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Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês - Pré-escolar |
Q3144966
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English in
the non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mothertongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Based on the use of relative and reflexive pronouns in
the text, which of the following statements are true (T) or
false (F)?
(__)The text uses relative pronouns to add further information, such as "that" in phrases like "world powers that have their own well-developed standard languages."
(__)Reflexive pronouns are used in the text to emphasize actions performed by subjects upon themselves, such as "itself" and "themselves."
(__)The text frequently uses "that" to ask (or declare) to whom something belongs.
Choose the alternative that presents the correct order:
(__)The text uses relative pronouns to add further information, such as "that" in phrases like "world powers that have their own well-developed standard languages."
(__)Reflexive pronouns are used in the text to emphasize actions performed by subjects upon themselves, such as "itself" and "themselves."
(__)The text frequently uses "that" to ask (or declare) to whom something belongs.
Choose the alternative that presents the correct order:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144837
Pedagogia
How does the English curriculum in the BNCC compare
to the "Proposta Catarinense de Ensino" for "Ensino
Fundamental II" (6th to 9th grade)?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144836
Pedagogia
What contents are emphasized in the BNCC for teaching
English as a second language?
I.The BNCC emphasizes vocabulary development and conversational fluency at every grade level, with a particular focus on speaking and listening skills.
II.The BNCC emphasizes the integration of language skills: listening, speaking, reading, and writing are taught separately without focusing on their interconnection.
III.The BNCC focuses on the integration of cultural aspects, aiming to develop students' understanding of English-speaking cultures and global perspectives alongside language skills.
IV.The BNCC outlines specific goals for language proficiency by grade level, and each grade focuses on progressively increasing fluency in both written and spoken communication.
V.The BNCC shows the contents, abilities, and competencies of the English curriculum from 1st to 9th grade, but it refuses to include proficiency goals for English language learners in high school.
Select the alternative with the correct sequence:
I.The BNCC emphasizes vocabulary development and conversational fluency at every grade level, with a particular focus on speaking and listening skills.
II.The BNCC emphasizes the integration of language skills: listening, speaking, reading, and writing are taught separately without focusing on their interconnection.
III.The BNCC focuses on the integration of cultural aspects, aiming to develop students' understanding of English-speaking cultures and global perspectives alongside language skills.
IV.The BNCC outlines specific goals for language proficiency by grade level, and each grade focuses on progressively increasing fluency in both written and spoken communication.
V.The BNCC shows the contents, abilities, and competencies of the English curriculum from 1st to 9th grade, but it refuses to include proficiency goals for English language learners in high school.
Select the alternative with the correct sequence:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144835
Inglês
Read the following statements about coordinate and
subordinate clauses. Write T for true statements and F
for false ones:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144834
Pedagogia
The BNCC (Base Nacional Comum Curricular) is the
national curriculum framework in Brazil, outlining the
essential competencies, skills, and content to be taught
at each educational stage, ensuring a common
educational standard across the country.
How is the BNCC structured in terms of the English curriculum?
I.The BNCC provides a set of guidelines that define the contents, abilities, and competencies required for teaching English as a second language starting from 6th grade (Ensino Fundamental II).
II.The BNCC outlines the competencies and content for English language teaching from the 1st to the 9th grade, with a focus on language development, culture, and communication skills.
III.The BNCC includes general recommendations for foreign language teaching but does not specify any particular grade-level objectives or expectations.
IV.The BNCC strictly follows a grammar-translation approach and does not include communicative language teaching methods.
Select the alternative with the correct sequence:
How is the BNCC structured in terms of the English curriculum?
I.The BNCC provides a set of guidelines that define the contents, abilities, and competencies required for teaching English as a second language starting from 6th grade (Ensino Fundamental II).
II.The BNCC outlines the competencies and content for English language teaching from the 1st to the 9th grade, with a focus on language development, culture, and communication skills.
III.The BNCC includes general recommendations for foreign language teaching but does not specify any particular grade-level objectives or expectations.
IV.The BNCC strictly follows a grammar-translation approach and does not include communicative language teaching methods.
Select the alternative with the correct sequence:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144831
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Which of the following statements reflect the truth about
the use of comparative and superlative forms in the text?
I.The phrase "more significantly fostered" is an example of comparative form, with "more" indicating a comparative degree.
II.The text includes "the most respects" in the phrase "in most respects," where "most" serves as the superlative form, indicating the greatest extent among different respects.
III.However, the text does not include any examples of typical "-er" comparative forms or "-est" superlative forms; it relies on "more" and "most" as indicators of comparison.
Choose the correct alternative based on the statements:
I.The phrase "more significantly fostered" is an example of comparative form, with "more" indicating a comparative degree.
II.The text includes "the most respects" in the phrase "in most respects," where "most" serves as the superlative form, indicating the greatest extent among different respects.
III.However, the text does not include any examples of typical "-er" comparative forms or "-est" superlative forms; it relies on "more" and "most" as indicators of comparison.
Choose the correct alternative based on the statements:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144830
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Which statement about the use of prepositions in relation
to support or causation is accurate according to the text?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144828
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
According to the text, what is a key reason for the
continued global spread of English in
non-English-speaking countries?
Choose the correct alternative:
Choose the correct alternative:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144827
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Based on the text, which of the following statements are
correct?
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137325
Inglês
In semantics, understanding polysemy and homonymy is
crucial to analyzing lexical meaning. Which of the
following examples best illustrates polysemy?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137324
Inglês
In an advanced English classroom, a teacher is aiming to
enhance students' understanding of syntactic structures
through communicative practice. Which of the following
approaches best aligns with this goal while also
supporting students' ability to self-correct errors in real
time?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137323
Inglês
The Base Nacional Comum Curricular (BNCC)
emphasizes the development of students' writing skills
across various genres. Which of the following teacher
activities best aligns with the BNCC's guidelines for
encouraging diverse genre production in written tasks?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137322
Inglês
In the study of English etymology, identifying the origins
of words can reveal much about linguistic history. Which
of the following English words has a root in Latin and
illustrates how borrowed vocabulary from Romance
languages shaped academic and scientific English?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137321
Inglês
According to Stephen Krashen's Input Hypothesis, which
of the following classroom practices would most
effectively provide "comprehensible input" to help
students naturally acquire English structures slightly
beyond their current proficiency level (i + 1)?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137320
Inglês
A teacher is preparing an advanced English language
class where students are expected to read and analyze
complex texts. The goal is to enhance critical thinking
and comprehension through interactive discussion,
vocabulary building, and deep analysis of rhetorical
strategies used by the authors. Which teaching strategy
would best facilitate this objective, considering advanced
learner needs?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137319
Inglês
Read the excerpt from a passage and answer the
question that follows:
"Despite his extensive travels and the vast knowledge he acquired about diverse cultures, he remained somewhat of an enigma to his acquaintances. His conversations were filled with abstract ideas, often leaving his listeners pondering long after he had departed."
Which of the following best describes the main effect of the protagonist's conversations on his listeners?
"Despite his extensive travels and the vast knowledge he acquired about diverse cultures, he remained somewhat of an enigma to his acquaintances. His conversations were filled with abstract ideas, often leaving his listeners pondering long after he had departed."
Which of the following best describes the main effect of the protagonist's conversations on his listeners?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137318
Inglês
Read the following excerpt and answer the question.
"Language is not just a tool for conveying information; it is a means of constructing and understanding reality. Each word, each phrase, subtly shapes our view of the world, influencing our perceptions, biases, and reactions to our environment."
According to the excerpt, which of the following best describes the role of language in shaping human experience?
"Language is not just a tool for conveying information; it is a means of constructing and understanding reality. Each word, each phrase, subtly shapes our view of the world, influencing our perceptions, biases, and reactions to our environment."
According to the excerpt, which of the following best describes the role of language in shaping human experience?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137317
Inglês
In English literature, the Romantic period brought
significant changes in themes and styles, emphasizing
individualism, nature, and emotion. Which of the following
works best exemplifies the characteristics of the
Romantic period?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137316
Inglês
In semantics, certain words share denotative meaning
but differ in connotation. Which of the following pairs best
illustrates this difference?
Ano: 2024
Banca:
UNIVALI
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
UNIVALI - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa |
Q3137315
Inglês
Read the following text excerpt and answer the question:
"As technological advancements reshape the workplace, the value of emotional intelligence has become increasingly prominent. Employees with strong interpersonal skills are better equipped to navigate the demands of a dynamic work environment."
Which type of text does this passage most likely represent, based on its style and content?
"As technological advancements reshape the workplace, the value of emotional intelligence has become increasingly prominent. Employees with strong interpersonal skills are better equipped to navigate the demands of a dynamic work environment."
Which type of text does this passage most likely represent, based on its style and content?
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