Questões de Concurso Comentadas sobre inglês
Foram encontradas 14.006 questões
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223442
Inglês
Which of the following sentences is grammatically
CORRECT?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223441
Inglês
Mark the CORRECT item to fill in the blank.
They ______ their house painted before they moved in.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223440
Inglês
The first conditional is used to express the consequence
of a realistic possibility now or in the future. Which item
below displays that?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223439
Inglês
F. Scott Fitzgerald’s This Side of Paradise (1920) showed
the disillusionment and moral disintegration experienced by
so many in the United States after World War I. This work
marked the start of a promising literary journey, leading to
The Great Gatsby (1925), which is:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223438
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
A compound word is two or more words linked together
to produce a word with a new meaning. Which of the words
below, from the text, are compound words?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223437
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
The word “resilience”, underlined in the second
paragraph of the text, in its context, means the ability:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223436
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
Mark “T” (true) for the words that present the same “gh”
sound as in “toughness” and “F” (false) for those who don’t.
Then, mark the correct sequence.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223435
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
According to the text, mark the INCORRECT item.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221231
Inglês
In his book “Keys to Communication: An Essential Guide to Communication in the
Real World”, Walker (2016) says that “adults spend about 45 percent of their time listening, which is
more than any other communicative activity”. Therefore, developing and improving listening abilities
is important for effective communication, and listening strategies are useful tools in that journey.
Which of the alternatives below is a suggestion that helps with the strategy “listening for gist”?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221230
Inglês
Identifying the text genre and its purpose helps the reader to understand it better
and to choose the appropriate reading strategies. Read the excerpt below:
“Enjoy an Enchanting Holiday in the Maldives
Scattered across the Indian Ocean lie islands with the finest white sand beaches and clearest crystal blue waters. These are the MALDIVES! Over 1,000 coral islands. Temperatures here are always in the 80s. What can our holiday offer you?
Luxurious accommodation aboard the fabulous Orient Explorer. Water sports for the entire duration of your holiday. Drinks and entertainment included at no extra charge. Chauffeur-driven limousine to and from the airport. Combine this with another seven-night holiday in our opulent apartments at the Kelai Country Club.
Prices start from just £899 per person”.
(Available at: https://teach.files.bbci.co.uk/skillswise/en03text-e3-f-different-types-of-text.pdf – text specially adapted for this test)
Mark the correct statement about the genre of the text above.
“Enjoy an Enchanting Holiday in the Maldives
Scattered across the Indian Ocean lie islands with the finest white sand beaches and clearest crystal blue waters. These are the MALDIVES! Over 1,000 coral islands. Temperatures here are always in the 80s. What can our holiday offer you?
Luxurious accommodation aboard the fabulous Orient Explorer. Water sports for the entire duration of your holiday. Drinks and entertainment included at no extra charge. Chauffeur-driven limousine to and from the airport. Combine this with another seven-night holiday in our opulent apartments at the Kelai Country Club.
Prices start from just £899 per person”.
(Available at: https://teach.files.bbci.co.uk/skillswise/en03text-e3-f-different-types-of-text.pdf – text specially adapted for this test)
Mark the correct statement about the genre of the text above.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221229
Inglês
Relate the Column 1 to Column 2, associating the reading strategy with its definition.
Column 1
1. Skimming.
2. Scanning.
3. Predicting.
4. Context clues.
5. Summarizing.
Column 2
( ) Going through the text without reading every word, searching for specific information like dates, numbers, or names.
( ) Using surrounding words or sentences to figure out the meaning of unfamiliar words.
( ) Guessing the content of a text before reading it, based on the title, headings, or visuals. This helps activate prior knowledge and set expectations.
( ) Using the reader own words to state the main points of the text.
( ) Quickly reading the text to get a general overview or the “gist” of the content. Useful to find specific information such as keywords, phrases, or overall themes.
The correct order of filling in the parentheses, from top to bottom, is:
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221228
Inglês
In the article “Effective English Reading Strategies: English Language Learners’
Perceptions” (2019), the author Waheeb S. Albiladi says that:
“Reading in English within a second language (ESL) context has received much attention as researchers and second language educators have sought the most effective and beneficial ways to develop language learners’ reading skills. For many educators (Horwitz, 2008; Krashen, 2007; Nation, 2008; Singhal, 2001), reading is the bridge that allows English language learners to acquire and develop other language skills including speaking, writing, and vocabulary acquisition. [...] Barrot (2016) mentioned that research surrounding teaching English reading focuses on the type of text or materials used in English classes and the strategies that ESL teachers utilize to facilitate teaching and learning of English reading”.
Analyze the following statements about the excerpt above:
I. Reading is the only mandatory skill needed for acquiring other language abilities. II. Research on teaching of English reading often focuses on materials and teaching strategies. III. Reading skills are less significant than speaking skills in second language learning.
Which ones are correct?
“Reading in English within a second language (ESL) context has received much attention as researchers and second language educators have sought the most effective and beneficial ways to develop language learners’ reading skills. For many educators (Horwitz, 2008; Krashen, 2007; Nation, 2008; Singhal, 2001), reading is the bridge that allows English language learners to acquire and develop other language skills including speaking, writing, and vocabulary acquisition. [...] Barrot (2016) mentioned that research surrounding teaching English reading focuses on the type of text or materials used in English classes and the strategies that ESL teachers utilize to facilitate teaching and learning of English reading”.
Analyze the following statements about the excerpt above:
I. Reading is the only mandatory skill needed for acquiring other language abilities. II. Research on teaching of English reading often focuses on materials and teaching strategies. III. Reading skills are less significant than speaking skills in second language learning.
Which ones are correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221227
Inglês
According to BNCC, English enables students to deepen their understanding of the
world, explore new research perspectives, access information, express ideas and values, and handle
different opinions and criticism. However, accessing specialized information, which can help spark
interest and prepare students for the next step in their studies, might require specific tools. Therefore,
English for Specific Purposes (ESP) teaching might be a useful approach. Mark the INCORRECT
statement about ESP teaching.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221226
Inglês
BNCC approaches the use of digital information and communication
technologies (TDIC) as a student facilitator to familiarize them with the use of those resources and a
learning aid for other contents in a significant and autonomous way. Mark the correct statement about
TDIC in English teaching.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221225
Inglês
The Brazilian Base Nacional Comum Curricular (BNCC) says English is a global
language, which allows access to multiple uses and functions in the contemporary times. As one of
the possible uses is access to science, it is important to connect the teaching of English with the
concept of scientific literacy, addressed by the BNCC as the ability to comprehend, interpret and apply
scientific knowledge to make informed decisions and act critically and ethically in society. Analyze the
statements below about scientific literacy and mark T, if true, or F, if false.
( ) It involves the ability to evaluate critically scientific information. ( ) It requires advanced knowledge of applied sciences. ( ) It includes understanding the scientific method, such as formulating and testing hypotheses, and analyzing results.
The correct order of filling in the parentheses, from top to bottom, is:
( ) It involves the ability to evaluate critically scientific information. ( ) It requires advanced knowledge of applied sciences. ( ) It includes understanding the scientific method, such as formulating and testing hypotheses, and analyzing results.
The correct order of filling in the parentheses, from top to bottom, is:
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220304
Inglês
Texto associado
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a
report titled Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations. The department had
conducted listening sessions in 2022 with more than 700 people,
including educators and parents, to gauge their views on AI. The
report noted that “constituents believe that action is required now
in order to get ahead of the expected increase of AI in education
technology – and they want to roll up their sleeves and start
working together.” People expressed anxiety about “future
potential risks” with AI but also felt that “AI may enable achieving
educational priorities in better ways, at scale, and with lower
costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance:
instructional assistants: AI’s ability to conduct human-like
conversations opens up possibilities for adaptive tutoring or
instructional assistants that can help explain difficult concepts to
students. AI-based feedback systems can offer constructive
critiques on student writing, which can help students fine-tune
their writing skills. Some research also suggests certain kinds of
prompts can help children generate more fruitful questions about
learning. AI models might also support customized learning for
students with disabilities and provide translation for English
language learners; and teaching assistants: AI might tackle some
of the administrative tasks that keep teachers from investing more
time with their peers or students. Early uses include automated
routine tasks such as drafting lesson plans, creating differentiated
materials, designing worksheets, developing quizzes, and
exploring ways of explaining complicated academic materials. AI
can also provide educators with recommendations to meet
student needs and help teachers reflect, plan, and improve their
practice.
Along with these potential benefits come some difficult
challenges and risks the education community must navigate. For
example, both teachers and students face the risk of becoming
overly reliant on AI-driven technology. For students, this could
stifle learning, especially the development of critical thinking. This
challenge extends to educators as well. While AI can expedite
lesson-plan generation, speed does not equate to quality.
Teachers may be tempted to accept the initial AI-generated
content rather than devote time to reviewing and refining it for
optimal educational value.
In light of these challenges, the Department of Education has
stressed the importance of keeping “humans in the loop” when
using AI, particularly when the output might be used to inform a
decision. As the department encouraged in its 2023 report,
teachers, learners, and others need to retain their agency. AI
cannot “replace a teacher, a guardian, or an education leader as
the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
Based on the context of text II, it is CORRECT to say that
“roll up their sleeves” is used:
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220303
Inglês
Texto associado
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a
report titled Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations. The department had
conducted listening sessions in 2022 with more than 700 people,
including educators and parents, to gauge their views on AI. The
report noted that “constituents believe that action is required now
in order to get ahead of the expected increase of AI in education
technology – and they want to roll up their sleeves and start
working together.” People expressed anxiety about “future
potential risks” with AI but also felt that “AI may enable achieving
educational priorities in better ways, at scale, and with lower
costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance:
instructional assistants: AI’s ability to conduct human-like
conversations opens up possibilities for adaptive tutoring or
instructional assistants that can help explain difficult concepts to
students. AI-based feedback systems can offer constructive
critiques on student writing, which can help students fine-tune
their writing skills. Some research also suggests certain kinds of
prompts can help children generate more fruitful questions about
learning. AI models might also support customized learning for
students with disabilities and provide translation for English
language learners; and teaching assistants: AI might tackle some
of the administrative tasks that keep teachers from investing more
time with their peers or students. Early uses include automated
routine tasks such as drafting lesson plans, creating differentiated
materials, designing worksheets, developing quizzes, and
exploring ways of explaining complicated academic materials. AI
can also provide educators with recommendations to meet
student needs and help teachers reflect, plan, and improve their
practice.
Along with these potential benefits come some difficult
challenges and risks the education community must navigate. For
example, both teachers and students face the risk of becoming
overly reliant on AI-driven technology. For students, this could
stifle learning, especially the development of critical thinking. This
challenge extends to educators as well. While AI can expedite
lesson-plan generation, speed does not equate to quality.
Teachers may be tempted to accept the initial AI-generated
content rather than devote time to reviewing and refining it for
optimal educational value.
In light of these challenges, the Department of Education has
stressed the importance of keeping “humans in the loop” when
using AI, particularly when the output might be used to inform a
decision. As the department encouraged in its 2023 report,
teachers, learners, and others need to retain their agency. AI
cannot “replace a teacher, a guardian, or an education leader as
the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
All the words below are synonyms of “stifle”, EXCEPT:
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220302
Inglês
Texto associado
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a
report titled Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations. The department had
conducted listening sessions in 2022 with more than 700 people,
including educators and parents, to gauge their views on AI. The
report noted that “constituents believe that action is required now
in order to get ahead of the expected increase of AI in education
technology – and they want to roll up their sleeves and start
working together.” People expressed anxiety about “future
potential risks” with AI but also felt that “AI may enable achieving
educational priorities in better ways, at scale, and with lower
costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance:
instructional assistants: AI’s ability to conduct human-like
conversations opens up possibilities for adaptive tutoring or
instructional assistants that can help explain difficult concepts to
students. AI-based feedback systems can offer constructive
critiques on student writing, which can help students fine-tune
their writing skills. Some research also suggests certain kinds of
prompts can help children generate more fruitful questions about
learning. AI models might also support customized learning for
students with disabilities and provide translation for English
language learners; and teaching assistants: AI might tackle some
of the administrative tasks that keep teachers from investing more
time with their peers or students. Early uses include automated
routine tasks such as drafting lesson plans, creating differentiated
materials, designing worksheets, developing quizzes, and
exploring ways of explaining complicated academic materials. AI
can also provide educators with recommendations to meet
student needs and help teachers reflect, plan, and improve their
practice.
Along with these potential benefits come some difficult
challenges and risks the education community must navigate. For
example, both teachers and students face the risk of becoming
overly reliant on AI-driven technology. For students, this could
stifle learning, especially the development of critical thinking. This
challenge extends to educators as well. While AI can expedite
lesson-plan generation, speed does not equate to quality.
Teachers may be tempted to accept the initial AI-generated
content rather than devote time to reviewing and refining it for
optimal educational value.
In light of these challenges, the Department of Education has
stressed the importance of keeping “humans in the loop” when
using AI, particularly when the output might be used to inform a
decision. As the department encouraged in its 2023 report,
teachers, learners, and others need to retain their agency. AI
cannot “replace a teacher, a guardian, or an education leader as
the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
Choose the sentence that is in passive voice.
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220301
Inglês
Texto associado
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a
report titled Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations. The department had
conducted listening sessions in 2022 with more than 700 people,
including educators and parents, to gauge their views on AI. The
report noted that “constituents believe that action is required now
in order to get ahead of the expected increase of AI in education
technology – and they want to roll up their sleeves and start
working together.” People expressed anxiety about “future
potential risks” with AI but also felt that “AI may enable achieving
educational priorities in better ways, at scale, and with lower
costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance:
instructional assistants: AI’s ability to conduct human-like
conversations opens up possibilities for adaptive tutoring or
instructional assistants that can help explain difficult concepts to
students. AI-based feedback systems can offer constructive
critiques on student writing, which can help students fine-tune
their writing skills. Some research also suggests certain kinds of
prompts can help children generate more fruitful questions about
learning. AI models might also support customized learning for
students with disabilities and provide translation for English
language learners; and teaching assistants: AI might tackle some
of the administrative tasks that keep teachers from investing more
time with their peers or students. Early uses include automated
routine tasks such as drafting lesson plans, creating differentiated
materials, designing worksheets, developing quizzes, and
exploring ways of explaining complicated academic materials. AI
can also provide educators with recommendations to meet
student needs and help teachers reflect, plan, and improve their
practice.
Along with these potential benefits come some difficult
challenges and risks the education community must navigate. For
example, both teachers and students face the risk of becoming
overly reliant on AI-driven technology. For students, this could
stifle learning, especially the development of critical thinking. This
challenge extends to educators as well. While AI can expedite
lesson-plan generation, speed does not equate to quality.
Teachers may be tempted to accept the initial AI-generated
content rather than devote time to reviewing and refining it for
optimal educational value.
In light of these challenges, the Department of Education has
stressed the importance of keeping “humans in the loop” when
using AI, particularly when the output might be used to inform a
decision. As the department encouraged in its 2023 report,
teachers, learners, and others need to retain their agency. AI
cannot “replace a teacher, a guardian, or an education leader as
the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
In the sentence “AI models might also support
customized learning for students with disabilities and
provide translation for English language learners”, the modal
verb “might” was used to:
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220300
Inglês
Texto associado
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a
report titled Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations. The department had
conducted listening sessions in 2022 with more than 700 people,
including educators and parents, to gauge their views on AI. The
report noted that “constituents believe that action is required now
in order to get ahead of the expected increase of AI in education
technology – and they want to roll up their sleeves and start
working together.” People expressed anxiety about “future
potential risks” with AI but also felt that “AI may enable achieving
educational priorities in better ways, at scale, and with lower
costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance:
instructional assistants: AI’s ability to conduct human-like
conversations opens up possibilities for adaptive tutoring or
instructional assistants that can help explain difficult concepts to
students. AI-based feedback systems can offer constructive
critiques on student writing, which can help students fine-tune
their writing skills. Some research also suggests certain kinds of
prompts can help children generate more fruitful questions about
learning. AI models might also support customized learning for
students with disabilities and provide translation for English
language learners; and teaching assistants: AI might tackle some
of the administrative tasks that keep teachers from investing more
time with their peers or students. Early uses include automated
routine tasks such as drafting lesson plans, creating differentiated
materials, designing worksheets, developing quizzes, and
exploring ways of explaining complicated academic materials. AI
can also provide educators with recommendations to meet
student needs and help teachers reflect, plan, and improve their
practice.
Along with these potential benefits come some difficult
challenges and risks the education community must navigate. For
example, both teachers and students face the risk of becoming
overly reliant on AI-driven technology. For students, this could
stifle learning, especially the development of critical thinking. This
challenge extends to educators as well. While AI can expedite
lesson-plan generation, speed does not equate to quality.
Teachers may be tempted to accept the initial AI-generated
content rather than devote time to reviewing and refining it for
optimal educational value.
In light of these challenges, the Department of Education has
stressed the importance of keeping “humans in the loop” when
using AI, particularly when the output might be used to inform a
decision. As the department encouraged in its 2023 report,
teachers, learners, and others need to retain their agency. AI
cannot “replace a teacher, a guardian, or an education leader as
the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
According to Text II, it is CORRECT to affirm that:
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