Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.443 questões
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
Q3855964
Inglês
The use of children's literature in English language
teaching contributes to intercultural education because it:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
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:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
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:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
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:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
Q3855960
Inglês
Choose the alternative in which the modal verb
expresses possibility.
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
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:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
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:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Biguaçu - SC
Prova:
FURB - 2025 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
Q3855957
Inglês
Choose the sentence in which the use of prepositions is
grammatically correct.
Ano: 2025
Banca:
Instituto Fênix
Órgão:
Prefeitura de Anita Garibaldi - SC
Prova:
Instituto Fênix - 2025 - Prefeitura de Anita Garibaldi - SC - Professor de Inglês |
Q3849433
Inglês
Choose the best meaning for the word "thorough" in the sentence:
“The inspector conducted a thorough review of all the safety protocols.”
Ano: 2025
Banca:
Instituto Fênix
Órgão:
Prefeitura de Anita Garibaldi - SC
Prova:
Instituto Fênix - 2025 - Prefeitura de Anita Garibaldi - SC - Professor de Inglês |
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:
Ano: 2025
Banca:
Instituto Fênix
Órgão:
Prefeitura de Anita Garibaldi - SC
Prova:
Instituto Fênix - 2025 - Prefeitura de Anita Garibaldi - SC - Professor de Inglês |
Q3849431
Inglês
Read the sentence:
“After months of hard work, the team finally pulled off a successful campaign.”
The expression "pulled off" means:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
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:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
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:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
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:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
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:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827154
Inglês
Entre as competências específicas da língua inglesa no
ensino fundamental, segundo a BNCC, podemos destacar:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2025 - Prefeitura de Cuiabá - MT - Professor - Letras/Inglês |
Q3827153
Inglês
O principal objetivo do ensino da língua inglesa no ensino
fundamental é:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826611
Inglês
In which sentence is the pronoun reference
ambiguous?
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826610
Inglês
Texto associado
“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:
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826609
Inglês
Texto associado
“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)
In the sentence “the failure of the methodology
in this context would soon become evident”, the
word evident most nearly means:
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