Foram encontradas 47.586 questões.
Disciplina: Inglês (Língua Inglesa)
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
- Interpretação de texto | Reading comprehension
- Gramática - Língua InglesaVerbos | VerbsVerbos modais | Modal verbs
English as a Global Language: Implications for Teaching
English is currently the most widely spoken
language in the world and is expected to retain a
central role in international communication. However,
its global position does not necessarily imply the
disappearance or reduced importance of other
languages. English increasingly operates alongside
them, allowing multilingual speakers to draw on
different linguistic and cultural resources when
communicating across borders.
This changing context has important implications
for language education. For many learners, English
will be used more frequently with speakers from
different first-language backgrounds than with
people from traditionally English-speaking countries.
Consequently, successful communication cannot be
measured solely by how closely learners reproduce
the pronunciation, vocabulary, or cultural conventions
of an idealised native speaker.
A more contextualised understanding of
proficiency gives greater importance to intelligibility,
adaptability, intercultural awareness, and the ability
to negotiate meaning. This does not mean that
grammatical accuracy or established conventions
should be disregarded. Rather, teachers need to
help learners understand when particular forms are
expected while also preparing them to communicate
effectively across diverse contexts.
Technology may expand access to English
learning, but it may also widen the divide between
learners who have reliable digital resources and
those who do not. Teachers therefore remain central
to the learning process. Their role includes mediating
resources, responding to local needs, and helping
students develop the communicative flexibility
required in multilingual and multicultural settings.
Adaptado de: PATEL, Mina; SOLLY, Mike; COPELAND, Steve. The future of English: global perspectives. London: British Council, 2023. Acesso em: 3 ago. 2026.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: FLEM
Orgão: Pref. Riachão Jacuípe-BA
English as a Global Language: Implications for Teaching
English is currently the most widely spoken
language in the world and is expected to retain a
central role in international communication. However,
its global position does not necessarily imply the
disappearance or reduced importance of other
languages. English increasingly operates alongside
them, allowing multilingual speakers to draw on
different linguistic and cultural resources when
communicating across borders.
This changing context has important implications
for language education. For many learners, English
will be used more frequently with speakers from
different first-language backgrounds than with
people from traditionally English-speaking countries.
Consequently, successful communication cannot be
measured solely by how closely learners reproduce
the pronunciation, vocabulary, or cultural conventions
of an idealised native speaker.
A more contextualised understanding of
proficiency gives greater importance to intelligibility,
adaptability, intercultural awareness, and the ability
to negotiate meaning. This does not mean that
grammatical accuracy or established conventions
should be disregarded. Rather, teachers need to
help learners understand when particular forms are
expected while also preparing them to communicate
effectively across diverse contexts.
Technology may expand access to English
learning, but it may also widen the divide between
learners who have reliable digital resources and
those who do not. Teachers therefore remain central
to the learning process. Their role includes mediating
resources, responding to local needs, and helping
students develop the communicative flexibility
required in multilingual and multicultural settings.
Adaptado de: PATEL, Mina; SOLLY, Mike; COPELAND, Steve. The future of English: global perspectives. London: British Council, 2023. Acesso em: 3 ago. 2026.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Lucas Rio Verde-MT
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Lucas Rio Verde-MT
- Gramática - Língua InglesaAdjetivos | Adjectives
- Gramática - Língua InglesaAdvérbios e conjunções | Adverbs and conjunctions
- Gramática - Língua InglesaPreposições | Prepositions
Leia o texto a seguir:
How Teachers Feel About Adapting Instruction for Students
With Disabilities
School leadership and teaching experience strongly infl uence educators’ confi dence in their ability to adapt instruction for students with disabilities, according to a new survey. But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.
General education teachers were markedly less likely to feel confi dent in their ability to diff erentiate instruction than special educators. This confi dence gap exists despite most students with learning disabilities spending the majority of their school day in general education classrooms, according to a new nationally representative survey of 1,654 general and special educators by the National Center for Learning Disabilities and West Ed.
The State of Learning Disabilities survey explored educators’ confi dence in adapting instruction and the school-level factors that shape that confi dence.
Less than half of all general educators (42%) felt completely confi dent in their ability to adapt instruction for students with learning disabilities. That number drops to 17% for novice teachers with fewer than three years of experience, compared with 60% of novice special education teachers who felt completely confi dent in their abilities.
Fonte: Revista Education Week. Disponível em: https://www.edweek.org/ teaching-learning/how-teachers-feel-about-adapting-instruction-for-students-with-disabilities/2026/08. Excerto Adaptado. Acesso em: 25 de agosto de 2026.
Observe o fragmento abaixo:
“But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.” (1º parágrafo).
Os termos destacados são classificados, respectivamente, como:
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Lucas Rio Verde-MT
- Interpretação de texto | Reading comprehension
- Gramática - Língua InglesaVerbos | VerbsPassado simples | Simple past
Leia o texto a seguir:
How Teachers Feel About Adapting Instruction for Students
With Disabilities
School leadership and teaching experience strongly infl uence educators’ confi dence in their ability to adapt instruction for students with disabilities, according to a new survey. But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.
General education teachers were markedly less likely to feel confi dent in their ability to diff erentiate instruction than special educators. This confi dence gap exists despite most students with learning disabilities spending the majority of their school day in general education classrooms, according to a new nationally representative survey of 1,654 general and special educators by the National Center for Learning Disabilities and West Ed.
The State of Learning Disabilities survey explored educators’ confi dence in adapting instruction and the school-level factors that shape that confi dence.
Less than half of all general educators (42%) felt completely confi dent in their ability to adapt instruction for students with learning disabilities. That number drops to 17% for novice teachers with fewer than three years of experience, compared with 60% of novice special education teachers who felt completely confi dent in their abilities.
Fonte: Revista Education Week. Disponível em: https://www.edweek.org/ teaching-learning/how-teachers-feel-about-adapting-instruction-for-students-with-disabilities/2026/08. Excerto Adaptado. Acesso em: 25 de agosto de 2026.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Lucas Rio Verde-MT
Leia o texto a seguir:
How Teachers Feel About Adapting Instruction for Students
With Disabilities
School leadership and teaching experience strongly infl uence educators’ confi dence in their ability to adapt instruction for students with disabilities, according to a new survey. But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.
General education teachers were markedly less likely to feel confi dent in their ability to diff erentiate instruction than special educators. This confi dence gap exists despite most students with learning disabilities spending the majority of their school day in general education classrooms, according to a new nationally representative survey of 1,654 general and special educators by the National Center for Learning Disabilities and West Ed.
The State of Learning Disabilities survey explored educators’ confi dence in adapting instruction and the school-level factors that shape that confi dence.
Less than half of all general educators (42%) felt completely confi dent in their ability to adapt instruction for students with learning disabilities. That number drops to 17% for novice teachers with fewer than three years of experience, compared with 60% of novice special education teachers who felt completely confi dent in their abilities.
Fonte: Revista Education Week. Disponível em: https://www.edweek.org/ teaching-learning/how-teachers-feel-about-adapting-instruction-for-students-with-disabilities/2026/08. Excerto Adaptado. Acesso em: 25 de agosto de 2026.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Lucas Rio Verde-MT
Leia o texto a seguir:
How Teachers Feel About Adapting Instruction for Students
With Disabilities
School leadership and teaching experience strongly infl uence educators’ confi dence in their ability to adapt instruction for students with disabilities, according to a new survey. But most teachers, regardless of tenure, don’t feel prepared to diff erentiate lessons.
General education teachers were markedly less likely to feel confi dent in their ability to diff erentiate instruction than special educators. This confi dence gap exists despite most students with learning disabilities spending the majority of their school day in general education classrooms, according to a new nationally representative survey of 1,654 general and special educators by the National Center for Learning Disabilities and West Ed.
The State of Learning Disabilities survey explored educators’ confi dence in adapting instruction and the school-level factors that shape that confi dence.
Less than half of all general educators (42%) felt completely confi dent in their ability to adapt instruction for students with learning disabilities. That number drops to 17% for novice teachers with fewer than three years of experience, compared with 60% of novice special education teachers who felt completely confi dent in their abilities.
Fonte: Revista Education Week. Disponível em: https://www.edweek.org/ teaching-learning/how-teachers-feel-about-adapting-instruction-for-students-with-disabilities/2026/08. Excerto Adaptado. Acesso em: 25 de agosto de 2026.
Provas
I. The emergency latch is unlockable from the inside with a single movement.
II. After the mechanism broke, the cabinet became unlockable: the door could no longer be secured.
The difference in meaning can be represented through alternative hierarchical structures of the same sequence of morphemes.
Which analysis corresponds to the two contexts?
Provas
While still in use, the term Asperger's Syndrome does not appear in the most recent version...
Which grammatical analysis accounts for the structure and discourse relation of "While still in use"?
Provas
( ) In Despite the fact that the evidence was incomplete, the committee proceeded, despite functions as a preposition whose complement is the noun phrase headed by fact , while the that-clause is embedded within that noun phrase.
( ) In Because the evidence was incomplete and because of the evidence was incomplete , because and because of are syntactically interchangeable causal connectors, since both can directly introduce finite clauses.
( ) In Whereas the first proposal emphasizes access, the second emphasizes efficiency, whereas functions as a preposition because it establishes a contrastive relation between two propositions.
( ) The expressions in case and in case of belong to the same syntactic category: both directly introduce finite subordinate clauses expressing precaution or contingency.
The correct sequence, from top to bottom, is:
Provas
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