Questões de Concurso para Professor - Inglês

Q3949730

Q3949730 Português

Texto associado

Não é próprio falar sobre os alunos...

Extraído de: http://www.aedmoodle.ufpa.br/pluginfile.php?file=%2F212282%2Fmod_resource%2Fcontent%2F1%2FDesejodeEnsinarBlog.pdf

“Fascinam-me esses universos que me tangenciam e que, no entanto, estão distantes de mim”. (2º parágrafo)

Segundo o autor, a maneira pela qual pode-se ter contato com os universos que o tangenciam é:

A

Por meio dos diálogos, em que se insere como interlocutor, realizando, assim, a formação e a construção de universos.

B

Através das conversas em que lhe permite a possibilidade de viajar para outros universos.

C

Por meios de viagens que permitem ter contato com diversas culturas, ou seja, vários universos.

D

Através do contato com profissionais que possuem muitas experiências de aspecto social, estabelecendo, assim, um elo entre universos conhecidos e desconhecidos.

E

Por meio de livros em que apresentam vários universos distintos, mas que se dialogam.

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Q3949729

Q3949729 Português

Texto associado

Não é próprio falar sobre os alunos...

Extraído de: http://www.aedmoodle.ufpa.br/pluginfile.php?file=%2F212282%2Fmod_resource%2Fcontent%2F1%2FDesejodeEnsinarBlog.pdf

“Gosto de ouvir conversas. Mania de psicanalista. É que nas conversas moram mundos diferentes do meu”. (1º parágrafo)

De acordo com as ideias expostas no texto, as conversas:

A

Representam mundos diferentes e que refletem o egocentrismo: um mundo em que cada um está na posição de centro.

B

São formadas por universos únicos e complexos que se transformam e se transcendem com o diálogo.

C

Transformam o diálogo em um conflito de mundos diferentes, pois cada um se vê na necessidade de expor o seu mundo, o seu universo.

D

São universos que se expandem na troca de diálogos, mas que não perdem o seu valor de representar cada personalidade que se revela por meio da externalização do pensamento.

E

Representam a particularidade de cada pensamento e convicção através do compartilhamento de mundo e universos semelhantes ou até mesmos iguais.

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Q3949728

Q3949728 Português

Texto associado

Não é próprio falar sobre os alunos...

Extraído de: http://www.aedmoodle.ufpa.br/pluginfile.php?file=%2F212282%2Fmod_resource%2Fcontent%2F1%2FDesejodeEnsinarBlog.pdf

Diante das ideias discutidas acerca do aluno, qual é o ponto de vista do autor sobre a classe de educandos?

A

Os alunos devem ser vistos, antes de tudo, como seres dotados de capacidades bio-psicológicas.

B

Os alunos, além de ser seres bio-psicológicos, não devem ser vistos como peças-chave, em que o professor utiliza-os somente como depósito de saberes.

C

Os alunos devem ser trabalhados segundo a sua condição bio-psicológica, atentando para o universo e contexto diferentes em que estão inseridos.

D

Os alunos devem ser vistos e tratados como crianças de carne e osso que sofrem, riem e choram e que veem na escola um meio e uma oportunidade de torná-los produtivos para o futuro.

E

Os alunos não podem ser vistos pelo ponto de vista bio-psicológico, pois são seres dotados de condições e necessidades diferentes, devendo haver uma intervenção que atenda para sua condição enquanto ser com sentimentos, anseios e peculiaridades.

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Q3946997

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946997 Inglês

Which sentence uses the future perfect in a way that is both semantically appropriate and syntactically precise, CORRECTLY expressing an action that will be completed before a specified future point?

A

By the time the committee meets next Friday, the researchers are finalizing the revised protocol.

B

By the time the committee meets next Friday, the researchers will be finalizing the revised protocol.

C

By the time the committee meets next Friday, the researchers will have finalized the revised protocol.

D

By the time the committee meets next Friday, the researchers will finalize the revised protocol.

E

By the time the committee meets next Friday, the researchers will have been finalizing the revised protocol.

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Q3946996

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946996 Inglês

Which option employs the connector in a way that most accurately reflects concessive contrast while maintaining syntactic CORRECTNESS academic tone, and logical coherence?

Target meaning: The theory is widely accepted; however, it still fails to explain several anomalies in the data.

A

The theory is widely accepted; therefore, it still fails to explain several anomalies in the data.

B

The theory is widely accepted; nevertheless, it still fails to explain several anomalies in the data.

C

The theory is widely accepted; moreover, it still fails to explain several anomalies in the data.

D

Although the theory is widely accepted; it still fails to explain several anomalies in the data.

E

The theory is widely accepted; in spite of that still fails to explain several anomalies in the data.

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Q3946995

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946995 Inglês

Which option below provides the most accurate and pragmatically appropriate transformation of the sentence from direct to indirect speech, preserving the original temporal, modal, and attitudinal meanings?

“Had I known you were coming,” she exclaimed, “I could have arranged something far more suitable!”

A

She exclaimed that if she would have known he was coming, she would have arranged something far more suitable.

B

She exclaimed that had she known he was coming, she could arrange something far more suitable.

C

She exclaimed if she knew he came, she would arrange something far more suitable.

D

She exclaimed that if she had known he had been coming, she could have arranged something far more suitable.

E

She exclaimed that if she had known he was coming, she might have arranged something more suitable.

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Q3946994

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946994 Inglês

Which of the following rewrites most accurately preserves both meaning and pragmatic emphasis of the sentence: “People have long considered multilingualism to foster cognitive flexibility.”while shifting it into a reliable and natural passive construction?

A

“Cognitive flexibility has been thought long to be a result of multilingualism by people.”

B

“Cognitive flexibility is long considered as being fostered by multilingualism.”

C

“It has been long considered that cognitive flexibility gets fostered by multilingualism.”

D

“For a long time, multilingualism was being considered as fostering cognitive flexibility.”

E

“Multilingualism has long been considered to foster cognitive flexibility.”

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Q3946993

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946993 Inglês

Imagem associada para resolução da questão

Source: GLASBERGEN, Randy. Education Cartoons. Glasbergen Cartoon Service, [s.d.]. Disponível em: https://www.glasbergen.com/education-cartoons/. Acesso em: 10 mar. 2026.

In the cartoon, the student tells Mr. Smith that she is an “Abstract-Sequential learner.” What is the primary source of humor in this interaction?

A

The student reverses the traditional classroom hierarchy by instructing the teacher on how to behave.

B

The teacher misunderstands the term “Abstract-Sequential” and responds with an irrelevant comment.

C

The student incorrectly uses a psychological label that has no recognized meaning in educational theory.

D

The teacher is depicted as intellectually inferior due to his physical appearance.

E

The cartoon suggests that learning styles strictly determine classroom behavior and should be unquestioningly followed.

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Q3946992

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946992 Inglês

Texto associado

Source: KIRKMAN, Rick; SCOTT, Jerry. Baby Blues. GoComics, 12 fev. 2024. Disponível em: www.gocomics.com. Acesso em: 10 mar. 2026.

In the comic strip, the man replies “Knock yourself out” when the woman says she should start cleaning the garage. What is the most accurate interpretation of this expression in that context?

A

He is strongly encouraging her to clean the garage immediately.

B

She literally wants him to exert himself until he is exhausted.

C

He expresses worry that she might injure herself while cleaning.

D

He is giving her informal permission to do as he wishes, with a slightly ironic tone.

E

He is warning her that cleaning the garage is dangerous.

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Q3946991

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946991 Inglês

Texto associado

Source: KIRKMAN, Rick; SCOTT, Jerry. Baby Blues. GoComics, 12 fev. 2024. Disponível em: www.gocomics.com. Acesso em: 10 mar. 2026.

What primarily motivates the man to suddenly run toward the garage at the end of the comic strip?

A

He suddenly feels a strong desire to clean the garage voluntarily.

B

He becomes alarmed when he realizes his power tools might be donated.

C

He remembers he has promised someone else to organize the garage.

D

He misunderstands the woman and thinks she asked for immediate help.

E

He wants to check whether the garage door was left open.

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Q3946990

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946990 Inglês

Texto associado

Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules.

These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule.

Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.

In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment.

However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs.

Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation.

Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the sentence “These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills…”, the word “These” refers to:

A

the digital technologies and tools mentioned earlier

B

the students who use online resources

C

the teachers who design digital activities

D

the multimedia content found in textbooks

E

the traditional classroom practices described before

Incorreta. Gabarito oficial da banca:

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Q3946989

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946989 Inglês

Texto associado

Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules.

These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule.

Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.

In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment.

However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs.

Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation.

Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the text, the noun “integration” is used when discussing how technology is incorporated into teaching. Which option CORRECTLY provides the adjective form that best fits the context of describing this process?

A

integrally

B

integratedly

C

integrational

D

integratingly

E

integrative

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Q3946988

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946988 Inglês

Texto associado

Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules.

These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule.

Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.

In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment.

However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs.

Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation.

Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the sentence “Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate”, the word “incorporate” is closest in meaning to:

A

include

B

avoid

C

reduce

D

separate

E

question

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Q3946987

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946987 Inglês

Texto associado

Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules.

These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule.

Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.

In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment.

However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs.

Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation.

Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

Based on the information in the text, what can be inferred about the role of technology in English-language teaching?

A

Schools should replace textbooks entirely with digital tools.

B

Technology automatically improves student performance regardless of context.

C

Teachers should avoid using technology unless they have perfect internet access.

D

Technology is more important than pedagogy in determining learning outcomes.

E

Technology is helpful, but its effectiveness depends on how teachers implement it.

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Q3946986

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946986 Inglês

Texto associado

Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules.

These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule.

Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.

In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment.

However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs.

Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation.

Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

According to the text, what is one key benefit of integrating digital technologies into English-language teaching?

A

They ensure learning success regardless of teacher preparation.

B

They allow learners to access authentic materials and practise at their own pace.

C

They replace the need for teachers by providing fully automated instruction.

D

They eliminate the need for classroom planning and curriculum design.

E

They guarantee equal access to devices and internet for all students.

Incorreta. Gabarito oficial da banca:

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Q3946985

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946985 Inglês

Texto associado

Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.

Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.

Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

In the sentence “Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction, language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement.”, which connective would best replace the semicolon to preserve the logical relationship between the two clauses?

A

while

B

however

C

therefore

D

and

E

because

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Q3946984

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946984 Inglês

Texto associado

Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.

Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.

Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

In the sentence “The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury, or linked to chromosomal and single-gene variants in some familial forms.”, what does the word “cases” refer to?

A

The different types of MRI images used in diagnosis.

B

The individuals who provide speech and feeding therapy.

C

The occurrences of perisylvian polymicrogyria described earlier in the text.

D

The various forms of language impairments seen in patients.

E

The cortical regions surrounding the Sylvian fissures.

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Q3946983

Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |

Q3946983 Inglês

Texto associado

Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.

Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.

Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

According to the text, which statement best describes perisylvian polymicrogyria?

A

It is easily diagnosed without imaging, since MRI findings are usually normal.

B

It is a condition caused only by inherited genetic mutations.

C

It primarily affects the cortex around the Sylvian fissure and can lead to speech and motor difficulties.

D

It results only in mild symptoms that rarely affect language or cognition.

E

It is a form of cortical malformation that occurs exclusively after birth.

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Q3944476

Ano: 2026 Banca: FUNDATEC Órgão: Prefeitura de Cordilheira Alta - SC Prova: FUNDATEC - 2026 - Prefeitura de Cordilheira Alta - SC - Professor de Inglês |

Q3944476 Inglês

Texto associado

An ‘amazing feat’: how was a 13-year-old boy able to swim for four hours to save his family?

(Fight-or-flight: used to describe the reaction that people have to a dangerous situation, that makes them either stay and deal with it, or run away) (Available at: https://www.theguardian.com/australia-news/2026/feb/05/austin-appelbee-13-year-old-boyswims-four-hours-rescue-save-family-western-australia – text specially adapted for this test).

In the context of the text, the word “endurance” (l. 28) most nearly means:

A

The speed at which someone can complete a task.

B

The ability to resist or sustain prolonged physical effort.

C

The skill required to swim using different techniques.

D

The natural strength people are born with.

E

The capacity to perform short and intense activities.

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Q3944475

Ano: 2026 Banca: FUNDATEC Órgão: Prefeitura de Cordilheira Alta - SC Prova: FUNDATEC - 2026 - Prefeitura de Cordilheira Alta - SC - Professor de Inglês |

Q3944475 Inglês

Texto associado

An ‘amazing feat’: how was a 13-year-old boy able to swim for four hours to save his family?

(Fight-or-flight: used to describe the reaction that people have to a dangerous situation, that makes them either stay and deal with it, or run away) (Available at: https://www.theguardian.com/australia-news/2026/feb/05/austin-appelbee-13-year-old-boyswims-four-hours-rescue-save-family-western-australia – text specially adapted for this test).

Analyze the statements below about the text and mark T, if true, or F, if false.

( ) In the sentence “An Australian 13-year-old who swam 4 km to shore” (l. 01), the relative pronoun “who” could be replaced by “that” without changing the meaning.
( ) The sentence “In a 1961 study, researchers found that people were immediately stronger” (l. 18) could be rewritten using the present perfect tense without any change in meaning.
( ) In the sentence “Once he had swum the 4 km to shore in fading light” (l. 09), the verb tense used expresses an action completed before another action in the past.
( ) In the sentence “His family was rescued floating about 14 km offshore” (l. 11-12), the verb form indicates an action performed by the subject “his family”.

The correct order of filling in the parentheses, from top to bottom, is:

A

T – F – T – F.

B

T – T – F – F.

C

F – T – T – F.

D

T – F – F – T.

E

F – F – T – T.

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