Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.408 questões
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464006
Inglês
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Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
Os exemplos no primeiro parágrafo visam a
Ano: 2025
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VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3463995
Inglês
Read the text and the dialogue which follows it.
“No mundo real, raramente as perguntas se referem a um único tipo de conteúdo. Para preparar os alunos para isso, tente avançar a partir de uma resposta certa, pedindo que integrem a ela conhecimentos aprendidos anteriormente.”
(Doug Lemov. Aula Nota 10 3.0, 2022. Adaptado)
Teacher: Who would like to use the verb “cook” in a sentence?”
Student: I like to cook. Teacher: Good! Who would add an indirect object to the sentence?
Student: I like to cook to my family.
Teacher: Could you use a compound indirect object?
Student: I like to cook to my family and friends.
Teacher: When do you cook to them? Add a time adverb to your sentence.
Student: I like to cook to my family and friends on weekends.
The interventions by the teacher recover the students’ knowledge about
“No mundo real, raramente as perguntas se referem a um único tipo de conteúdo. Para preparar os alunos para isso, tente avançar a partir de uma resposta certa, pedindo que integrem a ela conhecimentos aprendidos anteriormente.”
(Doug Lemov. Aula Nota 10 3.0, 2022. Adaptado)
Teacher: Who would like to use the verb “cook” in a sentence?”
Student: I like to cook. Teacher: Good! Who would add an indirect object to the sentence?
Student: I like to cook to my family.
Teacher: Could you use a compound indirect object?
Student: I like to cook to my family and friends.
Teacher: When do you cook to them? Add a time adverb to your sentence.
Student: I like to cook to my family and friends on weekends.
The interventions by the teacher recover the students’ knowledge about
Ano: 2025
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VUNESP
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Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Titular) |
Q3456350
Inglês
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Consider these anecdotes:
1. An ESL teacher instructs a group of 7 children every day
for 45 minutes. They sing “I’m a Little Teapot” over and over
again. Standing, they make gestures to show the tea pouring
out. “I’m a little teapot, short and stout, here is my handle,
here is my spout. When I get it all steamed up, hear me shout,
just tip me over and pour me out”. And then the group starts
again…
2. In visiting a class of a successful ESL teacher, you are
struck that each activity lasts no more than ten minutes, that
children are usually in movement - making something, holding
something, moving their hands and walking somewhere.
There are few major contrasts that we can make between
child and adult ESL learners. Children are more likely to play
with language than adults are. In general, children are more
holistic learners who need to use language for authentic
communication in ESL classes.
In a children’s class, activities need to be child centered
and communication should be authentic. Several themes
repeatedly come up:
• Focus on meaning, not correctness.
• Focus on the value of the activity, not the value of language.
• Focus on collaboration and social development.
• Provide a rich context, including movement, the senses,
objects and pictures, and a variety of activities.
• Teach ESL holistically, integrating the four skills.
• Treat learners appropriately in the light of their age and
interests.
• Treat language as a tool for children to use for their own
social and academic ends.
(S. Peck. Developing Children´s Listening and Speaking. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
Items 1 and 2 in the excerpt represent
Ano: 2025
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VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Titular) |
Q3456349
Inglês
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Consider these anecdotes:
1. An ESL teacher instructs a group of 7 children every day
for 45 minutes. They sing “I’m a Little Teapot” over and over
again. Standing, they make gestures to show the tea pouring
out. “I’m a little teapot, short and stout, here is my handle,
here is my spout. When I get it all steamed up, hear me shout,
just tip me over and pour me out”. And then the group starts
again…
2. In visiting a class of a successful ESL teacher, you are
struck that each activity lasts no more than ten minutes, that
children are usually in movement - making something, holding
something, moving their hands and walking somewhere.
There are few major contrasts that we can make between
child and adult ESL learners. Children are more likely to play
with language than adults are. In general, children are more
holistic learners who need to use language for authentic
communication in ESL classes.
In a children’s class, activities need to be child centered
and communication should be authentic. Several themes
repeatedly come up:
• Focus on meaning, not correctness.
• Focus on the value of the activity, not the value of language.
• Focus on collaboration and social development.
• Provide a rich context, including movement, the senses,
objects and pictures, and a variety of activities.
• Teach ESL holistically, integrating the four skills.
• Treat learners appropriately in the light of their age and
interests.
• Treat language as a tool for children to use for their own
social and academic ends.
(S. Peck. Developing Children´s Listening and Speaking. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
The word “anecdotes”, in the first paragraph, means the
same as
Ano: 2025
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Q3456348
Inglês
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One of the major foci of applied linguistics scholarship
has been the foreign or second language classroom. A glance
through the past century or so of language teaching gives us
an interesting picture of varied interpretations of the best way
to teach a foreign language. As schools of thought have come
and gone, so have language teaching trends waxed and
waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and
shifting sands” as a cyclical pattern where a new paradigm
of teaching methodology emerged about every quarter of a
century, with each new method breaking from the old but at
the same time taking with it some of the positive aspects of the
previous paradigm. One of the best examples of the cyclical
nature of methods is seen in the revolutionary Audiolingual
Method (ALM) of the late 1940s and 1950s. The ALM borrowed
principles and beliefs from its predecessor by almost half
a century, the Direct Method, while breaking away entirely
from the Grammar-Translation paradigm. Within a short time,
however, ALM critics were advocating more attention to rules
of language which, to some, smacked a return to Grammar
Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
No trecho do segundo parágrafo “Albert Marckwardt
(1972) saw these “changing winds and shifting sands”
as a cyclical pattern where a new paradigm of teaching
methodology emerged”, a palavra destacada em negrito
pode ser corretamente substituída por
Ano: 2025
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VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Titular) |
Q3456347
Inglês
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One of the major foci of applied linguistics scholarship
has been the foreign or second language classroom. A glance
through the past century or so of language teaching gives us
an interesting picture of varied interpretations of the best way
to teach a foreign language. As schools of thought have come
and gone, so have language teaching trends waxed and
waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and
shifting sands” as a cyclical pattern where a new paradigm
of teaching methodology emerged about every quarter of a
century, with each new method breaking from the old but at
the same time taking with it some of the positive aspects of the
previous paradigm. One of the best examples of the cyclical
nature of methods is seen in the revolutionary Audiolingual
Method (ALM) of the late 1940s and 1950s. The ALM borrowed
principles and beliefs from its predecessor by almost half
a century, the Direct Method, while breaking away entirely
from the Grammar-Translation paradigm. Within a short time,
however, ALM critics were advocating more attention to rules
of language which, to some, smacked a return to Grammar
Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
É proposta de sala de aula condizente com o ensino
comunicativo de línguas:
Ano: 2025
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Q3456346
Inglês
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One of the major foci of applied linguistics scholarship
has been the foreign or second language classroom. A glance
through the past century or so of language teaching gives us
an interesting picture of varied interpretations of the best way
to teach a foreign language. As schools of thought have come
and gone, so have language teaching trends waxed and
waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and
shifting sands” as a cyclical pattern where a new paradigm
of teaching methodology emerged about every quarter of a
century, with each new method breaking from the old but at
the same time taking with it some of the positive aspects of the
previous paradigm. One of the best examples of the cyclical
nature of methods is seen in the revolutionary Audiolingual
Method (ALM) of the late 1940s and 1950s. The ALM borrowed
principles and beliefs from its predecessor by almost half
a century, the Direct Method, while breaking away entirely
from the Grammar-Translation paradigm. Within a short time,
however, ALM critics were advocating more attention to rules
of language which, to some, smacked a return to Grammar
Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
In the second half of the XX century, it was the
Communicative Approach which would break from the
principles of their antecessors, the Audiolingual Method
and the Grammar-Translation paradigm. It is correct to
say that, in Communicative Language Teaching,
Ano: 2025
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Q3456345
Inglês
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One of the major foci of applied linguistics scholarship
has been the foreign or second language classroom. A glance
through the past century or so of language teaching gives us
an interesting picture of varied interpretations of the best way
to teach a foreign language. As schools of thought have come
and gone, so have language teaching trends waxed and
waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and
shifting sands” as a cyclical pattern where a new paradigm
of teaching methodology emerged about every quarter of a
century, with each new method breaking from the old but at
the same time taking with it some of the positive aspects of the
previous paradigm. One of the best examples of the cyclical
nature of methods is seen in the revolutionary Audiolingual
Method (ALM) of the late 1940s and 1950s. The ALM borrowed
principles and beliefs from its predecessor by almost half
a century, the Direct Method, while breaking away entirely
from the Grammar-Translation paradigm. Within a short time,
however, ALM critics were advocating more attention to rules
of language which, to some, smacked a return to Grammar
Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
From Brown’s excerpt it is possible to state that the
Audiolingual Method
Ano: 2025
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Q3456343
Inglês
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One of the major foci of applied linguistics scholarship
has been the foreign or second language classroom. A glance
through the past century or so of language teaching gives us
an interesting picture of varied interpretations of the best way
to teach a foreign language. As schools of thought have come
and gone, so have language teaching trends waxed and
waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and
shifting sands” as a cyclical pattern where a new paradigm
of teaching methodology emerged about every quarter of a
century, with each new method breaking from the old but at
the same time taking with it some of the positive aspects of the
previous paradigm. One of the best examples of the cyclical
nature of methods is seen in the revolutionary Audiolingual
Method (ALM) of the late 1940s and 1950s. The ALM borrowed
principles and beliefs from its predecessor by almost half
a century, the Direct Method, while breaking away entirely
from the Grammar-Translation paradigm. Within a short time,
however, ALM critics were advocating more attention to rules
of language which, to some, smacked a return to Grammar
Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
The word “foci”, on the first line of the extract, is the
plural of “focus”. Another correct plural form is found in
alternative:
Ano: 2025
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FGV
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Q3439638
Inglês
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AI has made it easier than ever to find information: Ask
ChatGPT almost anything, and the system swiftly delivers an
answer. But the large language models that power popular tools
like OpenAI’s ChatGPT or Anthropic’s Claude were not designed
to be accurate or factual. They regularly “hallucinate” and offer
up falsehoods as if they were hard facts.
Yet people are relying more and more on AI to answer their
questions. Half of all people in the U.S. between the ages of 14
and 22 now use AI to get information, according to a 2024
Harvard study.
https://theconversation.com/heres-how-researchers-are-helping-ais-gettheir-facts-straight-245463
The word “Yet”, in the beginning of the second paragraph, is
polysemic and its meaning depends on the context. In the
sentences below, the one in which the word carries the same
meaning as the one used in the text is
Ano: 2025
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Q3439637
Inglês
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Leia o texto a seguir para responder à próxima questão.
AI has made it easier than ever to find information: Ask
ChatGPT almost anything, and the system swiftly delivers an
answer. But the large language models that power popular tools
like OpenAI’s ChatGPT or Anthropic’s Claude were not designed
to be accurate or factual. They regularly “hallucinate” and offer
up falsehoods as if they were hard facts.
Yet people are relying more and more on AI to answer their
questions. Half of all people in the U.S. between the ages of 14
and 22 now use AI to get information, according to a 2024
Harvard study.
https://theconversation.com/heres-how-researchers-are-helping-ais-gettheir-facts-straight-245463
From the alternatives, choose the one in which the pronunciation
of the plural form of the words given follows the sequence /s/,
/z/, /iz/.
Ano: 2025
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FGV
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SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439635
Inglês
Read the quote.
“If the teacher is indeed wise, he does not bid you into the house of his wisdom but rather leads you to the threshold of your own mind.”
Kahlil Gibran – The Prophet (in HARMER, Jeremy. How to teach English. Pearson Education Limited 2007.
Gibran’s quote is an instance of use of conditionals in a sentence. Complete the blank spaces to make the sentence an improbable past condition.
“If the teacher ____________ indeed wise, he __________you into the house of his wisdom, but rather ____________you to the threshold of your own mind.”
“If the teacher is indeed wise, he does not bid you into the house of his wisdom but rather leads you to the threshold of your own mind.”
Kahlil Gibran – The Prophet (in HARMER, Jeremy. How to teach English. Pearson Education Limited 2007.
Gibran’s quote is an instance of use of conditionals in a sentence. Complete the blank spaces to make the sentence an improbable past condition.
“If the teacher ____________ indeed wise, he __________you into the house of his wisdom, but rather ____________you to the threshold of your own mind.”
Ano: 2025
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FGV
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Prova:
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Q3439634
Inglês
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Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
https://www.merriam-webster.com/dictionary/other.
Forms of other can be used as either adjectives or pronouns –
besides the more recent verb form. They include others, the
other, the others, another. Indicate the correct use of one of
these forms:
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Q3439633
Inglês
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Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
https://www.merriam-webster.com/dictionary/other.
The stretch of text “many thousands of words which are reported
to have been formed in this fashion” is an example of impersonal
passive voice – which shows, for instance, what an unspecified
group of people say or believe. One instance of this type of
passive is
Ano: 2025
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Q3439632
Inglês
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Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
https://www.merriam-webster.com/dictionary/other.
In the sentence taken from the text “Over the past few centuries,
it has served as an adjective, an adverb, a noun, and a pronoun”,
the pronoun in bold letters refers to the word “other”.
Sometimes, though, “it” does not have a referent and serves a
grammatical function only, thus being named, for example,
“dummy it”. Mark the alternative in which “it” has a referent.
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Q3439629
Inglês
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Speakers use a finite set of rules to produce and understand
an infinite set of possible sentences. These rules comprise the
grammar of a language, which is learned when you acquire the
language and includes the sound system, the structure of words,
how words may be combined into phrases and sentences, the
ways in which sounds and meanings are related, and the words
or lexicon. The sounds and meanings of these words are related
in an arbitrary fashion. And so are the gestures used by deaf
signers. Language, then, is a system that relates sounds (or hand
and body gestures) with meanings; when you know a language
you know this system.
FROMKIN, V., Rodman, R., Hyams, N. An Introduction to Language. 10th
edition Wadsworth Cengage. Learning. 2013. Adaptado
Os verbos regulares a seguir foram retirados do texto e estão no
tempo presente. Marque a alternativa em que os dois verbos têm
seu sufixo -ed do passado e particípio passado pronunciado com
/d/.
Ano: 2025
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FGV
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Q3439628
Inglês
A student who does not know the meaning of the acronym A.D.
would correctly ask for clarification from the teacher using the
question
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Q3439627
Inglês
A father earns the gratitude of his children by nurturing them
to be preeminent in the Assembly of the Learned.
Thirukural, verse 67, circa 100 A.D. in: KUMARAVADIVELU, B. 2003.
Regular verbs ending in voiced sounds are pronounced with the sound /d/ in the simple past and past perfect, and so are most adjectives with the same form. However, the word “Learned”, present in the quotation above, has a distinctive pronunciation feature when functioning as an adjective or a noun: /ˈlɜːnɪd/. Among the words below, choose the one that follows the same characteristic of pronunciation when used in such functions.
Thirukural, verse 67, circa 100 A.D. in: KUMARAVADIVELU, B. 2003.
Regular verbs ending in voiced sounds are pronounced with the sound /d/ in the simple past and past perfect, and so are most adjectives with the same form. However, the word “Learned”, present in the quotation above, has a distinctive pronunciation feature when functioning as an adjective or a noun: /ˈlɜːnɪd/. Among the words below, choose the one that follows the same characteristic of pronunciation when used in such functions.
Ano: 2025
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FGV
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Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439626
Inglês
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Because the culture of any community has many facets and
manifestations, it would be practically impossible to deal with all
of them in the classroom and prepare students for the many
situations that they might encounter in the course of their
functioning in ESL/EFL environments. However, many important
aspects of teaching the second culture can be brought forth and
addressed via classroom instruction, and some of these are
discussed here. The most important long-term benefits of
teaching culture may be to provide learners with the awareness
and the tools that will allow them to achieve their academic,
professional, social, and personal goals and become successful in
their daily functioning in L2 environments.
CELCE-MURCIA, M. et alii. Teaching English as a Second or Foreign
Language. 4th ed. USA, Cengage Learning (2013). Adaptado.
In the part of the text “the awareness and the tools that will
allow them to achieve their academic, professional, social, and
personal goals” the bolded portion is
Ano: 2025
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Q3439625
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
Because the culture of any community has many facets and
manifestations, it would be practically impossible to deal with all
of them in the classroom and prepare students for the many
situations that they might encounter in the course of their
functioning in ESL/EFL environments. However, many important
aspects of teaching the second culture can be brought forth and
addressed via classroom instruction, and some of these are
discussed here. The most important long-term benefits of
teaching culture may be to provide learners with the awareness
and the tools that will allow them to achieve their academic,
professional, social, and personal goals and become successful in
their daily functioning in L2 environments.
CELCE-MURCIA, M. et alii. Teaching English as a Second or Foreign
Language. 4th ed. USA, Cengage Learning (2013). Adaptado.
In the excerpt “and some of these are discussed below”, the
referent of the word in bold is
Conheça nossos planos