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301Q1024375 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Paraty RJ, Avança SP, 2024

Observe the following examples:

● Rabbits are fast runners → Rabbits run fast

● Tigers are patient hunters → Tigers hunt patiently

I - Ants are hard workers →______________________ .

II - Bats are quiet but quick flyers →_________________________ .

Select the alternative that correctly structures the sentences I and II using adverbs:

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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

303Q906367 | Inglês, Língua Inglesa, Prefeitura de Macaé RJ, FGV, 2024

Texto associado.
TEXT I


What is the definition of translanguaging?



For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


“When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
In the last paragraph, the author informs that results of translanguaging activities can be:
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304Q978822 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to Text 1, choose the alternative that CORRECTLY summarizes its general idea:
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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

305Q1023369 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, SEDUC MT, SELECON, 2023

Texto associado.
TEXT:


How do people overcome fossilization and achieve nativelike fluency in second language acquisition?

There are a lot of common misconceptions about fossilization and language development. It's impossible to correct all of them in a post here, but I'll address a few that have been mentioned below.

Fossilization is a stage at which a second language speaker seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a reasonable analogy. The comparison wherein "the L2 learner has his own linguistic system" that's still influenced by L1 and other things is known as the "interlanguage." The question researchers cannot conclusively answer is whether or not that "plateau" is reversible after a certain point, be it age, fluency level, etc., in order to start making progress again.

Different people are motivated by different things, which range from need (to pass a test, to get a job, to watch movies without subtitles, to make friends, etc.) to learning style (preferring to study from texts, liking/disliking impromptu, small-talk with people just to practice, preference for/against learning formal rules, and aptitude). It is easy to remember verb conjugations. There is no single formula.

Finding someone who can correct your errors tactfully and effectively most certainly does not need to be demotivating, depressing or draining whatsoever. I'm a very fluent non-native speaker of Spanish, and I actively request that my native speaker (NS) friends correct me when I make a mistake, or use a phrase that sounds funny in their dialect, etc. How else will I learn? It's fascinating to learn little details like that now after so many years. As long as they don't do it in a mocking or condescending way, or at a socially inappropriate time, why wouldn't I want their help? Of course, if you correct a beginner every time they try to utter a sentence, it could be discouraging - and obnoxious - but everything in moderation.

One of the biggest cognitive challenges is whether or not L2 speakers can learn to consciously notice differences between their L2 efforts and the way a NS talks. There are decades of research on this (my own included) and I'll gladly give references if anyone actually cares. Noticing falls into two broad categories. First, the ability to "notice the gap," i.e. hear a NS say a sentence and think, "Hmm, I understand what he meant but I've never heard that word before; it must mean ___" or "I know what he meant but it would not have occurred to me to say it that way; I'll try to remember that for later." The second is the ability to "notice the hole," i.e. when the L2 learner is trying to speak/ write and realizes that his "interlanguage" lacks a word, sound or structure needed to accurately convey his own thought. If he can seek the input necessary to fill the hole, he has a much stronger chance of acquiring it. The thought processes involved during that moment are holding the forms (or lack thereof) in working memory, and the longer it stays there for further processing, the greater the possibility that it is retained in long-term memory for later use. The NS interlocutor can help promote noticing through corrective feedback (also a subject of decades of research, for which I'm also happy to provide resources if anyone is genuinely interested.)

I have been using a variety of strategies for years as a language coach when working with my clients, whether helping IT executives from India and Egypt learn to write more grammatically accurate e-mail or helping priests from Nigeria improve prosodic aspects of their pronunciation (i.e. stress and intonation patterns.) Each person is different. I have found no evidence to support the argument that a person who has fossilized cannot begin to make progress again toward a more target-like L2 use at least in some areas, with the right motivation, input and effort. The question is only about how much progress, in what areas, in how much time, and through what methods.


Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition Acesso em 22/09/2023
No trecho “Fossilization is a stage at which a second language speaker seems to cease making progress toward becoming more target-like in his or her use of the language…”, os termos em destaque referem-se a:
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  2. ✂️
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  4. ✂️

306Q978826 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief” (3rd paragraph), the underlined word (“therefore”) can be CORRECTLY classified as:
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307Q1023419 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Passos MG, Instituto Access, 2023

Texto associado.
11.30.2023

City lawmakers in Brazil have enacted what appears to be the nation’s first legislation written entirely by artificial intelligence (AI) — even if they didn’t know it at the time.

The experimental ordinance was passed in October in the southern city of Porto Alegre and city councilman Ramiro Rosário revealed that it was written by a chatbot, sparking objections and raising questions about the role of artificial intelligence in public policy.

Rosário told The Associated Press that he asked OpenAI’s chatbot ChatGPT to craft a proposal to prevent the city from charging taxpayers to replace water consumption meters if they are stolen. He then presented it to his 35 peers on the council without making a single change or even letting them know about its unprecedented origin. The 36-member council approved it unanimously and the ordinance went into effect on Nov. 23.

The arrival of ChatGPT on the marketplace just a year ago has sparked a global debate on the impacts of potentially revolutionary AI-powered chatbots. While some see it as a promising tool, it has also caused concerns and anxiety about the unintended or undesired impacts of a machine handling tasks currently performed by humans.

Porto Alegre, with a population of 1.3 million, is the second-largest city in Brazil’s south. The city’s council president, Hamilton Sossmeier, found out that Rosário had enlisted ChatGPT to write the proposal when the councilman bragged about the achievement on social media. Sossmeier initially told local media he thought it was a “dangerous precedent.”

The AI large language models that power chatbots like ChatGPT work by repeatedly trying to guess the next word in a sentence and are prone to making up false information, a phenomenon sometimes called hallucination.

All chatbots sometimes introduce false information when summarizing a document, ranging from about 3% of the time for the most advanced GPT model to a rate of about 27% for one of Google’s models, according to recently published research by the tech company Vectara.

In an article published on the website of Harvard Law School’s Center of Legal Profession earlier this year, Andrew Perlman, wrote that ChatGPT “is a machine learning system, it may not have the same level of understanding and judgment as a human lawyer when it comes to interpreting legal principles and precedent. This could lead to problems in situations where a more in-depth legal analysis is required”.

There was no such transparency for Rosário’s proposal in Porto Alegre. Sossmeier said Rosário did not inform fellow council members that ChatGPT had written the proposal.

Rosário told the AP his objective was also to spark a debate. He said he entered a 49-word prompt into ChatGPT and it returned the full draft proposal within seconds, including justifications.

And the council president, who initially decried the method, already appears to have been swayed. “I changed my mind,” Sossmeier said. “I started to read more in depth and saw that, unfortunately or fortunately, this is going to be a trend.”


( (<https://www.washingtonpost.com/world/2023/11/30/brazil-artificial-intelligenceporto-alegre/9f576ecc-8fb2-11ee-95e1-edd75d825df0_story.htm>(adapted))
From the sentence, “And the council president, who initially decried the method, already appears to have been swayed”, it is possible to say that the attitudes of the council president were not
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308Q1022910 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Júlio Borges PI, JVL Concursos, 2024

Texto associado.
Read Text I and answer question.

Amazon says more packages are arriving in a day or less

Amazon says it is getting even more packages to customers in one day or sooner – a metric the e-retailer is promoting to customers as it faces heightened competition in online shopping. The company announced that nearly 60% of orders placed through Prime in the top 60 U.S. metro areas in the first quarter arrived the same or next day. That is up from roughly 50% in the second quarter of 2023.

Speedy delivery is a hallmark of Amazon’s Prime subscription offering, which charges members $139 a year for benefits such as two-day shipping and video streaming. The company has said it wants to make same-day and next-day delivery the standard, and it plans to double the number of same-day delivery facilities in the U.S. within the next few years.

“As we get items to customers this fast, customers choose Amazon to fulfill their shopping needs more frequently,” CEO Andy Jassywrote in his letter to shareholdersearlier this month (April, 2024). “And we can see the results in various areas including how fast our everyday essentials business is growing (over 20% y/y in Q4 2023).” Andaccording to RBC Capital Markets data, consumers have been shown to spend and shop more often if they have one-day shipping.

Amazon’s physical footprint swelled between 2020 and 2022 as the pandemic-driven e-commerce boom pushed the company to rapidly add new warehouse and delivery centers to its logistics network. Last year, Amazon retooled that network into eight regions instead of a national model, which the company says has resulted in faster yet cheaper deliveries. Jassy, in his shareholder letter, noted that cost to serve or the cost to get a product to a shopper was down in 2023 by more than 45 cents per unit year over year.

Amazon has already stood up more than 55 same-day delivery sites in the U.S., primarily clustered around major metro areas. The facilities are roughly 100,000 square feet, compared to a typical Amazon warehouse, which can be the size of 26 football fields, and they store a smaller selection of goods that are the topselling items in each city.

Same-day sites also condense the fulfillment process, typically spread across multiple Amazon facilities under one roof. A package makes fewer stops on its route to a shopper’s doorstep, which cuts down on costs per shipment.

Amazon has bolstered investment in fast shipping as traditional retail rivalsWalmartand Target have stepped up their delivery game. Walmart says it can deliver items to shoppers in as little as 30 minutes, while Targetin Marchlaunched a new loyalty program that offers same-day delivery on orders more than $35 in as little as an hour.

Adapted from:https://www.nbcnews.com/business/businessnews/amazon-packages-arriving-quicker-following-heftyinvestment-rcna149840
Based on Text I, choose the correct answer
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309Q1023423 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, Prefeitura de Passos MG, Instituto Access, 2023

Assim como a sociedade e a cultura, a língua está em um constante processo de transformação, o que significa, em grande parte, que
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310Q1024720 | Inglês, Tag Questions, Língua Inglesa, SEE PB, IDECAN, 2025

Choose the option that correctly explains when a question tag is used.
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311Q1024724 | Inglês, Verbos Verbs, Língua Inglesa, SEE PB, IDECAN, 2025

Mark the correct classifications, in order, of the modal verbs in these sentences:
I - He could run fast when he was younger; II - She may know the answer; III - May I borrow your book?
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312Q1021924 | Inglês, Sinônimos Synonyms, Língua Inglesa, Prefeitura de São João Nepomuceno MG, Consulplan, 2024

Texto associado.
The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers and their careers, from training to work routine and 20 classroom pedagogical practices.

Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led by qualified teachers.


(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
In line 19, which word could substitute “in-depth” (4º§) without losing meaning?
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313Q1022959 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2024

Texto associado.

TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Pope’s research, Challenge Success, has been investigating students’ lives and behavior for
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314Q1023991 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Sobral CE, UECE CEV, 2023

“Beginning next week, the Adjutant and I will be making1 a series of snap inspections of section barrack-rooms. […] Just ordinary soldierly cleanliness and tidiness is all I want.” (Kingsley Amis)

“And I thought then, Just living long enough wipes out the problems. Puts you in a select club. […] Everybody’s face will have suffered2, never just yours.” (Alice Munro)

“If you are under the impression you have already perfected yourself, you will never rise3 to the heights you are no doubt capable of.” (Kazuo Ishiguro)

In the sentences above, the tenses of the verb forms in bold are, respectively,

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316Q1004548 | Inglês, Língua Inglesa, Prefeitura de Cubatão SP, IBAM, 2024

Sobre Base Nacional Comum Curricular (BNCC) de Língua Inglesa, julgue as sentenças abaixo como verdadeiras (V) ou falsas (F).

1.(__)O eixo Conhecimentos linguísticos consolida-se pelas práticas de uso, análise e reflexão sobre a língua, sempre de modo contextualizado, articulado e a serviço das práticas de oralidade, leitura e escrita.
2.(__)A proposição do eixo Dimensão intercultural nasce da compreensão de que as culturas, especialmente na sociedade contemporânea, estão em contínuo processo de interação e (re)construção.
3.(__)Do ponto de vista metodológico, a apresentação de situações de leitura organizadas em pré-leitura, leitura plena e pós-leitura deve ser vista como potencializadora dessas aprendizagens de modo contextualizado e significativo para os estudantes, na perspectiva de um dimensionamento das práticas e competências leitoras já existentes, especialmente em língua franca.

A sequência correta é:
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317Q1023000 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Caucaia CE, Fundação CETREDE, 2024

Texto associado.
The Impact of Globali-zation: Opportunities and Challenges

In today’s interconnected world, the concept of globalization plays a significant role. Globalization refers to the increased interconnectedness of people, cultures, economies, and nations across the globe. It has been driven by advances in technology, trade, and communication, making the world a smaller and more interdependent place.
One of the most noticeable aspects of globalization is the rise of multinational corporations. Companies like Apple, Google, and Coca-Cola have a global presence and impact. They operate in multiple countries, manufacture products in one part of the world, and sell them in another. This has led to greater access to goods and services for consumers worldwide but has also raised questions about economic inequality and exploitation.
Globalization has also transformed the way we communicate. Social media platforms like Facebook, Twitter, and Instagram have connected people from different corners of the world. Information and news now travel at lightning speed, influencing public opinion and shaping global events. However, this instant connectivity has also brought concerns about privacy, misinformation, and cyberbullying.
The impact of globalization is evident in culture and lifestyle as well. The exchange of music, movies, and fashion trends between countries has created a global pop culture. People can enjoy sushi in New York, listen to K-pop in Brazil, or watch Hollywood movies in India. While this cultural exchange can be enriching, it has also led to fears of cultural homogenization and the loss of local traditions.
In conclusion, globalization has profoundly affected our world in various ways, from economics to culture to communication. It has opened up opportunities and posed challenges that societies must address in our interconnected global community.

FONTE: Adapted from: https://www.techtarget.com/searchcio/definition/ globalization. Accessed on October 10, 2023.
According to the text, what is a notable consequence of the rise of multinational corporations due to globalization?
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318Q1023008 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Caucaia CE, Fundação CETREDE, 2024

Texto associado.
The Impact of Globali-zation: Opportunities and Challenges

In today’s interconnected world, the concept of globalization plays a significant role. Globalization refers to the increased interconnectedness of people, cultures, economies, and nations across the globe. It has been driven by advances in technology, trade, and communication, making the world a smaller and more interdependent place.
One of the most noticeable aspects of globalization is the rise of multinational corporations. Companies like Apple, Google, and Coca-Cola have a global presence and impact. They operate in multiple countries, manufacture products in one part of the world, and sell them in another. This has led to greater access to goods and services for consumers worldwide but has also raised questions about economic inequality and exploitation.
Globalization has also transformed the way we communicate. Social media platforms like Facebook, Twitter, and Instagram have connected people from different corners of the world. Information and news now travel at lightning speed, influencing public opinion and shaping global events. However, this instant connectivity has also brought concerns about privacy, misinformation, and cyberbullying.
The impact of globalization is evident in culture and lifestyle as well. The exchange of music, movies, and fashion trends between countries has created a global pop culture. People can enjoy sushi in New York, listen to K-pop in Brazil, or watch Hollywood movies in India. While this cultural exchange can be enriching, it has also led to fears of cultural homogenization and the loss of local traditions.
In conclusion, globalization has profoundly affected our world in various ways, from economics to culture to communication. It has opened up opportunities and posed challenges that societies must address in our interconnected global community.

FONTE: Adapted from: https://www.techtarget.com/searchcio/definition/ globalization. Accessed on October 10, 2023.
Which phrasal verb best completes the sentence?
The police are still _______ the thief. They can’t find him.
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  2. ✂️
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319Q1045046 | Pedagogia, Avaliação Educacional, Língua Inglesa, Prefeitura de Cariacica ES, INSTITUTO AOCP, 2020

Sobre a avaliação diagnóstica, assinale a alternativa correta.
  1. ✂️
  2. ✂️
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  4. ✂️

320Q1045048 | Pedagogia, Avaliação Educacional, Língua Inglesa, Prefeitura de Cariacica ES, INSTITUTO AOCP, 2020

Para a realização de uma avaliação na perspectiva mediadora, é necessário ter como premissa
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