Questões de Concurso Comentadas sobre inglês

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Foram encontradas 19.387 questões

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Q3550800
Inglês Análise sintática | Syntax Parsing ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550800 Inglês
Which one of the following correctly completes the sentence: “The protesters were prevented from speaking to reporters because___________.”:
Alternativas
Q3550797
Inglês Verbos | Verbs , Presente simples | Simple present ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550797 Inglês
Considering the phrase “Acomputerized map of the freeways using information gathered by sensors embedded in the pavement _____ on a local cable channel during rush hours.”, which one of the following is CORRECT?
Alternativas
Q3550796
Inglês Verbos | Verbs , Futuro simples | Simple future ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550796 Inglês
Considering the phrase “Construction of the housing development _________ underway by the first of the month.”, which one of the following is CORRECT?
Alternativas
Q3550795
Inglês Pronomes | Pronouns , Pronome relativo | Relative clauses ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550795 Inglês
Considering the phrase “The child _____ playing in the field is my daughter”, which one of the following is CORRECT?
Alternativas
Q3550794
Inglês Análise sintática | Syntax Parsing ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550794 Inglês
Considering the phrase “_______, Sarah rarely misses her swimming lessons.”, which one of the following is CORRECT?
Alternativas
Q3550793
Inglês Verbos | Verbs , Presente perfeito progressivo | Present perfect continuous ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550793 Inglês
Considering the phrase “Bernadette ___________ in Australia for 5 years now.”, which one of the following verb forms is CORRECT?
Alternativas
Q3550792
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550792 Inglês
Read Text I to answer the question:
TEXT I
    “Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may have other benefits that contribute to the overall well-being of older individuals […].
    The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger & Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals. The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et al., 2013).
    As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners' language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda, 2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova & Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
“Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation” The pronouns are referring to (respectively): 
Alternativas
Q3550791
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550791 Inglês
Read Text I to answer the question:
TEXT I
    “Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may have other benefits that contribute to the overall well-being of older individuals […].
    The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger & Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals. The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et al., 2013).
    As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners' language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda, 2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova & Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
The word “hinder” in the text could be substituted without change in meaning in: 
Alternativas
Q3550790
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550790 Inglês
Read Text I to answer the question:
TEXT I
    “Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may have other benefits that contribute to the overall well-being of older individuals […].
    The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger & Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals. The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et al., 2013).
    As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners' language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda, 2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova & Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
The word “futhermore” in the text could be substituted without change in meaning in: 
Alternativas
Q3550789
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550789 Inglês
Read Text I to answer the question:
TEXT I
    “Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may have other benefits that contribute to the overall well-being of older individuals […].
    The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger & Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals. The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et al., 2013).
    As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners' language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda, 2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova & Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
According to the text, which of the following is an advantage of older adults learning a new language? 
Alternativas
Q3550788
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: CPCON Órgão: Prefeitura de Araruna - PB Prova: CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550788 Inglês
Read Text I to answer the question:
TEXT I
    “Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may have other benefits that contribute to the overall well-being of older individuals […].
    The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger & Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals. The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et al., 2013).
    As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners' language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda, 2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova & Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
Based on the text, what is the primary motivation for older individuals to learn a foreign language? 
Alternativas
Q3550595
Inglês Verbos | Verbs ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550595 Inglês
 A phrasal verb is a combination of a verb and one or more particles (usually prepositions or adverbs) that together form a single semantic unit with a distinct meaning that may not be immediately obvious from the individual meanings of its parts. Phrasal verbs often have idiomatic or figurative meanings and are commonly used in English conversation and writing. They can convey a wide range of actions, emotions, and concepts. Observe the following columns. Associate the second column according to the first, which relates phrasal verbs with their definitions:
First column: phrasal verbs (1) Bear in mind. (2) Bring about. (3) Provide with.
Second column: definitions (__) To cause something to happen or to produce a particular result.
(__) To supply someone with something that they need or want.
(__) To remember or consider something; to keep something in one's thoughts.
Mark the option that presents the correct association between the columns: 
Alternativas
Q3550594
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550594 Inglês
When considering methodological approaches to teaching English as a second language, which of the following best aligns with communicative language teaching (CLT)?
The appropriate answer fills the gap in the following sentence: _____________ focuses on engaging learners in authentic language tasks to promote communication and language acquisition, making it the best fit for CLT principles.
Alternativas
Q3550593
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550593 Inglês
In English language teaching, understanding phonemes — the smallest units of sound that distinguish meaning — is crucial for learners to develop accurate pronunciation and enhance their overall oral communication skills. When delving into English phonetics, it's essential to grasp the distinction between voiced and voiceless consonants, which significantly impacts pronunciation and can influence in word differentiation. Observe the following statements about the text from question number one and choose the correct one:
Alternativas
Q3550592
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550592 Inglês
Examine the distinct characteristics and functional purposes of interactional and transactional conversations within interpersonal communication contexts. How do these conversation types differ in terms of structure, language use, and underlying goals, and what role do they play in fostering social relationships and achieving pragmatic outcomes? Choose the alternative that could better introduce a discussion about this topic: 
Alternativas
Q3550591
Inglês Discurso direto e indireto | Reported speech , Verbos | Verbs ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550591 Inglês
Reported speech, a fundamental aspect of English grammar, involves conveying someone else's words or thoughts indirectly. It requires changes in pronouns, tenses, and sometimes word order. Now, consider the following statements:
I.In reported speech, the reporting verb can change from present tense to past tense when the reported statement is about a past event.
II.When reporting statements, modal verbs such as 'can' change to their past equivalents, such as 'could', to reflect the shift from direct to reported speech.
III.Reported speech often entails backshifting, where verb tenses shift back one tense in indirect speech compared to the original direct speech.
It is correct what is stated in:
Alternativas
Q3550590
Inglês Orações condicionais | Conditional Clauses , Verbos | Verbs ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550590 Inglês
Associate the second column according to the first, which relates grammatical structures with examples of them:
First column: grammatical structures (1) Third Conditional. (2) Present Perfect. (3) Past Simple.
Second column: examples of the structures (__) He meticulously cataloged every detail of his journey in his journal.
(__) They have encountered myriad challenges during their entrepreneurial journey.
(__) If she had invested wisely, she would be luxuriously lounging on her private yacht by now.
Mark the option that presents the correct association between the columns:
Alternativas
Q3550589
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550589 Inglês
Consider the intricate nuances of language usage and cultural sensitivity in the context of international travel, particularly focusing on the subtle differences in vocabulary, tone, and nonverbal communication when interacting with locals in diverse linguistic environments. How do these linguistic considerations contribute to enriching travel experiences and fostering cross-cultural understanding? Choose T (true) for the statements that answer the question appropriately and F (false) for the statements that do not answer it correctly:
(__)Awareness of cultural norms and linguistic subtleties enhances travelers' ability to effectively communicate and navigate unfamiliar environments.
(__)Deepening one's understanding of local dialects and idiomatic expressions is irrelevant for travelers seeking authentic cultural experiences.
(__)Flexibility in language use allows travelers to adapt to diverse cultural contexts and build meaningful connections with locals during their journeys.
It is correct what is stated in:
Alternativas
Q3550588
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550588 Inglês
Read the following statements about necessary abilities to be developed by students of English as an additional/foreign language. Choose the correct one: 
Alternativas
Q3550587
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2024 Banca: FURB Órgão: FURB - SC Prova: FURB - 2024 - FURB - SC - Instrutor de Idiomas - Inglês |
Q3550587 Inglês
In English Language Teaching, some steps are involved in planning a communicative activity to enhance students' speaking skills. Observe four examples of those important steps:
1.Preceding the main speaking task, engaging learners in a preliminary activity designed to activate prior knowledge or evoke intellectual curiosity proves instrumental in priming them for the forthcoming linguistic challenge.
2.Selecting a communicative objective with deliberate intentionality serves as the foundational step in orchestrating a speaking activity geared towards enhancing students' linguistic proficiency.
3.Facilitating a whole-group discourse session wherein students partake in an expansive exchange of ideas and opinions not only hones their oral communication skills but also cultivates a collaborative learning environment.
4.Following the culmination of the speaking activity, providing constructive feedback to individual students regarding their performance offers invaluable insights for refinement and continuous improvement in their linguistic competence.
The appropriate sequence for developing a classroom activity focusing on communication is: 
Alternativas
Respostas
4561: B
4562: C
4563: C
4564: A
4565: D
4566: A
4567: E
4568: E
4569: D
4570: B
4571: C
4572: A
4573: A
4574: A
4575: A
4576: C
4577: C
4578: C
4579: B
4580: E
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