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Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Controlador Interno |
Q3050742
Contabilidade Geral
No ano de 2023 o saldo em caixa de uma entidade teve aumento
de R$200.000. O aumento ocorreu por conta de (i) recebimento
pela prestação de serviços e (ii) decorrentes de royalties.
Na Demonstração dos Fluxos de Caixa da entidade, os dois recebimentos são apresentados, respectivamente, como decorrentes da(s) atividade(s):
Na Demonstração dos Fluxos de Caixa da entidade, os dois recebimentos são apresentados, respectivamente, como decorrentes da(s) atividade(s):
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Controlador Interno |
Q3050741
Contabilidade Geral
Um consultório médico atende apenas clientes particulares e recebe à vista pelas consultas realizadas.
Os seguintes fatos aconteceram no consultório no ano de 2023:
• 01/01: Pagamento de R$48.000 a título de aluguel antecipado de dois anos do consultório, para uso imediato, apropriado mensalmente de forma linear.
• 02/01: Pagamento de R$15.000 referente à dívida com fornecedor, por compra realizada e recebida no ano anterior.
• 31/12: Constatação de que a receita com atendimentos no ano foi de R$500.000. Os custos com os serviços prestados foram de R$120.000.
Assinale a opção que indica o resultado antes do imposto de renda apurado pelo consultório, em relação ao ano de 2023, sem considerar a incidência de impostos:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Controlador Interno |
Q3050740
Contabilidade Geral
Em 01/12/2021, um banco adquiriu de uma escola, o direito sobre a folha de pagamento dos professores e funcionários. Deste modo, o banco desembolsou R$600.000 para que todos os salários da escola fossem pagos atráves dele durante cinco anos, a partir de 01/02/2022.
Em 31/12/2022, o banco estimou que o direito adquirido poderia trazer benefícios de R$510.000.
Já em 31/12/2023, o banco estimou que o direito adquirido poderia trazer benefícios de R$380.000.
Assinale a opção que indica a amortização acumulada da folha de pagamento em 31/12/2023.
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Controlador Interno |
Q3050739
Contabilidade Geral
Uma entidade adquiriu uma nova geladeira, para utilizar em sua copa. Na data, a entidade estimou a vida útil da geladeira, o seu valor residual e o método de depreciação.
Nos exercícios seguintes, se surgirem informações novas diferenciadas em relação ao ativo, a entidade poderá refazer as suas estimativas relacionadas
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Controlador Interno |
Q3050738
Contabilidade Geral
Na Demonstração do Resultado do Exercício, as receitas geram
aumentos nos ativos, ou reduções nos passivos, que resultam em
aumento no patrimônio líquido, exceto aqueles referentes
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Caraguatatuba - SP
Prova:
FGV - 2024 - Prefeitura de Caraguatatuba - SP - Controlador Interno |
Q3050737
Contabilidade Geral
Em relação à estrutura conceitual para Relatório Financeiro da
contabilidade e às suas implicações, pode-se afirmar que, nas
demonstrações contábeis, as informações financeiras úteis
devem
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:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050735
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 word “like” in “readiness exercises like tracing” (1st paragraph)
expresses
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050734
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 extract that contains a discourse maker signalling that
additional information will be given is:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050733
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
“One” in “One only has to become ‘literate’ once” (1st paragraph)
is a
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050732
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
In the last paragraph, the author
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050731
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
Based on Text VI, mark the statements below as TRUE (T) or FALSE
(F).
( ) Literacy instruction should begin only after young learners have had oral instruction in EFL.
( ) The author calls for a curriculum that combines speaking, reading, writing, and listening.
( ) Teaching a foreign language before youngsters learn how to read in their first language can be detrimental.
The statements are, respectively,
( ) Literacy instruction should begin only after young learners have had oral instruction in EFL.
( ) The author calls for a curriculum that combines speaking, reading, writing, and listening.
( ) Teaching a foreign language before youngsters learn how to read in their first language can be detrimental.
The statements are, respectively,
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050727
Inglês
Texto associado
TEXT IV
Understanding stereotypes
Stanford linguists and psychologists study how language is
interpreted by people. Even the slightest differences in language
use can correspond with biased beliefs of the speakers, according
to research.
One study showed that a relatively harmless sentence, such as
“girls are as good as boys at math,” can subtly perpetuate sexist
stereotypes. Because of the statement’s grammatical structure, it
implies that being good at math is more common or natural for
boys than girls, the researchers said.
Language can play a big role in how we and others perceive the
world, and linguists work to discover what words and phrases can
influence us, unknowingly.
Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
The use of the apostrophe in “the statement’s grammatical
structure”(2nd paragraph) is the same as in:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050726
Inglês
Texto associado
TEXT IV
Understanding stereotypes
Stanford linguists and psychologists study how language is
interpreted by people. Even the slightest differences in language
use can correspond with biased beliefs of the speakers, according
to research.
One study showed that a relatively harmless sentence, such as
“girls are as good as boys at math,” can subtly perpetuate sexist
stereotypes. Because of the statement’s grammatical structure, it
implies that being good at math is more common or natural for
boys than girls, the researchers said.
Language can play a big role in how we and others perceive the
world, and linguists work to discover what words and phrases can
influence us, unknowingly.
Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
The extract “girls are as good as boys at math,” (2nd paragraph)
indicates a
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050725
Inglês
Texto associado
TEXT IV
Understanding stereotypes
Stanford linguists and psychologists study how language is
interpreted by people. Even the slightest differences in language
use can correspond with biased beliefs of the speakers, according
to research.
One study showed that a relatively harmless sentence, such as
“girls are as good as boys at math,” can subtly perpetuate sexist
stereotypes. Because of the statement’s grammatical structure, it
implies that being good at math is more common or natural for
boys than girls, the researchers said.
Language can play a big role in how we and others perceive the
world, and linguists work to discover what words and phrases can
influence us, unknowingly.
Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
In this context, the word that is similar in meaning to “harmless”
(2nd paragraph) is
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050724
Inglês
Texto associado
TEXT IV
Understanding stereotypes
Stanford linguists and psychologists study how language is
interpreted by people. Even the slightest differences in language
use can correspond with biased beliefs of the speakers, according
to research.
One study showed that a relatively harmless sentence, such as
“girls are as good as boys at math,” can subtly perpetuate sexist
stereotypes. Because of the statement’s grammatical structure, it
implies that being good at math is more common or natural for
boys than girls, the researchers said.
Language can play a big role in how we and others perceive the
world, and linguists work to discover what words and phrases can
influence us, unknowingly.
Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
The adjective in “the slightest differences” (1st paragraph) can be
replaced without significant change of meaning by
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050723
Inglês
Texto associado
TEXT IV
Understanding stereotypes
Stanford linguists and psychologists study how language is
interpreted by people. Even the slightest differences in language
use can correspond with biased beliefs of the speakers, according
to research.
One study showed that a relatively harmless sentence, such as
“girls are as good as boys at math,” can subtly perpetuate sexist
stereotypes. Because of the statement’s grammatical structure, it
implies that being good at math is more common or natural for
boys than girls, the researchers said.
Language can play a big role in how we and others perceive the
world, and linguists work to discover what words and phrases can
influence us, unknowingly.
Source: https://news.stanford.edu/stories/2019/08/the-power-of-language-howwords-shape-people-culture
Analyse the assertions below based on Text IV:
I. Linguists are aware that language may convey prejudice.
II. Speakers may not realize their language choices might conceal implicit biases.
III. Stanford researchers have found out that boys actually outshine girls at math.
Choose the correct answer:
I. Linguists are aware that language may convey prejudice.
II. Speakers may not realize their language choices might conceal implicit biases.
III. Stanford researchers have found out that boys actually outshine girls at math.
Choose the correct answer:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050718
Inglês
Texto associado
TEXT II
Language matters. The words we use shape the stories we
construct of people and places, and ultimately, the policies and
decisions we make.
Source: https://jpia.princeton.edu/news/do-what-i-say-not-what-i-do-decolonizinglanguage-international-development
The adverb “ultimately” can be replaced by
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050717
Inglês
Texto associado
TEXT II
Language matters. The words we use shape the stories we
construct of people and places, and ultimately, the policies and
decisions we make.
Source: https://jpia.princeton.edu/news/do-what-i-say-not-what-i-do-decolonizinglanguage-international-development
The second word in the phrase “Language matters” presents a(n)
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050716
Inglês
Texto associado
TEXT II
Language matters. The words we use shape the stories we
construct of people and places, and ultimately, the policies and
decisions we make.
Source: https://jpia.princeton.edu/news/do-what-i-say-not-what-i-do-decolonizinglanguage-international-development
The point of this statement is that language
Conheça nossos planos