Foram encontradas 45.474 questões.
3965745
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: IDCAP
Orgão: Pref. Santa Leopoldina-ES
Disciplina: Inglês (Língua Inglesa)
Banca: IDCAP
Orgão: Pref. Santa Leopoldina-ES
Provas:
A fonologia da língua inglesa apresenta desafios
específicos para falantes de português, como a distinção
entre pares mínimos (minimal pairs). Considere os pares
de palavras 'ship' e 'sheep' A diferença de pronúncia
entre essas palavras reside, primariamente, em um
aspecto fonético específico. Assinale a alternativa que
descreve corretamente essa diferença.
Provas
Questão presente nas seguintes provas
3965743
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: IDCAP
Orgão: Pref. Santa Leopoldina-ES
Disciplina: Inglês (Língua Inglesa)
Banca: IDCAP
Orgão: Pref. Santa Leopoldina-ES
Provas:
A voz passiva (passive voice) é uma estrutura utilizada
para mudar o foco da frase do agente para a ação ou
para o objeto da ação. Analise a transformação da frase
ativa 'The teacher corrected the exams' para a voz
passiva. Assinale a alternativa que apresenta a estrutura
correta na voz passiva, mantendo o tempo verbal e o
sentido original.
Provas
Questão presente nas seguintes provas
A fonética é a ciência que apresenta os métodos para
a descrição, classificação e transcrição dos sons da
fala, principalmente aqueles sons utilizados na linguagem humana.
Informe se é verdadeiro (V) ou falso (F) o que se afirma sobre a fonética e a pronúncia da língua inglesa.
( ) Os sons ʃ e ʒ são fricativos, o primeiro está presente na palavra “push” e o segundo na palavra “rouge”.
( ) Os sons θ e ð tem o mesmo correlato ortográfico – que é “th” –, o primeiro é desvozeado e o segundo é vozeado.
( ) O inglês é uma língua que tem vogais longas, que são produzidas com a duração menor do que as vogais breves ou vogais curtas.
( ) Todas as línguas apresentam consoantes e vogais, vogais são tipicamente vozeadas e consoantes podem ser vozeadas ou desvozeadas.
( ) Quando não ocorre vibração das cordas vocais, temos um som vozeado; quando o ar provoca a vibração das cordas vocais, temos um som desvozeado.
De acordo com as afirmações, a sequência correta é:
Informe se é verdadeiro (V) ou falso (F) o que se afirma sobre a fonética e a pronúncia da língua inglesa.
( ) Os sons ʃ e ʒ são fricativos, o primeiro está presente na palavra “push” e o segundo na palavra “rouge”.
( ) Os sons θ e ð tem o mesmo correlato ortográfico – que é “th” –, o primeiro é desvozeado e o segundo é vozeado.
( ) O inglês é uma língua que tem vogais longas, que são produzidas com a duração menor do que as vogais breves ou vogais curtas.
( ) Todas as línguas apresentam consoantes e vogais, vogais são tipicamente vozeadas e consoantes podem ser vozeadas ou desvozeadas.
( ) Quando não ocorre vibração das cordas vocais, temos um som vozeado; quando o ar provoca a vibração das cordas vocais, temos um som desvozeado.
De acordo com as afirmações, a sequência correta é:
Provas
Questão presente nas seguintes provas
Verb tense indicates when an action or state of being
occurs: in the past, present, or future.
Avalie as sentenças a seguir e os usos dos verb tenses nelas empregados.
I What do you usually do at weekends?. II- I have been traveling to France when I was a child. III- He has gone to Italy. IV- lt hasn't rained this week. V- You're out of breath. Were you been running?.
Está correto apenas o que se afirma em
Avalie as sentenças a seguir e os usos dos verb tenses nelas empregados.
I What do you usually do at weekends?. II- I have been traveling to France when I was a child. III- He has gone to Italy. IV- lt hasn't rained this week. V- You're out of breath. Were you been running?.
Está correto apenas o que se afirma em
Provas
Questão presente nas seguintes provas
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
Provas
Questão presente nas seguintes provas
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
Provas
Questão presente nas seguintes provas
The intellectual bankruptcy of anti-AI academic
alarmism: A rebuttal
Posted on 28 Oct 2025 by Neil Harrison
A few years ago, a philosophy colleague and I taught
a college English composition course at Lindenwood
University organized around a single, surprising (for
students) word: bullshit. We leaned into the theme,
using Harry Frankfurt’s classic essay as our guide
and asking students to explore what it means to be
sincere, what it means to be a fraud, and how to tell
the difference. We also decided to lean into the AI
moment. This was Fall of 2023, the beginning of the
first full academic year since ChatGPT was introduced.
We didn’t ban the new generative AI tools; we invited
them into the classroom. We experimented with
writing papers with AI assistance, making the central
work of the course not just writing, but thinking
critically about how we write. Our guiding principle was trust. We trusted that
by including students in the conversation, by
empowering them to use and critique these strange
new tools, they would become more engaged and
curious, not less. We wanted to replace the impulse to
police our students with an invitation to collaborate
with them.
AI and critical skills
That classroom experience felt vital and exciting. But
it now feels like it exists in opposition to a dominant
and growing mood in academia. I see a rising tide
of anxiety about AI, a kind of moral panic that my
co-author James Hutson and I have started calling
“academic alarmism.” This rhetoric often cloaks
itself in philosophical rigor, insisting that because
AI lacks human “moral agency,” it is unfit to serve
educational roles. We hear that terms like “tutor” or
“collaborator” must be restricted to humans, a kind
of linguistic gatekeeping that ignores centuries of
learning with non-human tools. (…)
Guide, not gatekeeper
(…)
We argue that the university’s role isn’t to be a
gatekeeper but a guide.
The alarmists warn of disengaged students and the
death of critical thinking. But when I hear those
warnings, I think of a specific student from that
“bullshit” class. She dove into the experiment,
using AI tools with an intellectual curiosity that was
inspiring. (…)
The university has always been a place of mediated
knowledge, from the un-agential textbook to the
impersonal learning management system. To insist
now that only unmediated, Socratic dialogue with
humans is “authentic” education is to weaponize a
fiction against pragmatic innovation, especially in an
era of mass education where that ideal is rarely the
reality for many students.
The real pedagogical crisis is not the advent of
generative AI but the structural underfunding and
the challenges of widespread university access that
have defined higher education for generations.
AI, thoughtfully integrated, has the potential to
redistribute scarce human attention and restore
some measure of the engagement we all yearn for.
The challenge of higher education in the age of
AI is not to shield students from complexity but to
equip them with the habits of mind, skepticism, and metacognitive awareness required to flourish amid it.
The pedagogical imperative is not less responsibility
but more.
Daniel Plate (Lindenwood University)
Disponível em: https://teachinginhighereducation.wordpress.
com/2025/10/28/the-intellectual-bankruptcy-of-anti-ai-academic-alarmism-a-rebuttal/. Access: 21 nov. 2025. (Adaptado).
Provas
Questão presente nas seguintes provas
Associate the prepositions with the sentences.
SENTENCES
1. I’m going away _____ the end of January.
2. Our apartment is _____ the second floor of the building.
3. When we were in Italy, we spent a few days _____ Venice.
4. I like them very much. They have always been very nice _____me.
PREPOSITIONS
( ) at
( ) in
( ) on
( ) to
The correct sequence of this association is:
Provas
Questão presente nas seguintes provas
Indicate whether each of the following statements
about Critical Literacy made by Caetano in "But When
Do I Do Critical Literacy?" is true (T) or false (F).
( ) Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
( ) Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find – in the classroom – space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
Provas
Questão presente nas seguintes provas
Read this extract from Chapter VII of Jane Austen’s
Emma and fill in the gaps with the correct form of the
verbs indicated below.
She had ______, as soon as she ______ back to Mrs. Goddard’s, that Mr. Martin had been there an hour before, and finding she was not at home, nor particularly expected, had ______ a little parcel for her from one of his sisters, and gone away; and on opening this parcel, she had actually found, besides the two songs which she had _____ Elizabeth to copy, a letter to herself; and this letter was from him, from Mr. Martin, and contained a direct proposal of marriage. "Who could have ______? She was so surprised she did not know what to do. Yes, quite a proposal of marriage; and a very good letter, at least she thought so.
Disponível em: (http://www.gutenberg.org/files/158/158-h/158-h.htm)
The sequence that correctly fills in the blanks is:
She had ______, as soon as she ______ back to Mrs. Goddard’s, that Mr. Martin had been there an hour before, and finding she was not at home, nor particularly expected, had ______ a little parcel for her from one of his sisters, and gone away; and on opening this parcel, she had actually found, besides the two songs which she had _____ Elizabeth to copy, a letter to herself; and this letter was from him, from Mr. Martin, and contained a direct proposal of marriage. "Who could have ______? She was so surprised she did not know what to do. Yes, quite a proposal of marriage; and a very good letter, at least she thought so.
Disponível em: (http://www.gutenberg.org/files/158/158-h/158-h.htm)
The sequence that correctly fills in the blanks is:
Provas
Questão presente nas seguintes provas
Cadernos
Caderno Container