Questões de Concurso Comentadas sobre inglês
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Instruction: answer questions 36 to 39 based on the following text.
History of Halloween
01 Halloween is __ holiday celebrated each year on October 31st, and in 2022 it occurs on __
02 Monday. The tradition originated with the ancient Celtic festival of Samhain, when people used
03 to make __ fires and wear costumes to scare ghosts.
04 In the eighth century, Catholic Pope Gregory III decided November 1st should be __ day
05 to honor all saints and called it “All Saints’ Day”. Soon, All Saints’ Day incorporated some of the
06 traditions of Samhain. The evening before was known as All Hallows’ Eve (the evening of all
07 spirits), and later it became Halloween.
08 The festivity migrated from Ireland to America in the 19th century. Over time, Halloween
09 evolved into __ overjoyed day of activities like trick-or-treating, festive gatherings, and
10 costumes. It’s a community-centered holiday, with parades and town-wide Halloween parties.
(Available in: https://www.history.com/topics/halloween/history-of-halloween – text especially adapted for this test).
The plural form of the word “festivity” (l. 08) is:
Instruction: answer questions 36 to 39 based on the following text.
History of Halloween
01 Halloween is __ holiday celebrated each year on October 31st, and in 2022 it occurs on __
02 Monday. The tradition originated with the ancient Celtic festival of Samhain, when people used
03 to make __ fires and wear costumes to scare ghosts.
04 In the eighth century, Catholic Pope Gregory III decided November 1st should be __ day
05 to honor all saints and called it “All Saints’ Day”. Soon, All Saints’ Day incorporated some of the
06 traditions of Samhain. The evening before was known as All Hallows’ Eve (the evening of all
07 spirits), and later it became Halloween.
08 The festivity migrated from Ireland to America in the 19th century. Over time, Halloween
09 evolved into __ overjoyed day of activities like trick-or-treating, festive gatherings, and
10 costumes. It’s a community-centered holiday, with parades and town-wide Halloween parties.
(Available in: https://www.history.com/topics/halloween/history-of-halloween – text especially adapted for this test).
Fill out the blanks in the text with “a”, “an”, or “X” (no article).
Which alternative bellow show the correct answers in the order they appear in the text?
Instruction: answer questions 36 to 39 based on the following text.
History of Halloween
01 Halloween is __ holiday celebrated each year on October 31st, and in 2022 it occurs on __
02 Monday. The tradition originated with the ancient Celtic festival of Samhain, when people used
03 to make __ fires and wear costumes to scare ghosts.
04 In the eighth century, Catholic Pope Gregory III decided November 1st should be __ day
05 to honor all saints and called it “All Saints’ Day”. Soon, All Saints’ Day incorporated some of the
06 traditions of Samhain. The evening before was known as All Hallows’ Eve (the evening of all
07 spirits), and later it became Halloween.
08 The festivity migrated from Ireland to America in the 19th century. Over time, Halloween
09 evolved into __ overjoyed day of activities like trick-or-treating, festive gatherings, and
10 costumes. It’s a community-centered holiday, with parades and town-wide Halloween parties.
(Available in: https://www.history.com/topics/halloween/history-of-halloween – text especially adapted for this test).
Which tradition from Samhain is still part of Halloween's modern celebrations?
Instruction: answer questions 36 to 39 based on the following text.
History of Halloween
01 Halloween is __ holiday celebrated each year on October 31st, and in 2022 it occurs on __
02 Monday. The tradition originated with the ancient Celtic festival of Samhain, when people used
03 to make __ fires and wear costumes to scare ghosts.
04 In the eighth century, Catholic Pope Gregory III decided November 1st should be __ day
05 to honor all saints and called it “All Saints’ Day”. Soon, All Saints’ Day incorporated some of the
06 traditions of Samhain. The evening before was known as All Hallows’ Eve (the evening of all
07 spirits), and later it became Halloween.
08 The festivity migrated from Ireland to America in the 19th century. Over time, Halloween
09 evolved into __ overjoyed day of activities like trick-or-treating, festive gatherings, and
10 costumes. It’s a community-centered holiday, with parades and town-wide Halloween parties.
(Available in: https://www.history.com/topics/halloween/history-of-halloween – text especially adapted for this test).
Analyse the following statements about the article and mark T, if true, or F, if false.
( ) Celtic people had a festival to honor spirits.
( ) The Catholic Church chose a date to celebrate all saints.
( ) Nowadays, Americans celebrate Halloween with parties and parades.
The correct order of filling the parentheses, from top to bottom, is:
Leia o texto para responder às questões de números 47 a 50.
We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.
The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.
A number of different categories for description of errors have been identified in research on learner language, among them:
I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).
II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.
III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.
(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)
Leia a charge e compare-a ao texto anterior de Brown.
(https://boggletondrive.com)
Na charge há
Leia o texto para responder às questões de números 47 a 50.
We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.
The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.
A number of different categories for description of errors have been identified in research on learner language, among them:
I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).
II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.
III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.
(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)
When presenting the three categories of errors in language learning, the author states that
Leia o texto para responder às questões de números 47 a 50.
We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.
The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.
A number of different categories for description of errors have been identified in research on learner language, among them:
I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).
II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.
III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.
(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)
Assinale a alternativa em que há um erro decorrente de overgeneralization na construção da pergunta.
Leia o texto para responder às questões de números 47 a 50.
We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.
The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.
A number of different categories for description of errors have been identified in research on learner language, among them:
I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).
II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.
III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.
(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)
As far as noun number is concerned, we can say there is an example of negative transfer from Portuguese into English in:
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
In the fragment from the first paragraph “Rather than describe the core of language through traditional concepts of grammar and vocabulary”, the underlined expression means the same as
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
In Communicative Language Teaching, errors
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
O objetivo do Ensino Comunicativo de Línguas expresso na afirmação “develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication” traz a seguinte implicação:
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
The comparison between CLT and the earlier structuralist tradition will reveal that
Two hundred years ago, Jane Austen lived in a world where single men boasted vast estates; single ladies were expected to speak several languages, sing and play the piano. In both cases, it was, of course, advantageous if you looked good too. So, how much has — or hasn’t — changed? Dating apps opaquely outline the demands of today’s relationship market; users ruminate long and hard over their choice of pictures and what they write in their biographies to hook in potential lovers, and that’s just your own profile. What do you look for in a future partner’s profile — potential signifiers of a popular personality, a good job, a nice car? These apps are a poignant reminder of the often classist attitudes we still adopt, as well as the financial and aesthetic expectations we demand from potential partners.
GALER, S. Disponível em: www.bbc.com. Acesso em: 8 dez. 2017 (adaptado).
O texto aborda relações interpessoais com o objetivo de
Mark the option that best complete the blanks.
The Marines _______ more ofthe ships they've got and more ships yet to be designed, allin an effort to _______ inthe maritime fight. Top Marine leaders, Comimandant Gen. David Berger and Gen. David Odom, recently pushed the ship needs of the Corps. The America-class ship has been in service since 2014 and _______ Marines a vertical lift platform at range in various areas.
Adapted from: <https www militarytimes.com/news/yvour-marine-corps/2022/02/14/new-warship-no-tradeoff-but-wanted-for-future-marinefiaht/>
Read the sentence below.
“Last Wednesday we saw Doctor Hill at the bus stop.”
Mark the option that indicates the correct question for the sentence above.
Mark the sentence which is grammatically correct.
Read the comic strip below.
<https://www.gocomies.com/calvin>
Mark the right option to fill in the blank in the cartoon.
Suzy: Have you ever __________to New York?
Jane: No, I ______________been there, Why?
Suzy: I'm planning a trip and I'd like some tips about what kind of clothes to take.
Jane: Oh really? My friend Josh _________ there for a year. I think he can _________ you.
Suzy: Thats amazing.
Choose the best option to complete the dialogue.
Choose the correct option.
Mark the sentence which is grammatically INCORRECT.
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