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Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096495
Inglês
According to Article 53 of Law Nº. 8.069/1990
(ECA):
"A criança e o adolescente têm direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho..."
Which of the following is not stated in this article?
"A criança e o adolescente têm direito à educação, visando ao pleno desenvolvimento de sua pessoa, preparo para o exercício da cidadania e qualificação para o trabalho..."
Which of the following is not stated in this article?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096491
Inglês
Which verb has the /t/ sound in its -ed ending?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096490
Inglês
Choose the correct form:
Mount Everest is the ___ mountain in the world.
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096489
Inglês
Available at: https://www.gocomics.com/pickles/2025/09/23
In online communication, the abbreviation "BTW" is commonly used. What does it stand for?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096488
Inglês
Which of the following words is formed by prefixation?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096487
Inglês
Identify the subject in the following sentence:
"The tall boy with a red backpack is running fast."
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096486
Inglês
Available at: http://gocomics.com/forbetterorforworse/2025/09/12
The little girl is excited because she gets to ride the school bus for the first time. Her older sister warns her to behave, but once they are on the bus, the situation is chaotic.
In the comic, the word “dorks” refers to:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096485
Inglês
Complete the sentence with the correct superlatives:
“During our trip, we read the ______ (good) novel of the author, faced the ______ (bad) storm of the season, and reached the ______ (far) village from the city.”
“During our trip, we read the ______ (good) novel of the author, faced the ______ (bad) storm of the season, and reached the ______ (far) village from the city.”
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096484
Inglês
Read the sentence:
“Our new apartment is not as noisy as our old one.”
Which interpretation is correct?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096483
Inglês
In the comic strip, Calvin misunderstands the meaning of "fire drill." What is the humorous effect of
his interpretation?
Available at: https://www.gocomics.com/calvinandhobbes/2025/09/23
In the comic strip, Calvin misunderstands the meaning of "fire drill." What is the humorous effect of his interpretation?
Available at: https://www.gocomics.com/calvinandhobbes/2025/09/23
In the comic strip, Calvin misunderstands the meaning of "fire drill." What is the humorous effect of his interpretation?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096482
Inglês
Texto associado
Read the text to answer question.
All my life I have loved music, every note, and
every rhythm. I have found that music can lift my
spirits when they sink, can help me to look at the
brighter side of a situation when all I see is
darkness, and can find beauty in the simplest of
things.
When I was 10 years old, I took up the saxophone
and loved every minute of it. I played when I felt
inspired, discouraged, isolated, joyful, and when
I just needed to think. At that age, I sounded like
little more than a swing that needs to be oiled,
without much style or creativity other than a few
loud blasts every now and then. Which explains
how I was as a little kid; out going, independent,
and very loud.
As I went through my first year of middle school,
I would still play for the same reasons, but with
a different style. Sometimes I would play very
loud, and others quite soft. There were times that
I played with great passion, and sometimes I just
couldn’t seem to find the right notes. Music was
my one way to say what I was thinking and
feeling when I couldn’t find the words. When I
had a message, music would deliver it.
I like to think that I have learned every life lesson
from a music book. I have found that sometimes
I need to slow down my pace, even if the person next to me is going faster. I have found that
sometimes life will throw me notes that I have
never seen before, and it isn’t whether or not I
know them that defines the type of player I am, it
is my willingness to learn them. Life will give me
measures that I cannot handle, that I don’t know
how to handle, but I can always find a way to
work through them.
Frazier, N. (2009). Music Is Life. Retrieved from
https://thisibelieve.org/essay/88653
The idea behind “sometimes I need to slow down my pace, even if the person next to me is going
faster” is that:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096481
Inglês
Texto associado
Read the text to answer question.
All my life I have loved music, every note, and
every rhythm. I have found that music can lift my
spirits when they sink, can help me to look at the
brighter side of a situation when all I see is
darkness, and can find beauty in the simplest of
things.
When I was 10 years old, I took up the saxophone
and loved every minute of it. I played when I felt
inspired, discouraged, isolated, joyful, and when
I just needed to think. At that age, I sounded like
little more than a swing that needs to be oiled,
without much style or creativity other than a few
loud blasts every now and then. Which explains
how I was as a little kid; out going, independent,
and very loud.
As I went through my first year of middle school,
I would still play for the same reasons, but with
a different style. Sometimes I would play very
loud, and others quite soft. There were times that
I played with great passion, and sometimes I just
couldn’t seem to find the right notes. Music was
my one way to say what I was thinking and
feeling when I couldn’t find the words. When I
had a message, music would deliver it.
I like to think that I have learned every life lesson
from a music book. I have found that sometimes
I need to slow down my pace, even if the person next to me is going faster. I have found that
sometimes life will throw me notes that I have
never seen before, and it isn’t whether or not I
know them that defines the type of player I am, it
is my willingness to learn them. Life will give me
measures that I cannot handle, that I don’t know
how to handle, but I can always find a way to
work through them.
Frazier, N. (2009). Music Is Life. Retrieved from
https://thisibelieve.org/essay/88653
The expression “look at the brighter side of a situation” is closest in meaning to:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096480
Inglês
Texto associado
Read the text to answer question.
All my life I have loved music, every note, and
every rhythm. I have found that music can lift my
spirits when they sink, can help me to look at the
brighter side of a situation when all I see is
darkness, and can find beauty in the simplest of
things.
When I was 10 years old, I took up the saxophone
and loved every minute of it. I played when I felt
inspired, discouraged, isolated, joyful, and when
I just needed to think. At that age, I sounded like
little more than a swing that needs to be oiled,
without much style or creativity other than a few
loud blasts every now and then. Which explains
how I was as a little kid; out going, independent,
and very loud.
As I went through my first year of middle school,
I would still play for the same reasons, but with
a different style. Sometimes I would play very
loud, and others quite soft. There were times that
I played with great passion, and sometimes I just
couldn’t seem to find the right notes. Music was
my one way to say what I was thinking and
feeling when I couldn’t find the words. When I
had a message, music would deliver it.
I like to think that I have learned every life lesson
from a music book. I have found that sometimes
I need to slow down my pace, even if the person next to me is going faster. I have found that
sometimes life will throw me notes that I have
never seen before, and it isn’t whether or not I
know them that defines the type of player I am, it
is my willingness to learn them. Life will give me
measures that I cannot handle, that I don’t know
how to handle, but I can always find a way to
work through them.
Frazier, N. (2009). Music Is Life. Retrieved from
https://thisibelieve.org/essay/88653
When the author says “Life will throw me notes
that I have never seen before”, the metaphor
suggests that:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096479
Inglês
Texto associado
Read the text to answer question.
All my life I have loved music, every note, and
every rhythm. I have found that music can lift my
spirits when they sink, can help me to look at the
brighter side of a situation when all I see is
darkness, and can find beauty in the simplest of
things.
When I was 10 years old, I took up the saxophone
and loved every minute of it. I played when I felt
inspired, discouraged, isolated, joyful, and when
I just needed to think. At that age, I sounded like
little more than a swing that needs to be oiled,
without much style or creativity other than a few
loud blasts every now and then. Which explains
how I was as a little kid; out going, independent,
and very loud.
As I went through my first year of middle school,
I would still play for the same reasons, but with
a different style. Sometimes I would play very
loud, and others quite soft. There were times that
I played with great passion, and sometimes I just
couldn’t seem to find the right notes. Music was
my one way to say what I was thinking and
feeling when I couldn’t find the words. When I
had a message, music would deliver it.
I like to think that I have learned every life lesson
from a music book. I have found that sometimes
I need to slow down my pace, even if the person next to me is going faster. I have found that
sometimes life will throw me notes that I have
never seen before, and it isn’t whether or not I
know them that defines the type of player I am, it
is my willingness to learn them. Life will give me
measures that I cannot handle, that I don’t know
how to handle, but I can always find a way to
work through them.
Frazier, N. (2009). Music Is Life. Retrieved from
https://thisibelieve.org/essay/88653
According to the text, mark the incorrect
statement:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094086
Inglês
Consider the situation below:
“A: video? some doc – documentary about Climate Change hm hm hm yeah and . . . it B: yes and . . . and you know if you have a Climate Change policy in the future you, you might not A: it’s an immoral yes immoral because er Climate Change means anyway they restrict economic rights B: no no no, I mean – er you mean that Climate Change is immoral and we shouldn’t restrict A: which one is first? . . . the Climate Change eh yes? . . . what do you think, B: the reason that I er I’m against the Climate Change policy . . . when I was at school mh I A: very hard for the government. If er the Climate Change policy is not permitted and they will B: Climate Change? eh yes? . . . what do you think, Climate Change is an immoral act or not? hmm,”
The provided text analyzes a conversation in which the controversial concept of “Climate Change” functions as a keyword and is notably often preceded by the definite article ('the Climate Change'). This signals that speakers are often referring to the concept in general terms, which can heighten its sensitive, abstract, and politicized nature.
In your role as a Technical Specialist in Educational Affairs, advising a research team preparing a publication on an equally controversial, general concept (e.g., 'sustainable development equity' or 'global carbon tax') for an international journal, which directive best integrates Communicative Competence in ELF with the principles of Interculturality when addressing such “keywords”? Adapted from: DEWEY, Martin. English as a lingua franca and globalization: an interconnected perspective. International Journal of Applied Linguistics, v. 17, n. 3, 2007, p. 340.
“A: video? some doc – documentary about Climate Change hm hm hm yeah and . . . it B: yes and . . . and you know if you have a Climate Change policy in the future you, you might not A: it’s an immoral yes immoral because er Climate Change means anyway they restrict economic rights B: no no no, I mean – er you mean that Climate Change is immoral and we shouldn’t restrict A: which one is first? . . . the Climate Change eh yes? . . . what do you think, B: the reason that I er I’m against the Climate Change policy . . . when I was at school mh I A: very hard for the government. If er the Climate Change policy is not permitted and they will B: Climate Change? eh yes? . . . what do you think, Climate Change is an immoral act or not? hmm,”
The provided text analyzes a conversation in which the controversial concept of “Climate Change” functions as a keyword and is notably often preceded by the definite article ('the Climate Change'). This signals that speakers are often referring to the concept in general terms, which can heighten its sensitive, abstract, and politicized nature.
In your role as a Technical Specialist in Educational Affairs, advising a research team preparing a publication on an equally controversial, general concept (e.g., 'sustainable development equity' or 'global carbon tax') for an international journal, which directive best integrates Communicative Competence in ELF with the principles of Interculturality when addressing such “keywords”? Adapted from: DEWEY, Martin. English as a lingua franca and globalization: an interconnected perspective. International Journal of Applied Linguistics, v. 17, n. 3, 2007, p. 340.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094085
Inglês
Take this statement into consideration:
“This is the typical situation nowadays in all multilingual societies where groups are expected to acquire two powerful languages with no recognition of the existing proficiency in the languages which they already possess. The focus on language rather than on content, on the how rather than on the what as condition for participation, lead to serious injustices, especially as content can be delivered in any language with appropriate infrastructure such as translations or multilingual instruction.”
Which linguistic and curricular policy action should be prioritized to go against the injustice caused by the excessive focus on form/language, ensuring that content remains accessible to all?
“This is the typical situation nowadays in all multilingual societies where groups are expected to acquire two powerful languages with no recognition of the existing proficiency in the languages which they already possess. The focus on language rather than on content, on the how rather than on the what as condition for participation, lead to serious injustices, especially as content can be delivered in any language with appropriate infrastructure such as translations or multilingual instruction.”
Which linguistic and curricular policy action should be prioritized to go against the injustice caused by the excessive focus on form/language, ensuring that content remains accessible to all?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094084
Inglês
There is a global conceptual shift: learning English
is no longer perceived as an “elegant achievement
and symbol of social status,” but is understood as
a constitutive part of basic education alongside
mother tongue literacy and mathematical skills.
Considering this shift, what policy change is most crucial for developing communicative competence within the framework of higher education internationalization?
Considering this shift, what policy change is most crucial for developing communicative competence within the framework of higher education internationalization?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094079
Inglês
The institutional internationalization strategy
(aligned with Brazilian governmental goals)
requires a “meaningful review of internal
procedures” to facilitate interaction with foreign
partners and mandates the development of a
supporting “foreign language policy.”
In your role of supervising the internationalization projects, which combination of the following actions represents the most complete and effective design for meeting the requirements of a meaningful procedural review of internal procedures and increasing the university's feasibility for foreign interaction?
I. Reviewing and ensuring key administrative forms (e.g., student registration, research clearance) and the official institutional website are available in a basic bilingual format (Portuguese/English), thereby implementing a basic component of the language policy.
II. Establishing a formal policy and training program to ensure frontline administrative staff can provide basic bilingual (Portuguese/English) reception and guidance for international researchers and visitors.
III. Creating a dedicated internal committee to periodically analyze the time taken for internal approval processes (e.g., partnership agreements, ethical review) and propose streamlined, international-friendly timelines and procedures.
IV. Limiting all new institutional research collaboration to countries that share the Portuguese language, avoiding the complexity of adapting internal language policy and administrative procedures.
V. Developing highly technical English-only documentation for all internal processes, assuming all international partners are proficient in the language of globalization.
In your role of supervising the internationalization projects, which combination of the following actions represents the most complete and effective design for meeting the requirements of a meaningful procedural review of internal procedures and increasing the university's feasibility for foreign interaction?
I. Reviewing and ensuring key administrative forms (e.g., student registration, research clearance) and the official institutional website are available in a basic bilingual format (Portuguese/English), thereby implementing a basic component of the language policy.
II. Establishing a formal policy and training program to ensure frontline administrative staff can provide basic bilingual (Portuguese/English) reception and guidance for international researchers and visitors.
III. Creating a dedicated internal committee to periodically analyze the time taken for internal approval processes (e.g., partnership agreements, ethical review) and propose streamlined, international-friendly timelines and procedures.
IV. Limiting all new institutional research collaboration to countries that share the Portuguese language, avoiding the complexity of adapting internal language policy and administrative procedures.
V. Developing highly technical English-only documentation for all internal processes, assuming all international partners are proficient in the language of globalization.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094077
Inglês
A graduate research project involving the
university you work for and a key German partner
(whose researchers are non-native English
speakers) has stalled due to a series of
misinterpreted emails. The German partner found
the Brazilian emails too direct and 'unprofessional'
(low-context communication style), while the
Brazilian team viewed the German responses as
'excessively formal and slow.'
In this case, which strategic action best demonstrates the application of Communicative Competence in an English as a Lingua Franca (ELF) and Interculturality context to resolve the impasse and provide capacity building to the Brazilian team?
In this case, which strategic action best demonstrates the application of Communicative Competence in an English as a Lingua Franca (ELF) and Interculturality context to resolve the impasse and provide capacity building to the Brazilian team?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094075
Inglês
The University’s Administration prioritizes
Internationalization at Home (IaH), dedicating its
budget to the explicit goal of benefiting the majority
of students and ensuring a global dimension for all,
especially those unable to afford travel.
Which of the following actions, proposed by the Office of International Relations, COMPROMISES the core mission of inclusivity and mass access central to IaH?
Which of the following actions, proposed by the Office of International Relations, COMPROMISES the core mission of inclusivity and mass access central to IaH?
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