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Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507953
Inglês
Texto associado
Tirinha 1
Disponível em:
<https://assets.amuniversal.com/11b4b0a09a8e01365660005056a9545d>.
Acesso em: 23 jan. 2025.
In the last strip, Garfield and the mouse
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507952
Inglês
Texto associado
Tirinha 1
Disponível em:
<https://assets.amuniversal.com/11b4b0a09a8e01365660005056a9545d>.
Acesso em: 23 jan. 2025.
What type of irony is most evident in the cartoon?
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507951
Inglês
Texto associado
Tirinha 1
Disponível em:
<https://assets.amuniversal.com/11b4b0a09a8e01365660005056a9545d>.
Acesso em: 23 jan. 2025.
The communicative language function of Garfield’s phrase
“Pleased to meet you” is
Resumos relacionados
Resumo relacionado
Advérbios e conjunções em inglês para concursos públicos
O estudo de advérbios e conjunções na língua inglesa é fundamental para quem deseja se destacar em provas de concursos públicos. Esses elementos desempenham papéis essenciais na construção de frases, influenciando diretamente o sentido e a coesão textual, habilidades bastante exigidas nas questões de interpretação e compreensão de textos em inglês.
Resumo relacionado
Artigos (Articles) em inglês: uso em concursos públicos
Artigos (Articles) são palavras essenciais na gramática da língua inglesa, usadas para indicar se um substantivo está sendo mencionado de forma específica ou geral. Eles desempenham papel fundamental em provas de concursos, pois ajudam na compreensão e interpretação dos textos, além de serem frequentemente cobrados em questões envolvendo uso correto de estruturas gramaticais.
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507950
Inglês
Texto associado
Tirinha 1
Disponível em:
<https://assets.amuniversal.com/11b4b0a09a8e01365660005056a9545d>.
Acesso em: 23 jan. 2025.
When Jon points to the mouse and says “You are a cat. That
is a mouse!”, he is trying to
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507949
Inglês
Texto associado
Imagem 1
Disponível em: <https://static.demilked.com/wpcontent/uploads/2019/01/5c37064bb95c8-180414_disagreement5c2f402decf2b__880.jpg>. Acesso em: 23 jan. 2025.
The difference between “I disagree” and “Hmm” in the image
is that “I disagree” is
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507948
Inglês
Texto associado
Imagem 1
Disponível em: <https://static.demilked.com/wpcontent/uploads/2019/01/5c37064bb95c8-180414_disagreement5c2f402decf2b__880.jpg>. Acesso em: 23 jan. 2025.
A frase “It could be better if...” em uma discussão
intercultural pode ser entendida como uma
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507946
Inglês
Texto associado
Texto 5
A test can give the teacher valuable information about where
the students are in their language learning.
A test can guide the teacher on what to cover or review next.
Tests help teachers to decide if their teaching is effective.
A test can be a tool for learning and a starting point for the next
teaching.
Tests can give students a sense of accomplishment and
progress.
Tests can highlight areas for students to work on and tell them
what has and hasn’t been effective in their learning.
Tests can encourage students to consolidate and extend their
knowledge.
Effective feedback after a test can be invaluable in helping
students to understand something they couldn’t do during the
teaching.
Disponível em: <https://elttguide.com/alternative-forms-of-englishlanguage-assessment-that-you-can-use-instead-of-tests/>. Acesso em: 20
jan. 2025. [Adaptado].
What is an example of effective feedback in the context of
English language teaching?
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507945
Inglês
Texto associado
Texto 5
A test can give the teacher valuable information about where
the students are in their language learning.
A test can guide the teacher on what to cover or review next.
Tests help teachers to decide if their teaching is effective.
A test can be a tool for learning and a starting point for the next
teaching.
Tests can give students a sense of accomplishment and
progress.
Tests can highlight areas for students to work on and tell them
what has and hasn’t been effective in their learning.
Tests can encourage students to consolidate and extend their
knowledge.
Effective feedback after a test can be invaluable in helping
students to understand something they couldn’t do during the
teaching.
Disponível em: <https://elttguide.com/alternative-forms-of-englishlanguage-assessment-that-you-can-use-instead-of-tests/>. Acesso em: 20
jan. 2025. [Adaptado].
O excerto, extraído do artigo intitulado “8 Alternative Forms
Of English Language Assessment That You Can Use
Instead Of Tests”, foca no conteúdo de uma seção
específica que aborda
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507943
Inglês
De acordo com Morrow (em Johnson e Morrow, 1981),
atividades verdadeiramente comunicativas devem envolver
lacunas de informação, escolha e feedback. Uma atividade
que atende a essas três características essenciais para a
comunicação autêntica é:
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507942
Inglês
Leia o trecho a seguir.
“The most obvious characteristic of Communicative Language Teaching (CLT) is that almost everything that is done is done with a communicative intent.”
Larsen-Freeman, D. Techniques and Principles in Language Teaching. (2nd ed.). Oxford: Oxford University Press. 2000.
Com base nessa premissa, segundo Larsen-Freeman (2000, p. 129), um professor de inglês que adota a abordagem CLT escolherá atividades que
“The most obvious characteristic of Communicative Language Teaching (CLT) is that almost everything that is done is done with a communicative intent.”
Larsen-Freeman, D. Techniques and Principles in Language Teaching. (2nd ed.). Oxford: Oxford University Press. 2000.
Com base nessa premissa, segundo Larsen-Freeman (2000, p. 129), um professor de inglês que adota a abordagem CLT escolherá atividades que
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507941
Inglês
Texto associado
Texto 4
Fear of the unknown: AI anxiety in academia
Mickey Mann January 7, 2025
While experts recognize the possible misuses of AI in
classrooms — including plagiarism — they agree that educating
teachers and students on what the black box of AI is will be
essential to its potential use for good.
When cavemen first saw the spark of a flame, they likely felt a
mixture of awe, wonder and fear at the powerful new tool. When the printing press was invented it promised widespread
access to writing, but it also threatened the jobs of scribes.
Writing itself was once feared as a disruptive technology. The
philosopher Socrates famously opposed the written word,
concerned it would replace meaningful conversation and
intellectual engagement.
Today, artificial intelligence once again stirs fear of the
unknown, particularly in the case of education. Skeptical
universities across the country have banned AI software and
Large Language Models (LLMs) like Chat GPT from their
classrooms.
However, some educators in Bellingham are cautiously
optimistic about AI’s potential to benefit students, especially
English language learners (ESLs) and students with disabilities,
by providing much-needed support. But is fear of the unknown
holding back this technology from reaching its full potential?
Disponível em: <https://salish-current.org/2025/01/07/fear-of-the-unknownai-anxiety-in-academia/>. Acesso em: 20 jan. 2025. [Adaptado].
“Holding back” no contexto do trecho “But is fear of the
unknown holding back this technology from reaching its full
potential?” pode ser substituído por qual termo sem prejuízo
de sentido?
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507940
Inglês
Texto associado
Texto 4
Fear of the unknown: AI anxiety in academia
Mickey Mann January 7, 2025
While experts recognize the possible misuses of AI in
classrooms — including plagiarism — they agree that educating
teachers and students on what the black box of AI is will be
essential to its potential use for good.
When cavemen first saw the spark of a flame, they likely felt a
mixture of awe, wonder and fear at the powerful new tool. When the printing press was invented it promised widespread
access to writing, but it also threatened the jobs of scribes.
Writing itself was once feared as a disruptive technology. The
philosopher Socrates famously opposed the written word,
concerned it would replace meaningful conversation and
intellectual engagement.
Today, artificial intelligence once again stirs fear of the
unknown, particularly in the case of education. Skeptical
universities across the country have banned AI software and
Large Language Models (LLMs) like Chat GPT from their
classrooms.
However, some educators in Bellingham are cautiously
optimistic about AI’s potential to benefit students, especially
English language learners (ESLs) and students with disabilities,
by providing much-needed support. But is fear of the unknown
holding back this technology from reaching its full potential?
Disponível em: <https://salish-current.org/2025/01/07/fear-of-the-unknownai-anxiety-in-academia/>. Acesso em: 20 jan. 2025. [Adaptado].
O termo “skeptical” no contexto do excerto “Skeptical
universities across the country” foi usado para descrever as
universidades que
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507939
Inglês
Texto associado
Texto 4
Fear of the unknown: AI anxiety in academia
Mickey Mann January 7, 2025
While experts recognize the possible misuses of AI in
classrooms — including plagiarism — they agree that educating
teachers and students on what the black box of AI is will be
essential to its potential use for good.
When cavemen first saw the spark of a flame, they likely felt a
mixture of awe, wonder and fear at the powerful new tool. When the printing press was invented it promised widespread
access to writing, but it also threatened the jobs of scribes.
Writing itself was once feared as a disruptive technology. The
philosopher Socrates famously opposed the written word,
concerned it would replace meaningful conversation and
intellectual engagement.
Today, artificial intelligence once again stirs fear of the
unknown, particularly in the case of education. Skeptical
universities across the country have banned AI software and
Large Language Models (LLMs) like Chat GPT from their
classrooms.
However, some educators in Bellingham are cautiously
optimistic about AI’s potential to benefit students, especially
English language learners (ESLs) and students with disabilities,
by providing much-needed support. But is fear of the unknown
holding back this technology from reaching its full potential?
Disponível em: <https://salish-current.org/2025/01/07/fear-of-the-unknownai-anxiety-in-academia/>. Acesso em: 20 jan. 2025. [Adaptado].
Com base na leitura do texto, conclui-se que o objetivo do
autor é
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507938
Inglês
No contexto da Base Nacional Comum Curricular para o
ensino de língua inglesa, os eixos estruturantes são
fundamentais para o desenvolvimento das habilidades.
Esses eixos são:
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507937
Inglês
A Base Nacional Comum Curricular (BNCC) é uma
atualização e complementação dos Parâmetros Curriculares
Nacionais (PCNs), refletindo as mudanças nas práticas
pedagógicas e nas demandas da sociedade moderna. Uma
atualização significativa relacionada ao ensino de língua
inglesa consiste na
Ano: 2025
Banca:
IBADE
Órgão:
Prefeitura de Jarinu - SP
Prova:
IBADE - 2025 - Prefeitura de Jarinu - SP - Professor de Educação Básica II - Inglês |
Q3506786
Inglês
The phrase "what a wonderful world" means:
Ano: 2025
Banca:
IBADE
Órgão:
Prefeitura de Jarinu - SP
Prova:
IBADE - 2025 - Prefeitura de Jarinu - SP - Professor de Educação Básica II - Inglês |
Q3506785
Inglês
The main idea expressed in the line "I see trees of green,
red roses too" is:
Ano: 2025
Banca:
IBADE
Órgão:
Prefeitura de Jarinu - SP
Prova:
IBADE - 2025 - Prefeitura de Jarinu - SP - Professor de Educação Básica II - Inglês |
Q3506784
Inglês
In the sentence "it was recorded by Louis Armstrong in
1967", the grammatical structure is:
Ano: 2025
Banca:
IBADE
Órgão:
Prefeitura de Jarinu - SP
Prova:
IBADE - 2025 - Prefeitura de Jarinu - SP - Professor de Educação Básica II - Inglês |
Q3506783
Inglês
The line "They'll learn much more than I'll ever know" is an
example of the following grammatical structure:
Ano: 2025
Banca:
IBADE
Órgão:
Prefeitura de Jarinu - SP
Prova:
IBADE - 2025 - Prefeitura de Jarinu - SP - Professor de Educação Básica II - Inglês |
Q3506782
Inglês
WHAT A WONDERFUL WORLD
I see trees of green, red roses too
I see them bloom for me and you
And I think to myself: What a wonderful world
I see skies of blue and clouds of white
The bright blessed days, the dark sacred night
And I think to myself: What a wonderful world
The colors of the rainbow, so pretty in the sky
Are also on the faces of people going by
I see friends shaking hands, saying: How do you do?
They're really saying: I love you!
I hear babies crying, I watch them grow
They'll learn much more, than I'll ever know
And I think to myself:
What a wonderful world
Yes, I think to myself: What a wonderful world
The song's message is:
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