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Q3393769
Inglês Análise sintática | Syntax Parsing ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393769 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
Sintagmas nominais são unidades sintáticas compostas de um núcleo (um substantivo) e seus modificadores. No trecho “Martin-the-conductor’s flippant enquiry”, retirado do primeiro parágrafo, o núcleo do sintagma nominal é
Alternativas
Q3393768
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393768 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
In the sentence from the last paragraph “The last decades have seen what feels like unprecedented technological change.”, the word in bold can be replaced, without meaning change, by
Alternativas
Q3393767
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393767 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
É correto afirmar que o primeiro parágrafo é desenvolvido, predominantemente, em forma de texto
Alternativas
Q3393766
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393766 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
This extract from Harmer’s book is consistent with the following section of a book: 
Alternativas
Q3393765
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393765 Inglês
Read the following cartoon:

Q26.png (345×220)
(Patrick Chappatte. Disponível em: https://larrycuban.wordpress. com/2023/01/26/)

Humor in the comic derives from the fact that
Alternativas
Q3393027
Inglês Tradução | Translation ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393027 Inglês
Mark the item which CORRECTLY translates the sentence below into Portuguese.

Her parents were proud of how sensible she was when she chose to spend the afternoon studying at the library instead of going to the party.
Alternativas
Q3393026
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393026 Inglês
The classic “Little Women” by Louisa May Alcott presents diverse social issues, but mainly:
Alternativas
Q3393025
Inglês Advérbios e conjunções | Adverbs and conjunctions ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393025 Inglês
Which of the following sentences uses an adverb of place?
Alternativas
Q3393024
Inglês Preposições | Prepositions ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393024 Inglês
Depending on the preposition you use to fill in the blank in “I am looking ____ the dog”, the meaning of the sentence changes completely. Analyze the sentences below and mark the CORRECT item.

I. “I’m looking at the dog” means you are seeing the dog.
II. “I’m looking after the dog” means you don’t know where the dog is.
III. “I’m looking for the dog” means you are taking care of the dog.
Alternativas
Q3393023
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393023 Inglês
Harper Lee’s “To Kill a Mockingbird” presents diverse social issues, but mainly:
Alternativas
Q3393022
Inglês Verbos | Verbs ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393022 Inglês
Mark the item which CORRECTLY displays the tense and aspect of the underlined verbs.

I have helped my neighbor too much this week.
Alternativas
Q3393021
Inglês Verbos | Verbs ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393021 Inglês
Mark the item which CORRECTLY displays the tense and aspect of the underlined verbs.

I had helped my neighbor clean his attic before I fixed his car. 
Alternativas
Q3393020
Inglês Vocabulário | Vocabulary ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393020 Inglês
What does the phrasal verb below mean in the following sentence?

They set off on their road trip early this morning.
Alternativas
Q3393019
Inglês Vocabulário | Vocabulary ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393019 Inglês
What does the phrasal verb below mean in the following sentence?

Charlie couldn’t put up with their whining anymore. 
Alternativas
Q3393018
Inglês Determinantes e quantificadores | Determiners and quantifiers ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393018 Inglês
Fill in the blanks below and mark the CORRECT item.

• How ______ sugar do you take in your coffee?
• How ______ children do you want to have?
• I feel ______ better now.
• There were ______ people at the party.
Alternativas
Q3393017
Inglês Substantivos e compostos | Nouns and compounds ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393017 Inglês
Irregular nouns do not follow the standard pluralization rule. Which one of the items below has the INCORRECT plural for the irregular noun?
Alternativas
Q3393016
Inglês Aspectos linguísticos | Linguistic aspects ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393016 Inglês
    Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made.
    She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots.
    The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis.

Source: Encyclopedia Britannica. Adapted.
Which one of the items below is solely composed of words that have 5 syllables?
Alternativas
Q3393015
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393015 Inglês
    Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made.
    She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots.
    The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis.

Source: Encyclopedia Britannica. Adapted.
The words underlined below can be substituted, in order, while maintaining their original meaning, by:

The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots. The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice.
Alternativas
Q3393014
Inglês Adjetivos | Adjectives , Advérbios e conjunções | Adverbs and conjunctions , Pronomes | Pronouns ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393014 Inglês
    Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made.
    She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots.
    The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis.

Source: Encyclopedia Britannica. Adapted.
The words numbered in the first paragraph are classified, in order, as:
Alternativas
Q3393013
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393013 Inglês
    Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made.
    She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots.
    The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis.

Source: Encyclopedia Britannica. Adapted.
Considering the facts within the text, mark the CORRECT item.
Alternativas
Respostas
4681: E
4682: E
4683: A
4684: D
4685: D
4686: D
4687: C
4688: C
4689: A
4690: D
4691: A
4692: B
4693: C
4694: D
4695: B
4696: C
4697: C
4698: B
4699: C
4700: B
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