Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.997 questões
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Água Santa - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Água Santa - RS - Professor de Língua Inglesa |
Q2509369
Inglês
Texto associado
(Available in: www.cbsnews.com/news/most-googled-searches-of-2023/ – text especially adapted for this test).
What is the main idea of the text?
Ano: 2024
Banca:
APICE
Órgão:
Prefeitura de Salgado de São Félix - PB
Prova:
APICE - 2024 - Prefeitura de Salgado de São Félix - PB - Professor de Inglês |
Q2508888
Inglês
Texto associado
Read Text II for question.
TEXT II
This study intended to investigate the language
learning strategies used by learners of English
as a foreign language, aiming to find the amount
of strategies and the domain differences of the
strategies used; to reveal the link between strategy
use and success levels; and to find out the difference
in strategy use between genders and its influence
on their achievement in English. 257 (153 male,
104 female) students from Atılım University English
Preparatory School participated in the study. At the
time of the study all the participants were in the same
proficiency level, and were distributed to different
classes of the same level. The data were gathered
through strategy inventory for language learning
(SILL) of Oxford (1990), which was translated to
Turkish by Cesur and Fer (2007). The instrument,
based on Oxford’s (1990) classification of the
language learning strategies, is composed of 50 items
in six subscales. The participants responded to the
inventory before the end of the level they were in. The
data were analyzed through SPSS (15.0) to find the
relationship of language learning strategies, gender
and achievement in learning the target language. To
reveal the interconnections between these factors,
independent t-tests and an ANOVA test, along with
post hoc procedures were performed on the gathered
data. The findings of the study revealed that use of
language learning strategies are positively effective
in success in English, that females were significantly
more successful than males in terms of achievement
tests, and that they used more language learning
strategies in learning English. Depending on the
statistical results, it is discovered that there is a
significant connection between gender, language
learning strategies and achievement in English.
Available at: https://open.metu.edu.tr/handle/11511/18929
(adapted)
What was the study’s conclusion regarding the
use of language learning strategies and success in
English?
Ano: 2024
Banca:
APICE
Órgão:
Prefeitura de Salgado de São Félix - PB
Prova:
APICE - 2024 - Prefeitura de Salgado de São Félix - PB - Professor de Inglês |
Q2508887
Inglês
Texto associado
Read Text II for question.
TEXT II
This study intended to investigate the language
learning strategies used by learners of English
as a foreign language, aiming to find the amount
of strategies and the domain differences of the
strategies used; to reveal the link between strategy
use and success levels; and to find out the difference
in strategy use between genders and its influence
on their achievement in English. 257 (153 male,
104 female) students from Atılım University English
Preparatory School participated in the study. At the
time of the study all the participants were in the same
proficiency level, and were distributed to different
classes of the same level. The data were gathered
through strategy inventory for language learning
(SILL) of Oxford (1990), which was translated to
Turkish by Cesur and Fer (2007). The instrument,
based on Oxford’s (1990) classification of the
language learning strategies, is composed of 50 items
in six subscales. The participants responded to the
inventory before the end of the level they were in. The
data were analyzed through SPSS (15.0) to find the
relationship of language learning strategies, gender
and achievement in learning the target language. To
reveal the interconnections between these factors,
independent t-tests and an ANOVA test, along with
post hoc procedures were performed on the gathered
data. The findings of the study revealed that use of
language learning strategies are positively effective
in success in English, that females were significantly
more successful than males in terms of achievement
tests, and that they used more language learning
strategies in learning English. Depending on the
statistical results, it is discovered that there is a
significant connection between gender, language
learning strategies and achievement in English.
Available at: https://open.metu.edu.tr/handle/11511/18929
(adapted)
How was the relationship between gender and
the use of language learning strategies described in
the study?
Ano: 2024
Banca:
APICE
Órgão:
Prefeitura de Salgado de São Félix - PB
Prova:
APICE - 2024 - Prefeitura de Salgado de São Félix - PB - Professor de Inglês |
Q2508886
Inglês
Texto associado
Read Text II for question.
TEXT II
This study intended to investigate the language
learning strategies used by learners of English
as a foreign language, aiming to find the amount
of strategies and the domain differences of the
strategies used; to reveal the link between strategy
use and success levels; and to find out the difference
in strategy use between genders and its influence
on their achievement in English. 257 (153 male,
104 female) students from Atılım University English
Preparatory School participated in the study. At the
time of the study all the participants were in the same
proficiency level, and were distributed to different
classes of the same level. The data were gathered
through strategy inventory for language learning
(SILL) of Oxford (1990), which was translated to
Turkish by Cesur and Fer (2007). The instrument,
based on Oxford’s (1990) classification of the
language learning strategies, is composed of 50 items
in six subscales. The participants responded to the
inventory before the end of the level they were in. The
data were analyzed through SPSS (15.0) to find the
relationship of language learning strategies, gender
and achievement in learning the target language. To
reveal the interconnections between these factors,
independent t-tests and an ANOVA test, along with
post hoc procedures were performed on the gathered
data. The findings of the study revealed that use of
language learning strategies are positively effective
in success in English, that females were significantly
more successful than males in terms of achievement
tests, and that they used more language learning
strategies in learning English. Depending on the
statistical results, it is discovered that there is a
significant connection between gender, language
learning strategies and achievement in English.
Available at: https://open.metu.edu.tr/handle/11511/18929
(adapted)
What is the main topic of this passage?
Ano: 2024
Banca:
APICE
Órgão:
Prefeitura de Salgado de São Félix - PB
Prova:
APICE - 2024 - Prefeitura de Salgado de São Félix - PB - Professor de Inglês |
Q2508877
Inglês
How is motivation defined in the text?
Ano: 2024
Banca:
APICE
Órgão:
Prefeitura de Salgado de São Félix - PB
Prova:
APICE - 2024 - Prefeitura de Salgado de São Félix - PB - Professor de Inglês |
Q2508874
Inglês
What does the “L2 Motivational Self System”
primarily involve?
Ano: 2024
Banca:
IDHTEC
Órgão:
Prefeitura de Presidente Tancredo Neves - BA
Prova:
IDHTEC - 2024 - Prefeitura de Presidente Tancredo Neves - BA - Professor Anos Finais - Licenciatura em Letra |
Q2508485
Inglês
In the study of languages, understanding verb tenses and their
applications within different contexts is fundamental to effective
communication. The verb 'to be' in English, for instance, is a
highly versatile verb, serving not only as a main verb expressing
states, but also as an auxiliary verb in various tenses. Consider the
following excerpt from a historical novel set in the 19th century:
'In times long past, the issue of women's rights was not as
universally recognized as it is today. Women in many societies not
only had to struggle to be acknowledged as equals but also often
bore the additional burden of being considered property, their
voices not heard and their actions overlooked.' Analyzing this
passage, discuss the application of the verb 'to be' in highlighting
the conditions and perceptions of women during that era.
Additionally, reflect on how the verb 'to be' aids in conveying the
enduring struggles for equality in different historical periods.
Ano: 2024
Banca:
FCM
Órgão:
Prefeitura de Contagem - MG
Prova:
FCM - 2024 - Prefeitura de Contagem - MG - Professor de Educação Básica - PEB2 - Inglês |
Q2506445
Inglês
Ao abordar a “opção decolonial” no ensino de línguas, Kumaravadivelu (2016, p.82 apud Jucá, 2021,
p. 119) afirma que “a única opção significativa para a
comunidade subalterna é a opção decolonial”.
A “opção decolonial” implica nos
A “opção decolonial” implica nos
Ano: 2024
Banca:
FCM
Órgão:
Prefeitura de Contagem - MG
Prova:
FCM - 2024 - Prefeitura de Contagem - MG - Professor de Educação Básica - PEB2 - Inglês |
Q2506444
Inglês
A colonização do Brasil, as perspectivas educacionais
dos missionários jesuítas (vindos juntamente com o
colonizador) e as ações autoritárias do período da
ditadura militar no Brasil são apontadas por Monte
Mór (2013) como fortes influências da história política do Brasil sobre a educação nacional. A colonização, a educação jesuíta e o regime militar teriam
influenciado, inclusive, o currículo escolar e a formação de professores, interferindo no desenvolvimento
da agência por parte de professores e alunos, o que
teria, por fim, comprometido a prática de uma cidadania ativa, engajada em ação social e política.
JUCÁ, Leina. Formação inicial de professores brasileiros de inglês: resistir, reexistir, coexistir. In: Érika Amâncio Caetano. (Org.). Pós-memória e decolonialidade no ensino de línguas no Brasil: as origens do status quo. 1ed. São Carlos - SP: Pedro e João Editores, 2021, v. 1, p. 110
Sobre o termo "agência" é INCORRETO afirmar que
JUCÁ, Leina. Formação inicial de professores brasileiros de inglês: resistir, reexistir, coexistir. In: Érika Amâncio Caetano. (Org.). Pós-memória e decolonialidade no ensino de línguas no Brasil: as origens do status quo. 1ed. São Carlos - SP: Pedro e João Editores, 2021, v. 1, p. 110
Sobre o termo "agência" é INCORRETO afirmar que
Ano: 2024
Banca:
FCM
Órgão:
Prefeitura de Contagem - MG
Prova:
FCM - 2024 - Prefeitura de Contagem - MG - Professor de Educação Básica - PEB2 - Inglês |
Q2506442
Inglês
Segundo a professora e pesquisadora Jucá (2021), discorrer sobre o professor brasileiro de língua estrangeira –
nesse caso, de língua inglesa ou, simplesmente, de inglês – pressupõe, inevitavelmente, considerar, ainda hoje,
o status desse professor como falante não-nativo da língua que ensina. Jucá aborda essa discussão usando o
advérbio de tempo “ainda” fazendo referência a Kumaravadivelu (2016) o qual levanta críticas sobre a aparente
resistência contínua daquilo que é comumente conhecido como a ideologia do falante nativo ou o mito do falante nativo. Esse fenômeno persiste, mesmo diante de inúmeros estudos, pesquisas, debates, publicações de
artigos e livros, que abordam a posição de submissão na qual essa proposição coloca os professores denominados não-nativos.
Com base no exposto, avalie o que se afirma.
I - Kumaravadivelu (2016) discorre sobre as formas de desvalorização e inferioridade imputadas à carreira do professor de inglês mundo afora onde os espaços de ensino de língua inglesa se revelam (re)ocupados pelo assim chamado nativo ou falante nativo, apesar dos muitos esforços empreendidos para a ocupação desses espaços por meio da criação de políticas e programas locais de ensino e de formação de professores de língua inglesa.
II - Dentre os recursos usados para a manutenção da marginalização do professor não-nativo, Kumaravadivelu (2016) aponta, dentro do campo educacional, aspectos como: os planejamentos curriculares, a elaboração de materiais, os métodos de ensino, os testes padronizados e a formação docente, frisando, no entanto, os métodos e materiais produzidos em países do centro como os meios principais de administração e manutenção da marginalização e os principais responsáveis por impulsionar a estrutura de poder hegemônico.
III - O que fica evidente é uma recente valorização e um reconhecimento do professor não-nativo de língua inglesa, já que este exerce a profissão em seu próprio país, geograficamente distante daquele do falante nativo. Essa valorização do professor não-nativo se dá, segundo Kumaravadivelu, não de forma sutil e subliminar, mas de forma aberta e direta.
Está correto apenas o que se afirma em
Com base no exposto, avalie o que se afirma.
I - Kumaravadivelu (2016) discorre sobre as formas de desvalorização e inferioridade imputadas à carreira do professor de inglês mundo afora onde os espaços de ensino de língua inglesa se revelam (re)ocupados pelo assim chamado nativo ou falante nativo, apesar dos muitos esforços empreendidos para a ocupação desses espaços por meio da criação de políticas e programas locais de ensino e de formação de professores de língua inglesa.
II - Dentre os recursos usados para a manutenção da marginalização do professor não-nativo, Kumaravadivelu (2016) aponta, dentro do campo educacional, aspectos como: os planejamentos curriculares, a elaboração de materiais, os métodos de ensino, os testes padronizados e a formação docente, frisando, no entanto, os métodos e materiais produzidos em países do centro como os meios principais de administração e manutenção da marginalização e os principais responsáveis por impulsionar a estrutura de poder hegemônico.
III - O que fica evidente é uma recente valorização e um reconhecimento do professor não-nativo de língua inglesa, já que este exerce a profissão em seu próprio país, geograficamente distante daquele do falante nativo. Essa valorização do professor não-nativo se dá, segundo Kumaravadivelu, não de forma sutil e subliminar, mas de forma aberta e direta.
Está correto apenas o que se afirma em
Ano: 2024
Banca:
OBJETIVA
Órgão:
Prefeitura de Maripá - PR
Prova:
OBJETIVA - 2024 - Prefeitura de Maripá - PR - Professor - Inglês |
Q2502387
Inglês
Which of the following works is NOT considered a part of
the Victorian literary canon?
Ano: 2024
Banca:
OBJETIVA
Órgão:
Prefeitura de Maripá - PR
Prova:
OBJETIVA - 2024 - Prefeitura de Maripá - PR - Professor - Inglês |
Q2502383
Inglês
In literature, writers in the Romantic time period were
concerned with:
Ano: 2024
Banca:
OBJETIVA
Órgão:
Prefeitura de Maripá - PR
Prova:
OBJETIVA - 2024 - Prefeitura de Maripá - PR - Professor - Inglês |
Q2502379
Inglês
Texto associado
Crazy Horse
Crazy Horse (Tasunke Witko, 1840-1877) was an Oglala Lakota Sioux warrior and warband leader considered among the greatest defenders of Sioux lands against the forces of the US government in the 19th century. He is one of the most famous Native American figures in history and among the Sioux's most honored heroes. Although he is often referred to as a "chief", Crazy Horse was actually a "Shirt Wearer" – a kind of "subchief" – who carried out the decisions of the council and also served as a war chief of a given band of warriors. Even so, Crazy Horse inspired such devotion in his followers that he was regarded as a "chief" and is referenced as such by others.
His name, Tasunke Witko (Crazy Horse), is accurately translated as "His Crazy Horse" or "His Horse is Crazy" and was his father's and grandfather's name, seemingly referencing a horse that behaved erratically. According to Black Elk, however, the name correlated to Crazy Horse's famous vision in which he saw his horse dancing as though "made only of shadow" in a strange or "crazy" way.
Crazy Horse dedicated himself to opposing the US military as early as 1854 following the Grattan Fight (Grattan Massacre) and the subsequent massacre of Little Thunder's camp in 1855 by Colonel William S. Harney. He continued his resistance over the next eleven years and was named a "Shirt Wearer" in 1865. He fought in the Battle of Plate River Bridge (1865), Red Cloud's War (1866-1868), the Battle of the Rosebud (1876), and the Battle of the Little Bighorn (1876). His last full-scale engagement with US forces was the Battle of Wolf Mountain in January 1877.
World History Encyclopedia. Adaptation.
Regarding the text, mark “T” for True, “F” for false, and
then mark the item with the CORRECT sequence.
( ) Crazy Horse is a famous Native American figure in history, especially for the Sioux. ( ) Tasunke Witko inspired many people and earned their devotion through his heroic deeds. ( ) He was named by Black Elk after he had a vision about Crazy Horse.
( ) Crazy Horse is a famous Native American figure in history, especially for the Sioux. ( ) Tasunke Witko inspired many people and earned their devotion through his heroic deeds. ( ) He was named by Black Elk after he had a vision about Crazy Horse.
Ano: 2024
Banca:
OBJETIVA
Órgão:
Prefeitura de Maripá - PR
Prova:
OBJETIVA - 2024 - Prefeitura de Maripá - PR - Professor - Inglês |
Q2502376
Inglês
Texto associado
Crazy Horse
Crazy Horse (Tasunke Witko, 1840-1877) was an Oglala Lakota Sioux warrior and warband leader considered among the greatest defenders of Sioux lands against the forces of the US government in the 19th century. He is one of the most famous Native American figures in history and among the Sioux's most honored heroes. Although he is often referred to as a "chief", Crazy Horse was actually a "Shirt Wearer" – a kind of "subchief" – who carried out the decisions of the council and also served as a war chief of a given band of warriors. Even so, Crazy Horse inspired such devotion in his followers that he was regarded as a "chief" and is referenced as such by others.
His name, Tasunke Witko (Crazy Horse), is accurately translated as "His Crazy Horse" or "His Horse is Crazy" and was his father's and grandfather's name, seemingly referencing a horse that behaved erratically. According to Black Elk, however, the name correlated to Crazy Horse's famous vision in which he saw his horse dancing as though "made only of shadow" in a strange or "crazy" way.
Crazy Horse dedicated himself to opposing the US military as early as 1854 following the Grattan Fight (Grattan Massacre) and the subsequent massacre of Little Thunder's camp in 1855 by Colonel William S. Harney. He continued his resistance over the next eleven years and was named a "Shirt Wearer" in 1865. He fought in the Battle of Plate River Bridge (1865), Red Cloud's War (1866-1868), the Battle of the Rosebud (1876), and the Battle of the Little Bighorn (1876). His last full-scale engagement with US forces was the Battle of Wolf Mountain in January 1877.
World History Encyclopedia. Adaptation.
According to the text, mark the CORRECT item.
Ano: 2024
Banca:
CESGRANRIO
Órgão:
Caixa
Provas:
CESGRANRIO - 2024 - Caixa - Médico do Trabalho
|
CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho |
Q2500559
Inglês
Texto associado
Text
Available at: https://www.tokyofoundation.org/research/
detail.php?id=899. Retrieved on: Feb 29, 2024. Adapted.
From the fifth paragraph of the text, it can be concluded
that the expanding gig economy will
Ano: 2024
Banca:
CESGRANRIO
Órgão:
Caixa
Provas:
CESGRANRIO - 2024 - Caixa - Médico do Trabalho
|
CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho |
Q2500557
Inglês
Texto associado
Text
Available at: https://www.tokyofoundation.org/research/
detail.php?id=899. Retrieved on: Feb 29, 2024. Adapted.
In the fragment in the second paragraph of the text
“As technology develops, robots and AI may even be
able to perform jobs that require specialized skills and
knowledge”, the author means that it is
Ano: 2024
Banca:
CESGRANRIO
Órgão:
Caixa
Provas:
CESGRANRIO - 2024 - Caixa - Médico do Trabalho
|
CESGRANRIO - 2024 - Caixa - Engenheiro de Segurança do Trabalho |
Q2500556
Inglês
Texto associado
Text
Available at: https://www.tokyofoundation.org/research/
detail.php?id=899. Retrieved on: Feb 29, 2024. Adapted.
The main purpose of the text is to
Ano: 2024
Banca:
Quadrix
Órgão:
CREFITO - 8ª Região (PR)
Provas:
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Analista de Sistemas
|
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Assistente de Comunicação |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Fiscal Fisioterapeuta |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Fiscal Terapeuta Ocupacional |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Procurador Jurídico |
Q2500024
Inglês
Texto associado
Texts for the item.
Internet: <www.raijmr.com> (adapted).
Considering the ideas presented in the texts and general English knowledge, judge the item below.
In text II, the verbs “has witnessed” (line 20), “has become” (line 23) and “has ushered” (lines 21 and 22) are in the present perfect tense, as well as the sentence “Because of this reason, English has often been referred to as a ‘World language’, the lingua franca of the modern era.” (lines from 41 to 43).
In text II, the verbs “has witnessed” (line 20), “has become” (line 23) and “has ushered” (lines 21 and 22) are in the present perfect tense, as well as the sentence “Because of this reason, English has often been referred to as a ‘World language’, the lingua franca of the modern era.” (lines from 41 to 43).
Ano: 2024
Banca:
Quadrix
Órgão:
CREFITO - 8ª Região (PR)
Provas:
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Analista de Sistemas
|
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Assistente de Comunicação |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Fiscal Fisioterapeuta |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Fiscal Terapeuta Ocupacional |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Procurador Jurídico |
Q2500020
Inglês
Texto associado
Texts for the item.
Internet: <www.raijmr.com> (adapted).
Considering the ideas presented in the texts and general English knowledge, judge the item below.
Both texts say that English is the official language for most countries in the world, in addition for being the official language of the United Nations and the European Union. English is also the official language of aeronautical and maritime communications, air transport and shipping; science, technology, computers and e‑commerce.
Both texts say that English is the official language for most countries in the world, in addition for being the official language of the United Nations and the European Union. English is also the official language of aeronautical and maritime communications, air transport and shipping; science, technology, computers and e‑commerce.
Ano: 2024
Banca:
Quadrix
Órgão:
CREFITO - 8ª Região (PR)
Provas:
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Analista de Sistemas
|
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Assistente de Comunicação |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Fiscal Fisioterapeuta |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Fiscal Terapeuta Ocupacional |
Quadrix - 2024 - CREFITO - 8ª Região (PR) - Procurador Jurídico |
Q2500019
Inglês
Texto associado
Texts for the item.
Internet: <www.raijmr.com> (adapted).
Considering the ideas presented in the texts and general English knowledge, judge the item below.
The use of English language has increased in large scale and caused many other languages to be extinguished. Due to its linguistic imperialism, English does not accept any changes in the language.
The use of English language has increased in large scale and caused many other languages to be extinguished. Due to its linguistic imperialism, English does not accept any changes in the language.
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