Questões de Concurso
Sobre verbos modais | modal verbs em inglês
Foram encontradas 312 questões
Ano: 2024
Banca:
IBEC
Órgão:
Prefeitura de Potiraguá - BA
Prova:
IBEC - 2024 - Prefeitura de Potiraguá - BA - Professor Nível II - Inglês |
Q3166594
Inglês
Preencha corretamente:
Christmas is on the of December all over world. However, other celebrations _______ occur in different dates fron country to country. The Father’s Day in the United States for is always on the third Sunday June.
Ano: 2025
Banca:
MARANATHA Assessoria
Órgão:
Prefeitura de Careaçu - MG
Prova:
MARANATHA Assessoria - 2025 - Prefeitura de Careaçu - MG - Professor de Inglês |
Q3163579
Inglês
Choose the sentence that correctly uses
a modal verb:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Morungaba - SP
Prova:
Avança SP - 2025 - Prefeitura de Morungaba - SP - Professor de Educação Básica II - Inglês - Edital nº 1 |
Q3156505
Inglês
Texto associado
Read the following text to answer question.
Oh, the places you'll go! There is fun to be done! There are points to be scored. There are games to be won.
And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You'll be as famous as famous can be, with the whole wide world watching you win on TV.
Except when they don't
Because, sometimes they won't.
I'm afraid that sometimes
you'll play lonely games too.
Games you can't win
'cause you'll play against you.
All Alone!
Whether you like it or not,
Alone will be something
you'll be quite a lot.
And when you're alone, there's a very good chance
you'll meet things that scare you right out of your pants.
There are some, down the road between hither and yon,
that can scare you so much you won't want to go on.
But on you will go
though the weather be foul.
On you will go
though your enemies prowl.
On you will go
though the Hakken-Kraks howl.
Onward up many
a frightening creek,
though your arms may get sore
and your sneakers may leak.
On and on you will hike,
And I know you'll hike far
and face up to your problems
whatever they are.
“Oh, the Places You'll Go!” by Dr. Seuss - Available at:
https://denuccio.net/ohplaces.html
In the phrase "though your arms may get sore",
the modal verb "may" expresses:
Ano: 2025
Banca:
FGV
Órgão:
TCE-PI
Provas:
FGV - 2025 - TCE-PI - Auditor de Controle Externo - Controle Externo - Específica de Tecnologia da Informação - Infraestrutura e Segurança (Manhã)
|
FGV - 2025 - TCE-PI - Auditor de Controle Externo - Controle Externo - Específica de Tecnologia da Informação - Sistemas, Engenharia de Dados e Ciência de Dados (Manhã) |
Q3154510
Inglês
Texto associado
Read Text II and answer the five questions that follow it
Text II
OpenAI’s GPT-4 Scores in the Top 1% of Creative Thinking
By Erik Guzik
Of all the forms of human intellect that one might expect
artificial intelligence to emulate, few people would likely place
creativity at the top of their list. Creativity is wonderfully
mysterious—and frustratingly fleeting. It defines us as human
beings—and seemingly defies the cold logic that lies behind the
silicon curtain of machines. Yet, the use of AI for creative
endeavors is now growing.
New AI tools like DALL-E and Midjourney are increasingly part
of creative production, and some have started to win awards for
their creative output. The growing impact is both social and
economic—as just one example, the potential of AI to generate
new, creative content is a defining flashpoint behind the
Hollywood writers’ strike.
And if our recent study into the striking originality of AI is any
indication, the emergence of AI-based creativity—along with
examples of both its promise and peril—is likely just beginning.
When people are at their most creative, they’re responding
to a need, goal, or problem by generating something new—a
product or solution that didn’t previously exist.
In this sense, creativity is an act of combining existing
resources — ideas, materials, knowledge — in a novel way that’s
useful or gratifying. Quite often, the result of creative thinking is
also surprising, leading to something the creator did not — and
perhaps could not — foresee.
Our results?
GPT-4 scored in the top 1 percent of test-takers for the
originality of its ideas. From our research, we believe this marks
one of the first examples of AI meeting or exceeding the human
ability for original thinking.
In short, we believe that AI models like GPT-4 are capable of
producing ideas that people see as unexpected, novel, and
unique. Other researchers are arriving at similar conclusions in
their research of AI and creativity.
Adapted from https://singularityhub.com/2023/09/10/openais-gpt-4-scores-in-thetop-1-of-creative-thinking/
The modal verb might in one might expect artificial intelligence to
emulate (1st paragraph) expresses
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Cacoal - RO
Prova:
Instituto Consulplan - 2024 - Prefeitura de Cacoal - RO - Oficial do Magistério - Letras com habilitação em Língua Inglesa |
Q3143768
Inglês
The following sentence can be found in (10º§): “As a teacher, you should be able to see each student's unique voice in the
work they produce.” Choose the option that best presents the meaning of the modal verb “should” in that context.
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Macieira - SC
Prova:
Unesc - 2024 - Prefeitura de Macieira - SC - Professor de Língua Estrangeira - Inglês |
Q3133109
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
How can you make sure you are eating a balanced,
filling and nutritious plate at every meal?
Think of your plate divided into different food groups -
protein, carbs, fat and fruit and veg.
Protein: David Wiener, training and nutrition specialist at
AI-based lifestyle and coaching app Freeletics, told The
Sun: "Aim for one to two palm-size portions of lean
protein in each meal.
"Protein includes meat (chicken, turkey, pork, beef),
beans, peas, lentils and fish.
The NHS Eatwell Guide says to choose lean cuts of meat
and mince, and eat less red and processed meat like
bacon, ham and sausages.Aim for at least two portions
(two x 140g) of fish every week, one of which should be
oily, such as salmon, sardines or mackerel.
Carbs: Carbohydrates should make up about a third of
your plate, or a fist-sized portion.
The Eatwell Guide says: "Choose higher fibre or
wholegrain varieties, such as wholewheat pasta and
brown rice, or simply leave the skins on potatoes.
"There are also higher fibre versions of white bread and
pasta.
"Starchy foods are a good source of energy and the main
source of a range of nutrients in our diet.
"Fat: Generally the advice is to think of fat like a
thumb-sized amount on your plate.
The Eatwell Guide says: "Remember all types of fat are
high in energy and should be eaten in small amounts.
"These foods include chocolate, cakes, biscuits, sugary
soft drinks, butter, ghee and ice cream.
"They're not needed in our diet, so should be eaten less
often and in smaller amounts."But a small amount is still
essential for the diet.
Try and eat more unsaturated fats (avocado, nuts, olive
oil), which are healthier than saturated fats (butter, hard
cheese, sour cream).
Fruit and veg: David says: "Make sure you also get lots of
colourful fruit and vegetable carbohydrates too.
"Aim for at least five of these portions a day.
"One to two fist-sized portions of fruits and vegetables
with every meal is generally recommended.
"Fruit and veg can be fresh, frozen, tinned or dried. You
can roast, boil, steam or grill veggies.
https://www.thesun.co.uk/health/31144102/ancient-genes-carbohydrate-strachy-food-cravings-diet-study/
Which of the following sentences correctly uses a modal verb to express advice or recommendation?
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128639
Inglês
Inspect the quotes in detail:
I. “You should be the change that you want to see in the world.” – Mahatma Gandhi
II. “You may not control all the events that happen to you, but you can decide not to be reduced by them.” – Maya Angelou
III. “I might have been born in a hovel, but I am determined to travel with the greats.” – Tina Turner
IV.“We must accept finite disappointment, but never lose infinite hope.” – Martin Luther King Jr.
The shades of modality can be identified respectively in
I. “You should be the change that you want to see in the world.” – Mahatma Gandhi
II. “You may not control all the events that happen to you, but you can decide not to be reduced by them.” – Maya Angelou
III. “I might have been born in a hovel, but I am determined to travel with the greats.” – Tina Turner
IV.“We must accept finite disappointment, but never lose infinite hope.” – Martin Luther King Jr.
The shades of modality can be identified respectively in
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128390
Inglês
Texto associado
Text 1
Generation y or the millennials: digital natives
The revolution was shaped by the millennials or generation Y. Also known as digital natives, millennials are those born
between 1982 and 1994 and technology is part of their everyday lives: all their activities are mediated by a screen. The concept of on
and off is completely integrated into their lives. However, they were not born into it; they migrated to the digital world from the
analogue one in which they were living.
Unlike previous generations, because of the economic crisis, the world requires them to be better trained to get a job, as
competition is increasing. Unlike their parents, Generation X, digital natives are not satisfied with the world around them and are
ambitious and want to achieve their goals.
However, the millennial generation is labelled as being lazy, narcissistic and spoilt. In fact, in 2014, Time magazine labelled
them as the me-me-me generation.
Disponível em: www.iberdrola.com.Acesso em: 2 out. 2020.
Which statement best explains the difference between millennials and Generation X as described in the text?
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Santo Hipólito - MG
Prova:
COTEC - 2024 - Prefeitura de Santo Hipólito - MG - Professor De Inglês |
Q3123432
Inglês
Analyze the following statements and select the CORRECT alternative.
Ano: 2024
Banca:
ADVISE
Órgão:
Prefeitura de São José da Tapera - AL
Prova:
ADVISE - 2024 - Prefeitura de São José da Tapera - AL - Professor de Lingua Inglesa |
Q3103426
Inglês
In analyzing the assertions about verbs, it can be stated
that:
I- ‘Can’ (line 19) is a modal verb with the meaning of possibility;
II- ‘Has detected’ (line 10) is a Simple present verbal tense example;
III-‘has had’ (line 22) is part of Past Perfect verbal tense;
IV- ‘Oozed out of’ (line 27) is a phrasal verb;
I- ‘Can’ (line 19) is a modal verb with the meaning of possibility;
II- ‘Has detected’ (line 10) is a Simple present verbal tense example;
III-‘has had’ (line 22) is part of Past Perfect verbal tense;
IV- ‘Oozed out of’ (line 27) is a phrasal verb;
Ano: 2024
Banca:
FGV
Órgão:
DATAPREV
Provas:
FGV - 2024 - DATAPREV - Técnico de Segurança do Trabalho
|
FGV - 2024 - DATAPREV - Auxiliar ou Técnico de Enfermagem do Trabalho |
Q3086198
Inglês
Texto associado
Artificial Intelligence and the Future of Humans
Experts say the rise of artificial intelligence will make most
people better off over the next decade, but many have concerns
about how advances in AI will affect what it means to be human,
to be productive and to exercise free will
By Janna Anderson and Lee Rainie
Digital life is augmenting human capacities and disrupting eons-old
human activities. Code-driven systems have spread to more than
half of the world’s inhabitants in ambient information and
connectivity, offering previously unimagined opportunities and
unprecedented threats. As emerging algorithm-driven artificial
intelligence (AI) continues to spread, will people be better off than
they are today?
The experts predicted networked artificial intelligence will amplify
human effectiveness but also threaten human autonomy, agency
and capabilities. They spoke of the wide-ranging possibilities; that
computers might match or even exceed human intelligence and
capabilities on tasks such as complex decision-making, reasoning
and learning, sophisticated analytics and pattern recognition,
visual acuity, speech recognition and language translation. They
said “smart” systems in communities, in vehicles, in buildings and
utilities, on farms and in business processes will save time, money
and lives and offer opportunities for individuals to enjoy a morecustomized future.
Many focused their optimistic remarks on health care and the
many possible applications of AI in diagnosing and treating
patients or helping senior citizens live fuller and healthier lives.
They were also enthusiastic about AI’s role in contributing to broad
public-health programs built around massive amounts of data that
may be captured in the coming years about everything from
personal genomes to nutrition. Additionally, a number of these
experts predicted that AI would abet long-anticipated changes in
formal and informal education systems.
Yet, most experts, regardless of whether they are optimistic or not,
expressed concerns about the long-term impact of these new tools
on the essential elements of being human. All respondents in this
non-scientific canvassing were asked to elaborate on why they felt
AI would leave people better off or not. Many shared deep
worries, and many also suggested pathways toward solutions. The
main themes they sounded about threats and remedies are
outlined in future reports.
https://www.pewresearch.org/internet/2018/12/10/artificial-intelligence-and-thefuture-of-humans/
“They spoke of the wide-ranging possibilities; that computers
might match or even exceed human intelligence and capabilities
on tasks such as complex decision-making, reasoning and
learning”.
The use of “might” in this excerpt taken form TEXT can be understood as
The use of “might” in this excerpt taken form TEXT can be understood as
Ano: 2024
Banca:
FGV
Órgão:
DATAPREV
Provas:
FGV - 2024 - DATAPREV - ATI - Advocacia
|
FGV - 2024 - DATAPREV - ATI - Administração e Governança |
FGV - 2024 - DATAPREV - ATI - Análise de Negócio de TI |
FGV - 2024 - DATAPREV - ATI - Comunicação Social |
FGV - 2024 - DATAPREV - ATI - Contabilidade |
FGV - 2024 - DATAPREV - ATI - Desenvolvimento de Software |
FGV - 2024 - DATAPREV - ATI - Engenharia |
FGV - 2024 - DATAPREV - ATI - Inteligência da Informação |
FGV - 2024 - DATAPREV - Engenheiro de Segurança do Trabalho |
FGV - 2024 - DATAPREV - Médico do Trabalho |
FGV - 2024 - DATAPREV - Analista de Processamento |
FGV - 2024 - DATAPREV - ATI - Arquitetura, Engenharia e Sustentação Tecnológica |
FGV - 2024 - DATAPREV - ATI - Gestão de Serviços de TIC |
FGV - 2024 - DATAPREV - ATI - Segurança Cibernética e Proteção de Dados |
Q3085834
Inglês
Texto associado
Research-Article
How to be a successful app developer: lessons from the simulation of an app ecosystem
Soo Ling Lim, Peter J. Bentley
Abstract
App developers are constantly competing against each other to win more downloads for their apps. With hundreds of thousands of apps in these online stores, what strategy should a developer use to be successful? Should they innovate, make many similar apps, optimize their own apps or just copy the apps of others? Looking more deeply, how does a complex app ecosystem perform when developers choose to use different strategies? This paper investigates these questions using AppEco, the first Artificial Life model of mobile application ecosystems. In AppEco, developer agents build and upload apps to the app store; user agents browse the store and download the apps. A distinguishing feature of AppEco is the explicit modelling of apps as artefacts. In this work we use AppEco to simulate Apple's iOS app ecosystem and investigate common developer strategies, evaluating them in terms of downloads received, app diversity, and adoption rate.
https://dl.acm.org/doi/10.1145/2384697.2384698
In the sentences, “With hundreds of thousands of apps in these
online stores, what strategy should a developer use to be
successful? Should they innovate, make many similar apps,
optimize their own apps or just copy the apps of others?”.
The modal “should”, used in TEXT, expresses the idea of:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - PEB II - Inglês |
Q3070393
Inglês
Texto associado
Text II
From: https://images.app.goo.gl/dCFurjmcnZzU7AHS6
The modal verb used in this poster indicates:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de São João Nepomuceno - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de São João Nepomuceno - MG - Professor Regente II - Língua Inglesa |
Q3069665
Inglês
Texto associado
Conclusions and Recommendations
Given the panorama of English instruction in Brazil, particularly in the states of Minas Gerais and Mato Grosso, and
considering the results of the surveys conducted with universities and teachers in both states, some conclusions and
recommendations could be drawn.
Nationally, English instruction has been gaining importance and visibility through curriculum reform and the new model
of upper secondary school. It is an enormously significant achievement that, for the first time, English has become mandatory
in all public and private schools from 6th grade onward. The BNCC offers clarity on the competencies and abilities that students
should develop at each education level. However, if, on the one hand, making English compulsory was an important step, on
the other hand, the implementation of this policy is still incomplete. The main issue is the limited amount of instructional time
in English in the national curriculum guidelines. As the cases of Mato Grosso and Minas Gerais illustrate, the result is that
students have insufficient exposure to the language, with only two classes per week in secondary schools and one class per
week in upper secondary. Under these conditions, it is unlikely that learners will develop full proficiency in the language, and
teachers will have the instructional time to focus on all the necessary competencies and abilities required by the BNCC.
Another important consideration is the link between initial training for English teachers and how it interacts with the
routines and challenges of the classroom. There is room for improvement when considering the mismatch between the
programs of study at universities and the pedagogical practice required of English teachers and strengthened ties and
communication between State Education Departments and the teacher training programs at universities.
Universities face additional challenges, such as the low English proficiency of students in the initial training courses. Initial
training institutions face difficulties in thoroughly preparing future teachers regarding language proficiency and the pedagogical
elements related to being an effective teacher. In this sense, the situation can create a vicious cycle; students leave schools
with a low proficiency level in English, and those who decide to take the initial training courses to become English teachers and
enter universities cannot fully develop proficiency as pedagogical competencies. Therefore, they enter schools not fully
prepared to be teachers and face all the challenges of a classroom.
Another critical challenge is class size and the heterogeneity of students’ ability levels, which could limit teachers’ ability
to implement some pedagogical practices, such as working with practicing speaking. This is not only a challenge faced by English
teachers, but all teachers and that policymakers need to keep in mind. In addition, teachers commonly work in more than one
school at a time and sometimes teach other subjects to meet the required hours of instructional time stipulated in their
contracts.
The surveys with teachers demonstrated that many have never participated in a professional development session
specifically designed for English teachers. For those who have, not all considered the helpful training to improve their knowledge
and practice. This points to the fact that more attention needs to be paid to the continuous training courses offered to English
teachers. These training courses should be frequent and address specific challenges, taking into account the pedagogical issues
and areas that English teachers identify as most critical.
Briefly, it is important to highlight the windows of opportunity that have been opened in Brazil with the BNCC and the
new upper secondary model. Through their education ministries, state governments have made significant efforts to adapt
their regional curricula to the competencies and abilities listed on the BNCC and implement the first pilots and designed
pathways for upper secondary schools. It remains a question of how the rest of those two processes will be implemented, but
there are positive signs that English may gain more importance at a national level. At least in Minas Gerais and Mato Grosso,
there is already a movement to increase the importance of the discipline.
While Minas Gerais has developed a few specific training courses for English teachers focused on improving their
pedagogical knowledge through the program “Pathways for Educators” and intends to create a training pathway for upper
secondary students focused in English, Mato Grosso has implemented English in all primary schools in the state and launched
the program “More English,” with resources to help teachers and students. Those efforts are aligned with the national reforms
and illustrate the political willingness of states to promote more actions to improve teachers’ and students’ proficiency in
English.
In these states and, to some extent, at the national level, the foundations have been set to put English instruction in the
spotlight as a crucial discipline to the integral development of students. However, much work and resources are still needed to
realize this goal. Therefore, the following recommendations are intended to advise decision-makers at universities and State
Education Departments.
(Source: https://www.thedialogue.org/wp-content/. Access: October 2024.)
In 7º§, what idea does the modal verb “may” express?
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050736
Inglês
Texto associado
TEXT VI
Literacy Instruction for Young EFL Learners:
A Balanced Approach
Developing literacy skills in a foreign language can begin as
early as foreign language instruction begins. Although some EFL
programs delay literacy instruction for young learners and only
focus on oral language development, studies have shown that it is
not necessary, or even recommended, to take this approach. First,
it is widely known that literacy skills in the native or first language
(L1) can be transferred to reading and writing in a foreign
language, such as English. Remember that “One only has to
become ‘literate’ once” (Shin and Crandall, 2014, p. 160), so
English as a foreign language (EFL) teachers can tap into students’
understanding of print and strategies for making meaning from
text that originate in their L1 as a starting point for building literacy
in English. Even further, research supports that literacy skills can
be transferred bidirectionally—that is, both ways between L1 and
L2—and the language of initial literacy does not necessarily need
to be the L1. Even preschool-age children who are not yet literate
in their L1 can still engage in early literacy activities that build
reading readiness and phonemic awareness. Teachers can read big
books with print aloud and use songs and rhymes to focus on the
sounds of English. They can also engage students in writing
readiness exercises like tracing, connecting the dots, and coloring.
These are fun and effective activities for building early literacy with
young EFL learners.
Although EFL teachers usually have limited time in class,
sometimes only 3–5 hours a week, they should incorporate literacy
instruction and not just oral skills development for young learners,
especially because learning to read is also proven to assist in oral
language development.[…] If students progress faster when
reading is part of language instruction, EFL teachers of young
learners should use a curriculum that integrates all four language
skills and provides a balanced approach to literacy instruction.
Note: Shin, J. K., & Crandall, J. A. (2014). Teaching Young
Learners English: From Theory to Practice. Boston: National
Geographic Learning/Cengage Learning.
Adapted from https://www.eltngl.com/assets/downloads/
ourworld2_pro0000009113/ourworld2e-literacy-instruction.pdf
The modal verb in “Even preschool-age children […] can still
engage in early literacy activities”(1st paragraph) indicates
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Afogados da Ingazeira - PE
Prova:
IGEDUC - 2024 - Prefeitura de Afogados da Ingazeira - PE - Professor II: Língua Inglesa |
Q3044811
Inglês
Judge the next item, about the semantics and morphosyntax of the English language.
The sentence "Hardly had he entered the room when
the meeting started" demonstrates the use of negative
inversion, where the auxiliary verb "had" precedes the
subject "he" to emphasize the immediacy of the events.
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Afogados da Ingazeira - PE
Prova:
IGEDUC - 2024 - Prefeitura de Afogados da Ingazeira - PE - Professor II: Língua Inglesa |
Q3044809
Inglês
Judge the next item, about the semantics and morphosyntax of the English language.
In the sentence "He must have been working," the
auxiliary verb "must" indicates a necessity or obligation in
the past.
Ano: 2024
Banca:
IGEDUC
Órgão:
Prefeitura de Afogados da Ingazeira - PE
Prova:
IGEDUC - 2024 - Prefeitura de Afogados da Ingazeira - PE - Professor II: Língua Inglesa |
Q3044791
Inglês
Regarding English grammar, judge the following item.
The modal verb "must" in English is always used to
indicate obligation or necessity, and it cannot be replaced
by "have to" without altering the meaning of the sentence.
Ano: 2024
Banca:
Prefeitura de Bombinhas - SC
Órgão:
Prefeitura de Bombinhas - SC
Prova:
Prefeitura de Bombinhas - SC - 2024 - Prefeitura de Bombinhas - SC - Professor de Ensino Fundamental II - Inglês |
Q3016043
Inglês
Complete the sentence below:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Pouso Alegre - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de Pouso Alegre - MG - Professor PIII - Inglês |
Q2606987
Inglês
In “If I had the time, I ___________________ the northern countries in Europe which are unknown to me”. The segment that
matches the structure is
Conheça nossos planos