Questões de Concursos Verbos Verbs

Resolva questões de Verbos Verbs comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

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61Q1023127 | Inglês, Verbos Verbs, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

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Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.

In the sentence “Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy”, the author uses the Present Perfect Simple

✂️ a) to refer to something that happened at a determined past time.
✂️ b) to refer to a recent past action with evidence in the present.
✂️ c) to express what is happening now.
✂️ d) o refer to a recent past action with no evidence in the present.
✂️ e) to describe a past situation that happened before another one in the past.

64Q1023718 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Anajás PA, Instituto Ágata, 2024

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Failed policies and false promises bedevil multilingualism in South Africa

Twenty-seven years after democracy, English retains its hegemony as the language of influence, means, and access in all spheres of life – despite progressive language policies and government promises to foster all eleven official languages. “We are a multilingual country with monolingual practices,” said University of Cape Town (UCT) Vice-Chancellor Professor Mamokgethi Phakeng in a public lecture, delivered as Bristol Illustrious Visiting Professor (BIVP). [...] In 1997 South Africa announced a new Language in Education policy for schools, recognising eleven official languages and encouraging multilingualism. Within this policy, learners must choose the preferred language of learning on admission to a school. Where the language they choose is not available, parents can apply to the provincial education department to provide instruction. Most choose English – probably through their parents’ influence, as it holds the key to opportunities, said Phakeng.

In 2020 the Department of Higher Education and Training published a language policy framework for public higher education institutions. These policies are intended to develop and strengthen indigenous languages as languages of scholarship, teaching and learning, and communication in South African universities, said Phakeng. The policy framework is also meant to highlight the role of higher education in creating and promoting conditions for the development of historically marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...].

History has shown that despite their lofty intentions, both policies have failed to redress the situation. English still dominates in almost every facet of public life. The reasons are many and complex, said Phakeng [...].

“For example, you can be fluent in six of the country’s eleven official languages but denied an opportunity to join the military, because your matric English mark was 45%. It doesn’t matter that you scored 78% for your home language, Xhosa.” [...] Research suggests that schools are not opting to use indigenous African languages as languages of learning and teaching, in both policy and practice. Those in power should have known better, Phakeng said.

“Mother-tongue instruction has a bad image among speakers of African languages. It is associated with apartheid, and hence inferior education – parents’ memories of Bantu education, combined with our perception of English as a gateway to better education, and making most black parents favor English from the beginning.”

English is also a prerequisite for anyone aspiring to become a professional in South Africa. [...]

(Adapted from: https://www.news.uct.ac.za/article/-2022-03-10-failed-policies-false-promises-bedevil-multilingualism-in-sa)

Mark the alternative that explains the use of the underlined words with -ing in the utterance: “The policy framework is also meant to highlight the role of higher education in creating and promoting conditions for the development of historically marginalized official South African languages of the Khoi, Nama, and San people, as well as sign language [...]”.

✂️ a) Both words have “-ing” to assume the function of nouns in the sentence.
✂️ b) Both words need “-ing” because of the verb “is”, then the sentence is in the present continuous tense.
✂️ c) Both words need “-ing”only to mark they are they are verbs.
✂️ d) Both words need “ -ing” because of the preposition “in” that comes before them.
✂️ e) Both words need “-ing” because they are in the present continuous tense.

67Q1022275 | Inglês, Verbos Verbs, Edital n 1, Prefeitura de Morungaba SP, Avança SP, 2025

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Read the following text to answer question.

Oh, the places you'll go! There is fun to be done! There are points to be scored. There are games to be won.

And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You'll be as famous as famous can be, with the whole wide world watching you win on TV.

Except when they don't

Because, sometimes they won't.

I'm afraid that sometimes

you'll play lonely games too.

Games you can't win

'cause you'll play against you.

All Alone!

Whether you like it or not,

Alone will be something

you'll be quite a lot.

And when you're alone, there's a very good chance

you'll meet things that scare you right out of your pants.

There are some, down the road between hither and yon,

that can scare you so much you won't want to go on.

But on you will go

though the weather be foul.

On you will go

though your enemies prowl.

On you will go

though the Hakken-Kraks howl.

Onward up many

a frightening creek,

though your arms may get sore

and your sneakers may leak.

On and on you will hike,

And I know you'll hike far

and face up to your problems

whatever they are.

“Oh, the Places You'll Go!” by Dr. Seuss - Available at:

https://denuccio.net/ohplaces.html

In the phrase "though your arms may get sore", the modal verb "may" expresses:

✂️ a) possibility.
✂️ b) permission.
✂️ c) certainty.
✂️ d) obligation.
✂️ e) suggestion.

68Q1022024 | Inglês, Verbos Verbs, Professor de Língua Portuguesa Inglesa, Prefeitura de Lucas do Rio Verde MT, SELECON, 2024

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TEXT:

How students can make rapid progress by reading

independently

By Stephanie Hirshman

January 2, 2024

Let me start with a true story. When I was seven years old, my family spent a year in France, and I had to go to school there. The only thing was, I didn’t speak French. Luckily my mother was fluent in that language, and she set out to prepare me a few months before we left. Armed only with a second-hand copy of a little picture book called Totor et Tristan, she sat me down on the sofa with her a few times a week for around 10 minutes. Sometimes she read the book to me while I followed the text silently and sometimes I had to read a page myself. She asked me questions in French and I answered in French, or she corrected my pronunciation. That was it.

My first day at school in France was memorable for many reasons, but one of these was that I was the only child in a class of native French speakers to score 100% on our first spelling test! Everyone was amazed, me most of all because I didn’t even know what most of the words meant.

So, what made this possible? I think it was reading with my mother – I guess had read more in French than my classmates and thus was able to recognize the tricky relationship between sound and spelling. My confidence was sky high and I was fluent within four months.

Exploring a written text for fun, on your own terms, is called extensive reading, and teachers can support their students to realize its many benefits.

Graded readers

Graded readers are books which have been adapted to be suitable for specific levels of language learners to enjoy. They can be classics (The Phantom of the Opera), film adaptations (Rain Man) or original works of fiction or non-fiction. They can be purchased online or at bookshops, or you can obtain them from libraries or even find some on websites.

There are many reasons for making them available to students. First, reading is fun. It’s also magic learning. Students who have a sustained habit of extensive reading see improvements in a range of areas: lexical, grammatical and spelling as well as reading speed, which is vital for success in academic and work contexts. Being able to select their own reading material gives students a sense of ownership.

Choosing a book

It’s helpful if a teacher initially introduces students to graded readers and explains how to choose and use them. Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story. Additional information can be found inside the book, in the Introduction.

While it’s not necessary to have 100% comprehension of the text, choosing a book which is too difficult or too easy will not lead to an enjoyable experience. Most books are labelled with a level, but no two intermediate readers will have the same needs. Therefore, a simple test can be performed: the student should choose one page at random and read it to see how many unknown words they encounter. If the answer is seven or fewer, this book will be suitable. More than seven, and it’ll be too hard to get a good flow going when reading.

Activities

While students are reading, they should try to work out the meaning of unfamiliar items from context. They should also be made aware of the Glossary at the back of some books and, of course, they can use a dictionary if they really need to. However, some items do notreally need further exploration - making decisions about what’s important and what’s not is an important skill for language learners. Some books also have comprehension questions at the back.

However, the main aim is to get into and enjoy the story without lots of interruptions and checks. Encourage students to read ten minutes a day on a regular basis (perhaps in bed or while commuting). Results will not be immediate, but within a few weeks, students should recognize the improvements.

Conclusion

A collection of readers is well worth investing in. Be creative when looking for material – why not try a graphic novel? Even authentic texts not intended for language learners can be worthwhile for advanced students or those with a special interest in or knowledge of a topic.

Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently

Acesso em 04/11/2024

No trecho “While students are reading, they should try to work out the meaning of unfamiliar items from context”, o phrasal verb destacado tem como definição:

✂️ a) to be the result of a calculation
✂️ b) to exercise to improve your body
✂️ c) to understand something by thinking about it
✂️ d) to happen or develop in a particular way, especially a satisfactory way

69Q1022270 | Inglês, Verbos Verbs, Infraestrutura e Segurança Manhã, TCE PI, FGV, 2025

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Read Text II and answer the five questions that follow it

Text II

OpenAI’s GPT-4 Scores in the Top 1% of Creative Thinking

By Erik Guzik

Of all the forms of human intellect that one might expect artificial intelligence to emulate, few people would likely place creativity at the top of their list. Creativity is wonderfully mysterious—and frustratingly fleeting. It defines us as human beings—and seemingly defies the cold logic that lies behind the silicon curtain of machines. Yet, the use of AI for creative endeavors is now growing.

New AI tools like DALL-E and Midjourney are increasingly part of creative production, and some have started to win awards for their creative output. The growing impact is both social and economic—as just one example, the potential of AI to generate new, creative content is a defining flashpoint behind the Hollywood writers’ strike.

And if our recent study into the striking originality of AI is any indication, the emergence of AI-based creativity—along with examples of both its promise and peril—is likely just beginning.

When people are at their most creative, they’re responding to a need, goal, or problem by generating something new—a product or solution that didn’t previously exist.

In this sense, creativity is an act of combining existing resources — ideas, materials, knowledge — in a novel way that’s useful or gratifying. Quite often, the result of creative thinking is also surprising, leading to something the creator did not — and perhaps could not — foresee.

Our results?

GPT-4 scored in the top 1 percent of test-takers for the originality of its ideas. From our research, we believe this marks one of the first examples of AI meeting or exceeding the human ability for original thinking.

In short, we believe that AI models like GPT-4 are capable of producing ideas that people see as unexpected, novel, and unique. Other researchers are arriving at similar conclusions in their research of AI and creativity.

Adapted from https://singularityhub.com/2023/09/10/openais-gpt-4-scores-in-thetop-1-of-creative-thinking/

The modal verb might in one might expect artificial intelligence to emulate (1^stparagraph) expresses

✂️ a) singularity.
✂️ b) permission.
✂️ c) possibility.
✂️ d) obligation.
✂️ e) ability.

71Q1022061 | Inglês, Verbos Verbs, Edital n 2, Prefeitura de Sapezal MT, SELECON, 2024

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TEXT:

Making homework count

By Stephanie Hirschman

October 8, 2024

Homework and independent study can make a massive contribution to students’ progress, particularly when classes don’t meet daily, or students aren’t living, working or studying in anglophone environments. There are several issues to consider when setting homework.

Why students are doing homework is a fundamental question which can cover a wide spectrum of reasons. The most obvious is that it offers both teachers and students a chance to check on learning and identify areas for further review and consolidation. Exam preparation courses make use of homework to consolidate and accelerate learning and deliver results. Finally, some institutions require teachers to set homework and some clients, for example parents, believe that a course with homework offers better value for money.

Whatever the reason behind setting homework, be clear with students about how they’ll benefit from the assignment, how to do it effectively, how long they should spend on it and how it will be marked.

The homework that many people expect from a language course is “more of the same” exercises, that is, those that offer extra opportunities to practice grammar or vocabulary from the lesson.

It is also possible to bring in practice from other online or print sources, but this can sometimes be problematic, especially for lower levels. Make sure that the resource you choose maps onto the lesson content without placing extra demands on students, for example, by introducing a completely different context or topic with unfamiliar vocabulary to practice a grammar point. You also need to make sure that terminology is consistent – students who are expecting to practice present continuous may not recognize that it is also called present progressive. With lower levels, go over the instructions and/or demonstrate one of the exercises so they know how to get started.

It's worth mentioning here that flipped learning may also be a useful approach to homework. This is where students preview part of the lesson plan (like a reading or listening task) or research a general topic independently before class in order to maximize opportunities for communicative activities during the lesson.

Other types of homework include semi-controlled practice of target language. Students could write personal sentences including vocabulary items or grammatical structures from the class – note that they may need training to do this. A sentence like, “The milk went off,” is not as effective for learning as, “We had no milk for the coffee this morning – it went off because we didn’t put it in the fridge last night.” You may wish to provide some question or example prompts as support.

An unusual and motivating type of speaking homework is a personalized bingo game. Students create their own bingo card, which might be a 4x4 grid. In each cell, they write a key word or structure from the lesson that they wish to practice during the next few days. They carry the card around in their pocket, and every time they use an item of target language, they can tick it off, aiming to complete a line. This is especially suitable for students who are living, working or studying in anglophone environments. Teachers can monitor progress regularly and even offer small prizes.

The question of what teachers actually do with homework also has multiple possible responses, which will depend on the teaching context. At one end of the spectrum, if there is good buy-in from the students, teachers may only need to point them towards a selected set of “more of the same” exercises and make sure the answers are accessible for self-checking. Make it clear that you welcome questions if anything isn’t clear and test regularly to check understanding.

Whatever choices you make about homework, here’s one final tip. It’s best to complete assignments the day after receiving them and not on the same day. Research on spaced repetition shows that reviewing information after around 24 hours, “just before you forget it,” is the most effective way to boost retention.

Adapted from: https://www.linguahouse.com/blog/post/makinghomework-count

Acesso em 25/10/2024

No trecho: “They carry the card around in their pocket, and every time they use an item of target language, they can tick it off, aiming to complete a line”, o phrasal verb em destaque tem como definição:

✂️ a) a very short time
✂️ b) informal way to say you made someone annoyed or angry
✂️ c) mark an item in a list with a tick to show that it has been dealt with
✂️ d) to speak severely to and criticize someone who has done something wrong

73Q1022119 | Inglês, Verbos Verbs, Inglês 200 H A, Prefeitura de Iguaracy PE, ADM TEC, 2024

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INSTRUCTION: Read the following text to answer question.

When life feels chaotic, less is more

When the feeling of pandemonium takes over, our instinct is often to try to regain control through sweeping personal change. We’ll jump in with grand plans to overhaul our routines, transform our homes, or tackle every to-do we’ve neglected. But inevitably, when the enthusiasm fades, anxiety spirals further, or real life gets in the way, our plans fall apart.

This cycle of starting big and stalling out leaves people feeling more discouraged than before. When we’re overwhelmed, our mental bandwidth is limited, and ambitious plans become just one more thing to manage. That’s where the magic of micro wins comes in. They might not look impressive or overtly ambitious, but they provide a sense of accomplishment, momentum (even pride?), and gradually shift our environment and mindset, especially during times of mass madness.

Source: https://time.com/7172611/little-winsbenefits-essay/

Accessed on November 13, 2024. [Adapted fragment]

Consider the sentences below.

I- “(…) and ambitious plans become just one more thing to manage”.
II- “(…) or real life gets in the way, our plans fall apart”.

The past participle form of the verbs “become” and “fall” is, correctly and respectively

✂️ a) became and fell.
✂️ b) become and fell.
✂️ c) became and fade.
✂️ d) become and fallen.

76Q1022788 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Brejo Santo CE, CEV URCA, 2025

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Text 1 – How children learn languages

Questions 31 to 39

How long does it take to learn a language?

Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzlesand problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.

Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25

Check the option in which the suffix –ING is not used for inflection.

✂️ a) Watch your child playing.
✂️ b) Try doing these types of activities in English.
✂️ c) Writing stories?
✂️ d) Puzzles and problem-solving?
✂️ e) Primary school children are learning their first and second languages at the same time.

78Q1022059 | Inglês, Verbos Verbs, Edital n 2, Prefeitura de Sapezal MT, SELECON, 2024

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TEXT:

Making homework count

By Stephanie Hirschman

October 8, 2024

The homework that many people expect from a language course is “more of the same” exercises, that is, those that offer extra opportunities to practice grammar or vocabulary from the lesson.

Adapted from: https://www.linguahouse.com/blog/post/makinghomework-count

Acesso em 25/10/2024

Dentre as frases abaixo, todas retiradas do texto, a que contém um verbo no "present continuous" é:

✂️ a) Why students are doing homework is a fundamental question…
✂️ b) An unusual and motivating type of speaking homework is a personalized bingo game.
✂️ c) It's worth mentioning here that flipped learning may also be a useful approach to homework.
✂️ d) The most obvious is that it offers both teachers and students a chance to check on learning and identify areas for further review and consolidation.

80Q972677 | Inglês, Verbos Verbs, Segurança da Informação, TJDFT, FGV, 2022

Texto associado.

Here’s why we’ll never be able to build a brain in a computer

It’s easy to equate brains and computers – they’re both thinking machines, after all. But the comparison doesn’t really stand up to closer inspection, as Dr. Lisa Feldman Barrett reveals.

People often describe the brain as a computer, as if neurons are like hardware and the mind is software. But this metaphor is deeply flawed.

A computer is built from static parts, whereas your brain constantly rewires itself as you age and learn. A computer stores information in files that are retrieved exactly, but brains don’t store information in any literal sense. Your memory is a constant construction of electrical pulses and swirling chemicals, and the same remembrance can be reassembled in different ways at different times.

Brains also do something critical that computers today can’t. A computer can be trained with thousands of photographs to recognise a dandelion as a plant with green leaves and yellow petals. You, however, can look at a dandelion and understand that in different situations it belongs to different categories. A dandelion in your vegetable garden is a weed, but in a bouquet from your child it’s a delightful flower. A dandelion in a salad is food, but people also consume dandelions as herbal medicine.

In other words, your brain effortlessly categorises objects by their function, not just their physical form. Some scientists believe that this incredible ability of the brain, called ad hoc category construction, may be fundamental to the way brains work.

Also, unlike a computer, your brain isn’t a bunch of parts in an empty case. Your brain inhabits a body, a complex web of systems that include over 600 muscles in motion, internal organs, a heart that pumps 7,500 litres of blood per day, and dozens of hormones and other chemicals, all of which must be coordinated, continually, to digest food, excrete waste, provide energy and fight illness.[…]

If we want a computer that thinks, feels, sees or acts like us, it must regulate a body – or something like a body – with a complex collection of systems that it must keep in balance to continue operating, and with sensations to keep that regulation in check. Today’s computers don’t work this way, but perhaps some engineers can come up with something that’s enough like a body to provide this necessary ingredient.

For now, ‘brain as computer’ remains just a metaphor. Metaphors can be wonderful for explaining complex topics in simple terms, but they fail when people treat the metaphor as an explanation. Metaphors provide the illusion of knowledge.

(Adapted from https://www.sciencefocus.com/future-technology/canwe-build-brain-computer/ Published: 24th October, 2021, retrieved on February 9th, 2022)

The passage in which the verb phrase indicates a necessity is:

✂️ a) “this incredible ability of the brain […] may be fundamental”;
✂️ b) “some engineers can come up with something”;
✂️ c) “computers don’t work this way”;
✂️ d) “brains don’t store information”;
✂️ e) “it must regulate a body”.

Questões de Concursos Verbos Verbs

Resolva questões de Verbos Verbs comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

61Q1023127 | Inglês, Verbos Verbs, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

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63Q1021821 | Inglês, Verbos Verbs, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

64Q1023718 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Anajás PA, Instituto Ágata, 2024

65Q1024744 | Inglês, Verbos Verbs, Área Língua Inglesa, IF RN, FUNCERN, 2025

66Q1024530 | Inglês, Verbos Verbs, Professor de Língua Inglesa, Prefeitura de Trombudo Central SC, Prefeitura de Trombudo Central SC, 2025

67Q1022275 | Inglês, Verbos Verbs, Edital n 1, Prefeitura de Morungaba SP, Avança SP, 2025

68Q1022024 | Inglês, Verbos Verbs, Professor de Língua Portuguesa Inglesa, Prefeitura de Lucas do Rio Verde MT, SELECON, 2024

69Q1022270 | Inglês, Verbos Verbs, Infraestrutura e Segurança Manhã, TCE PI, FGV, 2025

70Q1024319 | Inglês, Verbos Verbs, Professor de Língua Estrangeira, Prefeitura de São Luís do Quitunde AL, ADM TEC, 2024

71Q1022061 | Inglês, Verbos Verbs, Edital n 2, Prefeitura de Sapezal MT, SELECON, 2024

72Q1023382 | Inglês, Verbos Verbs, Inglês Conversação, Prefeitura de Cidade Ocidental GO, IV UFG, 2023

73Q1022119 | Inglês, Verbos Verbs, Inglês 200 H A, Prefeitura de Iguaracy PE, ADM TEC, 2024

74Q908044 | Inglês, Verbos Verbs, Inglês, Prefeitura de Pouso Alegre MG, Consulplan, 2024

75Q1023249 | Inglês, Verbos Verbs, PSS, Prefeitura de Nova Itaberaba SC, Unoesc, 2023

76Q1022788 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Brejo Santo CE, CEV URCA, 2025

77Q1023330 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Pedra Branca CE, IMPARH, 2023

78Q1022059 | Inglês, Verbos Verbs, Edital n 2, Prefeitura de Sapezal MT, SELECON, 2024

79Q1021823 | Inglês, Verbos Verbs, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

80Q972677 | Inglês, Verbos Verbs, Segurança da Informação, TJDFT, FGV, 2022