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4.747 Questões de concurso encontradas

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Página 38 de 950

Questões por página:

Concurso: Prefeitura de São José dos Campos - SP

Concurso: Prefeitura de São José dos Campos - SP
Cargo: Professor - Inglês
Ano: 2026

Ano:

2026

Banca:

FGV

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

Read Text II and answer the following question.

Text II

They were nearly born on a bus, Estha and Rahel. The car in which Babà, their father, was taking Ammu, their mother, to hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a crowded State Transport bus. With the queer compassion of the very poor for the comparatively well off, or perhaps only because they saw how hugely pregnant Ammu was, seated passengers made room for the couple, and for the rest of the journey Estha and Rahel’s father had to hold their mother’s stomach (with them in it) to prevent it from wobbling. That was before they were divorced and Ammu came back to live in Kerala.

According to Estha, if they’d been born on the bus, they’d have got free bus rides for the rest of their lives. It wasn’t clear where he’d got this information from, or how he knew these things, but for years the twins harbored a faint resentment against their parents for having diddled them out of a lifetime of free bus rides.

From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt

In the end of the text, it is clear the twins:

(a)

were happy to get free bus rides.

(b)

had decided to obey their parents.

(c)

held a quiet grudge against their parents.

(d)

were not aware their mother was pregnant.

(e)

helped their mother on the bus ride to the hospital.

Comentários (0)

Concurso: Prefeitura de São José dos Campos - SP

Concurso: Prefeitura de São José dos Campos - SP
Cargo: Professor - Inglês
Ano: 2026

Ano:

2026

Banca:

FGV

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

Read Text II and answer the following question.

Text II

They were nearly born on a bus, Estha and Rahel. The car in which Babà, their father, was taking Ammu, their mother, to hospital in Shillong to have them, broke down on the winding teaestate road in Assam. They abandoned the car and flagged down a crowded State Transport bus. With the queer compassion of the very poor for the comparatively well off, or perhaps only because they saw how hugely pregnant Ammu was, seated passengers made room for the couple, and for the rest of the journey Estha and Rahel’s father had to hold their mother’s stomach (with them in it) to prevent it from wobbling. That was before they were divorced and Ammu came back to live in Kerala.

According to Estha, if they’d been born on the bus, they’d have got free bus rides for the rest of their lives. It wasn’t clear where he’d got this information from, or how he knew these things, but for years the twins harbored a faint resentment against their parents for having diddled them out of a lifetime of free bus rides.

From: https://www.penguinrandomhouse.ca/books/158400/the-god-of-smallthings-by-arundhati-roy/9780735273283/excerpt

The situation described in the first paragraph reflects:

(a)

sorrow.

(b)

delight.

(c)

stillness.

(d)

calmness.

(e)

apprehension.

Comentários (0)

Concurso: Prefeitura de São José dos Campos - SP

Concurso: Prefeitura de São José dos Campos - SP
Cargo: Professor - Inglês
Ano: 2026

Ano:

2026

Banca:

FGV

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade: Muito fácil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

Read Text I and answer the question that follows.

Text I

Multiliteracy: the new basic skill for the 21st century classroom

We increasingly engage with texts that draw meaning beyond written words from other sources. Images, sound, video clips and gestures (alone and in combination) all play central roles in how we communicate and interpret content.

This multimedia approach is especially evident in online platforms and social media, where a single piece of content may blend written language with videos, graphics, photos and other visual elements. This change requires us to rethink what we mean by literacy.

Nearly 30 years ago, a group of scholars, the New London Group, recognised the need for a broader understanding of literacy after observing a growing gap between the literacy needs students faced outside of school and the print-based practices still dominant in classrooms.

They introduced a concept of multiliteracies which acknowledges that we now engage with texts that use multiple modes of communication. We engage with these texts in different media environments, each with their own practices and strategies.

The concept incorporates the literacy skills needed to acquire, interpret, produce and evaluate the multimodal and multimedia texts we encounter today.

For literacy education, this shift means updating classroom aims, content and activities. The group developed a pedagogical framework to help schools respond to the growing inequalities and rapid changes in technology and the textual landscape.

The process starts with examining pupils’ everyday literacy practices and experiences together. Then these practices are approached analytically by introducing a metalanguage for discussing the resources they use to create meaning. Students can use this metalanguage to critically evaluate their literacy practices which helps them understand how different modes of communication work and how to use them effectively.

The pedagogy of multiliteracies also emphasises the design and production of multimodal texts and collaborative learning in linguistically and culturally diverse groups, rather than individual reading activities. […]

Multiliteracies are already included in many European curricula, and the European framework for key competencies for lifelong learning defines literacy in a way that aligns with the concept of multiliteracies. These policy documents and guidelines provide a foundation for integrating multiliteracies into literacy education.

Yet, research shows that there is still work to be done to incorporate teaching multimodal literacy practices into mainstream literacy education. While many teachers do include multimodal texts in their classroom activities, tensions between multimodal and traditional practices still exist.

Studies point out the huge challenges teachers face when they adapt their teaching to the redefined literacies, and there are concerns about teachers’ preparedness to teach multiliteracies. They need support with training and appropriate materials. Teacher educators and policy makers must ensure that teachers have substantial and concrete support.

Adapted from https://school-education.ec.europa.eu/en/discover/expertviews/multiliteracy-new-basic-skill-21st-century-classroom

The phrasal verb in “Studies point out the huge challenges” (last paragraph) is similar in meaning to:

(a)

bring up.

(b)

bring off. (

(c)

bring back.

(d)

bring down.

(e)

bring about.

Comentários (0)

Concurso: Prefeitura de São José dos Campos - SP

Concurso: Prefeitura de São José dos Campos - SP
Cargo: Professor - Inglês
Ano: 2026

Ano:

2026

Banca:

FGV

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

Read Text I and answer the question that follows.

Text I

Multiliteracy: the new basic skill for the 21st century classroom

We increasingly engage with texts that draw meaning beyond written words from other sources. Images, sound, video clips and gestures (alone and in combination) all play central roles in how we communicate and interpret content.

This multimedia approach is especially evident in online platforms and social media, where a single piece of content may blend written language with videos, graphics, photos and other visual elements. This change requires us to rethink what we mean by literacy.

Nearly 30 years ago, a group of scholars, the New London Group, recognised the need for a broader understanding of literacy after observing a growing gap between the literacy needs students faced outside of school and the print-based practices still dominant in classrooms.

They introduced a concept of multiliteracies which acknowledges that we now engage with texts that use multiple modes of communication. We engage with these texts in different media environments, each with their own practices and strategies.

The concept incorporates the literacy skills needed to acquire, interpret, produce and evaluate the multimodal and multimedia texts we encounter today.

For literacy education, this shift means updating classroom aims, content and activities. The group developed a pedagogical framework to help schools respond to the growing inequalities and rapid changes in technology and the textual landscape.

The process starts with examining pupils’ everyday literacy practices and experiences together. Then these practices are approached analytically by introducing a metalanguage for discussing the resources they use to create meaning. Students can use this metalanguage to critically evaluate their literacy practices which helps them understand how different modes of communication work and how to use them effectively.

The pedagogy of multiliteracies also emphasises the design and production of multimodal texts and collaborative learning in linguistically and culturally diverse groups, rather than individual reading activities. […]

Multiliteracies are already included in many European curricula, and the European framework for key competencies for lifelong learning defines literacy in a way that aligns with the concept of multiliteracies. These policy documents and guidelines provide a foundation for integrating multiliteracies into literacy education.

Yet, research shows that there is still work to be done to incorporate teaching multimodal literacy practices into mainstream literacy education. While many teachers do include multimodal texts in their classroom activities, tensions between multimodal and traditional practices still exist.

Studies point out the huge challenges teachers face when they adapt their teaching to the redefined literacies, and there are concerns about teachers’ preparedness to teach multiliteracies. They need support with training and appropriate materials. Teacher educators and policy makers must ensure that teachers have substantial and concrete support.

Adapted from https://school-education.ec.europa.eu/en/discover/expertviews/multiliteracy-new-basic-skill-21st-century-classroom

The first word in “Yet, research shows that there is still work to be done” (10^th paragraph) can be replaced, without significant change of meaning, by:

(a)

Indeed.

(b)

Therefore.

(c)

Moreover.

(d)

Nevertheless.

(e)

Consequently.

Comentários (0)

Concurso: Prefeitura de São José dos Campos - SP

Concurso: Prefeitura de São José dos Campos - SP
Cargo: Professor - Inglês
Ano: 2026

Ano:

2026

Banca:

FGV

Cargo:

Professor - Inglês

Disciplina: Inglês

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

Read Text I and answer the question that follows.

Text I

Multiliteracy: the new basic skill for the 21st century classroom

We increasingly engage with texts that draw meaning beyond written words from other sources. Images, sound, video clips and gestures (alone and in combination) all play central roles in how we communicate and interpret content.

This multimedia approach is especially evident in online platforms and social media, where a single piece of content may blend written language with videos, graphics, photos and other visual elements. This change requires us to rethink what we mean by literacy.

Nearly 30 years ago, a group of scholars, the New London Group, recognised the need for a broader understanding of literacy after observing a growing gap between the literacy needs students faced outside of school and the print-based practices still dominant in classrooms.

They introduced a concept of multiliteracies which acknowledges that we now engage with texts that use multiple modes of communication. We engage with these texts in different media environments, each with their own practices and strategies.

The concept incorporates the literacy skills needed to acquire, interpret, produce and evaluate the multimodal and multimedia texts we encounter today.

For literacy education, this shift means updating classroom aims, content and activities. The group developed a pedagogical framework to help schools respond to the growing inequalities and rapid changes in technology and the textual landscape.

The process starts with examining pupils’ everyday literacy practices and experiences together. Then these practices are approached analytically by introducing a metalanguage for discussing the resources they use to create meaning. Students can use this metalanguage to critically evaluate their literacy practices which helps them understand how different modes of communication work and how to use them effectively.

The pedagogy of multiliteracies also emphasises the design and production of multimodal texts and collaborative learning in linguistically and culturally diverse groups, rather than individual reading activities. […]

Multiliteracies are already included in many European curricula, and the European framework for key competencies for lifelong learning defines literacy in a way that aligns with the concept of multiliteracies. These policy documents and guidelines provide a foundation for integrating multiliteracies into literacy education.

Yet, research shows that there is still work to be done to incorporate teaching multimodal literacy practices into mainstream literacy education. While many teachers do include multimodal texts in their classroom activities, tensions between multimodal and traditional practices still exist.

Studies point out the huge challenges teachers face when they adapt their teaching to the redefined literacies, and there are concerns about teachers’ preparedness to teach multiliteracies. They need support with training and appropriate materials. Teacher educators and policy makers must ensure that teachers have substantial and concrete support.

Adapted from https://school-education.ec.europa.eu/en/discover/expertviews/multiliteracy-new-basic-skill-21st-century-classroom

The last word in “the print-based practices” (3rd paragraph) functions, in this context, as a(n):

(a)

verb.

(b)

noun.

(c)

adverb.

(d)

adjective.

(e)

preposition.

Comentários (0)

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