Questões de Concurso Sobre inglês

Foram encontradas 25.119 questões

Q3806779 Inglês

Read the following comic strip to answer question:




(Available at: 7 tech comics that will put a big smile on your face - Pingdom)

The sentence “He doesn’t know it yet. Twitter is down.” Choose the alternative that best explains or exemplifies the correct use of yet in this context.
Alternativas
Q3806778 Inglês

Read the following comic strip to answer question:




(Available at: 7 tech comics that will put a big smile on your face - Pingdom)

In the comic, the expression “I’ve broken up with Jim” uses the phrasal verb break up (with). Choose the alternative in which the phrasal verb is used correctly and has a meaning similar to the one in the excerpt.
Alternativas
Q3806777 Inglês
The integration of digital technologies into language teaching has transformed traditional classrooms, offering new ways to promote interaction, autonomy, and authentic communication. When used critically and purposefully, technological tools can enhance language learning by connecting students to global contexts and fostering multimodal literacy. Choose the alternative that best represents an effective use of new technologies in language teaching.
Alternativas
Q3806776 Inglês
Although there are several criticals to the Base Nacional Comum Curricular (BNCC), it is correct to say that the primary objective of teaching English within Brazilian basic education is to:
Alternativas
Q3806775 Inglês
Read the excert to answer the question.


In the Common Core National Curriculum (Base Nacional Comum Curricular, or BNCC) for basic education which came into effect in 2018, the declared ideological basis was a preoccupation with citizenship seen as a concern with the quality of education in Brazil with its extreme regional differences. It is intended to overcome the perceived shortcomings of previous national curricula, such as the […] National Curriculum Document (Parâmetros Curriculares Nacionais, or PCN`s), which were based on the homogeneous educational needs, demands and characterisitcs of the largely urban, industrial and prosperous Southeast of the country. With a lack of adequate funding for materials and teacher education in the rest of the country, it is claimed that the previous curricula ended up privileging learners in the Southeast who received an adequate education, and created a divide with the rest of the country whose needs, demands, and largely rural characteristics were not attended to, thus prejudicing equality of opportunities and citizenship. The BNCC then proceeds to offer the possibility of a “commom core” model of which at least 60% of its content needs to be covered nationally, while 40% can be “complemented” regionally by schools systems. What concern us here is how the teaching of languages is portrayed In the BNCC, and the political implications of this.


(Available at: Menezes de Souza, L. M. T. Coloniality, epistemicide, and language learning in Brazil. In: Multilingual Nations, Monolingual Schools: Confronting colonial language policies across the Americas. New York: Teachers College Press, p. 64, 2024 )
In the passage “With a lack of adequate funding for materials and teacher education in the rest of the country, it is claimed that the previous curricula ended up privileging learners…”, the underlined structure “it is claimed that” functions as: 
Alternativas
Q3806774 Inglês
Read the excert to answer the question.


In the Common Core National Curriculum (Base Nacional Comum Curricular, or BNCC) for basic education which came into effect in 2018, the declared ideological basis was a preoccupation with citizenship seen as a concern with the quality of education in Brazil with its extreme regional differences. It is intended to overcome the perceived shortcomings of previous national curricula, such as the […] National Curriculum Document (Parâmetros Curriculares Nacionais, or PCN`s), which were based on the homogeneous educational needs, demands and characterisitcs of the largely urban, industrial and prosperous Southeast of the country. With a lack of adequate funding for materials and teacher education in the rest of the country, it is claimed that the previous curricula ended up privileging learners in the Southeast who received an adequate education, and created a divide with the rest of the country whose needs, demands, and largely rural characteristics were not attended to, thus prejudicing equality of opportunities and citizenship. The BNCC then proceeds to offer the possibility of a “commom core” model of which at least 60% of its content needs to be covered nationally, while 40% can be “complemented” regionally by schools systems. What concern us here is how the teaching of languages is portrayed In the BNCC, and the political implications of this.


(Available at: Menezes de Souza, L. M. T. Coloniality, epistemicide, and language learning in Brazil. In: Multilingual Nations, Monolingual Schools: Confronting colonial language policies across the Americas. New York: Teachers College Press, p. 64, 2024 )
Based on the excerpt “What concerns us here is how the teaching of languages is portrayed in the BNCC, and the political implications of this,” mark the sentence that best represents the main concern expressed.
Alternativas
Q3806773 Inglês
Read the excert to answer the question.


In the Common Core National Curriculum (Base Nacional Comum Curricular, or BNCC) for basic education which came into effect in 2018, the declared ideological basis was a preoccupation with citizenship seen as a concern with the quality of education in Brazil with its extreme regional differences. It is intended to overcome the perceived shortcomings of previous national curricula, such as the […] National Curriculum Document (Parâmetros Curriculares Nacionais, or PCN`s), which were based on the homogeneous educational needs, demands and characterisitcs of the largely urban, industrial and prosperous Southeast of the country. With a lack of adequate funding for materials and teacher education in the rest of the country, it is claimed that the previous curricula ended up privileging learners in the Southeast who received an adequate education, and created a divide with the rest of the country whose needs, demands, and largely rural characteristics were not attended to, thus prejudicing equality of opportunities and citizenship. The BNCC then proceeds to offer the possibility of a “commom core” model of which at least 60% of its content needs to be covered nationally, while 40% can be “complemented” regionally by schools systems. What concern us here is how the teaching of languages is portrayed In the BNCC, and the political implications of this.


(Available at: Menezes de Souza, L. M. T. Coloniality, epistemicide, and language learning in Brazil. In: Multilingual Nations, Monolingual Schools: Confronting colonial language policies across the Americas. New York: Teachers College Press, p. 64, 2024 )
According to the excerpt, one of the main criticisms of the Parâmetros Curriculares Nacionais (PCNs) was that: 
Alternativas
Q3803579 Inglês
Yesterday
The Beatles

Yesterday
All my troubles seemed so far away
Now it looks as though they're here to stay
Oh, I believe in yesterday

Suddenly
I'm not half the man I used to be
There's a shadow hanging over me
Oh, yesterday came suddenly

Why she had to go? I don't know
She wouldn't say
I said something wrong, now I long
For yesterday

Yesterday
Love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday

Why she had to go? I don't know
She wouldn't say
I said something wrong, now I long
For yesterday

Yesterday
Love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday

In “I'm not half the man I used to be,” the expression most effectively conveys a:
Alternativas
Q3803578 Inglês
Yesterday
The Beatles

Yesterday
All my troubles seemed so far away
Now it looks as though they're here to stay
Oh, I believe in yesterday

Suddenly
I'm not half the man I used to be
There's a shadow hanging over me
Oh, yesterday came suddenly

Why she had to go? I don't know
She wouldn't say
I said something wrong, now I long
For yesterday

Yesterday
Love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday

Why she had to go? I don't know
She wouldn't say
I said something wrong, now I long
For yesterday

Yesterday
Love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday

In the line “Now I long for yesterday,” which option is the most precise synonym for long as used in the lyric’s emotional context?
Alternativas
Q3803577 Inglês
Which sentence uses a modal verb to express logical possibility rather than ability, necessity, or permission?
Alternativas
Q3803576 Inglês
Based on the theoretical discussion of Interlanguage (IL) presented, evaluate the statements below:

I. Interlanguage is viewed as an independent linguistic system that develops gradually between the learner’s L1 and the target language (TL), reflecting a continuum rather than a direct transfer from either language.
II. Fossilization refers to temporary, context-dependent errors that tend to disappear as learners receive more input, and therefore does not represent a permanent stage in IL development.
III. According to Selinker, IL forms arise from latent psychological structures (LPS) and may include influences such as language transfer, overgeneralization, strategies of learning, and strategies of communication.
IV. Variability in IL can manifest systematically or non-systematically, depending on linguistic, situational, or performance-related factors, meaning IL production is not always uniform.

Mark the alternative that indicates the correct combination of statements. 
Alternativas
Q3803575 Inglês
Mark the alternative that most accurately corresponds to the conditional form used to describe an unreal past situation and its unreal past result.
Alternativas
Q3803574 Inglês
In the context of telephone communication, which phrasal verb completes the sentence correctly and precisely, keeping the meaning intended by the speaker?
“I couldn’t hear you clearly. Your voice began to ______ right before the call ended.” 
Alternativas
Q3803573 Inglês
Considering the semantic groups — approaching, happening/creating, preparing, and disrupting/damaging — and the nuanced meanings of the phrasal verbs presented, which option best misinterprets the phrasal verb in context, creating a semantic mismatch with the intended meaning of the original sentence? 
Alternativas
Q3803572 Inglês
In articulatory phonetics, the classification of English consonants depends on multidimensional parameters—voicing, place, manner of articulation, velic position, and lip configuration. Considering this framework and the descriptive conventions adopted by the International Phonetic Alphabet (IPA), which alternative best exemplifies a misalignment between the articulatory description provided and the phonetic symbol used?
Alternativas
Q3803570 Inglês
Success is counted sweetest
By those who ne’er succeed.
To comprehend a nectar
Requires sorest need.

Not one of all the purple Host
Who took the Flag today
Can tell the definition,
So clear, of Victory!

As he, defeated — dying —
On whose forbidden ear
The distant strains of triumph
Burst agonized and clear!

(c. 1859)
– Emily Dickinson –
Throughout the poem “Success is counted sweetest”, Emily Dickinson explores a subjective experience regarding the value of success and victory. Considering the poetic devices employed by the author, the imagery constructed, and the dramatic perspective adopted, which human interiorization is conveyed in the poem? 
Alternativas
Q3801361 Inglês
A concepção de ensino-aprendizagem de Língua Estrangeira como um processo meramente reprodutivo, onde o aluno memoriza regras gramaticais e vocabulário isolados para aplicá-los em exercícios descontextualizados, é a mais coerente com a abordagem direta, que se preocupa principalmente com a precisão formal. Tal concepção, ao desconsiderar a dimensão significativa e comunicativa da linguagem, prepara adequadamente o estudante para exames de proficiência que focam na correção sintática e morfológica.
Alternativas
Q3801360 Inglês
As 'Relative Clauses' (orações relativas) em inglês, introduzidas por pronomes como 'who', 'which', 'that', servem essencialmente para adicionar informações descritivas aos substantivos ou pronomes que modificam. A distinção entre 'defining relative clauses' e 'non-defining relative clauses', marcada pela presença ou ausência de vírgulas, é crucial por alterar o sentido da frase, pois a primeira é indispensável para identificar o referente, enquanto a segunda oferece informação adicional que pode ser omitida sem prejuízo à identificação do antecedente. 
Alternativas
Q3801359 Inglês
Situação hipotética: Uma professora de inglês propõe uma atividade em que os alunos devem comparar e contrastar a culinária brasileira e a britânica, utilizando vocabulário específico e expressões idiomáticas. Assertiva: Essa atividade promove não apenas o desenvolvimento de habilidades linguísticas, mas também a interculturalidade, ao permitir que os alunos reflitam sobre suas próprias identidades culturais e as de outros povos, combatendo estereótipos e fomentando o respeito à diversidade, integrando, assim, elementos cognitivos e socioafetivos do processo de aprendizagem.
Alternativas
Q3801357 Inglês
A escolha de um 'determiner' em inglês, como 'a', 'an', 'the', 'some', 'any', 'my', 'this', é uma decisão puramente sintática que precede o substantivo, e não possui implicância semântica ou pragmática profunda. Sua função consiste apenas em indicar se o substantivo é definido ou indefinido, singular ou plural, sem contribuir para a construção de sentidos complexos ou para a coesão textual além da referência básica.
Alternativas
Respostas
2121: D
2122: E
2123: B
2124: E
2125: A
2126: E
2127: C
2128: B
2129: A
2130: D
2131: B
2132: C
2133: B
2134: C
2135: D
2136: A
2137: E
2138: C
2139: C
2140: E