he had forgotten for years.
A relação entre os tempos verbais indica:
Ano: 2026
Banca:
Prefeitura de Barra do Bugres - MT
Órgão:
Prefeitura de Barra do Bugres - MT
Prova:
Prefeitura de Barra do Bugres - MT - 2026 - Prefeitura de Barra do Bugres - MT - Professor de Língua inglesa |
Q3845200
Inglês
Texto base:
This semester, the researcher is focusing on data analysis, although she usually works on theoretical frameworks.
O contraste verbal indica que o presente contínuo é usado para expressar:
This semester, the researcher is focusing on data analysis, although she usually works on theoretical frameworks.
O contraste verbal indica que o presente contínuo é usado para expressar:
Ano: 2026
Banca:
Prefeitura de Barra do Bugres - MT
Órgão:
Prefeitura de Barra do Bugres - MT
Prova:
Prefeitura de Barra do Bugres - MT - 2026 - Prefeitura de Barra do Bugres - MT - Professor de Língua inglesa |
Q3845197
Inglês
Texto associado
TEXTO II
“She had always believed that learning a
language was a matter of discipline and
repetition. However, after years of
teaching, she realized that true learning
emerged not from memorization, but from
interaction, experimentation and the
courage to make mistakes.”
A forma verbal “had always believed”
indica:
Ano: 2026
Banca:
Unesc
Órgão:
Prefeitura de Meleiro - SC
Prova:
Unesc - 2026 - Prefeitura de Meleiro - SC - Professor de Língua Inglesa - Edital nº 1 PSS |
Q3844778
Inglês
Understanding "Ergative Verbs" allows students to
master nuanced sentence structures in English. Select
the alternative that correctly defines the syntactic and
semantic behavior of an ergative verb.
Ano: 2026
Banca:
CETREDE
Órgão:
Prefeitura de Caridade - CE
Prova:
CETREDE - 2026 - Prefeitura de Caridade - CE - Professor de Educação Básica - Inglês |
Q3839795
Inglês
Read the sentence:
"Some students struggle to keep up, so the teacher needs to break the task down into smaller steps."
What is the closest meaning of the phrasal verb "break down" in this context?
Ano: 2026
Banca:
CETREDE
Órgão:
Prefeitura de Caridade - CE
Prova:
CETREDE - 2026 - Prefeitura de Caridade - CE - Professor de Educação Básica - Inglês |
Q3839792
Inglês
Choose the option in which the modal verbs best
express, respectively, strong logical deduction in the present
and mild advice about a future action:
Ano: 2026
Banca:
CETREDE
Órgão:
Prefeitura de Caridade - CE
Prova:
CETREDE - 2026 - Prefeitura de Caridade - CE - Professor de Educação Básica - Inglês |
Q3839791
Inglês
In which sentence are auxiliary verbs correctly used to
form the aspect intended?
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839378
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
O discurso indireto correto de She said, “I am learning
English” é:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839374
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
A frase correta no futuro condicional é:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839373
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
A alternativa que apresenta um phrasal verb é:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839372
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Em “the classroom goes online”, o verbo GOES
expressa:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839371
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Assinale a alternativa em que há um modal verb
corretamente empregado:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839370
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
A forma verbal correta para completar a frase é:
If teachers _____ the context, learning becomes more meaningful.
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Vitória do Mearim - MA
Prova:
FUNATEC - 2026 - Prefeitura de Vitória do Mearim - MA - Professor de Inglês - Ensino Fundamental - Anos Finais |
Q3839368
Inglês
Texto associado
Texto II
When the Classroom Goes Online
Over the past decade, the English classroom has changed
more than it had in the previous hundred years. Mobile
phones, social networks, artificial intelligence tools and
online platforms are now part of students’ daily lives, and the
teaching of English can no longer ignore this reality.
However, the use of technology in language education is not
a matter of simply replacing books with screens. What truly
matters is how these resources are used. A video, a message
exchange, a podcast or an online discussion only become
educational when they are integrated into meaningful
learning situations, connected to students’ experiences and
guided by clear pedagogical objectives.
Teachers who understand this shift no longer see themselves
as the only source of knowledge. Instead, they act as
mediators who help learners build meaning, develop
autonomy and reflect on language use in real communicative
contexts. This perspective is strongly supported by the
principles of the Brazilian National Common Core (BNCC),
which emphasizes the social and functional use of language.
In this sense, learning English is not just about memorizing
structures or rules. It involves interpreting texts, negotiating
meaning, expressing identity and participating in global
conversations. When the classroom goes online, it does not
lose its educational role — it expands it.
Em “Teachers who understand this shift no longer see
themselves as the only source of knowledge”, o verbo
SEE encontra-se no:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Potim - SP
Prova:
Avança SP - 2026 - Prefeitura de Potim - SP - Professor de Educação Básica II - Inglês |
Q3838973
Inglês
Students complete the sentence “The teacher
_____ lives in Rio is from Canada.” The
grammar focus of this exercise is:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Potim - SP
Prova:
Avança SP - 2026 - Prefeitura de Potim - SP - Professor de Educação Básica II - Inglês |
Q3838970
Inglês
A 9th-grade student writes: “I have seen that
movie yesterday.” To correct this error, the
teacher should focus on the contrast between:
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Itá - SC
Prova:
AMAUC - 2026 - Prefeitura de Itá - SC - Professor de Inglês |
Q3837328
Inglês
When converting sentences from Direct to Indirect
Speech, specific shifts occur not only in tenses but also
in the mood of the verb, particularly with imperatives.
Select the alternative that correctly transforms the
sentence: "The doctor said to the patient, 'Don't stop
taking the medicine unless you feel dizzy.'" into Indirect
Speech.
Conheça nossos planos