Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.687 questões
Ano: 2023
Banca:
MSConcursos
Órgão:
Prefeitura de Turvelândia - GO
Prova:
MS CONCURSOS - 2023 - Prefeitura de Turvelândia - GO - Professor de Inglês |
Q2124436
Inglês
Para responder essa questão, leia o trecho a seguir:
No, she didn't know. That's why she felt lost and overwhelmed. Dealing with all of this was too much for her and
she was thinking about giving up.
Que adjetivo descreve corretamente como ela se sentia?
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121453
Inglês
Leia o cartum para responder à questão.
(https://www.lingvolive.com)
In the cartoon,
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121452
Inglês
Texto associado
Leia o texto para responder a questão.
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques—such as seeking out
conversation partners, or giving one self-encouragement to
tackle a difficult language task—used by students to enhance
their own learning. When the learner consciously chooses
strategies that suit his or her learning style and the L2 task
at hand, these strategies become a useful toolkit for active,
conscious, and purposeful self-regulation of learning. Learning
strategies can be classified into six types; the compensatory
strategies, for example, are those that help the learner make
up for missing knowledge.
A given strategy is neither good nor bad; it is neutral until
the context of its use is thoroughly considered. What makes a
strategy positive and helpful for a given learner? A strategy is
useful if the following conditions are present: (a) the strategy
relates to the L2 task at hand; (b) the strategy fits the particular
student’s learning style preferences to one degree or another;
and (c) the student employs the strategy effectivety and links
it with other relevant strategies. Strategies that fulfill these
conditions “make learning easier, faster, more enjoyable,
more self-directed, more effective, and more transferable
to new situations” (Oxford 1990, p. 8). Learning strategies
can also enable students to become more independent and
lifelong learners.
(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)
It is an example of a compensatory strategy a good reader
would resort to while reading an unknown text:
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121447
Inglês
Texto associado
Leia o texto para responder a questão.
Communicating successfully in another language
means shifting frames of reference, shifting norms, shifting
assumptions of what can and cannot be said, what might
be considered ambiguous, what should be explicit and what
ought to remain tacit, and so on. In other words, using another
language effectively involves more than vocabulary and
structures; it involves thinking differently about language and
communication.
The question is, how can we begin to understand another
way of thinking, how can we be sensitized to different
cultural frames, when we are in a classroom in Nebraska,
Nairobi, or New South Wales? One answer, I will argue, is
by reading, writing, and discussing texts. By examining the
particular ways in which language is used to capture and
express experiences, we not only learn a great deal about the
conventions of the language, but can also begin to glimpse
the beliefs and values that underlie the discourse.
The basic message is a simple one: academic language
teaching must foster literacy, not only in terms of basic reading
and writing skills, but also in terms of a broader discourse
competence that involves the ability to interpret and critically
evaluate a wide variety of written and spoken texts. Preparing
students to communicate in multiple cultural contexts, both
at home and abroad, means sensitizing them to discourse
practices in other societies and to the ways those discourse
practices both reflect and create cultural norms. I here argue
that this kind of literacy is essential to real communicative
ability in a language, and is therefore an indispensable goal
in our efforts to prepare future generations for the challenges
associated with the increased internationalization of many
aspects of our society.
(Richard Kern, Literacy and language teaching. Adaptado)
In the excerpt from the second paragraph “we not only
learn a great deal about the conventions of the language,
but can also begin to glimpse the beliefs and values that
underlie the discourse”, the correlative conjunctions “not
only...but also” carry the idea of
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121446
Inglês
Texto associado
Leia o texto para responder a questão.
Communicating successfully in another language
means shifting frames of reference, shifting norms, shifting
assumptions of what can and cannot be said, what might
be considered ambiguous, what should be explicit and what
ought to remain tacit, and so on. In other words, using another
language effectively involves more than vocabulary and
structures; it involves thinking differently about language and
communication.
The question is, how can we begin to understand another
way of thinking, how can we be sensitized to different
cultural frames, when we are in a classroom in Nebraska,
Nairobi, or New South Wales? One answer, I will argue, is
by reading, writing, and discussing texts. By examining the
particular ways in which language is used to capture and
express experiences, we not only learn a great deal about the
conventions of the language, but can also begin to glimpse
the beliefs and values that underlie the discourse.
The basic message is a simple one: academic language
teaching must foster literacy, not only in terms of basic reading
and writing skills, but also in terms of a broader discourse
competence that involves the ability to interpret and critically
evaluate a wide variety of written and spoken texts. Preparing
students to communicate in multiple cultural contexts, both
at home and abroad, means sensitizing them to discourse
practices in other societies and to the ways those discourse
practices both reflect and create cultural norms. I here argue
that this kind of literacy is essential to real communicative
ability in a language, and is therefore an indispensable goal
in our efforts to prepare future generations for the challenges
associated with the increased internationalization of many
aspects of our society.
(Richard Kern, Literacy and language teaching. Adaptado)
The content in the text leads to a broader notion of
the concept of “literacy” and, as for foreign or second
language teachers, it means that they should
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121441
Inglês
Texto associado
Leia o texto para responder a questão.
The teaching of English as a Lingua Franca
An inexorable trend in the use of global English is that
fewer interactions now involve a native speaker. Proponents
of teaching English as a Lingua Franca (ELF) suggest that the
way English is taught and assessed should reflect the needs
and aspirations of the ever-growing number of non-native
speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English
among themselves has now become a serious research area.
Different priorities in teaching English pronunciation, for
example, have been defined. Teaching certain pronunciation
features, such as the articulation of ‘th’ as an interdental
fricative, appears to be a waste of time whereas other common
pronunciation problems (such as simplifying consonant
clusters) contribute to problems of understanding. Such an
approach is allowing researchers to identify a ‘Lingua Franca
Core’ (LFC) which provides guiding principles in creating
syllabuses and assessment materials.
Unlike traditional ESL (English as Second Language), ELF
focuses also on pragmatic strategies required in intercultural
communication. The target model of English, within the ELF
framework, is not a native speaker but a fluent bilingual
speaker, who retains a national identity in terms of accent,
and who also has the special skills required to negotiate
understanding with another non-native speaker. Research is
also beginning to show how bad some native speakers are at
using English for international communication. It may be that
elements of an ELF syllabus could usefully be taught within a
mother tongue curriculum.
(David Graddol, English Next. Adaptado)
According to the second and third paragraphs, in ELF
contexts,
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121440
Inglês
Texto associado
Leia o texto para responder a questão.
The teaching of English as a Lingua Franca
An inexorable trend in the use of global English is that
fewer interactions now involve a native speaker. Proponents
of teaching English as a Lingua Franca (ELF) suggest that the
way English is taught and assessed should reflect the needs
and aspirations of the ever-growing number of non-native
speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English
among themselves has now become a serious research area.
Different priorities in teaching English pronunciation, for
example, have been defined. Teaching certain pronunciation
features, such as the articulation of ‘th’ as an interdental
fricative, appears to be a waste of time whereas other common
pronunciation problems (such as simplifying consonant
clusters) contribute to problems of understanding. Such an
approach is allowing researchers to identify a ‘Lingua Franca
Core’ (LFC) which provides guiding principles in creating
syllabuses and assessment materials.
Unlike traditional ESL (English as Second Language), ELF
focuses also on pragmatic strategies required in intercultural
communication. The target model of English, within the ELF
framework, is not a native speaker but a fluent bilingual
speaker, who retains a national identity in terms of accent,
and who also has the special skills required to negotiate
understanding with another non-native speaker. Research is
also beginning to show how bad some native speakers are at
using English for international communication. It may be that
elements of an ELF syllabus could usefully be taught within a
mother tongue curriculum.
(David Graddol, English Next. Adaptado)
According to the author of the text,
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121439
Inglês
Texto associado
Leia o texto para responder a questão.
English as a Lingua Franca
A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:
• Non-use of third person present simple tense -s (She look very sad).
• Interchangeable use of the relative pronouns who and which (a book who, a boy which).
• Omission of articles where they are mandatory in native-speaker English.
• Increasing of redundancy by adding “inexistent” prepositions (We have to study about…, The article treats of…).
• Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ - that is, negotiating shared meaning through helping each other in a more cooperative way - than, it is suggested, native speakers are when talking to second language speakers (Jenkins 2004). In other words, non-native speakers seem to be better at ELF communication than native speakers are.
(Jeremy Harmer, The practice of English language teaching. Adaptado)
The fragment from the last paragraph “negotiating shared
meaning through helping each other in a more cooperative
way” plays in the sentence the role of
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121438
Inglês
Texto associado
Leia o texto para responder a questão.
English as a Lingua Franca
A number of researchers have studied conversations in English as a Lingua Franca and have noted a number of somewhat surprising characteristics, including:
• Non-use of third person present simple tense -s (She look very sad).
• Interchangeable use of the relative pronouns who and which (a book who, a boy which).
• Omission of articles where they are mandatory in native-speaker English.
• Increasing of redundancy by adding “inexistent” prepositions (We have to study about…, The article treats of…).
• Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ - that is, negotiating shared meaning through helping each other in a more cooperative way - than, it is suggested, native speakers are when talking to second language speakers (Jenkins 2004). In other words, non-native speakers seem to be better at ELF communication than native speakers are.
(Jeremy Harmer, The practice of English language teaching. Adaptado)
Comment and viewpoint adverbs express the author’s
position about the statement made, modifying entire
sentences rather than individual elements within them.
The viewpoint adverbs “indeed” and “actually” mean, in
the context of the last paragraph,
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121434
Inglês
Texto associado
Leia a charge para responder a questão.
(twitter.com. Adaptado)
The expression “Língua Franca” is broadly used to refer to
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Balneário Pinhal - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Balneário Pinhal - RS - Professor II - Língua Inglesa |
Q2115839
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the question.
Are Cats Nocturnal? Your Cat’s Overnight Activity, Explained
(Available at: https://www.rd.com/article/are-cats-nocturnal/ – text especially adapted for this test).
The phrase "on the alert" (line 17) in the text means cats are always:
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Balneário Pinhal - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Balneário Pinhal - RS - Professor II - Língua Inglesa |
Q2115838
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the question.
Are Cats Nocturnal? Your Cat’s Overnight Activity, Explained
(Available at: https://www.rd.com/article/are-cats-nocturnal/ – text especially adapted for this test).
According to the text, why are cats active at night?
Ano: 2023
Banca:
BRB
Órgão:
Prefeitura de Borda da Mata - MG
Prova:
BRB - 2023 - Prefeitura de Borda da Mata - MG - Professor II -Inglês |
Q2113345
Inglês
Texto associado
CHANGES
Climate change is one of the biggest threats facing our planet. Rising
temperatures and sea levels, more frequent natural disasters, and
changes in weather patterns can have devastating effects on
ecosystems, economies, and human health. While individual actions like
reducing plastic use or driving less can make a difference, larger
systemic changes are needed to truly address the problem.
Governments and businesses have a critical role to play in mitigating
climate change. This can include investing in renewable energy sources
like wind and solar, implementing policies to reduce greenhouse gas
emissions, and promoting sustainable practices across industries. The
international community has also taken steps to address the issue
through agreements like the Paris Agreement, which aims to limit global
temperature increases to well below 2 degrees Celsius above preindustrial levels.
It is important for individuals to also stay informed and advocate for
action on climate change. This can include supporting political
candidates who prioritize the issue, joining grassroots movements, and
educating others on the urgency of the problem.
How has the international community addressed climate
change?
Ano: 2023
Banca:
BRB
Órgão:
Prefeitura de Borda da Mata - MG
Prova:
BRB - 2023 - Prefeitura de Borda da Mata - MG - Professor II -Inglês |
Q2113344
Inglês
Texto associado
CHANGES
Climate change is one of the biggest threats facing our planet. Rising
temperatures and sea levels, more frequent natural disasters, and
changes in weather patterns can have devastating effects on
ecosystems, economies, and human health. While individual actions like
reducing plastic use or driving less can make a difference, larger
systemic changes are needed to truly address the problem.
Governments and businesses have a critical role to play in mitigating
climate change. This can include investing in renewable energy sources
like wind and solar, implementing policies to reduce greenhouse gas
emissions, and promoting sustainable practices across industries. The
international community has also taken steps to address the issue
through agreements like the Paris Agreement, which aims to limit global
temperature increases to well below 2 degrees Celsius above preindustrial levels.
It is important for individuals to also stay informed and advocate for
action on climate change. This can include supporting political
candidates who prioritize the issue, joining grassroots movements, and
educating others on the urgency of the problem.
What role do governments and businesses have in
mitigating climate change according to the text?
Ano: 2023
Banca:
BRB
Órgão:
Prefeitura de Borda da Mata - MG
Prova:
BRB - 2023 - Prefeitura de Borda da Mata - MG - Professor II -Inglês |
Q2113343
Inglês
Texto associado
CHANGES
Climate change is one of the biggest threats facing our planet. Rising
temperatures and sea levels, more frequent natural disasters, and
changes in weather patterns can have devastating effects on
ecosystems, economies, and human health. While individual actions like
reducing plastic use or driving less can make a difference, larger
systemic changes are needed to truly address the problem.
Governments and businesses have a critical role to play in mitigating
climate change. This can include investing in renewable energy sources
like wind and solar, implementing policies to reduce greenhouse gas
emissions, and promoting sustainable practices across industries. The
international community has also taken steps to address the issue
through agreements like the Paris Agreement, which aims to limit global
temperature increases to well below 2 degrees Celsius above preindustrial levels.
It is important for individuals to also stay informed and advocate for
action on climate change. This can include supporting political
candidates who prioritize the issue, joining grassroots movements, and
educating others on the urgency of the problem.
What are some of the devastating effects of climate change
mentioned in the text?
Ano: 2023
Banca:
BRB
Órgão:
Prefeitura de Borda da Mata - MG
Prova:
BRB - 2023 - Prefeitura de Borda da Mata - MG - Professor II -Inglês |
Q2113342
Inglês
Texto associado
CHANGES
Climate change is one of the biggest threats facing our planet. Rising
temperatures and sea levels, more frequent natural disasters, and
changes in weather patterns can have devastating effects on
ecosystems, economies, and human health. While individual actions like
reducing plastic use or driving less can make a difference, larger
systemic changes are needed to truly address the problem.
Governments and businesses have a critical role to play in mitigating
climate change. This can include investing in renewable energy sources
like wind and solar, implementing policies to reduce greenhouse gas
emissions, and promoting sustainable practices across industries. The
international community has also taken steps to address the issue
through agreements like the Paris Agreement, which aims to limit global
temperature increases to well below 2 degrees Celsius above preindustrial levels.
It is important for individuals to also stay informed and advocate for
action on climate change. This can include supporting political
candidates who prioritize the issue, joining grassroots movements, and
educating others on the urgency of the problem.
What is one of the biggest threats facing our planet
according to the text?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Casca - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Casca - RS - Professor de Ensino Fundamental Anos Finais - Português e Inglês |
Q2113013
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the question.
The buns with green thumbs
(Available at: https://hopper.com/trees?utm_source=web&utm_medium=hp&utm_campaign=nav – text
especially adapted for this test).
Consider the context presented in the article and mark the INCORRECT statement
about the use of “They’ve planted” in line 14.
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Casca - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Casca - RS - Professor de Ensino Fundamental Anos Finais - Português e Inglês |
Q2113011
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the question.
The buns with green thumbs
(Available at: https://hopper.com/trees?utm_source=web&utm_medium=hp&utm_campaign=nav – text
especially adapted for this test).
Which question is NOT answered by the text?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Nova Santa Rita - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Nova Santa Rita - RS - Professor – Ensino Fundamental Inglês |
Q2110022
Inglês
Texto associado
Instruction: Answer question based on the following text. The highlights
throughout the text are cited in the question.
Watch your back! Idioms with the word ‘back’
(Available at: https://dictionaryblog.cambridge.org/2023/03/01/watch-your-back-idioms-with-the-word-back/
– text especially adapted for this test).
Analyze the following statements about the excerpt “If someone tells you to watch
your back, they mean that you should be careful” (lines 09-10) and mark T, if true, or F, if false.
( ) It states a fact.
( ) It expresses a hypothesis that is likely to become true.
( ) It is called “zero conditional”.
( ) It is missing the word “would” to introduce the phrase after the coma.
The correct order of filling the parentheses, from top to bottom, is:
( ) It states a fact.
( ) It expresses a hypothesis that is likely to become true.
( ) It is called “zero conditional”.
( ) It is missing the word “would” to introduce the phrase after the coma.
The correct order of filling the parentheses, from top to bottom, is:
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Nova Santa Rita - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Nova Santa Rita - RS - Professor – Ensino Fundamental Inglês |
Q2110018
Inglês
Texto associado
Instruction: Answer question based on the following text. The highlights
throughout the text are cited in the question.
Watch your back! Idioms with the word ‘back’
(Available at: https://dictionaryblog.cambridge.org/2023/03/01/watch-your-back-idioms-with-the-word-back/
– text especially adapted for this test).
Analyze the following statements about the article:
I. Some idioms may use the word “back” meaning the part of the body, but the idioms explained in the article use it as references to either direction or time.
II. The examples used in the first paragraph (lines 05 to 07) do not show those two idioms used in a positive situation.
III. In line 15, the action of “being stabbed in the back” has a literal meaning.
Which ones are correct?
I. Some idioms may use the word “back” meaning the part of the body, but the idioms explained in the article use it as references to either direction or time.
II. The examples used in the first paragraph (lines 05 to 07) do not show those two idioms used in a positive situation.
III. In line 15, the action of “being stabbed in the back” has a literal meaning.
Which ones are correct?
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