Questões de Concurso Público IF-AM 2026 para Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês
Foram encontradas 12 questões
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877675
Inglês
A verb tense indicates the time at which the action
or state of being described by the verb occurred, is
occurring or will occur.
Consider the statements below and the use of verb tenses in them.
I- The road is closed. There's been an accident.
II- lt was not raining when I looked out of the window; the sun was shining. But it was been raining before.
III- I wasn't sure who she was. I'd seen her before, but I couldn't remember where.
IV- Bill is phoning his girlfriend again. That's the third time he's phoned her this evening.
V- lt was raining when I have gotten up.
It is correct only what is stated in
Consider the statements below and the use of verb tenses in them.
I- The road is closed. There's been an accident.
II- lt was not raining when I looked out of the window; the sun was shining. But it was been raining before.
III- I wasn't sure who she was. I'd seen her before, but I couldn't remember where.
IV- Bill is phoning his girlfriend again. That's the third time he's phoned her this evening.
V- lt was raining when I have gotten up.
It is correct only what is stated in
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877681
Inglês
Associate the sentence with the phrasal verb.
PHRASAL VERBS 1. sort out 2. went out 3. looked out 4. carried out 5. crossed out 6. climbed out 7. checked out
SENTENCES ( ) We paid the hotel bill and ________. ( ) Andy opened the window and ________. ( ) Suddenly all the lights in the building _______. ( ) Some of the names on the list will be _______. ( ) There are a few problems we need to _______. ( ) An investigation into the accident will be ________. ( ) She swam up and down the pool, and then________.
The correct sequence of this association is:
PHRASAL VERBS 1. sort out 2. went out 3. looked out 4. carried out 5. crossed out 6. climbed out 7. checked out
SENTENCES ( ) We paid the hotel bill and ________. ( ) Andy opened the window and ________. ( ) Suddenly all the lights in the building _______. ( ) Some of the names on the list will be _______. ( ) There are a few problems we need to _______. ( ) An investigation into the accident will be ________. ( ) She swam up and down the pool, and then________.
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877682
Inglês
Considering the theories of Critical Literacy discussed
by Caetano, in "But When Do I Do Critical Literacy?",
analyze the following assertions about the critical
literacy concept.
I- It is a perspective intimately linked to the postmethod condition, constituting a practical application of the principle of possibility aiming at the social transformation of both teachers and students.
II- This perspective adopted in the Brazilian basic education network focus on the student and in the teaching of functional English and is reduced to the instrumental teaching of this language, disregarding the local learning context and the subjects involved in this process.
III- By using Critical Literacy, the teacher will be able to recognize the rich resources that students and families possess, what these students bring to school and how what they bring is or is not valued, recognized and built on the curriculum, in classrooms and in school environments.
IV- The activities developed within this perspective should encompass the reading and discussion of different texts so that, through them, it is possible to provide students with opportunities for critical reflection and transformation in the way they see the world and interact with their reality.
It is correct only what is stated in
I- It is a perspective intimately linked to the postmethod condition, constituting a practical application of the principle of possibility aiming at the social transformation of both teachers and students.
II- This perspective adopted in the Brazilian basic education network focus on the student and in the teaching of functional English and is reduced to the instrumental teaching of this language, disregarding the local learning context and the subjects involved in this process.
III- By using Critical Literacy, the teacher will be able to recognize the rich resources that students and families possess, what these students bring to school and how what they bring is or is not valued, recognized and built on the curriculum, in classrooms and in school environments.
IV- The activities developed within this perspective should encompass the reading and discussion of different texts so that, through them, it is possible to provide students with opportunities for critical reflection and transformation in the way they see the world and interact with their reality.
It is correct only what is stated in
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877683
Inglês
Associate the complements with the sentences.
SENTENCES 1. I like Tom’s idea. 2. You drive too fast. 3. I’m fed up with my job. 4. I couldn’t get a seat on the train. 5. You don’t have to take my advice. 6. I won’t be able to come to the party.
COMPLEMENTS ( ) You can do as you like. ( ) Let’s do as he suggests. ( ) It was full, as I expected. ( ) As you know, I’ll be away. ( ) As I’ve told you before, it’s boring. ( ) You should take more care, as I keep telling you.
The correct sequence of this association is:
SENTENCES 1. I like Tom’s idea. 2. You drive too fast. 3. I’m fed up with my job. 4. I couldn’t get a seat on the train. 5. You don’t have to take my advice. 6. I won’t be able to come to the party.
COMPLEMENTS ( ) You can do as you like. ( ) Let’s do as he suggests. ( ) It was full, as I expected. ( ) As you know, I’ll be away. ( ) As I’ve told you before, it’s boring. ( ) You should take more care, as I keep telling you.
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877684
Inglês
Read this extract from Chapter VII of Jane Austen’s
Emma and fill in the gaps with the correct form of the
verbs indicated below.
She had ______, as soon as she ______ back to Mrs. Goddard’s, that Mr. Martin had been there an hour before, and finding she was not at home, nor particularly expected, had ______ a little parcel for her from one of his sisters, and gone away; and on opening this parcel, she had actually found, besides the two songs which she had _____ Elizabeth to copy, a letter to herself; and this letter was from him, from Mr. Martin, and contained a direct proposal of marriage. "Who could have ______? She was so surprised she did not know what to do. Yes, quite a proposal of marriage; and a very good letter, at least she thought so.
Disponível em: (http://www.gutenberg.org/files/158/158-h/158-h.htm)
The sequence that correctly fills in the blanks is:
She had ______, as soon as she ______ back to Mrs. Goddard’s, that Mr. Martin had been there an hour before, and finding she was not at home, nor particularly expected, had ______ a little parcel for her from one of his sisters, and gone away; and on opening this parcel, she had actually found, besides the two songs which she had _____ Elizabeth to copy, a letter to herself; and this letter was from him, from Mr. Martin, and contained a direct proposal of marriage. "Who could have ______? She was so surprised she did not know what to do. Yes, quite a proposal of marriage; and a very good letter, at least she thought so.
Disponível em: (http://www.gutenberg.org/files/158/158-h/158-h.htm)
The sequence that correctly fills in the blanks is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877685
Inglês
Indicate whether each of the following statements
about Critical Literacy made by Caetano in "But When
Do I Do Critical Literacy?" is true (T) or false (F).
( ) Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
( ) Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877686
Inglês
Associate the prepositions with the sentences.
SENTENCES
1. I’m going away _____ the end of January.
2. Our apartment is _____ the second floor of the building.
3. When we were in Italy, we spent a few days _____ Venice.
4. I like them very much. They have always been very nice _____me.
PREPOSITIONS
( ) at
( ) in
( ) on
( ) to
The correct sequence of this association is:
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877687
Inglês
Texto associado
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
What was Plate and his colleague’s approach at a
university course they taught some year ago?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877688
Inglês
Texto associado
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
How does Daniel Plate see the general academic relation to AI?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877689
Inglês
Texto associado
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
What is one of the conclusions that Daniel Plate states in his text?
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877690
Inglês
Verb tense indicates when an action or state of being
occurs: in the past, present, or future.
Avalie as sentenças a seguir e os usos dos verb tenses nelas empregados.
I What do you usually do at weekends?. II- I have been traveling to France when I was a child. III- He has gone to Italy. IV- lt hasn't rained this week. V- You're out of breath. Were you been running?.
Está correto apenas o que se afirma em
Avalie as sentenças a seguir e os usos dos verb tenses nelas empregados.
I What do you usually do at weekends?. II- I have been traveling to France when I was a child. III- He has gone to Italy. IV- lt hasn't rained this week. V- You're out of breath. Were you been running?.
Está correto apenas o que se afirma em
Ano: 2026
Banca:
FCM
Órgão:
IF-AM
Prova:
FCM - 2026 - IF-AM - Professor EBTT - Área/Disciplina: Letras/Língua Portuguesa e LE/Inglês |
Q3877699
Inglês
A fonética é a ciência que apresenta os métodos para
a descrição, classificação e transcrição dos sons da
fala, principalmente aqueles sons utilizados na linguagem humana.
Informe se é verdadeiro (V) ou falso (F) o que se afirma sobre a fonética e a pronúncia da língua inglesa.
( ) Os sons ʃ e ʒ são fricativos, o primeiro está presente na palavra “push” e o segundo na palavra “rouge”.
( ) Os sons θ e ð tem o mesmo correlato ortográfico – que é “th” –, o primeiro é desvozeado e o segundo é vozeado.
( ) O inglês é uma língua que tem vogais longas, que são produzidas com a duração menor do que as vogais breves ou vogais curtas.
( ) Todas as línguas apresentam consoantes e vogais, vogais são tipicamente vozeadas e consoantes podem ser vozeadas ou desvozeadas.
( ) Quando não ocorre vibração das cordas vocais, temos um som vozeado; quando o ar provoca a vibração das cordas vocais, temos um som desvozeado.
De acordo com as afirmações, a sequência correta é:
Informe se é verdadeiro (V) ou falso (F) o que se afirma sobre a fonética e a pronúncia da língua inglesa.
( ) Os sons ʃ e ʒ são fricativos, o primeiro está presente na palavra “push” e o segundo na palavra “rouge”.
( ) Os sons θ e ð tem o mesmo correlato ortográfico – que é “th” –, o primeiro é desvozeado e o segundo é vozeado.
( ) O inglês é uma língua que tem vogais longas, que são produzidas com a duração menor do que as vogais breves ou vogais curtas.
( ) Todas as línguas apresentam consoantes e vogais, vogais são tipicamente vozeadas e consoantes podem ser vozeadas ou desvozeadas.
( ) Quando não ocorre vibração das cordas vocais, temos um som vozeado; quando o ar provoca a vibração das cordas vocais, temos um som desvozeado.
De acordo com as afirmações, a sequência correta é:
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