Questões de Inglês - Ensino da Língua Estrangeira Inglesa para Concurso - Página 16

Q3781914

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781914 Inglês

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There is no single way of teaching English, no single way of learning it, no single motive for doing so, no single syllabus or textbook, no single way of assessing proficiency and, indeed, no single variety of English which provides the target of learning. It is tempting, but unhelpful, to say there are as many combinations of these as there are learners and teachers. The proliferation of acronyms in English Language Teaching reflects this diversity of models. By a ‘model’ I do not mean a particular variety of English – such as US or British – though selection of a particular variety may play a role.

By a ‘model’ of English I mean a complex framework, which includes issues of methodology and variety, but goes beyond these to include other dimensions of the context and practice of learning English.

It is becoming clear that these issues are not easily separable. The appropriateness of content clearly depends on such things as the age of the learner and whether English is to be used primarily as a language of international communication or for survival communication with native speakers, perhaps whilst on holiday in the UK or some other English-speaking country. This is why I have identified broad models which can be thought of as configurations of the factors listed in the box.

There are many stakeholders involved in the teaching and learning process, each of whom may have a different view. Learners, their families, teachers, governments, employers, textbook publishers, examination providers – all now possess an interest in the English language business.

(David Graddol. English Next. Adaptado)

According to the author, the defining characteristic of a ‘model’ of English in the context of language teaching is a

A

specific, identifiable variety of English, such as British or American, that serves as the linguistic target for learners.

B

prescriptive framework established by governments and exam providers to standardize proficiency assessment across global contexts.

C

simple acronym used within the field to summarize the teaching methodology, regardless of the learner’s age or context.

D

configuration that gathers not only methodology, but also the complexities of what is involved in English language learning.

E

defined pedagogical approach that focuses on either spoken or written language proficiency

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Q3781911

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781911 Inglês

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Shifting paradigms in language teaching

Foreign language teaching has long relied on written texts as a source of language input. Until relatively recently, however, the sentence has been the privileged unit of meaning and analysis. The grammar-translation method of the nineteenth and twentieth centuries, for example, illustrated grammatical principles via exemplary sentences. The pedagogical goal was to recode sentences written in the foreign language into one’s mother tongue, with heavy emphasis placed on accuracy and completeness. During the audiolingual era, from the 1940s to the 1960s, the emphasis shifted to spoken language and dialogues were used as language models, but the individual sentence remained the focus of repetition and drills. Again, formal accuracy remained paramount. In the 1960s, with the advent of ‘cognitive-code learning’ theory (following Chomsky’s rejection of behavioristic models of language learning in the late 1950s), teachers’ goals gradually shifted from instilling accurate language habits, to fostering learners’ mental construction of a second language system. Rule learning was reintroduced, but still only at the level of the individual sentence. Indeed, even today, many introductory level foreign language courses are organized around a planned sequence of grammatical structures that are exemplified in sample sentences for intensive practice.

(Richard Kern. Literacy and language teaching)

Based on the historical overview, the sustained pattern that can be observed regarding the unit of linguistic focus across the Grammar-Translation, Audiolingual, and early Cognitive-Code learning periods is

A

the continuous prioritization of the individual sentence as the main unit for analysis, practice, and the application of grammatical rules.

B

a consistent emphasis on written texts as the exclusive source of language input for all introductory foreign language instruction.

C

a gradual transition from focusing on grammar and written texts toward focusing on dialogues and spoken language drills.

D

a shift from dialogue as the primary model to spoken phrase as the ultimate goal of accurate production.

E

the complete abandonment of formal accuracy in favor of communicative fluency once Chomsky’s cognitive theories became prominent.

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Q3781910

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781910 Inglês

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The learning principles that good games incorporate are by no means unknown to researchers in the learning sciences. In fact current research on learning supports the sorts of learning principles that good games use, though these principles are often exemplified in games in particularly striking ways (for a survey and citations of the literature, see Gee 2003). However, many of these principles are much better reflected in good games than they are in today’s schools, where we also ask young people to learn complex and challenging things. With the current return in our schools to skill-and-drill and curricula driven by standardized tests, good learning principles have, more and more, been left on the cognitive scientist’s laboratory bench and, I will argue, inside good computer and video games.

Game design involves modeling human interactions with and within complex virtual worlds, including learning processes as part and parcel of these interactions. This is, in fact, not unlike design research in educational psychology where researchers model new forms of interaction connected to learning in classrooms (complex worlds, indeed), study such interactions to better understand how and why they lead to deep learning, and then ultimately disseminate them across a great many classrooms (see, for example, the chapters in Kelly 2003).

(James Paulo Gee. Situated Language and Learning: a critique of traditional schooling)

Based on the author’s comparison of game design to design research in education, a pedagogical practice an English as a Foreign Language teacher should prioritize to move beyond the criticized approach is

A

focusing on actions that limit content complexity until students have completely mastered foundational vocabulary and structures.

B

shifting the focus toward modeling and analyzing new interactions within complex, real-world tasks where learning is an inherent part of the activity.

C

developing and implementing strategies that are driven by the learning outcomes required for highstakes, standardized language tests.

D

ensuring students dedicate time to memorizing discrete linguistic elements on a laboratory bench, separate from authentic language use.

E

memorizing those learning principles that have been cited in the most recent surveys of the cognitive science literature.

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Q3781908

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781908 Inglês

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Language monitor

A new topic area will quickly generate the need to acquire new language in the form of vocabulary, structures, and pronunciation. It is a good idea to have ready a way of coping with this demand.

If students can feel that they have the time and opportunity to master the use of language that either you or they have identified as being necessary for a certain stage in a project, this will go a long way to increasing their confidence and language competence.

One way to do this is to produce a language monitor which focuses on vocabulary and structures that have been identified as being useful.

This allows other students to read it and absorb the word or phrase, the meaning, pronunciation, associated words or collocations, and how to use it in a sentence. They can also add their own cards. The vocabulary monitor remains on the noticeboard throughout the project, constantly available for reinforcement and consolidation. It can also be used as a source of vocabulary games.

In addition to this or as an alternative, if you have suitable computer facilities available, electronic lists could be created. Students can add to the lists in the same way as the noticeboard. The updated list can be printed out at regular intervals and put on the noticeboard and handouts given to the students.

(Diana L. Fried-Booth. Project Work. Adaptado)

Considering the concept of the “Language Monitor,” an English as a Foreign Language teacher best integrates this tool to foster learner autonomy and confidence in a project-based learning environment by

A

assigning themselves the role of curator of the monitor, ensuring linguistically complex and advanced items are included for student mastery.

B

limiting monitor additions to basic grammatical structures, thus preventing students from becoming overwhelmed by excessive new vocabulary.

C

utilizing the monitor as a formal, summative assessment checklist at the end of the project to grade students on language acquisition.

D

dedicating a separate class session each week to memorize items on the monitor through timed, individual recall exercises.

E

directing students to collaboratively identify and document necessary language for their project stages, and using it for review and extension activities.

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Q3781907

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781907 Inglês

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Language monitor

A new topic area will quickly generate the need to acquire new language in the form of vocabulary, structures, and pronunciation. It is a good idea to have ready a way of coping with this demand.

If students can feel that they have the time and opportunity to master the use of language that either you or they have identified as being necessary for a certain stage in a project, this will go a long way to increasing their confidence and language competence.

One way to do this is to produce a language monitor which focuses on vocabulary and structures that have been identified as being useful.

This allows other students to read it and absorb the word or phrase, the meaning, pronunciation, associated words or collocations, and how to use it in a sentence. They can also add their own cards. The vocabulary monitor remains on the noticeboard throughout the project, constantly available for reinforcement and consolidation. It can also be used as a source of vocabulary games.

In addition to this or as an alternative, if you have suitable computer facilities available, electronic lists could be created. Students can add to the lists in the same way as the noticeboard. The updated list can be printed out at regular intervals and put on the noticeboard and handouts given to the students.

(Diana L. Fried-Booth. Project Work. Adaptado)

According to the text, the main purpose of the “Language Monitor” is to

A

serve as a temporary record for students to note down words they do not know during a class session.

B

replace traditional vocabulary instruction methods with a more modern and collaborative approach.

C

provide a continuous, accessible resource for reinforcing and consolidating project-specific vocabulary and structures.

D

function as a competitive tool where students earn points by adding the most complex words to the board.

E

allow the teacher to assess student progress by observing which specific language items are added to the monitor.

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Q3781906

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781906 Inglês

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[…] The action research cycle results show that task design should follow a certain sequence: First, tasks should focus on gaining an understanding of the e-literacy skills required when working with tools such as forums, wikis, and social bookmarking sites for language learning and teaching purposes. Ideally, this understanding should enable teachers to provide a rationale for using bespoke tools. Next, tasks should raise their awareness of a tool’s specific affordances, i.e. the constraints and possibilities of the modes available for meaning making and communication (Hampel & Hauck, 2006). This will allow the teachers to move to the next level of Hampel and Stickler’s (2005) skills pyramid by fostering their multimodal communicative competence and thus their professional literacy (Willis, 2001). These steps are a prerequisite for the subsequent phase in which teachers themselves design tasks with the goal of fostering, in turn, their learners’ multimodal competence and autonomy since merely equipping learners with creative and democratic representational online resources will not necessarily result in higher student control over the learning process or the development of autonomy (Hampel & Hauck, 2006).

(Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck. Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Adaptado)

Based on the final phase described in the text, where teachers design tasks to foster learner autonomy and multimodal competence, a teacher planning a task using a discussion forum should ensure the task

A

requires students to produce a single structured written contribution, with clear criteria to ensure consistency and facilitate assessment of their participation.

B

encourages students to use the forum as a shared space for posting academic references and external materials, aiming to develop research and collaborative skills.

C

provides students with flexible guidelines that allow choice in register to adapt contributions to the communicative purpose while promoting learner autonomy.

D

limits contributions to formal academic English, so students work within consistent linguistic and rhetorical norms, reinforcing the tool’s inherent constraints.

E

bases the task on previously tested lesson designs, ensuring a structured environment while reducing the possibility of technical difficulties or confusion.

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Q3781899

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781899 Inglês

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Our analysis of the Time to Share series revealed that it follows the principles of recent theories in the development of the learning activities although there is an excessive use of the Portuguese language. Students are somewhat well encouraged to actively participate but more could be done in this sense. Further responsibility could be put upon the students in terms of interactions and research on the web. They are digital natives and their familiarity with this new world can make a difference in their involvement with learning English online for today and for the future. Their success depends on them, and they must be encouraged to learn by themselves.

(Reinildes Dias & Ana Emília Fajardo Turbin. The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens.)

Based on the authors’ analysis, what is the most emphatically suggested pedagogical shift needed to enhance student involvement and leverage their status as “digital natives” in the learning process?

A

Focus on student autonomy, encouraging selfdirected learning and personal initiative in online research and interactio

B

Removal of teacher-led activities and reliance on digital platforms to deliver content autonomously.

C

Reduction of the use of English during classroom instruction to provide a more comfortable transition for the students.

D

Introduction of activities to monitor online interactions to minimize distractions and ensure students access pre-approved websites.

E

Redesign of learning activities to feature printed materials, reducing reliance on the web to avoid technological challenges.

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Q3781898

Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |

Q3781898 Inglês

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The more traditional methods and approaches to teaching culture, such as movies and video, can be enhanced through the integration of digital media. Feature films have become readily available and have been included in numerous textbooks and designed to actively involve the learner (Aparisi, Blanco, & Rinka, 2007; Blanco & Tocaimaza-Hatch, 2007). Foreign language instructors are beginning to incorporate more movies in the foreign language classroom as “an accessible window” (Bueno, 2009, p. 319) to the target culture through “combined effects of images, sounds, camera, plots and dialogue” (Stephens, 2001, p. 2). According to Bueno (2009), media literacy promotes cross-cultural competence and comprehension focused on meaning rather than on form, as well as repeated exposure to L2 cultural products, practices, and perspectives, and the target language itself.

(Oxana Dema & Aleidine Kramer Moeller. Teaching culture in the 21st century language classroom. Adaptado.)

Considering the author’s point of view on the use of digital media for cultural and intercultural purposes, which of the following activities best exemplifies an enhanced use of films and digital media in the foreign language classroom?

A

Creating cloze exercises from the film’s script and displaying the completed text on a digital whiteboard to ensure students correctly identify verb conjugations

B

Requiring students to watch a foreign film excerpt and then use digital discussion boards to compare the cultural practices and body language to their own.

C

Asking students to write a plot summary of the film and submit it via a digital platform for the teacher to grade it based on grammatical accuracy and sentence structure.

D

Using a digital language lab to have students repeat key dialogue lines from the film multiple times until they achieve native-like pronunciation and intonation.

E

Organizing a classroom viewing of a feature film and providing a printed worksheet for students to list every new vocabulary item they encounter.

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Q3774234

Ano: 2025 Banca: AMAUC Órgão: Prefeitura de Itá - SC Prova: AMAUC - 2025 - Prefeitura de Itá - SC - Professor de Inglês |

Q3774234 Inglês

In the context of Communicative Language Teaching (CLT), the integration of the four language skills (listening, speaking, reading, and writing) is fundamental for developing communicative competence. Select the alternative that correctly describes an integrated skills activity.

A

Students listen to a recorded dialogue and repeat each sentence in unison to perfect their pronunciation and intonation patterns.

B

Students memorize a dialogue from the textbook and perform it in front of the class exactly as written.

C

Students read a short article on a current topic, discuss their opinions in pairs, and then write a summary of their partner's view.

D

Students copy a list of sentences from the board into their notebooks to practice handwriting and spelling accuracy without speaking.

E

Students read a literary text silently and answer multiple-choice comprehension questions without interacting with peers.

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Q3773735

Ano: 2025 Banca: IBAM Órgão: Prefeitura de Arapiraca - AL Prova: IBAM - 2025 - Prefeitura de Arapiraca - AL - Professor de Inglês |

Q3773735 Inglês

“This approach has transformed foreign language education by prioritizing fluency, interaction, and realworld communication over rote memorization and grammar drills. This method promotes student-centered learning, task-based instruction, and the use of authentic materials, making language acquisition more engaging and effective. However, despite its advantages, it faces several challenges, including limited emphasis on grammatical accuracy, difficulties in assessment, and resistance in non-native Englishspeaking contexts. Traditional grammar-based testing often fails to measure communicative competence, highlighting the need for more effective assessment models. Additionally, teacher preparedness and classroom management remain barriers to its full implementation, especially in large class settings and regions where traditional teaching methods dominate. Future developments in blended learning, adaptive teaching strategies, and AI-driven assessment tools could help bridge the gap between fluency and linguistic accuracy, ensuring that learners develop both communication skills and structural competence.”

Adapted from: https://egarp.lt/index.php/EGJLLE/article/view/147

The approach or method referred to in the text is the:

A

audio-lingual method

B

task-based learning

C

communicative language teaching

D

content and language integrated learning

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Q3773733

Ano: 2025 Banca: IBAM Órgão: Prefeitura de Arapiraca - AL Prova: IBAM - 2025 - Prefeitura de Arapiraca - AL - Professor de Inglês |

Q3773733 Inglês

“ESP is a specialized branch of English language teaching focused on equipping learners with the language and communication skills necessary for specific academic or professional fields. This approach is particularly relevant in disciplines such as medicine, business, and science, where the language used can differ significantly from standard English in terms of grammar, vocabulary, and discourse. ESP courses are designed to be experiential and needs-driven, providing practical lessons that simulate realworld tasks professionals may encounter.”

Adapted from: https://www.ebsco.com/researchstarters/language- and-linguistics

ESP refers to:

A

English for Specials Purposes

B

English for Specifics Purposes

C

English for Selected Purposes

D

English for Specific Purposes

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Q3773458

Ano: 2025 Banca: AMEOSC Órgão: Prefeitura de Palma Sola - SC Prova: AMEOSC - 2025 - Prefeitura de Palma Sola - SC - Professor de Inglês - Edital nº 12 |

Q3773458 Inglês

Lesson planning ensures that teaching is organized and purposeful. Analyze the statements below regarding effective lesson planning.

I.Learning objectives should be clear, measurable, and focused on what students will be able to do with the language (communicative goals).

II.Activities should be sequenced logically, often moving from controlled practice to freer, more communicative practice.

III.A lesson plan must be rigid and followed strictly without any deviation, regardless of students' responses or needs during the class.

Choose the alternative that indicates the correct statement(s).

A

I, II and III.

B

I and II, only.

C

II and III, only.

D

III, only.

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Q3773457

Ano: 2025 Banca: AMEOSC Órgão: Prefeitura de Palma Sola - SC Prova: AMEOSC - 2025 - Prefeitura de Palma Sola - SC - Professor de Inglês - Edital nº 12 |

Q3773457 Inglês

According to the National Common Curricular Base (BNCC), the English language curriculum for Elementary and High School in Brazil is guided by a specific perspective regarding the role of the language in the world. Choose the alternative that correctly identifies this perspective and its primary educational goal.

A

English is taught primarily as the language of the United States and the United Kingdom, focusing on the assimilation of their cultural norms.

B

The main objective is to prepare students solely for reading technical manuals and instrumental texts, disregarding oral communication.

C

English is viewed as a Lingua Franca, aiming to expand students' possibilities for social interaction, mobility, and access to knowledge in a globalized world.

D

The curriculum focuses exclusively on achieving native-like proficiency in pronunciation and grammar to ensure

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Q3773453

Ano: 2025 Banca: AMEOSC Órgão: Prefeitura de Palma Sola - SC Prova: AMEOSC - 2025 - Prefeitura de Palma Sola - SC - Professor de Inglês - Edital nº 12 |

Q3773453 Inglês

Intercultural education in English teaching aims to develop critical awareness and respect for diversity. Analyze the statements below regarding this topic.

I.It involves reflecting on one's own culture while learning about others, avoiding stereotypes and ethnocentrism.

II.It recognizes English as a global language (Lingua Franca) with many varieties, not belonging solely to "native" speakers.

III.It requires the exclusion of local cultural topics to focus exclusively on the history of the United States and the United Kingdom.

Choose the alternative that indicates the correct statement(s).

A

I, II and III.

B

II and III, only.

C

I and II, only.

D

III, only.

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Q3773452

Ano: 2025 Banca: AMEOSC Órgão: Prefeitura de Palma Sola - SC Prova: AMEOSC - 2025 - Prefeitura de Palma Sola - SC - Professor de Inglês - Edital nº 12 |

Q3773452 Inglês

The integration of digital technologies in language teaching offers new possibilities for engagement. Mark T (True) or F (False) for the statements regarding the use of technology.

(__)Gamification involves using game design elements in non-game contexts to motivate students and enhance learning.

(__)The BNCC includes digital culture as a key competency, encouraging the critical and ethical use of technology.

(__)Technology should be used to replace the teacher entirely, as apps can explain grammar better than humans

(__)Digital resources allow for multimodal practices, combining text, audio, and video to support different learning styles.

Select the alternative that presents the correct sequence, from top to bottom.

A

F, F, T, T.

B

T, F, T, F.

C

F, T, F, T.

D

T, T, F, T.

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Q3773449

Ano: 2025 Banca: AMEOSC Órgão: Prefeitura de Palma Sola - SC Prova: AMEOSC - 2025 - Prefeitura de Palma Sola - SC - Professor de Inglês - Edital nº 12 |

Q3773449 Inglês

The process approach to writing emphasizes that writing is a recursive activity involving several stages. Mark T (True) or F (False) for the statements regarding the writing process.

(__)Brainstorming is a pre-writing activity used to generate ideas and organize thoughts before starting the draft.

(__)Drafting allows students to get their ideas on paper without worrying excessively about accuracy in the first instance.

(__)Revising focuses on improving the content, organization, and clarity of the text, while editing focuses on grammar and spelling.

(__)The final version should be written immediately without any planning or revision to ensure spontaneity.

Select the alternative that presents the correct sequence, from top to bottom.

A

F, F, T, T.

B

F, T, F, T.

C

T, F, T, F.

D

T, T, T, F.

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Q3773447

Ano: 2025 Banca: AMEOSC Órgão: Prefeitura de Palma Sola - SC Prova: AMEOSC - 2025 - Prefeitura de Palma Sola - SC - Professor de Inglês - Edital nº 12 |

Q3773447 Inglês

Developing oral skills involves creating opportunities for meaningful interaction in the classroom. Analyze the statements below about speaking activities.

I."Role-plays" allow students to practice language in simulated social contexts, encouraging fluency and the use of appropriate registers.

II."Information gap" activities require students to communicate to find missing information, promoting genuine interaction.

III.Repetition drills, where students repeat sentences in unison, are the most effective method for developing advanced communicative competence.

Choose the alternative that indicates the correct statement(s).

A

I and II, only.

B

II and III, only.

C

III, only.

D

I, II and III.

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Q3771581

Ano: 2025 Banca: IDESG Órgão: Prefeitura de Alto Rio Novo - ES Prova: IDESG - 2025 - Prefeitura de Alto Rio Novo - ES - PEB-II - Professor de Língua Estrangeira Moderna - Inglês |

Q3771581 Inglês

O ensino de Língua Inglesa no Ensino Fundamental deve articular conhecimentos linguísticos a práticas de cidadania, ampliando a compreensão das diversas culturas que utilizam o inglês como língua global. Essa abordagem fortalece o respeito, o diálogo intercultural e a valorização da diversidade. Considerando essa perspectiva, assinale a alternativa correta.

A

A cidadania global na aula de inglês é promovida por práticas que exploram diferentes variedades culturais, estimulando empatia e pensamento crítico.

B

A aula de inglês deve priorizar apenas estruturas gramaticais, pois conteúdos culturais prejudicam o desempenho linguístico do estudante.

C

A educação linguística deve restringir-se à cultura norte-americana, pois facilita o ensino pela padronização de referências culturais.

D

A diversidade cultural deve ser evitada no currículo, a fim de evitar conflitos entre identidades culturais distintas em sala.

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Q3771580

Ano: 2025 Banca: IDESG Órgão: Prefeitura de Alto Rio Novo - ES Prova: IDESG - 2025 - Prefeitura de Alto Rio Novo - ES - PEB-II - Professor de Língua Estrangeira Moderna - Inglês |

Q3771580 Inglês

A teacher is preparing an advanced lesson on complex sentence structures to help students identify different types of subordinate clauses. Considering grammar functions, choose the correct classification:

A

In “The book that you bought is excellent”, the clause that you bought is a noun clause.

B

In “I left because I was tired”, the clause because I was tired is an adverbial clause.

C

In “What he wants is impossible”, the clause what he wants is an adverbial clause.

D

In “I know that she is right”, the clause that she is right is an adjective clause.

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Q3771578

Ano: 2025 Banca: IDESG Órgão: Prefeitura de Alto Rio Novo - ES Prova: IDESG - 2025 - Prefeitura de Alto Rio Novo - ES - PEB-II - Professor de Língua Estrangeira Moderna - Inglês |

Q3771578 Inglês

A group of intermediate students is studying confusing verb pairs. The teacher provides contextualized examples to help them notice differences in meaning and structure. Based on the correct use of these pairs, select the appropriate option.

A

“Rise” must always take an object, while “raise” never takes one.

B

“Borrow” and “lend” have identical meanings and are interchangeable in any context.

C

“Lend” means receiving something temporarily, while “borrow” means giving something to someone.

D

“Say” is used when mentioning the exact words spoken, while “tell” usually requires an object after it.

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Questões de Concurso Sobre ensino da língua estrangeira inglesa em inglês

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