Questões de Concurso Sobre ensino da língua estrangeira inglesa em inglês

Foram encontradas 2.339 questões

www.qconcursos.com
Q3783590
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: FEPESE Órgão: Prefeitura de Joaçaba - SC Prova: FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783590 Inglês
Study these sentences and decide if they are true ( T ) or false ( F ), according to Methods and Approaches of Teaching English as a Foreign Language.
( ) The Grammar-Translation Method mainly focuses on translation, grammar rules, and written exercises.
( ) The Direct Method emphasizes on using the mother tongue to explain vocabulary.
( ) The Audiolingual Method is based on Behaviorist theory and habit formation through drills.
( ) In the Communicative Approach (CLT), the main goal of teaching is to memorize dialogues and vocabulary.
Choose the alternative which presents the correct sequence, from top to bottom.
Alternativas
Q3783589
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: FEPESE Órgão: Prefeitura de Joaçaba - SC Prova: FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783589 Inglês
A Compreensão oral e a Produção oral em língua inglesa são essenciais na formação docente de língua estrangeira, pois envolve o desenvolvimento das habilidades de escuta (listening) e da fala(speaking), que segundo a BNCC, são os pilares da competência comunicativa.
Entre as afirmativas abaixo, identifique com as que se referem a Listening ( L ) e as que se referem a Speaking ( S ).
( ) O uso de vídeos, músicas e podcasts nas aulas de inglês desenvolve a compreensão oral em contextos autênticos e variados.
( ) O uso de atividades como role-plays, dialogues e debates ajuda o aluno a desenvolver fluência, espontaneidade e confiança na fala.
( ) A entonação, o ritmo e o stress nas palavras são importantes porque tornam a comunicação mais natural e auxiliam na compreensão oral.
( ) Fluência, adequação lexical, coerência e interação comunicativa fazem parte da avaliação.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
Alternativas
Q3783584
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: FEPESE Órgão: Prefeitura de Joaçaba - SC Prova: FEPESE - 2025 - Prefeitura de Joaçaba - SC - Professor de Língua Inglesa - Edital nº 2 |
Q3783584 Inglês
De acordo com a Base Nacional Comum Curricular (BNCC), os gêneros textuais em Língua Inglesa são fundamentais para o desenvolvimento da competência comunicativa, intercultural e crítica.
Analise as afirmativas abaixo sobre os gêneros textuais.
1. Os gêneros textuais são formas socialmente reconhecidas de uso da linguagem, que cumprem funções comunicativas em contextos reais.
2. Trabalhar com gêneros textuais nas aulas de língua inglesa, tem como objetivo principal o desenvolvimento da competência comunicativa e intercultural por meio de práticas reais de linguagem.
3. Os gêneros textuais devem ser considerados a materialização das várias práticas educacionais que permeiam a sociedade, articulados de tal forma que são imprescindíveis à vida em sociedade.
4. O gênero textual ‘news article’ tem como objetivo convencer o leitor a recontar experiências pessoais.
Assinale a alternativa que indica todas as afirmativas corretas.
Alternativas
Q3781921
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781921 Inglês
Leia o texto a seguir para responder a questão:

        There are differences between content-based language teaching (CBLT) and content and language integrated learning (CLIL), the main one being that CBLT deals with teaching content in language lessons, whereas CLIL deals with teaching a subject at the same time as teaching language. CLIL is also different from immersion, where learners learn all their subjects in another language and there is no focus on language in subject lessons, for example in an international school. These ideas can be visualised as a continuum. On the left-hand side of the continuum, content-based language teaching is where language teachers teach another language through content - so the focus is on language and the input for language classes is topics based on subject content. On the right-hand side of the continuum, learners are working all the time in another language. CLIL can be placed somewhere in the middle of the continuum: learners are learning content through another language. Typically, they have a number of lessons in one or more subjects per week in another language (for example, geography, history, science, PE or music) and the rest of their lessons in their first language.

(Liz Dale, Rosie Tanner. CLIL activities: a resource for subjects and language teachers)
An EFL teacher is planning a lesson on “The Water Cycle” where the primary goal is for students to successfully use the conditional tense (if... then...) to describe the process.
Which learning approach is the teacher adopting?
Alternativas
Q3781920
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781920 Inglês
Leia o texto a seguir para responder a questão:

        There are differences between content-based language teaching (CBLT) and content and language integrated learning (CLIL), the main one being that CBLT deals with teaching content in language lessons, whereas CLIL deals with teaching a subject at the same time as teaching language. CLIL is also different from immersion, where learners learn all their subjects in another language and there is no focus on language in subject lessons, for example in an international school. These ideas can be visualised as a continuum. On the left-hand side of the continuum, content-based language teaching is where language teachers teach another language through content - so the focus is on language and the input for language classes is topics based on subject content. On the right-hand side of the continuum, learners are working all the time in another language. CLIL can be placed somewhere in the middle of the continuum: learners are learning content through another language. Typically, they have a number of lessons in one or more subjects per week in another language (for example, geography, history, science, PE or music) and the rest of their lessons in their first language.

(Liz Dale, Rosie Tanner. CLIL activities: a resource for subjects and language teachers)
According to the text, the primary difference between Content-Based Language Teaching (CBLT) and Content and Language Integrated Learning (CLIL) is
Alternativas
Q3781919
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781919 Inglês
Leia o texto a seguir para responder a questão:

        Creativity is a quality which manifests itself in many different ways, and this is one of the reasons it has proved so difficult to define. As Amabile (1996) points out, ‘a clear and sufficiently detailed articulation of the creative process is not yet possible.’ Yet we readily recognise creativity when we meet it, even if we cannot define it precisely. For all practical purposes this is enough, and we do not need to spend too much time agonising over a definition.

        There are of course some features which are almost always present in a creative act. The core idea of ‘making something new’ is at the heart of creativity. But novelty is not alone sufficient for something to be recognised as creative. We could, for example, wear a clown’s red nose to class. This would certainly be doing something new and unusual but it would only count as creative if we then did something with it, like creating a new persona. It is also necessary for creative acts to be recognised and accepted within the domain in which they occur. They need to be relevant and practicable – not just novel. Sometimes creative ideas are ahead of their time and have to wait for technology to catch up. Leonardo da Vinci designed an aeroplane in the 15th century, but before aeroplanes could become a reality, materials and fuels had to be available.

        […]

        […] Boden (1990) takes an AI (artificial intelligence) approach to investigating creativity. She asks what a computer would need to do to replicate human thought processes. This leads to a consideration of the self-organising properties of complex, generative systems through processes such as parallel distributed processing. For her, creativity arises from the systematic exploration of a conceptual space or domain (mathematical, musical or linguistic). She draws attention to the importance of constraints in this process. ‘Far from being the antithesis of creativity, constraints on thinking are what make it possible’ (p. 82). Chaos theory (Gleick, 1987) tends to support her ideas. Boden’s approach is richly suggestive for language acquisition, materials writing and for teaching, in that all are rooted in complex, self-organising systems.

(Alan Maley, Nik Peachey. Creativity in the English language classroom.)
Based on Boden’s AI approach, how could an EFL teacher creatively use a generative AI tool (e.g., ChatGPT)? 
Alternativas
Q3781914
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781914 Inglês
Leia o texto a seguir para responder a questão:

        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
Alternativas
Q3781911
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781911 Inglês
Leia o texto a seguir para responder as questões:

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
Alternativas
Q3781910
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781910 Inglês
Leia o texto a seguir para responder a questão:

        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
Alternativas
Q3781908
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781908 Inglês
Leia o texto a seguir para responder a questão:

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
Alternativas
Q3781907
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781907 Inglês
Leia o texto a seguir para responder a questão:

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
Alternativas
Q3781906
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781906 Inglês
Leia o texto a seguir para responder a questão:

        […] 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
Alternativas
Q3781899
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781899 Inglês
Leia o texto a seguir para responder a questão:

        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?
Alternativas
Q3781898
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Sorocaba - SP Prova: VUNESP - 2025 - Prefeitura de Sorocaba - SP - Professor de Educação Básica II - Inglês |
Q3781898 Inglês
Leia o texto a seguir para responder a questão:

        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?
Alternativas
Q3774234
Inglês Ensino da Língua Estrangeira Inglesa ,
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.
Alternativas
Q3773735
Inglês Ensino da Língua Estrangeira Inglesa ,
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:

Alternativas
Q3773733
Inglês Ensino da Língua Estrangeira Inglesa ,
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: 

Alternativas
Q3773458
Inglês Ensino da Língua Estrangeira Inglesa ,
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). 
Alternativas
Q3773457
Inglês Ensino da Língua Estrangeira Inglesa ,
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.
Alternativas
Q3773453
Inglês Ensino da Língua Estrangeira Inglesa ,
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). 
Alternativas
Respostas
461: B
462: C
463: A
464: B
465: A
466: B
467: D
468: A
469: B
470: E
471: C
472: C
473: A
474: B
475: C
476: C
477: D
478: B
479: C
480: C
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