Questões de Concurso Comentadas sobre discurso direto e indireto | reported speech em inglês

Foram encontradas 135 questões

www.qconcursos.com
Q2713169
Inglês Orações condicionais | Conditional Clauses , Discurso direto e indireto | Reported speech , Verbos | Verbs , Presente simples | Simple present
Ano: 2018 Banca: IMA Órgão: Prefeitura de Milton Brandão - PI Prova: IMA - 2018 - Prefeitura de Milton Brandão - PI - Professor - Inglês |
Q2713169 Inglês

The sentence below uses a specific grammar structure, which one? Choose the CORRECT answer.


“Steve said that he was living in London.”

Alternativas
Q1998017
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: FUMARC Órgão: SEE-MG Prova: FUMARC - 2018 - SEE-MG - Professor de Educação Básica - Inglês |
Q1998017 Inglês

Read the following text and answer question.


Introduction to global food loss and food waste


Food losses and food waste are quickly becoming a top global issue, because while there are millions of families with children starving, others are living in abundance, with many others carelessly throwing food away. Many of us have wasted food in one way or the other, but the real food losses and waste matter is ______ than just consumer food waste.

From farming fields and storage places, through transportation, processing, market places, down to consumption places such as homes, schools, restaurants and workplaces, more than half of all food produced globally go to waste. This is a tragedy!

In developing countries, it takes a lot of man-power to produce food. In more advanced countries, machines and technology are used, but the drain on energy, destruction of vegetative lands, the use of chemicals and ______ impact on the environment are phenomenal. Putting all that together, it is clear that a major problem has emerged and we are all in a position to help in one way or the other.



(Adapted from: https://goo.gl/ySEn3F. Access: 01/23/2018) 

The best way to use reported speech in the sentence “This is a tragedy.” is:


The author of the text said 

Alternativas
Q1766880
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: AMAUC Órgão: Prefeitura de Seara - SC Prova: AMAUC - 2018 - Prefeitura de Seara - SC - Professor de Língua Inglesa |
Q1766880 Inglês

Direct speech is a representation of the actual words someone said. Indirect speech focuses more on the content of what someone said rather than their exact words. In indirect speech, the structure of the reported clause depends on whether the speaker is reporting a statement, a question or a command.


It is not true about direct and indirect speech:

Alternativas
Q1750182
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: AMEOSC Órgão: Prefeitura de Guarujá do Sul - SC Prova: AMEOSC - 2018 - Prefeitura de Guarujá do Sul - SC - Professor de Inglês |
Q1750182 Inglês
Analyze the following fragment. Last night the police officer said: ‘We have found the missing child.’ As the sentence should be rewritten in a reported clause, identify the correct verb form in the underlined item.
Alternativas
Q1727851
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: AMEOSC Órgão: Prefeitura de Bandeirante - SC Prova: AMEOSC - 2018 - Prefeitura de Bandeirante - SC - Professor de Inglês |
Q1727851 Inglês
Choose the wrong sentence observing the reported speech.
Alternativas
Q1252653
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: FGR Órgão: Prefeitura de Cabeceira Grande - MG Prova: FGR - 2018 - Prefeitura de Cabeceira Grande - MG - Professor de Educação Básica - Língua Inglesa |
Q1252653 Inglês
Mark the CORRECT alternative according to the correct grammar use of the Reported Speech. The indirect form to the sentence below is:
“This has been a wonderful trip.”
Alternativas
Q1118371
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Pará de Minas - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Pará de Minas - MG - Professor - Inglês |
Q1118371 Inglês
INSTRUCTIONS: This test comprises fifteen questions taken from the text below. Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

The whole affair began so very quietly. When I wrote, that summer, and asked my friend Louise if she would come with me on a car trip to Provence, I had no idea that I might be issuing an invitation to danger. And when we arrived one afternoon, after a hot but leisurely journey, at the enchanting little walled city of Avignon, we felt in that mood of pleasant weariness mingled with anticipation which marks, I believe, the beginning of every normal holiday.

I even sang to myself as I put the car away, and when I found they had given me a room with a balcony. And when, later on, the cat jumped on to my balcony, there was still nothing to indicate that this was the beginning of the whole strange, uneasy, tangled business. Or rather, not the beginning, but my own cue, the point where I came in. And, though the part I was to play in the tragedy was to break and re-form the pattern of my whole life, yet it was a very minor part, little more than a walk on in the last act. For most of the play had been played already; there had been love and lust and revenge and fear and murder – all the blood-tragedy – and now the killer, with blood enough on his hands, was waiting in the wings for the lights to go up again, on the last kill that would bring the final curtain down.

Louise is tall and fair and plump, with long legs, a pleasant voice, and beautiful hands. She is an artist, has no temperament to speak of, and is unutterably and incurably lazy. Before my marriage to Johnny Selbourne, I had taught at the Alice Private School for Girls in the West Midlands. Louise was still Art Mistress there, and owed her continued health and sanity to the habit of removing herself out of the trouble zone. 

When Louise had gone to her own room, I washed, changed into a white frock with a wide blue belt, and did my face and hair very slowly. It was still hot, and the late sun’s rays fell obliquely across the balcony, through the half-opened shutter, in a shaft of copper-gold. Motionless, the shadows of the thin leaves traced a pattern across it as delicate and precise as a Chinese painting on silk, the image of the tree, brushed in like that by the sun, had a grace that the tree itself gave no hint of, for it was merely one of the nameless spindly affairs, parched and dustladen, that struggled up towards the sky from their pots in the hotel out below. 

The courtyard was empty: people were still resting, or changing, or, if they were the mad English, walking out in the afternoon sun. A white-painted trellis wall separated the court on one side from the street, and beyond it people, mules, cars, occasionally even buses, moved about their business up and down the narrow thoroughfare. But inside the vine-covered trellis it was very still and peaceful.

Then fate took a hand. The first cue I had of it was the violent shaking of the shadows on the balcony. Then the ginger cat shot on to my balcony and sent down on her assailant the look to end all looks, and sat calmly down to wash. From below a rush and a volley of barking explained everything.

Then came a crash, and the sound of running feet.

The courtyard, formerly so empty and peaceful, seemed all of a sudden remarkably full of a boy and a large, nondescript dog. The latter, with his earnest gaze still on the balcony, was leaping futilely up and down, pouring out rage, hatred and excitement, while the boy tried with one hand to catch and quell him and with the other to lift one of the tables which had been knocked on to its side. It was, luckily, not one of those which had been set for dinner.

The boy looked up and saw me. He straightened, pushed his hair back from his forehead, and grinned.

“My French isn’t terribly good,” I said. “Do you speak English?”

He looked immensely pleased.

“Well, as a matter of fact, I am English,” he admitted. ”My name’s David,” he said. “David Shelley.”

Well, I was into the play.

I judged him to be about thirteen – who was lucky enough to be enjoying a holiday in the South of France.

Before I could speak again we were interrupted by a woman who came in through the vine-trellis, from the street. She was, I guessed, thirty-five. She was also blonde, tall, and quite the most beautiful woman I had ever seen. The simple cream dress she wore must have been one of Dior’s favourite dreams, and the bill for it her husband’s nightmare.

She did not see me at all, which again was perfectly natural. She paused a moment when she saw the boy and the dog, then came forward with a kind of eyecompelling glance which would have turned heads in Piccadilly on a wet Monday morning.

She paused and spoke. Her voice was pleasant, her English perfect, but her accent was that of a Frenchwoman.

              “David.”
No reply.
      “Mon fils... “

Her son? He did not glance up. “Don’t you know what time it is? Hurry up and change. It’s nearly dinner time.”

Without a word the boy went into the hotel, trailing a somewhat subdued dog after him on the end of a string. His mother stared after him for a moment, with an expression half puzzled, half exasperated. Then she gave a smiling little shrug of the shoulders and went into the hotel after the boy.

I picked my bag up and went downstairs for a drink.

STEWART, Mary. Madam, will you talk?. Hodder and
Stoughton: Coronet Books, 1977, p. 5-14 (Edited).

Mark the correct form for the reported speech of the sentence found in the text: “Well, as a matter of fact, I am English,” he admitted.
Alternativas
Q1118370
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: FUNDEP (Gestão de Concursos) Órgão: Prefeitura de Pará de Minas - MG Prova: FUNDEP (Gestão de Concursos) - 2018 - Prefeitura de Pará de Minas - MG - Professor - Inglês |
Q1118370 Inglês
INSTRUCTIONS: This test comprises fifteen questions taken from the text below. Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

The whole affair began so very quietly. When I wrote, that summer, and asked my friend Louise if she would come with me on a car trip to Provence, I had no idea that I might be issuing an invitation to danger. And when we arrived one afternoon, after a hot but leisurely journey, at the enchanting little walled city of Avignon, we felt in that mood of pleasant weariness mingled with anticipation which marks, I believe, the beginning of every normal holiday.

I even sang to myself as I put the car away, and when I found they had given me a room with a balcony. And when, later on, the cat jumped on to my balcony, there was still nothing to indicate that this was the beginning of the whole strange, uneasy, tangled business. Or rather, not the beginning, but my own cue, the point where I came in. And, though the part I was to play in the tragedy was to break and re-form the pattern of my whole life, yet it was a very minor part, little more than a walk on in the last act. For most of the play had been played already; there had been love and lust and revenge and fear and murder – all the blood-tragedy – and now the killer, with blood enough on his hands, was waiting in the wings for the lights to go up again, on the last kill that would bring the final curtain down.

Louise is tall and fair and plump, with long legs, a pleasant voice, and beautiful hands. She is an artist, has no temperament to speak of, and is unutterably and incurably lazy. Before my marriage to Johnny Selbourne, I had taught at the Alice Private School for Girls in the West Midlands. Louise was still Art Mistress there, and owed her continued health and sanity to the habit of removing herself out of the trouble zone. 

When Louise had gone to her own room, I washed, changed into a white frock with a wide blue belt, and did my face and hair very slowly. It was still hot, and the late sun’s rays fell obliquely across the balcony, through the half-opened shutter, in a shaft of copper-gold. Motionless, the shadows of the thin leaves traced a pattern across it as delicate and precise as a Chinese painting on silk, the image of the tree, brushed in like that by the sun, had a grace that the tree itself gave no hint of, for it was merely one of the nameless spindly affairs, parched and dustladen, that struggled up towards the sky from their pots in the hotel out below. 

The courtyard was empty: people were still resting, or changing, or, if they were the mad English, walking out in the afternoon sun. A white-painted trellis wall separated the court on one side from the street, and beyond it people, mules, cars, occasionally even buses, moved about their business up and down the narrow thoroughfare. But inside the vine-covered trellis it was very still and peaceful.

Then fate took a hand. The first cue I had of it was the violent shaking of the shadows on the balcony. Then the ginger cat shot on to my balcony and sent down on her assailant the look to end all looks, and sat calmly down to wash. From below a rush and a volley of barking explained everything.

Then came a crash, and the sound of running feet.

The courtyard, formerly so empty and peaceful, seemed all of a sudden remarkably full of a boy and a large, nondescript dog. The latter, with his earnest gaze still on the balcony, was leaping futilely up and down, pouring out rage, hatred and excitement, while the boy tried with one hand to catch and quell him and with the other to lift one of the tables which had been knocked on to its side. It was, luckily, not one of those which had been set for dinner.

The boy looked up and saw me. He straightened, pushed his hair back from his forehead, and grinned.

“My French isn’t terribly good,” I said. “Do you speak English?”

He looked immensely pleased.

“Well, as a matter of fact, I am English,” he admitted. ”My name’s David,” he said. “David Shelley.”

Well, I was into the play.

I judged him to be about thirteen – who was lucky enough to be enjoying a holiday in the South of France.

Before I could speak again we were interrupted by a woman who came in through the vine-trellis, from the street. She was, I guessed, thirty-five. She was also blonde, tall, and quite the most beautiful woman I had ever seen. The simple cream dress she wore must have been one of Dior’s favourite dreams, and the bill for it her husband’s nightmare.

She did not see me at all, which again was perfectly natural. She paused a moment when she saw the boy and the dog, then came forward with a kind of eyecompelling glance which would have turned heads in Piccadilly on a wet Monday morning.

She paused and spoke. Her voice was pleasant, her English perfect, but her accent was that of a Frenchwoman.

              “David.”
No reply.
      “Mon fils... “

Her son? He did not glance up. “Don’t you know what time it is? Hurry up and change. It’s nearly dinner time.”

Without a word the boy went into the hotel, trailing a somewhat subdued dog after him on the end of a string. His mother stared after him for a moment, with an expression half puzzled, half exasperated. Then she gave a smiling little shrug of the shoulders and went into the hotel after the boy.

I picked my bag up and went downstairs for a drink.

STEWART, Mary. Madam, will you talk?. Hodder and
Stoughton: Coronet Books, 1977, p. 5-14 (Edited).

When I wrote, that summer, and asked my friend Louise if she would come with me on a car trip to Provence, [...]

To reproduce the dialogue shown in the sentence above, found in the beginning of the text, we will have:

Alternativas
Q952135
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2018 - Prefeitura de Maricá - RJ - Docente I - Língua Estrangeira - Inglês |
Q952135 Inglês

TEXT 1 below, retrieved and adapted from https://chroniclingamerica. loc.gov/lccn/sn83035487/1851-06-21/ed-1/seq-4/ on July 9th, 2018.


Text 1 


                    Women’s rights convention – Sojourner Truth


      One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those only can appreciate it who saw her powerful form, her whole-souled, earnest gesture, and listened to her strong and truthful tones. She came forward to the platform and addressing the President said with great simplicity:

      "May I say a few words?" Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. I am a woman's rights. I have as much muscle as any man and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can't she have her little pint full? You need not be afraid to give us our rights for fear we will take too much; -- for we can't take more than our pint will hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. I can't read, but I can hear. I have heard the bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.


Reference: Robinson, M. (1851, June 21). Women’s rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6 no. 41, Page 160.

Question must be answered by looking at the following sentence from Text 1:


I have as much muscle as any man, and can do as much work as any man.


If you were to report what Sojourner said instead of direct quoting her, you would say that:

Alternativas
Q952129
Inglês Interpretação de texto | Reading comprehension , Discurso direto e indireto | Reported speech ,
Ano: 2018 Banca: COSEAC Órgão: Prefeitura de Maricá - RJ Prova: COSEAC - 2018 - Prefeitura de Maricá - RJ - Docente I - Língua Estrangeira - Inglês |
Q952129 Inglês

TEXT 1 below, retrieved and adapted from https://chroniclingamerica. loc.gov/lccn/sn83035487/1851-06-21/ed-1/seq-4/ on July 9th, 2018.


Text 1 


                    Women’s rights convention – Sojourner Truth


      One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those only can appreciate it who saw her powerful form, her whole-souled, earnest gesture, and listened to her strong and truthful tones. She came forward to the platform and addressing the President said with great simplicity:

      "May I say a few words?" Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. I am a woman's rights. I have as much muscle as any man and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can't she have her little pint full? You need not be afraid to give us our rights for fear we will take too much; -- for we can't take more than our pint will hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. I can't read, but I can hear. I have heard the bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.


Reference: Robinson, M. (1851, June 21). Women’s rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6 no. 41, Page 160.

In general terms, it’s absolutely correct to say that the text was written:
Alternativas
Q776082
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2017 Banca: IFB Órgão: IFB Prova: IFB - 2017 - IFB - Professor - Português/Inglês |
Q776082 Inglês
Mark the INCORRECT option considering the correct structure of reported speech:
Alternativas
Q767201
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2017 Banca: Prefeitura do Rio de Janeiro - RJ Órgão: Prefeitura de Rio de Janeiro - RJ Prova: Prefeitura do Rio de Janeiro - RJ - 2017 - Prefeitura de Rio de Janeiro - RJ - Professor de Inglês |
Q767201 Inglês

Based on text 2, an adapted forum discussion, answer question below.

Teaching with no books

Dianne Bell

I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks. 

Comments

Mila Junior and Senior Teacher

Posted on 02/22/2015

What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.


Flore

Secondary Teacher

Posted on 01/07/2015

 Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming. 


Jake

Science Educator

Posted on 11/22/2015

There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.

(Adapted from https://www.englishclub.com/)


Mila’s sentence “Can you give more examples of “frameworks’?” could be written in reported speech as:
Alternativas
Q1023876
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2015 Banca: IF-RR Órgão: IF-RR Prova: IF-RR - 2015 - IF-RR - Professor - Português / Inglês |
Q1023876 Inglês

Text I


CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 


These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 


Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 


The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 


As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

The sentence "These choices are tightly linked to questions about what it means to 'know' a language" (L.5) contains an indirect question. The direct form of this question is:
Alternativas
Q263696
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2010 Banca: ACAPLAM Órgão: Prefeitura de Aroeiras - PB Prova: ACAPLAM - 2010 - Prefeitura de Aroeiras - PB - Professor - Inglês |
Q263696 Inglês
She Said, “I’m not going to call you again!” In other words, she said:

Alternativas
Q70320
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2010 Banca: CESPE / CEBRASPE Órgão: MPU Prova: CESPE - 2010 - MPU - Analista de Informática - Banco de Dados |
Q70320 Inglês
Julgue se os itens a seguir, escritos em língua inglesa, estão técnica
e gramaticalmente corretos.
An important constraint on the entities of an entity type is the key attribute, that means that an entity type has an attribute that opens the entity uniquely.
Alternativas
Respostas
91: C
92: C
93: D
94: C
95: C
96: C
97: B
98: B
99: B
100: D
101: E
102: B
103: D
104: A
105: E
www.qconcursos.com