Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010800
Inglês
Active methodologies are teaching methods that place
students as the main characters in their learning process.
The main aim of active methodologies is to train
students and teachers with the competencies and skills
of the future, which are: argumentation, digital culture,
good communication, critical thinking, responsibility,
cooperation, and much more. Active methodologies are
the basis for creating more open learning environments,
with interactivity and cooperation between students. It
is the transformation of education, which motivates and
engages students, reduces dropout rates and failures,
and improves the experience as a whole. Also, studies
have shown that these methodologies improve grades
and help students develop emotional intelligence
beyond the basic curriculum. That being said, having in
mind the fundamentals and principles of the most
known active methodologies, match the second column
according to the information provided in the first one,
then check the correct answer.
( A ) Flipped classroom. ( B ) Project-based learning. ( C ) Case studies. ( D ) Peer teaching. ( E ) Gamification. ( F ) Inquiry-based learning.
( ) Students learn from each other through pairing and sharing learning objectives. It is an effective way to encourage collaboration and communication, and can help students retain information.
( ) It involves the use of game elements in non-game situations to increase motivation and learning. It can also be used in the classroom to increase student engagement, motivation, and knowledge retention while helping them to develop a positive attitude towards learning.
( )Students find solutions to problems mainly by themselves, and then present their findings to the class. It is an active approach that encourages students to become self-directed learners. It also emphasizes contextual and experiential approaches to learning.
( ) Students apply their knowledge to real-world problems, often open-ended. They also work on projects over an extended period of time – from a week up to a semester – that engage them in answering a complex question.
( ) Students are placed in an active learning role, promoting research, problem-solving, and highlevel cognitive skills. It challenges students to think critically and creatively to develop solutions.
( ) It focuses on problem solving and learning activities in the classroom, while content transmission happens outside of the classroom. Students learn content at home through readings, videos, or other activities before class. In class, students participate in activities like practice, application exercises, discussions, and team-based learning.
( A ) Flipped classroom. ( B ) Project-based learning. ( C ) Case studies. ( D ) Peer teaching. ( E ) Gamification. ( F ) Inquiry-based learning.
( ) Students learn from each other through pairing and sharing learning objectives. It is an effective way to encourage collaboration and communication, and can help students retain information.
( ) It involves the use of game elements in non-game situations to increase motivation and learning. It can also be used in the classroom to increase student engagement, motivation, and knowledge retention while helping them to develop a positive attitude towards learning.
( )Students find solutions to problems mainly by themselves, and then present their findings to the class. It is an active approach that encourages students to become self-directed learners. It also emphasizes contextual and experiential approaches to learning.
( ) Students apply their knowledge to real-world problems, often open-ended. They also work on projects over an extended period of time – from a week up to a semester – that engage them in answering a complex question.
( ) Students are placed in an active learning role, promoting research, problem-solving, and highlevel cognitive skills. It challenges students to think critically and creatively to develop solutions.
( ) It focuses on problem solving and learning activities in the classroom, while content transmission happens outside of the classroom. Students learn content at home through readings, videos, or other activities before class. In class, students participate in activities like practice, application exercises, discussions, and team-based learning.
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010799
Inglês
Communicative Language Teaching (CLT) or
Communicative Approach (CA) is a language teaching
method that focuses on helping students communicate
in real-world situations. The goal of CLT is to develop
communicative competence, rather than linguistic
competence, through learner interaction. That being so, check the answer whose characteristic is not associated
with the Communicative Language Teaching.
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010796
Inglês
Over the years, different prescriptions (prescriptive
documents) and laws have suggested different statuses
for the English language, both as an object of teaching
for the English language teachers and as an object of
learning for the students from different classroom
contexts in Brazil. Some of these documents are the
National Curricular Parameters (PCN, 1998), the Common National Curricular Base (BNCC, 2017) and
the Law of Guidelines and Bases (LDB, 1996). In this
case, when it comes to the PCN (1998), as a prescriptive
document, check the answer whose status of English
language is correspondent to the one found in the
before-mentioned document, which suggests its status
and how this target language should be taught in
Brazilian classrooms.
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010795
Inglês
The history of English language teaching (ELT) is
unarguably linked to the history of imperialism and
colonialism, which materializes in a certain extent the
explicit or implicit cultural domination. Such
domination inevitably involves the insertion of the
colonizer's language into the lives of the colonized
peoples. In this regard, the history of English language
teaching has always been experienced in terms of
cycles, such as theoretical principles and techniques that
appear as a trend, disappear for a time and reappear for
another period time, sometimes with new principles and
fundamentals, and the cycles tend to follow one another.
In this regard, studies in Applied Linguistics and
Methods and Approaches in English Language
Teaching suggest Grammar Translation Method, Direct
Method, Oral Approach and Audiolingualism Method
to be the first ones in ELT history. Having that in mind match the second column based on the information
provided in the first one. Then, check the correct
answer.
( A ) GRAMMAR-TRANSLATION METHOD ( B ) DIRECT METHOD ( C ) ORAL APPROACH ( D) AUDIOLINGUALISM METHOD
( ) Grammatical rules are not presented formally and the texts used for reading and writing activities are no longer literary since this method is based on certain principles, such as: selection, gradation and presentation.
( ) Learning is associated with syntactic, morphological and phonological structures which are learned from a system of stimulus, response and reinforcement.
( ) In this method, the writing skill is also developed, but not with a communicative purpose.
( ) Adopting the monolingual principle, this method involves the use of objects, gestures and images to explain the meanings of words, since the students' native language is prohibited from being used.
( ) Language learning would be associated with the formation of readers and the intellectual development of students.
( ) This method involves automatic correction and immediate assessment of students' mistakes by teachers in order to prevent the students from forming or acquiring bad habits and behaviors during the learning process.
( ) As a theoretical systematization of foreign language teaching, its objective would be the development of students' oral skills as the vocabulary and grammatical structures they have learned would be controlled in terms of frequency of occurrence.
( ) In this method, learning must be directly connected to the target language without going through the process of translation into the students' native language.
( ) The language to be taught is the spoken language and the new elements of the language are practiced situationally as the grammatical items are proposed gradually, that is, from the simplest to the most complex forms.
( ) In this method, language is both seen and considered as a behavior, for it is a means of oral communication.
( A ) GRAMMAR-TRANSLATION METHOD ( B ) DIRECT METHOD ( C ) ORAL APPROACH ( D) AUDIOLINGUALISM METHOD
( ) Grammatical rules are not presented formally and the texts used for reading and writing activities are no longer literary since this method is based on certain principles, such as: selection, gradation and presentation.
( ) Learning is associated with syntactic, morphological and phonological structures which are learned from a system of stimulus, response and reinforcement.
( ) In this method, the writing skill is also developed, but not with a communicative purpose.
( ) Adopting the monolingual principle, this method involves the use of objects, gestures and images to explain the meanings of words, since the students' native language is prohibited from being used.
( ) Language learning would be associated with the formation of readers and the intellectual development of students.
( ) This method involves automatic correction and immediate assessment of students' mistakes by teachers in order to prevent the students from forming or acquiring bad habits and behaviors during the learning process.
( ) As a theoretical systematization of foreign language teaching, its objective would be the development of students' oral skills as the vocabulary and grammatical structures they have learned would be controlled in terms of frequency of occurrence.
( ) In this method, learning must be directly connected to the target language without going through the process of translation into the students' native language.
( ) The language to be taught is the spoken language and the new elements of the language are practiced situationally as the grammatical items are proposed gradually, that is, from the simplest to the most complex forms.
( ) In this method, language is both seen and considered as a behavior, for it is a means of oral communication.
Ano: 2024
Banca:
COPESE - UFT
Órgão:
Prefeitura de Palmas - TO
Prova:
COPESE - UFT - 2024 - Prefeitura de Palmas - TO - Professor - Língua Inglesa |
Q3008323
Inglês
O Documento Curricular para o Ensino de Língua
Inglesa do Estado do Tocantins apresenta as
competências e habilidades propostas para os
Anos Iniciais e Finais. Considerando esse
documento, analise as habilidades propostas a
seguir:
I. Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas. II. Explorar ambientes virtuais e/ou aplicativos para construir repertório lexical na língua inglesa. III. Mobilizar conhecimentos prévios para compreender um texto oral. IV. Identificar argumentos principais e as evidências/exemplos que os sustentam. V. Escrever palavras e frases simples, utilizando um modelo e vocabulário estudado previamente.
Considerando que o Documento Curricular elaborado tem a preocupação de progressão didática para o desenvolvimento das competências e habilidades do aprendizado de Língua Inglesa, assinale a alternativa que representa as habilidades pensadas para os Anos Finais.
I. Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas. II. Explorar ambientes virtuais e/ou aplicativos para construir repertório lexical na língua inglesa. III. Mobilizar conhecimentos prévios para compreender um texto oral. IV. Identificar argumentos principais e as evidências/exemplos que os sustentam. V. Escrever palavras e frases simples, utilizando um modelo e vocabulário estudado previamente.
Considerando que o Documento Curricular elaborado tem a preocupação de progressão didática para o desenvolvimento das competências e habilidades do aprendizado de Língua Inglesa, assinale a alternativa que representa as habilidades pensadas para os Anos Finais.
Ano: 2024
Banca:
COPESE - UFT
Órgão:
Prefeitura de Palmas - TO
Prova:
COPESE - UFT - 2024 - Prefeitura de Palmas - TO - Professor - Língua Inglesa |
Q3008310
Inglês
Considerando as Abordagens, Métodos e
Técnicas para o ensino de línguas, analise as
proposições a seguir:
I. Audiolingual Approach está baseada em uma concepção estruturalista de linguagem e na visão behaviorista de aprendizagem (estímuloresposta). Sua técnica inclui exercícios orais de ouvir e repetir para se alcançar um nível de precisão das formas e padrões linguísticos. II. Communicative Language Teaching (CLT) é uma abordagem centrada no desenvolvimento da competência comunicativa, ou seja, desenvolver a competência comunicativa dos alunos em todas as quatro habilidades. III. Natural Approach é uma abordagem usada para preparar os alunos para leitura de textos. Seu método e técnica dão pouca ênfase na fala, consistindo no aprendizado de regras gramaticais e lista de vocabulário aplicadas à tradução escrita de textos. IV. Content and Language Integrated Learning (CLIL) é uma abordagem que combina a aprendizagem de um assunto específico com a aprendizagem da língua-alvo. As atividades buscam integrar as quatro competências, levando o aluno ao uso significativo da linguagem e ao desenvolvimento de competências transferíveis para utilização no mundo real. V. Dogme é uma abordagem baseada na noção de que a linguagem compreende unidades lexicais (partes, frases fixas, colocações). Seu método concentra-se no aprendizado de vocabulário e quadros linguísticos em nível de frase que podem ser manipulados pelo aluno realizando substituições e adaptações.
Fonte: https://tefl-toolkit.com (adaptado).
Assinale a alternativa CORRETA.
I. Audiolingual Approach está baseada em uma concepção estruturalista de linguagem e na visão behaviorista de aprendizagem (estímuloresposta). Sua técnica inclui exercícios orais de ouvir e repetir para se alcançar um nível de precisão das formas e padrões linguísticos. II. Communicative Language Teaching (CLT) é uma abordagem centrada no desenvolvimento da competência comunicativa, ou seja, desenvolver a competência comunicativa dos alunos em todas as quatro habilidades. III. Natural Approach é uma abordagem usada para preparar os alunos para leitura de textos. Seu método e técnica dão pouca ênfase na fala, consistindo no aprendizado de regras gramaticais e lista de vocabulário aplicadas à tradução escrita de textos. IV. Content and Language Integrated Learning (CLIL) é uma abordagem que combina a aprendizagem de um assunto específico com a aprendizagem da língua-alvo. As atividades buscam integrar as quatro competências, levando o aluno ao uso significativo da linguagem e ao desenvolvimento de competências transferíveis para utilização no mundo real. V. Dogme é uma abordagem baseada na noção de que a linguagem compreende unidades lexicais (partes, frases fixas, colocações). Seu método concentra-se no aprendizado de vocabulário e quadros linguísticos em nível de frase que podem ser manipulados pelo aluno realizando substituições e adaptações.
Fonte: https://tefl-toolkit.com (adaptado).
Assinale a alternativa CORRETA.
Ano: 2024
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Montes Claros - MG
Prova:
FUNDEP (Gestão de Concursos) - 2024 - Prefeitura de Montes Claros - MG - PEB II - Língua Inglesa |
Q2847474
Inglês
Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired
by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.
[…]
Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on May 6, 2024.
To develop the BNCC ability of identifying what a text is about and recognising its textual organization and cognate words, English teachers are recommended to exploit different textual genres in the language classroom. Examples of such texts range from a menu, a text message or a poem to a book review.
To develop the BNCC ability EF06LI08, which includes identifying what a text is about, an English teacher should make use of
[…]
Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on May 6, 2024.
To develop the BNCC ability of identifying what a text is about and recognising its textual organization and cognate words, English teachers are recommended to exploit different textual genres in the language classroom. Examples of such texts range from a menu, a text message or a poem to a book review.
To develop the BNCC ability EF06LI08, which includes identifying what a text is about, an English teacher should make use of
Ano: 2024
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2024 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Língua Estrangeira (Inglês) |
Q2630181
Inglês
“A lesson plan is a set of notes that helps us think through what we are going to teach and how we are going to teach. It also guides us during and after the lesson. We can identify the most important components of a lesson plan by thinking carefully about what we want our learners to do and how we want them to do it. So, it helps the teacher before the lesson (writing down the aims and procedures for each stage of the lesson), during the lesson (timing each stage) and after the lesson (using the plan and notes to help plan the next lesson)”.
(THORNBURY, 2005, p. 91-92)
Considering Thornbury’s (a very famous applied linguistics in the early 2000s) quotation, put the numbers 1 – 5 in the correct place in the following lesson plan:
Lesson plan headings |
Teacher’s note |
Level and number of learners |
15 – intermediate level |
Timetable fit |
( ) |
Main aim(s) |
( ) |
Subsidiary aim(s) |
To listen for detail to a model story |
Personal aim(s) |
( ) |
Assumptions |
Students can already form tenses accurately |
Anticipated language problems |
Students may use present tenses |
Possible solution |
( ) |
Teaching aids |
Storytelling prompts, dvd |
Procedures |
( ) |
Timing |
15 min. |
Interaction patterns |
Ss – ss |
Homework |
Write a story |
1. To enable students to use past tenses accurately and put events in order in simple narratives.
2. Students listen to the model story, then, in groups, plan and write their own stories.
3. Use gestures to remind students to use past tenses.
4. To follow on from work on past tenses and to prepare for the storytelling project.
5. To make sure that board writing is clear and readable.
Choose the CORRECT sequence.
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Iraí - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Iraí - RS - Professor de Língua (Inglês) |
Q2629114
Inglês
Texto associado
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Local accents aside, in standard English the final -ed in regular simple past verbs can be pronounced /d/, as in “labeled”, /t/, as in “asked”, and /Id/, as in “related”. Which alternative below shows verbs that follow the same pronunciation rules, in the same order as “labeled”, “asked”, and “related”?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Iraí - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Iraí - RS - Professor de Língua (Inglês) |
Q2629113
Inglês
Texto associado
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Mark the INCORRECT statement about the word “must” in the sentence “There must be something glorious about dancing” (l. 10).
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Iraí - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Iraí - RS - Professor de Língua (Inglês) |
Q2629111
Inglês
Texto associado
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
In the excerpt “When we dance, we can remember them all a little better” (l. 30), the words “a little”:
I. Should be used with countable nouns.
II. Indicate an exact amount.
III. Can be used before nous, adjectives, or adverbs.
Which statements are correct?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Iraí - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Iraí - RS - Professor de Língua (Inglês) |
Q2629110
Inglês
Texto associado
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
The use of the word “yet” in “I have yet to find a better alternative” (l. 09) suggests that the author:
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Iraí - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Iraí - RS - Professor de Língua (Inglês) |
Q2629108
Inglês
Texto associado
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Why is there a hyphen in “dance-related topics” (l. 01-02)?
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Taquaruçu do Sul - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Taquaruçu do Sul - RS - Professor de Anos Finais - Língua Inglesa |
Q2628561
Inglês
Texto associado
Village’s Amateur Archaeologists Find Lost Tudor Palace
- When a group of amateur archaeologists set out to find the buried remains of a Tudor palace
- in their Northamptonshire village five years ago, they knew the odds were against them. “Many
- of us were brought up in the village, and you hear about this lost palace, and wonder whether
- it’s a myth or real. So we just wanted to find it”, said Chris Close, the chair of the Collyweston
- Historical and Preservation Society (Chaps) which made the discovery of the Palace of
- Collyweston in a back garden this year. “But we’re a bunch of amateurs. We had no money, no
- expertise, no plans, no artist impressions to go off, and nothing remaining of the palace. It was
- naivety and just hard work that has led us to it”.
- The site was found using geophysical surveys and ground-penetrating radar. Various
- attempts had been made in the 1980s and 90s to find Collyweston Palace, the home of Henry
- VII’s mother, Lady Margaret Beaufort. However, without the advantage of modern technology,
- none had succeeded. The palace was famous during the 15th century and several historic events
- took place there. The pre-wedding celebrations of Margaret Tudor to James IV of Scotland in
- 1503 took place in the palace, and Henry VIII is recorded as holding court there on 16 and 17
- October 1541. By the mid-17th century, it had fallen into disrepair, and until the Chaps dig
- uncovered the palace walls in March, there was very little remaining evidence of its existence.
- “A number of things have only really come to light as we’ve done this project”, said Close.
- “As you do more and more research, and various different records start to become unearthed,
- we realized Collyweston had privy councils being run from here, which is of massive national
- importance”. Historians from the University of York helped verify the group’s findings and identify
- the palace through some uncovered stone moldings, and will work with Chaps on more
- excavations to further reveal the structure and conserve it for the future.
- The Chaps team, which comprises more than 80 members ranging from teenagers to people
- in their 70s and 80s, first set out their plan to find the palace in March 2018, using “local folktales
- and hearsay” to help refine their search area. They carried out geophysical surveys and used
- ground-penetrating radar (GPR) to help reveal the location of the palace walls, before securing
- permission from homeowners to excavate in gardens. “We’ve done it all on an absolute
- shoestring”, said Close. “We’ve basically done an £80,000-£90,000 project for roughly £13,000.
- For us, being a little society, to have achieved this with no money, or expertise, or plans, I think
- it’s something that the whole society should be proud of”.
(Available at: https://www.theguardian.com/science/2023/dec/06/tudor-collyweston-palace-northamptonshire-found-in-garden-by-amateur-archeologists - text especially adapted for this test).
In the context presented in the text, the highlighted word “naivety” (l. 08) works as a/an:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Pouso Alegre - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de Pouso Alegre - MG - Professor PIII - Inglês |
Q2606976
Inglês
The Base Nacional Comum Curricular (BNCC) in its rationale for choosing English to be taught in Brazilian schools justified the
choice for English based on relevant role in world communication. The learning and teaching process will happen through
the study of daily linguistic practices, and will encompass thought over those practices because:
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Português (Inglês) |
Q2594912
Inglês
O regionalismo na literatura de língua inglesa, especialmente
nos Estados Unidos, floresceu em um período específico e
foi marcado por características distintivas. Qual foi este período?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Português (Inglês) |
Q2594911
Inglês
As literaturas pós-coloniais de língua inglesa caracterizam-se por
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Português (Inglês) |
Q2594910
Inglês
Leia o texto a seguir.
Ó tu, ladrão odioso! Onde escondeste minha filha? Infernal como és, sem dúvida a encantaste com efeito, apelo para toda criatura de senso: se não estivesse ela encadeada em correntes de magia, será que uma donzela tão terna, tão bela, tão feliz, tão contrária ao casamento que rejeitava os apaixonados mais suntuosos e mais bem frisados do país, teria, algum dia, com risco de ser objeto do desprezo geral, fugido da tutela paterna para ir refugiar-se no seio denegrido de um ser como tu, feito para inspirar medo e não deleite? Que o mundo seja minha testemunha, se não é de toda a evidência que agiste sobre ela com feitiços odiosos, que abusaste de sua delicada juventude por meio de drogas ou de minerais que debilitam a sensibilidade.
Shakespeare, 1981, p. 340. in FILHO, Luiz Martinho Stringuetti. A trágica mímica de Otelo. Travessias Interativas / São Cristóvão (SE), N. 14 (Vol. 7), p. 176–186, jul-dez/2017. Disponível em: < https://periodicos.ufs.br/Travessias/article/download/9129/7153>. Acesso em: 19 jun. 2024.
O excerto acima reflete um conceito central em diversas obras pós-coloniais de língua inglesa. Trata-se do conceito de
Ó tu, ladrão odioso! Onde escondeste minha filha? Infernal como és, sem dúvida a encantaste com efeito, apelo para toda criatura de senso: se não estivesse ela encadeada em correntes de magia, será que uma donzela tão terna, tão bela, tão feliz, tão contrária ao casamento que rejeitava os apaixonados mais suntuosos e mais bem frisados do país, teria, algum dia, com risco de ser objeto do desprezo geral, fugido da tutela paterna para ir refugiar-se no seio denegrido de um ser como tu, feito para inspirar medo e não deleite? Que o mundo seja minha testemunha, se não é de toda a evidência que agiste sobre ela com feitiços odiosos, que abusaste de sua delicada juventude por meio de drogas ou de minerais que debilitam a sensibilidade.
Shakespeare, 1981, p. 340. in FILHO, Luiz Martinho Stringuetti. A trágica mímica de Otelo. Travessias Interativas / São Cristóvão (SE), N. 14 (Vol. 7), p. 176–186, jul-dez/2017. Disponível em: < https://periodicos.ufs.br/Travessias/article/download/9129/7153>. Acesso em: 19 jun. 2024.
O excerto acima reflete um conceito central em diversas obras pós-coloniais de língua inglesa. Trata-se do conceito de
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Português (Inglês) |
Q2594909
Inglês
Leia o texto a seguir.
Ao expressarmos nossos pensamentos, ideias e emoções em uma língua estrangeira, estamos ativamente construindo pontes de comunicação com outras culturas e perspectivas. A produção oral nos permite transcender a teoria e mergulhar na prática da língua, experimentando sua riqueza e nuances em situações reais.
Elaborado pelo(a) autor(a).
Considerando o texto-base e os conhecimentos sobre a aquisição da língua inglesa como L2, é possível afirmar que
Ao expressarmos nossos pensamentos, ideias e emoções em uma língua estrangeira, estamos ativamente construindo pontes de comunicação com outras culturas e perspectivas. A produção oral nos permite transcender a teoria e mergulhar na prática da língua, experimentando sua riqueza e nuances em situações reais.
Elaborado pelo(a) autor(a).
Considerando o texto-base e os conhecimentos sobre a aquisição da língua inglesa como L2, é possível afirmar que
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Português (Inglês) |
Q2594907
Inglês
Leia o texto a seguir.
"A aprendizagem de línguas estrangeiras se dá por meio da interação e do uso da língua em contextos significativos. A produção oral, como uma das habilidades linguísticas, desempenha um papel crucial na comunicação e na construção de significado."
NUNAN, D. Second language teaching & learning. Boston: Heinle & Heinle Publishers. 1999. [Adaptado].
Considerando a importância da produção oral no ensino de língua inglesa, um professor deve
"A aprendizagem de línguas estrangeiras se dá por meio da interação e do uso da língua em contextos significativos. A produção oral, como uma das habilidades linguísticas, desempenha um papel crucial na comunicação e na construção de significado."
NUNAN, D. Second language teaching & learning. Boston: Heinle & Heinle Publishers. 1999. [Adaptado].
Considerando a importância da produção oral no ensino de língua inglesa, um professor deve
Conheça nossos planos