Questões de Concurso Público SEDUC-AL 2026 para Professor - Inglês

Foram encontradas 117 questões

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Q4440603
Pedagogia Temas Educacionais Pedagógicos ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440603 Pedagogia
Julgue o item que se segue, referente ao componente do processo de ensino.
O processo de ensino constitui-se de um sistema articulado, em sua totalidade, dos seguintes componentes: didática, objetivos e conteúdos. 
Alternativas
Q4440604
Direito Constitucional Educação, Cultura e Desporto , Ordem Social ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440604 Direito Constitucional
    O TCE-AL está entre os órgãos que apoiam uma mobilização nacional para orientar prefeitos sobre critérios necessários para garantir recursos da complementação-VAAR (valor aluno ano por resultado de redução de desigualdades educacionais), do Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação (FUNDEB). Os municípios que não atenderem às exigências da chamada Condicionalidade III do VAAR/FUNDEB correm o risco de perder os recursos da complementação em 2026.

Internet: <https://g1.globo.com (com adaptações). 

A partir do texto apresentado, julgue o item a seguir.


O VAAR, ao qual se refere o texto, não está definido na Constituição Federal de 1988, pois consiste em desdobramento da complementação do FUNDEB, realizado pela União e atrelado diretamente aos percentuais do valor anual por aluno (VAAF). 

Alternativas
Q4440605
Legislação Federal Lei nº 9.394 de 1996 - Estabelecimento das Diretrizes e Bases da Educação Nacional (LDBEN) e suas alterações ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440605 Legislação Federal
Julgue o item seguinte, com base no disposto na Lei de Diretrizes e Bases da Educação Nacional, na Lei Brasileira de Inclusão da Pessoa com Deficiência e no Estatuto da Criança e do Adolescente. 
É assegurado o direito das comunidades indígenas brasileiras de fazerem uso de suas línguas maternas tanto no ensino fundamental regular quanto no ensino médio. 
Alternativas
Q4440606
Direito da Criança e do Adolescente - Estatuto da Criança e do Adolescente (ECA) - Lei nº 8.069 de 1990 Guarda , Entidades de atendimento ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440606 Direito da Criança e do Adolescente - Estatuto da Criança e do Adolescente (ECA) - Lei nº 8.069 de 1990
Julgue o item seguinte, com base no disposto na Lei de Diretrizes e Bases da Educação Nacional, na Lei Brasileira de Inclusão da Pessoa com Deficiência e no Estatuto da Criança e do Adolescente. 
As unidades escolares que ofertam educação infantil ou ensino fundamental são consideradas entidades de atendimento, e os diretores que nelas atuam são equiparados aos guardiões, para todos os efeitos de direito.
Alternativas
Q4440607
Legislação Federal Lei nº 10.436 de 2002 e Decreto nº 5.626 de 2005 - Língua Brasileira de Sinais - Libras , Lei nº 9.394 de 1996 - Estabelecimento das Diretrizes e Bases da Educação Nacional (LDBEN) e suas alterações ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440607 Legislação Federal
Julgue o item seguinte, com base no disposto na Lei de Diretrizes e Bases da Educação Nacional, na Lei Brasileira de Inclusão da Pessoa com Deficiência e no Estatuto da Criança e do Adolescente. 
As instituições públicas e privadas da educação básica e do ensino superior estão obrigadas a disponibilizar, para as pessoas surdas, tradutores e intérpretes da LIBRAS, com formação mínima, de nível superior, em tradução e interpretação em LIBRAS.  
Alternativas
Q4440608
Pedagogia Legislação da Educação , Diretrizes Curriculares Nacionais para o Ensino Médio , Políticas Educacionais , Programas e Ações do Ministério da Educação - Desenvolvimento da Educação Básica , O Ensino Médio , Educação, Trabalho, Formação Profissional e as Transformações do Ensino Médio
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440608 Pedagogia
À luz das Diretrizes Curriculares Nacionais para o ensino fundamental de nove anos e do disposto na Lei n.º 13.415/2017, julgue o item que se segue.
A Política de Fomento à Implementação de Escolas de Ensino Médio de Tempo Integral foi instituída com previsão de repasses de recursos do MEC aos estados, municípios e Distrito Federal, pelo prazo de dez anos por escola, contado da data de início da implementação do ensino médio integral na respectiva escola. 
Alternativas
Q4440609
Pedagogia Políticas Educacionais , Currículo (Teoria e Prática) , Currículo, interdisciplinaridade, transversalidade e a transdisciplinaridade ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440609 Pedagogia
À luz das Diretrizes Curriculares Nacionais para o ensino fundamental de nove anos e do disposto na Lei n.º 13.415/2017, julgue o item que se segue.
A base nacional comum e a parte diversificada constituem dois blocos distintos do currículo do ensino fundamental, servindo-se da transversalidade como estratégia para garantir que componentes curriculares, áreas de conhecimento e temas sociais sejam articulados em perspectiva integrada.
Alternativas
Q4440610
Legislação Federal Lei nº 9.394 de 1996 - Estabelecimento das Diretrizes e Bases da Educação Nacional (LDBEN) e suas alterações ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440610 Legislação Federal
À luz das Diretrizes Curriculares Nacionais para o ensino fundamental de nove anos e do disposto na Lei n.º 13.415/2017, julgue o item que se segue.
A reforma do ensino médio gerou efeitos na Consolidação das Leis do Trabalho (CLT), ao autorizar que o professor lecione em um mesmo estabelecimento por mais de um turno, desde que não ultrapasse a jornada de trabalho semanal estabelecida legalmente, assegurado e não computado o intervalo para a refeição. 
Alternativas
Q4440611
Legislação Estadual Legislação do Estado de Alagoas , Lei 6.196 de 2000 - Estatuto do Magistério Público do Estado ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440611 Legislação Estadual
Julgue o seguinte item, de acordo com o previsto no Estatuto de Magistério do Estado de Alagoas. 
Caso o profissional de educação esteja em gozo de férias e seja, nesse período, convocado para compor tribunal de júri, as suas férias poderão ser interrompidas. 
Alternativas
Q4440612
Legislação Estadual Legislação do Estado de Alagoas , Lei 6.196 de 2000 - Estatuto do Magistério Público do Estado ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Provas: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Artes | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Geografia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - História | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Sociologia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Filosofia | CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Português |
Q4440612 Legislação Estadual
Julgue o seguinte item, de acordo com o previsto no Estatuto de Magistério do Estado de Alagoas. 
A inassiduidade habitual integra o rol de casos passíveis de levar à cassação da aposentadoria de servidor que a tenha praticado enquanto estava ativo no cargo. 
Alternativas
Q4443002
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443002 Inglês
    Never before have we had such easy access to languages we do not speak. AI translation tools can convert German, French or Japanese text into fluent English or Chinese in a matter of seconds. For many, these tools are a vital part of everyday life. Unfortunately, I have come to realise that the more these tools advance, the less we feel the need to learn foreign languages. 

    There is a misconception behind this. These tools treat languages as fixed channels that deliver the same information. They assume that knowledge exists in a stable, language - independent form and that switching languages simply means substituting one vocabulary for another. 

    This approach falls short. Languages are the key to human cultures. Their vocabularies never completely overlap. Moreover, languages use different methods to organise and pass on knowledge. This linguistic repertoire shapes the way communities communicate in specific situations, influencing how they structure arguments, frame statements and define the roles of author and audience. These patterns are learned. Similarly, language communities often develop their own conventions to convey authority, caution, criticism, belonging or respect. 

Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>.  (adapted). 



Evaluate the following item with regard to the preceding text.
It is possible to infer from the text that, in the author’s opinion, the development of AI translation tools puts foreign language learning at risk.
Alternativas
Q4443003
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443003 Inglês
    Never before have we had such easy access to languages we do not speak. AI translation tools can convert German, French or Japanese text into fluent English or Chinese in a matter of seconds. For many, these tools are a vital part of everyday life. Unfortunately, I have come to realise that the more these tools advance, the less we feel the need to learn foreign languages. 

    There is a misconception behind this. These tools treat languages as fixed channels that deliver the same information. They assume that knowledge exists in a stable, language - independent form and that switching languages simply means substituting one vocabulary for another. 

    This approach falls short. Languages are the key to human cultures. Their vocabularies never completely overlap. Moreover, languages use different methods to organise and pass on knowledge. This linguistic repertoire shapes the way communities communicate in specific situations, influencing how they structure arguments, frame statements and define the roles of author and audience. These patterns are learned. Similarly, language communities often develop their own conventions to convey authority, caution, criticism, belonging or respect. 

Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>.  (adapted). 



Evaluate the following item with regard to the preceding text.
According to the text, AI translation tools make it easier to learn a foreign language.
Alternativas
Q4443004
Inglês Interpretação de texto | Reading comprehension , Aspectos linguísticos | Linguistic aspects , Pronúncia e Som | Pronunciation and Sound ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443004 Inglês
    Never before have we had such easy access to languages we do not speak. AI translation tools can convert German, French or Japanese text into fluent English or Chinese in a matter of seconds. For many, these tools are a vital part of everyday life. Unfortunately, I have come to realise that the more these tools advance, the less we feel the need to learn foreign languages. 

    There is a misconception behind this. These tools treat languages as fixed channels that deliver the same information. They assume that knowledge exists in a stable, language - independent form and that switching languages simply means substituting one vocabulary for another. 

    This approach falls short. Languages are the key to human cultures. Their vocabularies never completely overlap. Moreover, languages use different methods to organise and pass on knowledge. This linguistic repertoire shapes the way communities communicate in specific situations, influencing how they structure arguments, frame statements and define the roles of author and audience. These patterns are learned. Similarly, language communities often develop their own conventions to convey authority, caution, criticism, belonging or respect. 

Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>.  (adapted). 



Evaluate the following item with regard to the preceding text.
It can be concluded from the text that AI translation tools are still not able to perfectly translate language in varied communicative situations. 
Alternativas
Q4443005
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443005 Inglês
    Never before have we had such easy access to languages we do not speak. AI translation tools can convert German, French or Japanese text into fluent English or Chinese in a matter of seconds. For many, these tools are a vital part of everyday life. Unfortunately, I have come to realise that the more these tools advance, the less we feel the need to learn foreign languages. 

    There is a misconception behind this. These tools treat languages as fixed channels that deliver the same information. They assume that knowledge exists in a stable, language - independent form and that switching languages simply means substituting one vocabulary for another. 

    This approach falls short. Languages are the key to human cultures. Their vocabularies never completely overlap. Moreover, languages use different methods to organise and pass on knowledge. This linguistic repertoire shapes the way communities communicate in specific situations, influencing how they structure arguments, frame statements and define the roles of author and audience. These patterns are learned. Similarly, language communities often develop their own conventions to convey authority, caution, criticism, belonging or respect. 

Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>.  (adapted). 



Evaluate the following item with regard to the preceding text.
According to the author, language is a complex means of communication, tied to culture and used differently depending on each specific situation. 
Alternativas
Q4443006
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443006 Inglês
    Never before have we had such easy access to languages we do not speak. AI translation tools can convert German, French or Japanese text into fluent English or Chinese in a matter of seconds. For many, these tools are a vital part of everyday life. Unfortunately, I have come to realise that the more these tools advance, the less we feel the need to learn foreign languages. 

    There is a misconception behind this. These tools treat languages as fixed channels that deliver the same information. They assume that knowledge exists in a stable, language - independent form and that switching languages simply means substituting one vocabulary for another. 

    This approach falls short. Languages are the key to human cultures. Their vocabularies never completely overlap. Moreover, languages use different methods to organise and pass on knowledge. This linguistic repertoire shapes the way communities communicate in specific situations, influencing how they structure arguments, frame statements and define the roles of author and audience. These patterns are learned. Similarly, language communities often develop their own conventions to convey authority, caution, criticism, belonging or respect. 

Giorgio Iemmolo. Why is it worth learning new languages?
Internet: <https://ethz.ch>.  (adapted). 



Evaluate the following item with regard to the preceding text.
The word "misconception", as used in the second paragraph, refers to the fact that AI translation tools can convert texts from one language into another. 
Alternativas
Q4443007
Pedagogia Temas Educacionais Pedagógicos , Tendências Pedagógicas , Teorias e Práticas para o Ensino de Língua Estrangeira ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443007 Pedagogia
    Dante, the Italian author, was sort of a linguistic Darwin. He held a heretical theory. Europe’s languages, he thought, had not been made in a single moment, in a biblical Babel, but had evolved. With the care of a Victorian naturalist, he thus split Europe’s languages into families by their words for "yes": those who lived in southern France and said "oc" spoke a "Langue d’oc". 

    He was spot-on. Four centuries later, a British judge and polyglot called Sir William Jones arrived in Calcutta and was struck by the similarities between Latin and Sanskrit words for terms such as house (domus, dam) and god (deus, deva). Clearly they had "sprung from some common source, which, perhaps, no longer exists". The world’s languages were not a Babel but a brotherhood. 

    Proto, a new book by Laura Spinney, a journalist, offers a biography of that brotherhood—or rather its parent. For Jones’s "common source" now has a name: "Proto-Indo-European" (PIE). It was first spoken by as little as a few dozen people around the Black Sea then, roughly 5,000 years ago, spread with rapidity "from Ireland to India". Today, its offshoots include Irish, Hindi—and more or less everything in between. Almost half of the world’s population speaks a descendant of it. 

    PIE is long dead, but traces of it remain caught, like insects in amber, in modern languages, allowing academics to bring it back to life. Scholars know, for example, its speakers found visitors irritating: the PIE word "ghostis" gives English not just "guest" but "ghost", and Latin its word for "host" but also "enemy". 

Internet: <https://www.economist.com>(Adapted)



Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
As far as pedagogical activities are concerned, an activity in which students would play a memorization game to learn Proto-Indo-European words by heart would be a correct and effective way to teach them the language, according to the new pedagogical trends in ELT. 
Alternativas
Q4443008
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443008 Inglês
    Dante, the Italian author, was sort of a linguistic Darwin. He held a heretical theory. Europe’s languages, he thought, had not been made in a single moment, in a biblical Babel, but had evolved. With the care of a Victorian naturalist, he thus split Europe’s languages into families by their words for "yes": those who lived in southern France and said "oc" spoke a "Langue d’oc". 

    He was spot-on. Four centuries later, a British judge and polyglot called Sir William Jones arrived in Calcutta and was struck by the similarities between Latin and Sanskrit words for terms such as house (domus, dam) and god (deus, deva). Clearly they had "sprung from some common source, which, perhaps, no longer exists". The world’s languages were not a Babel but a brotherhood. 

    Proto, a new book by Laura Spinney, a journalist, offers a biography of that brotherhood—or rather its parent. For Jones’s "common source" now has a name: "Proto-Indo-European" (PIE). It was first spoken by as little as a few dozen people around the Black Sea then, roughly 5,000 years ago, spread with rapidity "from Ireland to India". Today, its offshoots include Irish, Hindi—and more or less everything in between. Almost half of the world’s population speaks a descendant of it. 

    PIE is long dead, but traces of it remain caught, like insects in amber, in modern languages, allowing academics to bring it back to life. Scholars know, for example, its speakers found visitors irritating: the PIE word "ghostis" gives English not just "guest" but "ghost", and Latin its word for "host" but also "enemy". 

Internet: <https://www.economist.com>(Adapted)



Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
The comparison between Dante and Darwin, made in the first paragraph of the text, highlights the evolution aspect present in the history of languages. 
Alternativas
Q4443009
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443009 Inglês
    Dante, the Italian author, was sort of a linguistic Darwin. He held a heretical theory. Europe’s languages, he thought, had not been made in a single moment, in a biblical Babel, but had evolved. With the care of a Victorian naturalist, he thus split Europe’s languages into families by their words for "yes": those who lived in southern France and said "oc" spoke a "Langue d’oc". 

    He was spot-on. Four centuries later, a British judge and polyglot called Sir William Jones arrived in Calcutta and was struck by the similarities between Latin and Sanskrit words for terms such as house (domus, dam) and god (deus, deva). Clearly they had "sprung from some common source, which, perhaps, no longer exists". The world’s languages were not a Babel but a brotherhood. 

    Proto, a new book by Laura Spinney, a journalist, offers a biography of that brotherhood—or rather its parent. For Jones’s "common source" now has a name: "Proto-Indo-European" (PIE). It was first spoken by as little as a few dozen people around the Black Sea then, roughly 5,000 years ago, spread with rapidity "from Ireland to India". Today, its offshoots include Irish, Hindi—and more or less everything in between. Almost half of the world’s population speaks a descendant of it. 

    PIE is long dead, but traces of it remain caught, like insects in amber, in modern languages, allowing academics to bring it back to life. Scholars know, for example, its speakers found visitors irritating: the PIE word "ghostis" gives English not just "guest" but "ghost", and Latin its word for "host" but also "enemy". 

Internet: <https://www.economist.com>(Adapted)



Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
The use of the word "heretical" (first paragraph) helps to situate Dante’s argument in a historical and religious context.
Alternativas
Q4443010
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443010 Inglês
    Dante, the Italian author, was sort of a linguistic Darwin. He held a heretical theory. Europe’s languages, he thought, had not been made in a single moment, in a biblical Babel, but had evolved. With the care of a Victorian naturalist, he thus split Europe’s languages into families by their words for "yes": those who lived in southern France and said "oc" spoke a "Langue d’oc". 

    He was spot-on. Four centuries later, a British judge and polyglot called Sir William Jones arrived in Calcutta and was struck by the similarities between Latin and Sanskrit words for terms such as house (domus, dam) and god (deus, deva). Clearly they had "sprung from some common source, which, perhaps, no longer exists". The world’s languages were not a Babel but a brotherhood. 

    Proto, a new book by Laura Spinney, a journalist, offers a biography of that brotherhood—or rather its parent. For Jones’s "common source" now has a name: "Proto-Indo-European" (PIE). It was first spoken by as little as a few dozen people around the Black Sea then, roughly 5,000 years ago, spread with rapidity "from Ireland to India". Today, its offshoots include Irish, Hindi—and more or less everything in between. Almost half of the world’s population speaks a descendant of it. 

    PIE is long dead, but traces of it remain caught, like insects in amber, in modern languages, allowing academics to bring it back to life. Scholars know, for example, its speakers found visitors irritating: the PIE word "ghostis" gives English not just "guest" but "ghost", and Latin its word for "host" but also "enemy". 

Internet: <https://www.economist.com>(Adapted)



Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
In order to fully understand the first paragraph, readers need to be familiarized with specific domains of knowledge, such as history, literature, religion and biology. 
Alternativas
Q4443011
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-AL Prova: CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443011 Inglês
    Dante, the Italian author, was sort of a linguistic Darwin. He held a heretical theory. Europe’s languages, he thought, had not been made in a single moment, in a biblical Babel, but had evolved. With the care of a Victorian naturalist, he thus split Europe’s languages into families by their words for "yes": those who lived in southern France and said "oc" spoke a "Langue d’oc". 

    He was spot-on. Four centuries later, a British judge and polyglot called Sir William Jones arrived in Calcutta and was struck by the similarities between Latin and Sanskrit words for terms such as house (domus, dam) and god (deus, deva). Clearly they had "sprung from some common source, which, perhaps, no longer exists". The world’s languages were not a Babel but a brotherhood. 

    Proto, a new book by Laura Spinney, a journalist, offers a biography of that brotherhood—or rather its parent. For Jones’s "common source" now has a name: "Proto-Indo-European" (PIE). It was first spoken by as little as a few dozen people around the Black Sea then, roughly 5,000 years ago, spread with rapidity "from Ireland to India". Today, its offshoots include Irish, Hindi—and more or less everything in between. Almost half of the world’s population speaks a descendant of it. 

    PIE is long dead, but traces of it remain caught, like insects in amber, in modern languages, allowing academics to bring it back to life. Scholars know, for example, its speakers found visitors irritating: the PIE word "ghostis" gives English not just "guest" but "ghost", and Latin its word for "host" but also "enemy". 

Internet: <https://www.economist.com>(Adapted)



Evaluate the following item, which relates to the provided text and to new trends in English language teaching.
The expression "was struck by" (second paragraph) can be correctly replaced with was impressed by or with was battered by without this changing the original meaning of the paragraph. 
Alternativas
Respostas
41: E
42: E
43: C
44: E
45: E
46: E
47: E
48: C
49: C
50: C
51: C
52: E
53: C
54: C
55: E
56: E
57: C
58: C
59: C
60: E
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