Foram encontradas 45.219 questões.
4038936
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Provas:
Correlative comparatives (the... the...) express a
proportionate increase or decrease. This structure often
triggers a specific syntactic arrangement involving the
fronting of the comparative element. Select the sentence
that strictly follows the standard syntactic rule for this
structure.
Provas
Questão presente nas seguintes provas
4038935
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Provas:
The genre of "business emails" requires specific pragmatic competence regarding register and move structure. Mark T (True) or F (False) for the statements regarding the linguistic features of this genre.
(__)The use of the passive voice (e.g., "The payment has been processed") is frequently employed to depersonalize the message and mitigate face-threatening acts, focusing on the process rather than the agent.
(__)Business emails must always follow a rigid chronological narrative structure, similar to a literary text, to ensure that the recipient understands the history of the company.
(__)The use of emojis and slang is now considered the standard for all business communication, replacing formal salutations and closings entirely to build rapport.
(__)Nominalization (e.g., "implementation" instead of "implement") is avoided at all costs in business emails because it makes the text too dense and difficult to read for international partners.
Select the alternative that presents the correct sequence, from top to bottom.
Provas
Questão presente nas seguintes provas
4038934
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Provas:
When teaching complex grammatical structures such as
the Causative form (have/get something done), teachers
must address both the syntactic arrangement and the
semantic implication of agency. Choose the alternative
that correctly describes the semantic nuance of the
causative in "She had her roof repaired".
Provas
Questão presente nas seguintes provas
4038933
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Provas:
In advanced text production, the use of cleft sentences
(it-clefts and wh-clefts) allows the writer to manipulate
information structure for emphasis. Considering the
morphosyntactic properties of it-clefts, select the
alternative that correctly analyzes the focus in the
sentence "It was the strong wind that caused the power
outage".
Provas
Questão presente nas seguintes provas
4038932
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Provas:
Epistemic modality deals with degrees of certainty. When
a speaker wants to express a logical deduction that
something is impossible or false in the present, based on
evidence, the correct modal structure involves a specific
negative form. Choose the alternative that correctly
completes the sentence: "That __________ be the right
house; the windows are different and the number is
wrong."
Provas
Questão presente nas seguintes provas
4038930
Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Disciplina: Inglês (Língua Inglesa)
Banca: Instituto Access
Orgão: Pref. Planaltina-GO
Provas:
The "Generic Reference" in English can be achieved
through three distinct noun phrase structures: the definite
article + singular noun (The tiger), the zero article + plural
noun (Tigers), and the indefinite article + singular noun (A
tiger). Regarding the nuances of these forms, select the
correct alternative.
Provas
Questão presente nas seguintes provas
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
Provas
Questão presente nas seguintes provas
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
Provas
Questão presente nas seguintes provas
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
Provas
Questão presente nas seguintes provas
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
Provas
Questão presente nas seguintes provas
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