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Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361879
Inglês
Choose the sentence in which must is used correctly.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361878
Inglês
Choose the sentence in which the verb agrees correctly
with the subject.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361877
Pedagogia
What was the Manifesto of the Pioneers of New
Education, published in Brazil in 1932?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361876
Inglês
Choose the sentence in which the possessive adjective
is used correctly.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361875
Pedagogia
Which classroom practice is most closely associated
with the Lexical Approach?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361874
Inglês
In the sentence “Could you look after this matter while I
am away?”, the phrasal verb look after means:
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361873
Inglês
Texto associado
Read the text and answer question.
What's worth measuring? The future of assessment in the
AI age
The rise of AI tools disrupts traditional ideas of assessment,
and urges a shift toward promoting and evaluating higher-order
thinking, creativity, and ethical reasoning.
By Hrishikesh Desai
Artificial Intelligence (AI) tools like ChatGPT have
fundamentally disrupted traditional notions of assessment in
education. When a machine can generate essays, solve
complex problems, and even mimic creative writing, educators
are forced to ask: What skills should we assess, and how do we
evaluate learning in a world where AI can perform tasks once
thought uniquely human? This think piece explores the
implications of AI for assessment and argues that we must shift
from measuring rote knowledge to promoting and evaluating
higher-order thinking, creativity, and ethical reasoning.
Historically, educational assessment has relied on
measurable outputs, such as essays, exams, and problem sets
that test memorization, comprehension, and technical
proficiency. However, AI’s ability to generate these outputs
undermines their reliability as indicators of individual effort or
understanding. For example, a student can prompt ChatGPT or
DeepSeek to write a 1000-word essay on climate change in
minutes, complete with citations, which leaves educators
grappling with how to distinguish human work from machinegenerated content. This disruption extends beyond writing to
mathematics, coding, and even creative tasks, where AI tools
like GitHub Copilot and DALL-E provide solutions or artifacts
that mimic human ingenuity. As AI becomes a ubiquitous
resource, the traditional metrics of learning are no longer fit for
purpose. The emergence of generative AI has precipitated what
can only be described as an assessment crisis.
This technological disruption to learning has arrived at a
critical juncture. For decades, faculty have critiqued assessment
methods that prioritize memorization and formulaic responses
over deeper learning. The emergence of sophisticated AI tools
has transformed this critique from a theoretical ideal into an
immediate practical necessity. We can no longer rely on
conventional assessment methods that AI can bypass with
ease. I argue that generative AI is not merely challenging our
assessment techniques but providing an opportunity to
fundamentally realign educational evaluation with more
authentic demonstrations of human learning, thinking, and
creation.
Source: https://www.unesco.org/en/articles/whats-worth-measuring-future-assessment-ai-age
What opportunity does the author associate with the
rise of generative AI?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361872
Inglês
Texto associado
Read the text and answer question.
What's worth measuring? The future of assessment in the
AI age
The rise of AI tools disrupts traditional ideas of assessment,
and urges a shift toward promoting and evaluating higher-order
thinking, creativity, and ethical reasoning.
By Hrishikesh Desai
Artificial Intelligence (AI) tools like ChatGPT have
fundamentally disrupted traditional notions of assessment in
education. When a machine can generate essays, solve
complex problems, and even mimic creative writing, educators
are forced to ask: What skills should we assess, and how do we
evaluate learning in a world where AI can perform tasks once
thought uniquely human? This think piece explores the
implications of AI for assessment and argues that we must shift
from measuring rote knowledge to promoting and evaluating
higher-order thinking, creativity, and ethical reasoning.
Historically, educational assessment has relied on
measurable outputs, such as essays, exams, and problem sets
that test memorization, comprehension, and technical
proficiency. However, AI’s ability to generate these outputs
undermines their reliability as indicators of individual effort or
understanding. For example, a student can prompt ChatGPT or
DeepSeek to write a 1000-word essay on climate change in
minutes, complete with citations, which leaves educators
grappling with how to distinguish human work from machinegenerated content. This disruption extends beyond writing to
mathematics, coding, and even creative tasks, where AI tools
like GitHub Copilot and DALL-E provide solutions or artifacts
that mimic human ingenuity. As AI becomes a ubiquitous
resource, the traditional metrics of learning are no longer fit for
purpose. The emergence of generative AI has precipitated what
can only be described as an assessment crisis.
This technological disruption to learning has arrived at a
critical juncture. For decades, faculty have critiqued assessment
methods that prioritize memorization and formulaic responses
over deeper learning. The emergence of sophisticated AI tools
has transformed this critique from a theoretical ideal into an
immediate practical necessity. We can no longer rely on
conventional assessment methods that AI can bypass with
ease. I argue that generative AI is not merely challenging our
assessment techniques but providing an opportunity to
fundamentally realign educational evaluation with more
authentic demonstrations of human learning, thinking, and
creation.
Source: https://www.unesco.org/en/articles/whats-worth-measuring-future-assessment-ai-age
What criticism of traditional assessment existed before
the widespread use of generative AI?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361871
Inglês
Texto associado
Read the text and answer question.
What's worth measuring? The future of assessment in the
AI age
The rise of AI tools disrupts traditional ideas of assessment,
and urges a shift toward promoting and evaluating higher-order
thinking, creativity, and ethical reasoning.
By Hrishikesh Desai
Artificial Intelligence (AI) tools like ChatGPT have
fundamentally disrupted traditional notions of assessment in
education. When a machine can generate essays, solve
complex problems, and even mimic creative writing, educators
are forced to ask: What skills should we assess, and how do we
evaluate learning in a world where AI can perform tasks once
thought uniquely human? This think piece explores the
implications of AI for assessment and argues that we must shift
from measuring rote knowledge to promoting and evaluating
higher-order thinking, creativity, and ethical reasoning.
Historically, educational assessment has relied on
measurable outputs, such as essays, exams, and problem sets
that test memorization, comprehension, and technical
proficiency. However, AI’s ability to generate these outputs
undermines their reliability as indicators of individual effort or
understanding. For example, a student can prompt ChatGPT or
DeepSeek to write a 1000-word essay on climate change in
minutes, complete with citations, which leaves educators
grappling with how to distinguish human work from machinegenerated content. This disruption extends beyond writing to
mathematics, coding, and even creative tasks, where AI tools
like GitHub Copilot and DALL-E provide solutions or artifacts
that mimic human ingenuity. As AI becomes a ubiquitous
resource, the traditional metrics of learning are no longer fit for
purpose. The emergence of generative AI has precipitated what
can only be described as an assessment crisis.
This technological disruption to learning has arrived at a
critical juncture. For decades, faculty have critiqued assessment
methods that prioritize memorization and formulaic responses
over deeper learning. The emergence of sophisticated AI tools
has transformed this critique from a theoretical ideal into an
immediate practical necessity. We can no longer rely on
conventional assessment methods that AI can bypass with
ease. I argue that generative AI is not merely challenging our
assessment techniques but providing an opportunity to
fundamentally realign educational evaluation with more
authentic demonstrations of human learning, thinking, and
creation.
Source: https://www.unesco.org/en/articles/whats-worth-measuring-future-assessment-ai-age
Why does the author believe traditional assessment
outputs have become less reliable?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361870
Inglês
Choose the sentence in which the irregular verb is
correctly used in the past participle form.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361869
Inglês
Choose the sentence that correctly shows the sequence
of two completed events in the past.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361868
Inglês
Choose the alternative in which the sentence in the
present perfect is corrected.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361867
Inglês
Choose the alternative that correctly completes the
sentence using the first conditional.
If the students ______ the instructions carefully, they ______ fewer mistakes in the activity
If the students ______ the instructions carefully, they ______ fewer mistakes in the activity
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361866
Inglês
In the sentence “They agreed to meet on the balcony
after dinner,” which word is closest in meaning to balcony?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361865
Inglês
Read the text below. Which alternative contains a verb
used in the present continuous in the text?
Reading before class is part of Julia’s routine. She usually enjoys studying in the library and is interested in learning new topics. Yesterday, she spent two hours preparing for an important exam. At the moment, Julia is reviewing her notes with a classmate.
Reading before class is part of Julia’s routine. She usually enjoys studying in the library and is interested in learning new topics. Yesterday, she spent two hours preparing for an important exam. At the moment, Julia is reviewing her notes with a classmate.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361864
Inglês
Choose the alternative that can replace the underlined
word without changing the meaning of the sentence.
The team had very little time to prepare; however, they completed the project successfully.
The team had very little time to prepare; however, they completed the project successfully.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361863
Inglês
Choose the sentence in which the adjectives are
arranged in the correct order.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361862
Inglês
Texto associado
Read the text and answer question
‘Our children are less cognitively capable,’ says
neuroscientist who wants to cut screen use in schools
Jared Cooney Horvath argues that educational technology
undermines how children learn and develop
Jared Cooney Horvath is on a mission. In the wake of global
campaigns for smartphone bans in schools and social media
restrictions for under-16s, the neuroscientist wants to raise the
alarm about educational technology in classrooms.
A former teacher, Horvath believes the use of screens and
digital tools in schools is undermining how children learn and
develop. “This might be one of the hardest truths our generation
has to face,” he writes in his book, The Digital Delusion.
“Our children are less cognitively capable than we were at their
age,” he says. “For nearly two centuries, the west experienced
steady generational progress. Each new cohort of children grew
up, on average, healthier, happier, and better educated than the
last. Until now.”
Starting around the year 2000, something changed. “Across
the west, IQ scores began to fall – even as time spent in school kept rising,” writes Horvath. Scores in international tests started
to drop. Why? “The answer lies in the meteoric rise of
educational technology.”
According to a recent Department for Education report, the UK
educational technology – or edtech – market generated an
annual turnover of about £6.5bn. In the US, Horvath says it is a
$400bn (£295bn) mega-industry, woven into every aspect of
schooling.
“We’ve been making some incredible strides on the screenbased childhood stuff which even two years ago, I did not think
was going to happen as fast as it did,” he said. “But it’s not just
about getting rid of screens for entertainment. It’s about
reducing them as much as possible for academic learning as
well if we want our kids to have deep transferrable knowledge in
our heads.”
Source: https://www.theguardian.com/education/2026/aug/16/neuroscientistscreen-use-schools-educational-technology-jared-cooney-horvath
According to the text, why does Horvath consider the
decline in IQ scores particularly significant?
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361861
Inglês
Texto associado
Read the text and answer question
‘Our children are less cognitively capable,’ says
neuroscientist who wants to cut screen use in schools
Jared Cooney Horvath argues that educational technology
undermines how children learn and develop
Jared Cooney Horvath is on a mission. In the wake of global
campaigns for smartphone bans in schools and social media
restrictions for under-16s, the neuroscientist wants to raise the
alarm about educational technology in classrooms.
A former teacher, Horvath believes the use of screens and
digital tools in schools is undermining how children learn and
develop. “This might be one of the hardest truths our generation
has to face,” he writes in his book, The Digital Delusion.
“Our children are less cognitively capable than we were at their
age,” he says. “For nearly two centuries, the west experienced
steady generational progress. Each new cohort of children grew
up, on average, healthier, happier, and better educated than the
last. Until now.”
Starting around the year 2000, something changed. “Across
the west, IQ scores began to fall – even as time spent in school kept rising,” writes Horvath. Scores in international tests started
to drop. Why? “The answer lies in the meteoric rise of
educational technology.”
According to a recent Department for Education report, the UK
educational technology – or edtech – market generated an
annual turnover of about £6.5bn. In the US, Horvath says it is a
$400bn (£295bn) mega-industry, woven into every aspect of
schooling.
“We’ve been making some incredible strides on the screenbased childhood stuff which even two years ago, I did not think
was going to happen as fast as it did,” he said. “But it’s not just
about getting rid of screens for entertainment. It’s about
reducing them as much as possible for academic learning as
well if we want our kids to have deep transferrable knowledge in
our heads.”
Source: https://www.theguardian.com/education/2026/aug/16/neuroscientistscreen-use-schools-educational-technology-jared-cooney-horvath
Based on the text, classify the statements below as True (T) or False (F).
I. Horvath believes that concern about children's screen use should extend beyond entertainment to the use of digital tools for academic purposes.
II. Horvath claims that generational improvements in health, happiness, and education had continued consistently in the West after the year 2000.
III. Horvath suggests that reducing academic screen use could help children develop deeper knowledge that can be transferred to different contexts.
IV. Horvath states that he expected progress in reducing screenbased childhood to occur as rapidly as it has.
Choose the correct sequence.
I. Horvath believes that concern about children's screen use should extend beyond entertainment to the use of digital tools for academic purposes.
II. Horvath claims that generational improvements in health, happiness, and education had continued consistently in the West after the year 2000.
III. Horvath suggests that reducing academic screen use could help children develop deeper knowledge that can be transferred to different contexts.
IV. Horvath states that he expected progress in reducing screenbased childhood to occur as rapidly as it has.
Choose the correct sequence.
Ano: 2026
Banca:
ISET
Órgão:
Prefeitura de Lajedinho - BA
Prova:
ISET - 2026 - Prefeitura de Lajedinho - BA - Professor de Ensino Fundamental II - Língua Estrangeira (Inglês) |
Q4361860
Inglês
Texto associado
Read the text and answer question
‘Our children are less cognitively capable,’ says
neuroscientist who wants to cut screen use in schools
Jared Cooney Horvath argues that educational technology
undermines how children learn and develop
Jared Cooney Horvath is on a mission. In the wake of global
campaigns for smartphone bans in schools and social media
restrictions for under-16s, the neuroscientist wants to raise the
alarm about educational technology in classrooms.
A former teacher, Horvath believes the use of screens and
digital tools in schools is undermining how children learn and
develop. “This might be one of the hardest truths our generation
has to face,” he writes in his book, The Digital Delusion.
“Our children are less cognitively capable than we were at their
age,” he says. “For nearly two centuries, the west experienced
steady generational progress. Each new cohort of children grew
up, on average, healthier, happier, and better educated than the
last. Until now.”
Starting around the year 2000, something changed. “Across
the west, IQ scores began to fall – even as time spent in school kept rising,” writes Horvath. Scores in international tests started
to drop. Why? “The answer lies in the meteoric rise of
educational technology.”
According to a recent Department for Education report, the UK
educational technology – or edtech – market generated an
annual turnover of about £6.5bn. In the US, Horvath says it is a
$400bn (£295bn) mega-industry, woven into every aspect of
schooling.
“We’ve been making some incredible strides on the screenbased childhood stuff which even two years ago, I did not think
was going to happen as fast as it did,” he said. “But it’s not just
about getting rid of screens for entertainment. It’s about
reducing them as much as possible for academic learning as
well if we want our kids to have deep transferrable knowledge in
our heads.”
Source: https://www.theguardian.com/education/2026/aug/16/neuroscientistscreen-use-schools-educational-technology-jared-cooney-horvath
What is the main argument presented in the text?
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