Questões de Concurso Sobre inglês

Foram encontradas 25.331 questões

Q3701158 Inglês
Text CG4A1-I 


    Artificial intelligence (AI) chatbots have emerged as a growing resource in educational settings. This expansion has occurred amid varying acceptance and trust in digital learning technologies across student populations, with most reporting that their instructors or schools had not yet provided guidelines for ethical or responsible AI tool use.  

    Benefits of AI chatbots in educational settings extend to both students and educators. These systems can support learning by providing detailed explanations of concepts through intelligent tutoring support. Beyond explanations, they can offer immediate feedback on students’ work, allowing for more rapid improvement and iterative learning. These systems have demonstrated their potential to support personalized learning, adapting to individual student needs. Personalization naturally fosters higher levels of student engagement, found to be another benefit of these systems. Studies have also highlighted AI’s potential to stimulate creativity through idea generation, bridge language barriers via content translation for multilingual learners, and democratize education by providing continuous access to educational support and resources regardless of time or geographical constraints. 

    Besides their promise, implementing AI chatbots in educational settings requires careful consideration of several risks. For students, academic integrity has been raised as a primary concern, with studies highlighting the risks of intentional and unintentional plagiarism. These tools may inadvertently undermine students’ critical thinking development and academic agency, potentially fostering an unhealthy overreliance on automated assistance. The quality of interaction itself presents additional challenges, as the reduction of peer-to-peer and student-instructor interactions threatens to eliminate meaningful learning relationships.


G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).


Based on the information provided in text CG4A1-I and on its linguistic aspects, judge the following items.

I It is correct to conclude from the first paragraph of the text that some students are open to embracing AI chatbots as an acceptable learning technology, whereas others are more skeptical.
II The text implies, in its last paragraph, that implementing AI chatbots in educational settings may jeopardize the significant communication that occurs among students.
III In the second sentence of the second paragraph, the verb “support” is a synonymous with assist, and the two can be used interchangeably without altering the overall meaning of the sentence.

Choose the correct option.  
Alternativas
Q3701157 Inglês
Text CG4A1-I 


    Artificial intelligence (AI) chatbots have emerged as a growing resource in educational settings. This expansion has occurred amid varying acceptance and trust in digital learning technologies across student populations, with most reporting that their instructors or schools had not yet provided guidelines for ethical or responsible AI tool use.  

    Benefits of AI chatbots in educational settings extend to both students and educators. These systems can support learning by providing detailed explanations of concepts through intelligent tutoring support. Beyond explanations, they can offer immediate feedback on students’ work, allowing for more rapid improvement and iterative learning. These systems have demonstrated their potential to support personalized learning, adapting to individual student needs. Personalization naturally fosters higher levels of student engagement, found to be another benefit of these systems. Studies have also highlighted AI’s potential to stimulate creativity through idea generation, bridge language barriers via content translation for multilingual learners, and democratize education by providing continuous access to educational support and resources regardless of time or geographical constraints. 

    Besides their promise, implementing AI chatbots in educational settings requires careful consideration of several risks. For students, academic integrity has been raised as a primary concern, with studies highlighting the risks of intentional and unintentional plagiarism. These tools may inadvertently undermine students’ critical thinking development and academic agency, potentially fostering an unhealthy overreliance on automated assistance. The quality of interaction itself presents additional challenges, as the reduction of peer-to-peer and student-instructor interactions threatens to eliminate meaningful learning relationships.


G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).


Choose the option that presents a sentence in which the word as has the same semantic meaning and performs the same grammatical function as in “The quality of interaction itself presents additional challenges, as the reduction of peer-to-peer and student-instructor interactions threatens to eliminate meaningful learning relationships” (last sentence of text CG4A1-I).  
Alternativas
Q3701156 Inglês
Text CG4A1-I 


    Artificial intelligence (AI) chatbots have emerged as a growing resource in educational settings. This expansion has occurred amid varying acceptance and trust in digital learning technologies across student populations, with most reporting that their instructors or schools had not yet provided guidelines for ethical or responsible AI tool use.  

    Benefits of AI chatbots in educational settings extend to both students and educators. These systems can support learning by providing detailed explanations of concepts through intelligent tutoring support. Beyond explanations, they can offer immediate feedback on students’ work, allowing for more rapid improvement and iterative learning. These systems have demonstrated their potential to support personalized learning, adapting to individual student needs. Personalization naturally fosters higher levels of student engagement, found to be another benefit of these systems. Studies have also highlighted AI’s potential to stimulate creativity through idea generation, bridge language barriers via content translation for multilingual learners, and democratize education by providing continuous access to educational support and resources regardless of time or geographical constraints. 

    Besides their promise, implementing AI chatbots in educational settings requires careful consideration of several risks. For students, academic integrity has been raised as a primary concern, with studies highlighting the risks of intentional and unintentional plagiarism. These tools may inadvertently undermine students’ critical thinking development and academic agency, potentially fostering an unhealthy overreliance on automated assistance. The quality of interaction itself presents additional challenges, as the reduction of peer-to-peer and student-instructor interactions threatens to eliminate meaningful learning relationships.


G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).


It can be inferred from text CG4A1-I that, by stating that “personalization naturally fosters higher levels of student engagement” (fifth sentence of the second paragraph), the authors believe that personalization
Alternativas
Q3701155 Inglês
Text CG4A1-I 


    Artificial intelligence (AI) chatbots have emerged as a growing resource in educational settings. This expansion has occurred amid varying acceptance and trust in digital learning technologies across student populations, with most reporting that their instructors or schools had not yet provided guidelines for ethical or responsible AI tool use.  

    Benefits of AI chatbots in educational settings extend to both students and educators. These systems can support learning by providing detailed explanations of concepts through intelligent tutoring support. Beyond explanations, they can offer immediate feedback on students’ work, allowing for more rapid improvement and iterative learning. These systems have demonstrated their potential to support personalized learning, adapting to individual student needs. Personalization naturally fosters higher levels of student engagement, found to be another benefit of these systems. Studies have also highlighted AI’s potential to stimulate creativity through idea generation, bridge language barriers via content translation for multilingual learners, and democratize education by providing continuous access to educational support and resources regardless of time or geographical constraints. 

    Besides their promise, implementing AI chatbots in educational settings requires careful consideration of several risks. For students, academic integrity has been raised as a primary concern, with studies highlighting the risks of intentional and unintentional plagiarism. These tools may inadvertently undermine students’ critical thinking development and academic agency, potentially fostering an unhealthy overreliance on automated assistance. The quality of interaction itself presents additional challenges, as the reduction of peer-to-peer and student-instructor interactions threatens to eliminate meaningful learning relationships.


G. Pitts, V. Markus, and S. Motamedi.
Student Perspectives on the Benefits and Risks of AI in Education.
Internet: Internet: <arxiv.org> (adapted).


In the sentence “This expansion has occurred amid varying acceptance and trust in digital learning technologies across student populations” (first paragraph of text CG4A1-I), the word “amid” can be correctly replaced, without altering the meanings of the text, with  
Alternativas
Q3700457 Inglês

Concerning adverbs of frequency, the correct sentence is  

Alternativas
Q3700456 Inglês

In the following excerpt, “Ms Parrot, (1) _______most famous lady detective of (2) _______ twenty-first century, was born in (3) _______ United Kingdom in (4) _______ 1960s. Since then, she has been to many countries, including (5)_______ Portugal, Singapore and Australia, and has lived in (6)_______ northern hemisphere and (7) _______ southern hemisphere, as well as on (8) the equator”.



The use of articles is CORRECTLY suggested in option

Alternativas
Q3700455 Inglês
Concerning interrogative questions, the correct option is  
Alternativas
Q3700454 Inglês
The stand-up comedy we saw yesterday, ___________ made my day, lasted only 50 minutes. The best word to fill the gap is 
Alternativas
Q3700453 Inglês

Read the passage and answer question.


Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024


The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.


By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.


Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.

“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”

It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”

The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.

More than 2 million people lived in the strip before the conflict. No one has been unaffected.

“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”

Nine months pregnant, she is sheltering in a tent in southern Gaza.

“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.

I miss my life when we had enough healthy food and snacks,”

Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.” 

Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”


The words underlined in the excerpt “…He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.” can be classified, respectively, as
Alternativas
Q3700452 Inglês

Read the passage and answer question.


Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024


The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.


By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.


Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.

“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”

It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”

The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.

More than 2 million people lived in the strip before the conflict. No one has been unaffected.

“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”

Nine months pregnant, she is sheltering in a tent in southern Gaza.

“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.

I miss my life when we had enough healthy food and snacks,”

Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.” 

Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”


The excerpt “No one has been unaffected.” could be paraphrased by 
Alternativas
Q3700451 Inglês

Read the passage and answer question.


Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024


The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.


By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.


Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.

“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”

It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”

The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.

More than 2 million people lived in the strip before the conflict. No one has been unaffected.

“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”

Nine months pregnant, she is sheltering in a tent in southern Gaza.

“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.

I miss my life when we had enough healthy food and snacks,”

Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.” 

Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”


In the excerpt “More than 2 million people lived in the strip before the conflict.”, the underlined expression could be replaced by 
Alternativas
Q3700450 Inglês

Read the passage and answer question.


Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024


The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.


By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.


Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.

“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”

It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”

The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.

More than 2 million people lived in the strip before the conflict. No one has been unaffected.

“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”

Nine months pregnant, she is sheltering in a tent in southern Gaza.

“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.

I miss my life when we had enough healthy food and snacks,”

Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.” 

Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”


The tense used in the underlined part of the sentence in the excerpt “It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza.” is 
Alternativas
Q3700449 Inglês

Read the passage and answer question.


Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024


The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.


By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.


Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.

“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”

It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”

The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.

More than 2 million people lived in the strip before the conflict. No one has been unaffected.

“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”

Nine months pregnant, she is sheltering in a tent in southern Gaza.

“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.

I miss my life when we had enough healthy food and snacks,”

Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.” 

Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”


According to the newspaper article, the war started  
Alternativas
Q3700448 Inglês

Read the passage and answer question.


Palestinians in Gaza Reflect on One Year of Israel’s War With Hamas Oct. 7, 2024


The war has killed tens of thousands and devastated entire cities, leaving many in Gaza without a home and fueling a humanitarian catastrophe.


By Bilal Shbair and Hiba Yazbek Reporting from the Gaza Strip and Jerusalem.


Last October, Fadi Abu Kheir of southern Gaza had big plans. He was going to be engaged to the woman he loved. After they got married, he said, they would move in together, into an apartment that he spent years building.

“Now,” Mr. Abu Kheir, 24, said, “I am clueless about my future. I cannot even think how I can adapt to life postwar.”

It has been a year since the Hamas-led terrorist attacks impelled Israel to launch a retaliatory offensive in Gaza. For Mr. Abu Kheir — and, indeed, for Palestinians across the enclave — every day since, he said, has teemed with “sadness, depression and fury.”

The war has killed over 41,000 people, according to Gazan health officials, and devastated entire neighborhoods and cities, leaving hundreds of thousands without a home and fueling a humanitarian catastrophe.

More than 2 million people lived in the strip before the conflict. No one has been unaffected.

“We were so happy before this war,” said Maisaa al-Naffar, 20, of Khan Younis, breaking into tears as she recalled her first few weeks as a newlywed before the war began. She added: “I am not the person I used to be.”

Nine months pregnant, she is sheltering in a tent in southern Gaza.

“I miss my old life. I miss the days when we used to have fun or laugh at even the smallest things.

I miss my life when we had enough healthy food and snacks,”

Ms. al-Naffar said. “Today, everything has become a hell, full of dust and darkness.” 

Throughout the enclave, similar stories abound. For Mr. Abu Kheir, the image from the war that lingers is that of a naked, lifeless woman lying in the street, blown out of a house that had been bombarded, he said. The conflict has killed two of his best friends, and displaced him and his family, he said. It also destroyed the apartment he was building, in the southern Gaza city of Rafah. The war, he said, has “destroyed my dreams.”


In the excerpt “I am clueless about my future.”, the word “clueless” is closest in meaning to 
Alternativas
Q3698907 Inglês

Text 3



If you visit Japan, you might choose to travel around the country by shinkansen train. These high-speed trains connect the major cities of Japan. They are nicknamed “bullet trains” because they go very fast and have pointy noses like a bullet.



Bullet trains are a good way to travel for several reasons other than their speed. They are very punctual, often leaving on time to the second. They are also comfortable. All the seats face forward, and there is plenty of leg room. Most importantly, bullet trains are very safe. In their 35-year history, there have been only a few accidents and no deaths.



The only downside to bullet trains is that they are expensive. A ticket to travel to another city can cost almost as much as an airline ticket would. However, if you fly, you will land at an airport at the edge of a city. Train stations are usually right in the middle of a city. This means that it is often more convenient to take a bullet train instead of flying, because you will arrive exactly where you want to be.

Read the statements below and decide if they are true ( T ) or false ( F ) according to text 3.

( ) These trains are nicknamed “bullet trains” because of their speed and shape.
( ) The train that the author of the passage talks about is the shinkansen.
( ) The author says that one reason to take a bullet train instead of flying is because the bullet train is often much cheaper.
( ) To help travelers decide between a bullet train and an airplane, it would be most helpful for the author to add information about how many seats each one has.

Choose the alternative which presents the correct sequence, from top to bottom.
Alternativas
Q3698906 Inglês

Text 3



If you visit Japan, you might choose to travel around the country by shinkansen train. These high-speed trains connect the major cities of Japan. They are nicknamed “bullet trains” because they go very fast and have pointy noses like a bullet.



Bullet trains are a good way to travel for several reasons other than their speed. They are very punctual, often leaving on time to the second. They are also comfortable. All the seats face forward, and there is plenty of leg room. Most importantly, bullet trains are very safe. In their 35-year history, there have been only a few accidents and no deaths.



The only downside to bullet trains is that they are expensive. A ticket to travel to another city can cost almost as much as an airline ticket would. However, if you fly, you will land at an airport at the edge of a city. Train stations are usually right in the middle of a city. This means that it is often more convenient to take a bullet train instead of flying, because you will arrive exactly where you want to be.

According to the author from text 3, why are bullet trains so comfortable?

1. Because all the seats face forward.
2. Because there is plenty of leg room.
3. Because there is extra space for bags.

Choose the alternative which contains the correct sentences.
Alternativas
Q3698905 Inglês

Text 3



If you visit Japan, you might choose to travel around the country by shinkansen train. These high-speed trains connect the major cities of Japan. They are nicknamed “bullet trains” because they go very fast and have pointy noses like a bullet.



Bullet trains are a good way to travel for several reasons other than their speed. They are very punctual, often leaving on time to the second. They are also comfortable. All the seats face forward, and there is plenty of leg room. Most importantly, bullet trains are very safe. In their 35-year history, there have been only a few accidents and no deaths.



The only downside to bullet trains is that they are expensive. A ticket to travel to another city can cost almost as much as an airline ticket would. However, if you fly, you will land at an airport at the edge of a city. Train stations are usually right in the middle of a city. This means that it is often more convenient to take a bullet train instead of flying, because you will arrive exactly where you want to be.

In paragraph 2, from text 3, we learn that bullet trains are very punctual. As used in paragraph 2, which of these people can also be described as punctual?
Alternativas
Q3698903 Inglês
Com base no documento Currículo do Ensino Fundamental da Rede Municipal de Ensino de Chapecó SC (2019) – Componente Curricular: Língua Inglesa, numere a coluna 2 identificando as características de cada Eixo estruturador, para as práticas de linguagem propostas pela BNCC apresentados na coluna 1.

Coluna 1 Eixo

1. Eixo Escrita
2. Eixo Oralidade
3. Eixo Leitura
4. Eixo Conhecimento Linguístico

Coluna 2 Características

( ) práticas de compreensão e produção oral em diferentes contextos.
( ) práticas de leitura em diversos textos em língua inglesa.
( ) práticas de análise linguística para reflexão sobre o funcionamento da língua inglesa.
( ) práticas de produção de textos em língua inglesa relacionados ao cotidiano dos alunos.

Assinale a alternativa que indica a sequência correta, de cima para baixo.
Alternativas
Q3698898 Inglês
Identifique abaixo as afirmativas verdadeiras ( V ) e as falsas ( F ) em relação à avaliação de competências linguísticas.

( ) Compreende as seguintes habilidades: compreensão e produção oral e escrita.
( ) Baseia-se no Quadro Europeu Comum de Referência para Línguas (QECR).
( ) Quadro Europeu Comum de Referência para Línguas (QECR) é a única estrutura utilizada para descrever competências linguísticas.
( ) A capacidade de entender a língua falada, incluindo diferentes sotaques, estilos e níveis de complexidade, é desenvolvida na compreensão oral.

Assinale a alternativa que indica a sequência correta, de cima para baixo.
Alternativas
Q3698895 Inglês
Study the sentences below about Modern Foreign Languages.

1. The school-based teaching of Foreign Languages enables students to understand and produce sentences in a foreign language, and allow them to develop speaking competence.
2. Foreign Languages at the average school are almost entirely based on the study of grammatical formulae; the memorization of rules and a priority focus on written language.
3. Foreign Languages are now part of a field of knowledge, and no longer an isolated course in the curriculum.
4. Teaching a foreign language provides communication and allows students to have access to some kinds of information while contributing to their overall development as adults.

Choose the alternative which contains the correct sentences.
Alternativas
Respostas
3061: E
3062: C
3063: B
3064: C
3065: B
3066: A
3067: D
3068: C
3069: D
3070: A
3071: A
3072: C
3073: D
3074: D
3075: A
3076: C
3077: B
3078: C
3079: A
3080: D