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Q3235079
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235079 Inglês
Leia o texto para responder à questão.


    Practice often receives an unfair treatment in the field of applied linguistics. Most laypeople simply assume that practice is a necessary condition for language learning without giving the concept much further thought, but many applied linguists deliberately avoid the term practice. For some, the word conjures up images of repetitive drills in the factories of foreign language learning, while for others it means fun and games to entertain students on Friday afternoons.

    Practice is by no means a dirty word in other domains of human endeavor, however. Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up for team practice, sometimes even with recent injuries. Parents make their kids practice their piano skills at home, and the world’s most famous performers of classical music often practice for many hours a day, even if it makes their fingers hurt. If even idolized, spoiled, and highly paid celebrities are willing to put up with practice, why not language learners, teachers, or researchers?


(DEKEYSER, Robert. Practice in a second language. Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
“Images of repetitive drills in the factories of foreign language learning” (paragraph 1) can be most closely associated to
Alternativas
Q3235078
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235078 Inglês
Leia o texto para responder à questão.


    Practice often receives an unfair treatment in the field of applied linguistics. Most laypeople simply assume that practice is a necessary condition for language learning without giving the concept much further thought, but many applied linguists deliberately avoid the term practice. For some, the word conjures up images of repetitive drills in the factories of foreign language learning, while for others it means fun and games to entertain students on Friday afternoons.

    Practice is by no means a dirty word in other domains of human endeavor, however. Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up for team practice, sometimes even with recent injuries. Parents make their kids practice their piano skills at home, and the world’s most famous performers of classical music often practice for many hours a day, even if it makes their fingers hurt. If even idolized, spoiled, and highly paid celebrities are willing to put up with practice, why not language learners, teachers, or researchers?


(DEKEYSER, Robert. Practice in a second language. Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
The first paragraph depicts the topic of “practice” in language learning as
Alternativas
Q3235077
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235077 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the sentence from the last paragraph “Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book”, the clause in bold
Alternativas
Q3235076
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235076 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Falantes do Português brasileiro frequentemente pronunciam o -ed final de verbos regulares em inglês como tendo o mesmo som, embora esse sufixo na verdade possa assumir diferentes pronúncias: /t/; /d/; /id/. Das palavras abaixo, retiradas do texto, assinale aquela em que o sufixo -ed é pronunciado como /id/.
Alternativas
Q3235075
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235075 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Suppose this text were used in a professional development course for Brazilian primary and secondary school teachers. The theme “interculturality” would constitute an integral part of this teachers’ course as long as the participants were instigated to:
Alternativas
Q3235074
Inglês Interpretação de texto | Reading comprehension , Tradução | Translation ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235074 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
Leia os trechos abaixo, retirados do terceiro parágrafo:

“They discussed how they came up with responses based on best practices they had learned from their own experience as teachers.”
“They also spoke of the knowledge acquired in professional development courses.”

O conjunto das duas citações ilustra como, para enfrentar os problemas que surgem no seu dia a dia, os professores participantes do estudo descrito no texto recorrem
Alternativas
Q3235073
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235073 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
This text rests on information deriving largely from 
Alternativas
Q3235072
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Verbos modais | Modal verbs ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235072 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the fragment from the first paragraph “following a curriculum to fidelity might mean a teacher is required to”, the bolded modal verb carries the idea of
Alternativas
Q3235071
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235071 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
In the first paragraph, the idea of fidelity in teaching is presented as
Alternativas
Q3235070
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235070 Inglês
Leia o texto para responder à questão.


Q27_34.png (345×238)


    In teaching, “fidelity” refers to closely following specific procedures for how to teach a lesson or respond to student behavior. For example, following a curriculum to fidelity might mean a teacher is required to read from a script, use a certain tone or expression, or teach from a designated page in a guidebook on a specific day. While prevalent across the country, this kind of micromanaging is more common in schools that serve low-income and minority students. 

    I’m a former elementary school teacher in the United States and I now study how teachers make ethical decisions. This includes how they observe their students and try to help them – regardless of whether their decisions align with a prescribed curriculum.

    In a recent study, I interviewed 12 teachers about how they deal with problems that arise in the classroom every day. These teachers discussed how they came up with responses based on best practices they had learned from their own experience as teachers. They also spoke of the knowledge acquired in professional development courses. 

    Of the nine who worked in public schools, however, all but one of the teachers were influenced by pressure to follow a curriculum to fidelity. This kindergarten teacher described how, when she was teaching preschool, her students who lived in a rural area did not understand references to crossing busy city streets in a book she was required to read as part of the curriculum. She brought her students outside to the parking lot to practice street crossing and listen to the noises of local traffic. This was not part of the curriculum. Had the teacher followed the curriculum strictly, the students may not have been able to grasp the lesson from the book.

    Research shows that flexibility in teaching methods and curricula allows teachers and students to participate more fully in the learning process – and even promotes a more democratic society. Instead of mandating that teachers stick to the curriculum word for word, schools should trust teachers and ask why they want to teach. Working with teachers should begin with the belief in their good intentions.


(Cara Elizabeth Furman. http://theconversation.com, 11.12.2024. Adaptado)
The author’s main argument in the text can be summarized as: 
Alternativas
Q3235069
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Itapevi - SP Prova: VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235069 Inglês

Leia a tirinha.



Q26.png (529×477)



A Brazilian teacher uses this comic strip as part of an English class. The attitude demonstrated by both characters in the last frame could be used as a starting point for a classroom discussion on

Alternativas
Q3225346
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: INSA Provas: CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225346 Inglês
        Land degradation is a systemic global problem, but the scale of the problem is disputed, with global estimates of degraded areas ranging from <10 to >60 million km2 . Changes in vegetation in drylands are predominantly caused by two factors: (i) anthropogenic climate change, which includes both changes in water availability driven by trends in precipitation and increases in temperature, as well as increased water use efficiency (carbon gain per unit of water lost) in response to rising atmospheric CO2; and (ii) land use practices, including grazing, cropping and deforestation. Unsustainable land use is considered the primary negative driver of dryland degradation. The impact of climate change on drylands is also generally thought to be negative, with some studies suggesting that anthropogenic forcing has already increased arid areas.

         Despite evidence for land use-induced degradation and the studies that find increased aridification over drylands, satellite estimates of vegetation greenness show a significant global increase since 1980. The key drivers of this global increase in apparent vegetation productivity are the vegetation’s response to rising CO2, increases in rainfall and temperature and land use. Model simulations which prescribe land use, attribute almost all of the trend in satellite-derived greening to CO2 fertilization, while satellite-derived models that do not account for CO2, explicitly find either climate or land use as the dominate factor. Neither approach explicitly accounts for rapid ecosystem change in their proportioning of the relative contributions of each driver. This can lead them to miss or underestimate rapid changes driven by processes like extreme fires, deforestation, reforestation, changes in agricultural policy, etc. Disentangling the roles of climate (temperature and precipitation), CO2 and land use thus remains a key challenge.

A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2 of drylands towards desertification. Internet:<www.sciencedirect.com>  (adapted)

Judge the following item about the text presented above.


The authors agree that human action is at the root cause of changes in vegetation in drylands.

Alternativas
Q3225345
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: INSA Provas: CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225345 Inglês
        Land degradation is a systemic global problem, but the scale of the problem is disputed, with global estimates of degraded areas ranging from <10 to >60 million km2 . Changes in vegetation in drylands are predominantly caused by two factors: (i) anthropogenic climate change, which includes both changes in water availability driven by trends in precipitation and increases in temperature, as well as increased water use efficiency (carbon gain per unit of water lost) in response to rising atmospheric CO2; and (ii) land use practices, including grazing, cropping and deforestation. Unsustainable land use is considered the primary negative driver of dryland degradation. The impact of climate change on drylands is also generally thought to be negative, with some studies suggesting that anthropogenic forcing has already increased arid areas.

         Despite evidence for land use-induced degradation and the studies that find increased aridification over drylands, satellite estimates of vegetation greenness show a significant global increase since 1980. The key drivers of this global increase in apparent vegetation productivity are the vegetation’s response to rising CO2, increases in rainfall and temperature and land use. Model simulations which prescribe land use, attribute almost all of the trend in satellite-derived greening to CO2 fertilization, while satellite-derived models that do not account for CO2, explicitly find either climate or land use as the dominate factor. Neither approach explicitly accounts for rapid ecosystem change in their proportioning of the relative contributions of each driver. This can lead them to miss or underestimate rapid changes driven by processes like extreme fires, deforestation, reforestation, changes in agricultural policy, etc. Disentangling the roles of climate (temperature and precipitation), CO2 and land use thus remains a key challenge.

A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2 of drylands towards desertification. Internet:<www.sciencedirect.com>  (adapted)

Judge the following item about the text presented above.


Scientists are certain about the proportion of land degradation in the world, besides recognizing that it is an issue happening in various parts of the Earth.

Alternativas
Q3225344
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: INSA Provas: CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225344 Inglês
        Land degradation is a systemic global problem, but the scale of the problem is disputed, with global estimates of degraded areas ranging from <10 to >60 million km2 . Changes in vegetation in drylands are predominantly caused by two factors: (i) anthropogenic climate change, which includes both changes in water availability driven by trends in precipitation and increases in temperature, as well as increased water use efficiency (carbon gain per unit of water lost) in response to rising atmospheric CO2; and (ii) land use practices, including grazing, cropping and deforestation. Unsustainable land use is considered the primary negative driver of dryland degradation. The impact of climate change on drylands is also generally thought to be negative, with some studies suggesting that anthropogenic forcing has already increased arid areas.

         Despite evidence for land use-induced degradation and the studies that find increased aridification over drylands, satellite estimates of vegetation greenness show a significant global increase since 1980. The key drivers of this global increase in apparent vegetation productivity are the vegetation’s response to rising CO2, increases in rainfall and temperature and land use. Model simulations which prescribe land use, attribute almost all of the trend in satellite-derived greening to CO2 fertilization, while satellite-derived models that do not account for CO2, explicitly find either climate or land use as the dominate factor. Neither approach explicitly accounts for rapid ecosystem change in their proportioning of the relative contributions of each driver. This can lead them to miss or underestimate rapid changes driven by processes like extreme fires, deforestation, reforestation, changes in agricultural policy, etc. Disentangling the roles of climate (temperature and precipitation), CO2 and land use thus remains a key challenge.

A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2 of drylands towards desertification. Internet:<www.sciencedirect.com>  (adapted)

Judge the following item about the text presented above.


The following expressions are examples of technical or specialized language that help to place the text in a certain area of knowledge: “climate change”, “vegetation greenness” and “key challenge”.

Alternativas
Q3225343
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: INSA Provas: CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225343 Inglês
        Land degradation is a systemic global problem, but the scale of the problem is disputed, with global estimates of degraded areas ranging from <10 to >60 million km2 . Changes in vegetation in drylands are predominantly caused by two factors: (i) anthropogenic climate change, which includes both changes in water availability driven by trends in precipitation and increases in temperature, as well as increased water use efficiency (carbon gain per unit of water lost) in response to rising atmospheric CO2; and (ii) land use practices, including grazing, cropping and deforestation. Unsustainable land use is considered the primary negative driver of dryland degradation. The impact of climate change on drylands is also generally thought to be negative, with some studies suggesting that anthropogenic forcing has already increased arid areas.

         Despite evidence for land use-induced degradation and the studies that find increased aridification over drylands, satellite estimates of vegetation greenness show a significant global increase since 1980. The key drivers of this global increase in apparent vegetation productivity are the vegetation’s response to rising CO2, increases in rainfall and temperature and land use. Model simulations which prescribe land use, attribute almost all of the trend in satellite-derived greening to CO2 fertilization, while satellite-derived models that do not account for CO2, explicitly find either climate or land use as the dominate factor. Neither approach explicitly accounts for rapid ecosystem change in their proportioning of the relative contributions of each driver. This can lead them to miss or underestimate rapid changes driven by processes like extreme fires, deforestation, reforestation, changes in agricultural policy, etc. Disentangling the roles of climate (temperature and precipitation), CO2 and land use thus remains a key challenge.

A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2 of drylands towards desertification. Internet:<www.sciencedirect.com>  (adapted)

Judge the following item about the text presented above.


In the second paragraph, the expressions “Neither approach”, “their” and “them” are related to the models mentioned beforehand, which aim to explain the “global increase in apparent vegetation productivity”. 

Alternativas
Q3225342
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: INSA Provas: CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Energia | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Sistema de Produção Vegetal | CESPE / CEBRASPE - 2025 - INSA - Pesquisador Adjunto I - Área de Atuação: Solos e Mineralogia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Biodiversidade | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Bioeconomia | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Ciência e Tecnologia de Alimentos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Desertificação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Gestão da Informação e Popularização do Conhecimento | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Inovação | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Recursos Hídricos | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Animal | CESPE / CEBRASPE - 2025 - INSA - Tecnologista Pleno 2 - Área de Atuação: Sistema de Produção Vegetal |
Q3225342 Inglês
        Land degradation is a systemic global problem, but the scale of the problem is disputed, with global estimates of degraded areas ranging from <10 to >60 million km2 . Changes in vegetation in drylands are predominantly caused by two factors: (i) anthropogenic climate change, which includes both changes in water availability driven by trends in precipitation and increases in temperature, as well as increased water use efficiency (carbon gain per unit of water lost) in response to rising atmospheric CO2; and (ii) land use practices, including grazing, cropping and deforestation. Unsustainable land use is considered the primary negative driver of dryland degradation. The impact of climate change on drylands is also generally thought to be negative, with some studies suggesting that anthropogenic forcing has already increased arid areas.

         Despite evidence for land use-induced degradation and the studies that find increased aridification over drylands, satellite estimates of vegetation greenness show a significant global increase since 1980. The key drivers of this global increase in apparent vegetation productivity are the vegetation’s response to rising CO2, increases in rainfall and temperature and land use. Model simulations which prescribe land use, attribute almost all of the trend in satellite-derived greening to CO2 fertilization, while satellite-derived models that do not account for CO2, explicitly find either climate or land use as the dominate factor. Neither approach explicitly accounts for rapid ecosystem change in their proportioning of the relative contributions of each driver. This can lead them to miss or underestimate rapid changes driven by processes like extreme fires, deforestation, reforestation, changes in agricultural policy, etc. Disentangling the roles of climate (temperature and precipitation), CO2 and land use thus remains a key challenge.

A.L. Burrell; J.P. Evans; M.G. De Kauwe. Anthropogenic climate change has driven over 5 million km2 of drylands towards desertification. Internet:<www.sciencedirect.com>  (adapted)

Judge the following item about the text presented above.


The two approaches mentioned in the second paragraph diverge as to the reasons for global increase in vegetation greenness. 

Alternativas
Q3223442
Inglês Artigos | Articles ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Rio do Oeste - SC Prova: OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223442 Inglês
Which of the following sentences is grammatically CORRECT?
Alternativas
Q3223441
Inglês Voz Ativa e Passiva | Passive and Active Voice , Verbos | Verbs , Passado perfeito | Past perfect ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Rio do Oeste - SC Prova: OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223441 Inglês

Mark the CORRECT item to fill in the blank.


They ______ their house painted before they moved in.

Alternativas
Q3223440
Inglês Orações condicionais | Conditional Clauses ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Rio do Oeste - SC Prova: OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223440 Inglês
The first conditional is used to express the consequence of a realistic possibility now or in the future. Which item below displays that?
Alternativas
Q3223439
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Rio do Oeste - SC Prova: OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223439 Inglês
F. Scott Fitzgerald’s This Side of Paradise (1920) showed the disillusionment and moral disintegration experienced by so many in the United States after World War I. This work marked the start of a promising literary journey, leading to The Great Gatsby (1925), which is:
Alternativas
Respostas
4901: E
4902: A
4903: B
4904: E
4905: D
4906: C
4907: B
4908: A
4909: C
4910: B
4911: D
4912: C
4913: E
4914: E
4915: C
4916: C
4917: B
4918: A
4919: C
4920: A
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