Questões de Concurso Comentadas sobre inglês

Questões Discursivas

Foram encontradas 19.260 questões

Q3855965 Inglês

Match each type of conditional clause (first column) to the sentence that correctly exemplifies it (second column).



First column − Conditional type


1. Zero Conditional


2. First Conditional


3. Second Conditional


4. Third Conditional



Second column − Sentences


(_) If water reaches 100°C, it boils.


(_) If she had studied harder, she would have passed the exam.


(_) If he studies regularly, he will improve his fluency.


(_) If I were more confident, I would speak English more often.



Choose the correct sequence:

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Q3855964 Inglês
The use of children's literature in English language teaching contributes to intercultural education because it: 
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Q3855963 Inglês

Read the statements below about methods and approaches in English language teaching.



I. The Communicative Approach prioritizes meaningful interaction and the use of language for real purposes.


II. The Grammar-Translation Method focuses on oral fluency and spontaneous communication.


III. Task-Based Learning proposes the use of tasks as the central unit of planning and instruction.



It is correct what is stated in:

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Q3855962 Inglês

Analyze the statements about technology and CLIL.



I. Digital tools can support interaction, collaboration, and authentic language use.


II. CLIL proposes teaching content subjects and language in an integrated way.


III. In CLIL, language learning is secondary and does not require planning.



It is correct what is stated in:

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Q3855961 Inglês

Read the statement below.



"Reading comprehension involves not only understanding the words in a text, but also interpreting meaning based on context, purpose, and audience."



This statement indicates that reading comprehension: 

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Q3855960 Inglês
Choose the alternative in which the modal verb expresses possibility
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Q3855959 Inglês

Match each linguistic area (first column) to its description (second column).



First column:


1. Morphology


2. Syntax


3. Semantics


4. Pragmatics



Second column:


(_) Studies meaning in language.


(_) Analyzes how context influences meaning.


(_) Examines word formation.


(_) Investigates sentence structure.



Choose the correct sequence:

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Q3855958 Inglês

Analyze the statements below.



I. Spoken English often presents reductions and connected speech not commonly found in writing.


II. The same vowel letter in English may represent different sounds depending on the word, as in "cat", "cake", and "father".


III. Listening and speaking skills should be developed only after reading and writing.



It is correct what is stated in:

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Q3855957 Inglês
Choose the sentence in which the use of prepositions is grammatically correct.
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Q3849433 Inglês

Choose the best meaning for the word "thorough" in the sentence:


“The inspector conducted a thorough review of all the safety protocols.” 

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Q3849432 Inglês

In the sentence:


“The manager was taken aback by the sudden resignation of her assistant.”


The phrasal verb "taken aback" conveys the idea of:

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Q3849431 Inglês

Read the sentence:


“After months of hard work, the team finally pulled off a successful campaign.”


The expression "pulled off" means: 

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Q3827160 Inglês
A BNCC, ao abordar a língua inglesa como um de seus componentes, prioriza a função social e política do inglês, passando a tratá-la, em seu status, como língua:
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Q3827159 Inglês
O estudo do léxico e da gramática tem por objetivo levar os alunos a descobrir o funcionamento sistêmico do inglês por meio da:
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Q3827158 Inglês
De acordo com a BNCC, dentro do eixo da escrita da língua inglesa, dois aspectos do ato de escrever devem ser considerados nas práticas de produção de texto. Esses aspectos consistem em sua natureza:
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Q3827155 Inglês
A técnica utilizada para leitura rápida e global, a fim de captar o máximo de informações por meio de uma ideia geral, chama-se:
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Q3827154 Inglês
Entre as competências específicas da língua inglesa no ensino fundamental, segundo a BNCC, podemos destacar:
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Q3827153 Inglês

O principal objetivo do ensino da língua inglesa no ensino fundamental é:


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Q3826611 Inglês
In which sentence is the pronoun reference ambiguous?
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Q3826610 Inglês
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.

From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]

(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
The connector “On the contrary” in the third paragraph establishes with the previous paragraph a relation of:
Alternativas
Respostas
1841: A
1842: E
1843: D
1844: D
1845: B
1846: D
1847: B
1848: E
1849: B
1850: B
1851: A
1852: C
1853: C
1854: A
1855: C
1856: B
1857: D
1858: B
1859: B
1860: D