Questões de Concurso
Sobre passado simples | simple past em inglês
Foram encontradas 296 questões
(Available in: www.cbsnews.com/news/most-googled-searches-of-2023/ – text especially adapted for this test).
(Available in: https://www.france24.com/en/europe/20240114-denmark-s-frederik-x-to-become-king-afterqueen-margrethe-s-abdication – text especially adapted for this test).
I. The word “may” suggests a possibility.
II. In a negative structure, “may not represent” and “cannot represent” have the same meaning.
III. “Will retain” is an example of the Simple Future Verb Tense.
Which statements are correct?
Read Text IV and answer the three questions that follow it:
Text IV
Adapted from: https://www.facebook.com/photo/?fbid=1294646317355834&set
=a.915379355282534
The simple past and the past participle of the verb “split” in “split
bills” are formed in the same way as in
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)
Planes top 800 mph as near-record winds sweep high over Mid-Atlantic
(Available at: www.washingtonpost.com/weather/2024/02/18/record-jet-stream-winds-dc-flights/ – text
specially adapted for this test)
"Emma _____ (to visit) several national parks during her trip."
'Wilbur was lonely. The sheep were asleep. His stomach was empty.'
What is the correct form of the verb 'to be' used in these sentences and why?
John traveled to Paris last summer and visited the Eiffel Tower (1st part). The sun shines brightly in the clear blue sky (2nd part).
The sentence is:
I. “I will be there at nine o’clock” is in the immediate future.
II. “The Second War ended in 1945” is in the simple past.
III. “At this same time tomorrow, I’ll be travelling” is in future progressive.
IV. “How many symphonies did Mozart compose?” is in the simple present.
V. “She hasn’t seen that film yet” is in the present perfect progressive.
Which ones are correct?
I. “Oprah has joined forces with Steven Spielberg, Quincy Jones, and Scott Sanders to bring The Color Purple musical”
II. "In 1985, Oprah made her acting debut as Sofia in Spielberg’s adaptation of Alice Walker’s novel—and earned an Academy Award nomination. "
III. “Celie, the protagonist of The Color Purple, endures the unimaginable while growing up in rural Georgia—and triumphs, thanks in part to the support of the book’s other women protagonists, Sofia and Shug Avery.”
• Get enough sleep. Good sleep improves your brain performance, mood and overall health. Consistently poor sleep is associated with anxiety, depression, and other mental health conditions.
• Get enough sleep. Good sleep improves your brain performance, mood and overall health. Consistently poor sleep is associated with anxiety, depression, and other mental health conditions.
I. The structure “there are new tools” is in the Simple Past Tense.
II. The structure “evidence-based treatments”is a nominal group connected to “social support systems that help people feel better” and the headnoun is “systems”.
III. The word “pursue” can be replace by “seek”.
IV. In the expression “that help people feel better” it refers to “social support systems”, “evidence-based treatments” and “new tools”.
Which ones are correct?
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