Questões de Concurso Sobre inglês
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Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
André, an English teacher in Piauí, wants to show his students how to recognize English-Portuguese cognates in order to find clues about what text 10A1-II states.
Considering this hypothetical situation, choose the option that presents a word that, extracted from the text, is a correct example of an English-Portuguese cognate.
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-II
Beverly Hannett-Price‟s 67 years teaching at Detroit Country Day School has earned acclaim and notice in the Guinness Book of World Records. An assembly Monday crowded with students and staff toasted the 90-year-old‟s decades of uninterrupted classroom instruction marking her the longestserving female teacher of English as a foreign language.
“This historic recognition honors not only the length of Mrs. Hannett-Price‟s career, but the depth of her influence on students whose achievements span the worlds of entertainment, business, and the arts,” school officials said in a statement.
“She‟s had a lot of students and she kept in touch with me. She knew I needed more attention ... she befriended me. This is more than just a student-teacher relationship,” Courtney B. Vance, one of her former students, said Monday.
Guinness confirms Hannett-Price is the world‟s longestserving female language teacher, based on verified, uninterrupted years of classroom instruction documented across multiple institutions. In a statement on their website, Guinness said that “This record honors her lifelong commitment to her students, her school communities, and the teaching profession as a whole.”
Hannett-Price is known for her innovative and engaging teaching methods and creative assignments. “Even after more than 67 years in the classroom, she continues to educate with the same enthusiasm and energy that defined the start of her career,”Detroit Country Day officials said.
Myesha Johnson. Detroit Country Day teacher’s long career sets a Guinness record.
Internet:
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
“In this context, English is no longer treated as a foreign language, but as a lingua franca of global communication, used by speakers worldwide with different linguistic and cultural repertoires.”
(Bombinhas, 2024, p. 188. Diretrizes Curriculares da Educação Básica da Rede Municipal de Ensino de Bombinhas.)
Based on this excerpt and on contemporary principles of English Language Teaching, choose the correct alternative.
“Professor House calls for continuing research on ELF in Europe and elsewhere, but concludes that it is ‘not, for the present time, a threat to multilingualism’.”
With respect to the use of pronouns and prepositional expressions in the excerpt, choose the correct alternative.
Column A
1) a threat
2) present-day practices
3) their own specific communicative, cultural and pragmatic competencies
4) an open mindset
Column B
(__) Noun phrase with indefinite article + abstract noun
(__) Noun phrase expressing possession
(__) Noun phrase with adjective modifying a compound noun
(__) Noun phrase formed by adjective + noun
Choose the correct sequence.
“The field of Second Language Acquisition has also been questioned with regard to its dependence on native speaker standards as the measuring rod that determines successful learning.”
The choice of the passive voice in the excerpt serves to:
“The realization that there are today more nonnative speakers than native speakers of English in the world […] has led to the rethinking of present-day practices in teaching…”
Mark the statements as True (T) or False (F).
(__) The structure there are is used to introduce the existence of a situation rather than to identify a specific agent.
(__) The expression there are today functions as a stylistic device to emphasize the current relevance of the situation described.
(__) Replacing there are with they are would preserve the same meaning and discourse function.
(__) The use of there to be is common in academic writing to present factual information impersonally.
Choose the correct alternative.
“The winds of change may indeed be beneficial for some and a threat to others.”
Analyze the statements.
I) The modal verb “may” expresses possibility rather than certainty.
II) The adverb “indeed” reinforces the speaker’s full commitment to the truth of the statement.
III) The modal construction reflects cautious and evaluative language typical of academic argumentation.
Choose the correct alternative.
“This line of research presents serious questions for Applied Linguistics (AL) and English Language Teaching (ELT) that will, if implemented, entail major changes in that endeavor.”
The verb forms used in the segment “will, if implemented, entail” indicate that:
“The appearance of Lingua Franca English has contributed to rethinking the role of language assessment and testing […]”
Mark the statements as True (T) or False (F).
(__) The verb form “has contributed” is in the Present Perfect and emphasizes the impact of a past development on current discussions.
(__) The use of the Present Perfect suggests that the contribution is still relevant at the present time.
(__) Replacing “has contributed” with “contributed” would preserve exactly the same meaning in this context.
(__) The verb tense choice is consistent with academic discourse that focuses on ongoing effects rather than finished events.
Choose the correct alternative.
“This line of research presented serious questions for Applied Linguistics (AL) and English Language Teaching (ELT) that, if implemented, would entail major changes in that endeavor.”
The use of verb tenses in “presented” and “would entail” indicates that:
“The realization that there are today more nonnative speakers than native speakers of English in the world […] has led to the rethinking of present-day practices in teaching, teacher preparation, and the writing of textbooks.”
The verb form “has led” is used in this context because it:
“She will meet him later (Part 1), since she said she enjoyed the date yesterday (Part 2).”
Assinale a alternativa que preenche corretamente as lacunas:
I. She has ____________friends in her new school.
II. He has ____________ books on his shelf.
III. We need to buy ____________milk for the recipe.
IV There are ___________clouds in the sky today.
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