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641Q1024383 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Canaã dos Carajás PA, FGV, 2025

Texto associado.

READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT


TEXT I


National Assessment Reform: Core Considerations for Brazil


Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.



Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D

The contraction (‘s) in “today’s workforce” has the same function as in
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642Q1023918 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Princesa SC, AMEOSC, 2024

Which of the following sentences correctly uses the past perfect continuous tense?

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643Q1023158 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Caconde SP, Avança SP, 2024

“I have watched them all day and they are the same men that we are. I believe that I could walk up to the mill and knock on the door and I would be welcome except that they have orders to challenge all travelers and ask to see their papers. It is only orders that come between us. Those men are not fascists. I call them so, but they are not. They are poor men as we are. They should never be fighting against us and I do not like to think of the killing.”
― Ernest Hemingway, For Whom the Bell Tolls
In the passage, the protagonist expresses his belief that the men guarding the mill are not fascists, but rather poor men who are simply following orders. Which of the following statements best captures the protagonist's attitude towards these men?
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644Q1082295 | Pedagogia, Legislação da Educação, Professor de Inglês, Prefeitura de Águas de Chapecó SC, FEPESE, 2025

Assinale a alternativa que apresenta corretamente normativas específicas para o ensino da língua estrangeira moderna, o inglês, no Brasil.
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645Q1024443 | Inglês, Sinônimos Synonyms, Professor de Inglês, UNIVESP, CESPE CEBRASPE, 2025

Texto associado.

Text 7A1-II


Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;



Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.



Robert Frost. The Road Not Taken. 1916 (adapted).

Considering text 7A1-II, choose the option that offers an appropriate synonym for “diverged” (first verse).

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646Q1023692 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Campo Novo do Parecis MT, SELECON, 2024

Texto associado.

TEXT I


Is English language teaching for you? A guide to a new career

Marie Therese Swabey

June 14, 2021



Whether you’re just starting out or thinking of a career change, teaching English as a foreign language is one of the most rewarding professional journeys you can embark on.


In English language teaching, there is a lot of career potential. As you develop your skills and take on more responsibilities, you can enjoy a long-term career. Many professionals become senior teachers or teacher trainers, or move into management or materials writing.



Why become an English language teacher?


There are lots of reasons you might want to become an English language teacher. For a start, you can make a real difference in people’s lives. According to a 2019 survey by Wall Street English,18% of professionals who have learned English report that they feel happier at work; 12% say they feel happier in general; and half of English speakers earn 25% more because of their language skills.


Moreover, English language teaching is an immensely flexible profession. You can decide whether to take a public or private job, or offer lessons on your own. Your working conditions are flexible too. You might prefer to work in a local school or academy, but many English language teaching jobs also allow you to work online from home. And if you’re feeling adventurous, there are lots of opportunities to live and work abroad, in a new country and culture. If you do travel further afield, you might even learn a new language of your own.


English language teaching is a career that encourages creativity. You’ll become an expert at designing lessons and making learning materials to meet the needs of your students. Best of all ... it’s fun! You spend your day with interesting, engaging people who are keen to learn. What could be better than that?



What do English language teachers do every day?


It probably goes without saying that language educators teach students English on a day-to-day basis. But there are plenty of other aspects to the job as well.


English language teachers assess their learners through quick tests and official exams. They use this information to define learning objectives, and then plan courses and classes that meet their students’ needs.


Language teachers use a range of coursebooks and English language teaching materials, including a variety of audio, visual and digital tools. At the same time, they find and create teaching and learning materials of their own.


In the process of developing learners’ reading, listening, speaking andwriting abilities, teachers also help students develop confidence in presenting and communicating ideas. Furthermore, language teachers encourage students to develop important 21st century skills, such as creativity, collaboration, leadership, autonomous learning and adaptability. These skills are transferable and will help learners in many areas throughout their lives.



What do you need to become an English language teacher?


Being a good English teacher requires more than just being able to speak the language fluently. You’ll also need a comprehensive knowledge of English grammar, pronunciation and vocabulary, combined with excellent communication skills. Teachers of young learners will also need to have an understanding of how to teach engaging, effective classes to children.


It helps if you are comfortable speaking in front of other people, managing groups of learners, and able to plan and organise your time. And it’s important to have a friendly, sympathetic nature and a good degree of cultural sensitivity. After all, you’ll be working with people from all over the world and all walks of life.



Where can you teach?


There are opportunities to teach the English language almost everywhere. For example, you can teach English in an Englishspeaking country such as the UK, the US, Canada, Australia, New Zealand or Ireland. You’ll find many private and public programmes and classes for people who have come to work or study, and who need to improve their English.


Alternatively, you can teach English in schools and universities in countries where English is the official language – but not always how people communicate on a daily basis. Nigeria, Malta, India and Sierra Leone are examples. You might also prefer to teach in non-English-speaking countries, where you’ll have the opportunityto immerse yourself in the local culture and learn a new language too.


In terms of teaching environments, there are opportunities to teach in private academies, public schools, universities, offices, private homes and online.



Who do you teach?


There is an extensive list of people who want to learn to speak English. Many teachers start out with a variety of class types to find out which they like best. Your options include (but are not limited to):


  • adults in private groups or one-to-one classes

  • adults in language schools, colleges or universities

  • professionals such as business people, medical professionals, pilots, etc. who require English for a specific purpose

  • students who are preparing for an official exam

  • people who have moved to an English-speaking country and need to improve their English

  • young learners in one-to-one classes or groups, or online

  • young learners in private language schools, or in secondary/ primary schools.


Adapted from: https://www.cambridgeenglish.org/blog/is-english-language-teachingfor-you. Accessed on May 2, 2024

A autora menciona uma pesquisa realizada pelo “Wall Street English” para dar argumentos para que o leitor se torne um professor de Inglês. Um destes argumentos é:
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647Q1022926 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Jequié BA, Consulplan, 2024

Texto associado.
Something in the water? Why we love shark films


From the Steven Spielberg classic Jaws, to predators stalking the Seine in Under Paris, there is no shortage of shark films.

Hollywood and audiences love them, seemingly never tiring of the suspense, gore and terror.

There are prehistoric giant sharks in The Meg, genetically engineered ones in Deep Blue Sea, and sharks high on cocaine in the ingeniously named Cocaine Shark.

Even Donald Trump is a fan – he was reportedly due to play the US president in a Sharknado film, before becoming the actual president.

I became hooked on them after watching James Bond film Thunderball, where the villain keeps sharks in his swimming pool.

It led to a lifelong interest in shark films, as well as an irrational fear of swimming pools, even ones filled with chlorine inside leisure centres.

Hayley Easton Street is the British director behind a new shark film, Something in the Water, which tells the story of a group of women stranded at sea.

She explains that, as fan of shark films herself, she “absolutely wanted” to make the movie.

So why are shark movies so popular? “It's the fear of what could be going on with the unknown of [the sea]” she tells BBC News.

“Just being stuck in the middle of the ocean is scary enough. You're trapped in something else's world and anything could happen.”

But despite Street's love of shark films, she did not want the ones in hers to be portrayed as marine serial killers.

“We kill 100 million sharks every year” she notes.

The director was also aware that the release of Jaws led to a huge rise in the hunting of sharks, partly because they had been portrayed as merciless killers.

“As much as I love shark films, I love sharks.”

“I was really conscious of that, because it's easy for people to start seeing them as killing machines... or monsters, which they are not.”

She adds: “I feel it's more scary to have the realistic theme of it, that, you know, if you are out in the ocean and there are sharks and they do mistake you for something else, they will kill you.”

Despite the huge success of Jaws, Spielberg has said he “truly regrets the decimation of the shark population because of the book and the film”.

Spielberg is not the only person concerned about Hollywood's portrayal of sharks and the impact it continues to have.

US marine biologist Andriana Fragola dedicates herself to educating people about sharks, often sharing videos of her diving with them.

She says they are “misunderstood predators” that have been harmed by movies and the media.

Andriana tells me that she has watched Netflix's new shark film, Under Paris, and was not impressed.

“Their whole thing was it's about conservation, about studying them, but then the sharks are still eating people.”

“So it's giving a little bit more of a rounded education and a little bit more depth to the story, it's not just people swimming at the beach and getting attacked and eaten.”

“But the bottom line and what people can draw from the movie is that sharks are still really dangerous to people and they're just going to continuously hunt and eat people.”

“If that was true, we would be reduced as a human species. Everyone who goes to the beach, they would be threatened.”

Andriana says the perception of sharks causes a real issue for conservation.

“It's a huge problem because people don't want to protect something that they're scared of.”

“The perception from people is that they're dangerous to humans so we should eradicate them, and that's obviously a huge problem for conservation and getting people to want to empathise or sympathise with sharks and wanting to actually protect them.”

“It's unfortunate because 100 million sharks are killed every year, and globally sharks kill fewer than 10 people every year.”

“We're really focused on the sharks being the monsters and them being out to get us. In reality it's the opposite.”

It is unlikely that Hollywood will stop making shark films, or we will stop watching them.

But the figures show that far from being the serial killers of the sea, sharks are actually much more likely to be the victims of humans.

(Charlotte Gallagher, Culture reporter, BBC 2024. Accessed: 29 July 2024. Available in:<https://www.bbc.com/news/articles/ckmmgxvp7dgo>. Adapted.)
Consider the following sentences and check if they are true or false, according to the text. Write T for true and F for false and then choose the correct answer.

( ) Andriana Frangola is concerned about Hollywood’s portrayal of sharks, but Steven Spielberg is not.
( ) People will stop making and watching shark movies because of their bad influence in nature.
( ) It’s more likely for a shark to be atacked by a human than the opposite.

The answer is correct in
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648Q1022671 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Caconde SP, Avança SP, 2025

How does interdisciplinary teaching benefit students in technical courses?
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649Q1022929 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de São José do Cedro SC, AMEOSC, 2024

Which of the following best describes the scanning technique in reading?
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650Q1024476 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Iporã do Oeste SC, AMEOSC, 2024

Read the scenario and answer the question:
A teacher is designing a lesson plan to improve students' reading comprehension skills. She decides to use a variety of texts, including fiction, non-fiction, and poetry, to expose students to different genres. The lesson plan includes pre-reading activities to activate priorknowledge, guided reading sessions with targeted questions, and post-reading discussions to deepen understanding. Additionally, the teacher incorporates graphic organizers to help students identify main ideas and supporting details.
Which teaching strategy is the teacher primarily using to enhance reading comprehension?
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651Q1024488 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de São José do Cedro SC, AMEOSC, 2024

Read the following passage:
"Maria looked out the window and sighed. The dark clouds were gathering quickly, and the wind had picked up. She grabbed her umbrella and raincoat before heading out the door."
Choose the option that best exemplifies making an inference based on textual evidence and prior knowledge:
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652Q1024492 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de São José do Cedro SC, AMEOSC, 2024

Read the following passage:
"John has always loved gardening. Every morning, he spends two hours in his garden, tending to his flowers and vegetables. He believes that gardening not only provides him with fresh produce but also serves as a form of relaxation. Last year, he won an award for the best home garden in the neighborhood. His neighbors often come to him for gardening tips and advice."
Choose the option that best summarizes the main points in your own words, distinguishing between essential and non-essential information:
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653Q904686 | Inglês, Professor de Inglês, Prefeitura de Lagoa Seca PB, CPCON, 2024

Which of the following sentences correctly uses determiners?
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654Q1024523 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Formigueiro RS, MS CONCURSOS, 2024

Texto associado.
“Dragons are found in the myths of many cultures and appear in many forms. The name comes from the Greek word drakon, meaning “snake”. Generally, dragons are portrayed as large, scarly, winged serpernts or reptiles with sharp claws.

In European myths , dragons are usually carnivorous reptiles with fiery breath. They are generally considered evil and dangerous. European ( or Western) dragons are said to live in caves or swamps or on mountaintops, where they often guard treasures. Two of the most famous dragons in European literature are the dragon that St. George killed and the dragon that killed Beowulf. There are also many stories about medieval knights fighting dragons.

There are several types of European dragons. The guivre has no legs or wings. It is a large serpent with a wedgeshaped head. The lindworm has one pair of legs but no wings. The Amphiptere is basically a flying snake with wings but no legs. The wyvern – a particular bloodthirsty type of dragon – has two legs and two wings and a barbed tail. Heraldic dragons have four legs and two wings. Many noble European families chose this dragon as their symbol.

The Asian (or Eastern) dragon was also a reptile but often displayed characteristics of other animals, such as camels, deer, lions, eagles, and bulls. Asian dragons have serpentine bodies, do not usually breath fire, and generally have no wings. Many have a “lion’s mane” around their neck and a bear aroud their chin. They have twoo antlers coming from their head and two long whiskers coming from their faces. Asian dragons have 117 scales, 81 infused with yang, the principle of good, and 36 infused with yin, the principle of evil. Their favorite food is roasted swallows. Asian dragons symbolize power and unlike European dragons, are generally pictured as good, kind, and intelligent.

There are three families of Asian dragons: three-toed, four-toed, and five-toed. Three-toed dragons are native to Japan. Four-toed dragons are from Indonesia or Korea. Some Chinese dragons also have four toes, but the “Imperial dragons” of China have five. Asian dragons come in five colors: blue, White, black, red, and yellow. Red and black dragons are powerful, but the yellow dragon is the strongest of all. Asian dragons are often pictured with a pearl in their months, under their chins, or in their claws. The dragon is thought to draw its strength from this pearl.

Many cultures outside of Europe and Asia also have legends of dragons. In fact, it is hard to find a culture that does not have a dragon myth. The Piasa (“storm bird”) was a dragon known to the Illini, a Native American group that lived by the Mississippi River. It had the head of a bear, large teeth, the antlers of an elk, the scaly body of a fish, and a bear’s leg ending in eagle’s claws. The tail was fifty feet (15 meters) long and was tipped with a spearhead. It lived in a cave in the cliffs overlooking the river. For many years, the Piasa only hunted buffalos. Then, it captured an Illini warrior and after that, it developed a taste for humans and began attacking villages. The Illini chief Ouatoga used himself as a “bait” to lure the beast from its cave. When the dragon stormed out to attack him, his warriors killed it with a shower of arrows. In Ethiopia, there are stories about a four-winged dragon, the Ethiopian Dream Snake. These creatures ate poisonous plants to make their bite and scratches poisonous. They were big enough to kill elephants. Once four of them wove together a raft and sailed to Arabia,Where they thought the hunting would be better. Then there is the Trukh of Madagascar, the Anka of Arabia, the Vekher (“wind demon”) of Russia, the Demaj of Persia, and the Kululkan of the Aztecs.

The fact that so many cultures have dragons stories in common has led people to wonder if dragons really existed up the time of the Middle Ages, When they were hunted into extinction. Some people have even wondered if dragons were the last surviving dinosaurs. Scientists, however, have dismissed this theory as highly unlikely since there is no fossil evidence to indicate that any dinosaurs lived past the end of the Mesozoic era, 65 million years ago.”


Text extracted from The Complete Guide to TOELF Test iBT Edition from Bruce Rogers, 2001. Page 168.
Quantos dragões europeus são mencionados no texto?
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655Q1023767 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Iguaraçu PR, UNIVIDA, 2024

Complete the sentences with the correct phrasal verbs:

- I _____________his phone number in my contacts list, but I didn't find it.

- I need you to _____________ my kids while I'm on vacation.

- _____________! The car is coming in your direction!

- I’m _____________ going to my favorite band's concert next week.

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656Q1023789 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Barra de São Miguel PB, CONTEMAX, 2024

Susan is talking to her colleague about her recent achievements. Fill in the blanks with the correct present perfect form.

"I ___ (implement) a new teaching strategy, and I ___ (notice) significant improvements in student engagement."
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657Q1017659 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, UNIVESP, CESPE CEBRASPE, 2025

Classes are taught in the mother tongue, with little active use of the target language.

• Much vocabulary is taught in the form of lists of isolated words.

• Long elaborate explanations of the intricacies of grammar are given.

• Grammar provides the rules for putting words together.

• Reading of difficult classical texts is begun early.

• Little attention is paid to the content of texts, which are treated as exercises in translating disconnected sentences from the target language into the mother tongue.

• Little or no attention is given to pronunciation.


Aaron Ugwu Ifeanyi. Language Teaching Methods: A Conceptual Approach. 2015 (adapted).


Considering the language teaching methods, it is correct to affirm that the aspects presented in the previous text correspond to the

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658Q902459 | Inglês, Professor de Inglês, Prefeitura de São João do Ivaí PR, Instituto Access, 2024

Texto associado.
Action for Global Health publishes Stocktake Review


Unlimit Health is a proud member of Action for Global Health (AfGH), an influential network of more than 50 organisations working towards a world where health equity is achieved and everyone has access to the quality healthcare they need without being forced into financial hardship.

Harnessing the expertise and strength of its members and partners, including people with lived experience of health inequity globally and civil society organisations based in low- and middle-income countries, AfGH works to secure political action and commitments in the UK to improve health equity globally.

Today, AfGH publishes the Stocktake Review. This report, created with the support of its membership and the Bill and Melinda Gates Foundation, provides an assessment and a series of recommendations for the UK’s role in global health.

Reflecting on the report, Wendy Harrison, Unlimit Health’s CEO said, “While the UK Government has long been committed to global health, this commitment should be supported through implementation plans and financial allocations, to achieve healthy outcomes for all. Recent cuts to UK overseas aid have impacted negatively on people affected by neglected tropical diseases and other health inequities, and set back efforts to strengthen health systems. As members of Action for Global Health, we call on the UK Government to maintain their world leading role in providing long-term, bold pledges to key global health goals and partnerships, stepping up efforts to build resilient, inclusive and strong health systems.”

The review provides a snapshot of the UK Government’s current political, financial and programmatic commitments to global health, as well as reviewing progress towards recommendations made in the previous Stocktake Review.


(Available at: https://www.wordreference.com/definition/Harnessing. Acesso em 25 ago. 2024.)
According to the text, what is a Stocktake?
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659Q1024585 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Castanhal PA, CETAP, 2024

De acordo com a Base Nacional Comum Curricular BNCC, no que diz respeito às competências específicas de língua inglesa para o ensino fundamental, analise as afirmativas seguintes e marque a alternativa correta.

I Identificar o lugar de si como falante de língua estrangeira pertencente a um país monolingue, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção desse país no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
lI- Comunicar-se na língua inglesa, por meio do uso variado de linguagens em mídias impressas ou digitais, reconhecendo-a como ferramenta de acesso ao conhecimento, de ampliação das perspectivas e de possibilidades para a compreensão dos valores e interesses de outras culturas e para o exercício do protagonismo social.
IlI- Elaborar repertórios linguístico-discursivos da língua inglesa, usados em diferentes países e por grupos sociais distintos dentro de um mesmo país, de modo a reconhecer a diversidade linguística como direito e valorizar os usos heterogêneos, híbridos e multimodais emergentes nas sociedades contemporâneas.
IV- Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
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