Questões de Concurso Sobre inglês
Foram encontradas 25.503 questões
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393771
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
In the fragment taken from the second paragraph “But
other things have, and continue to change”, the word in
bold belongs to a group of words made up of adjectives
and pronouns such as “the other”, “the others”, “others”,
“another”.
The alternative in which the use of any of these words is correct is
The alternative in which the use of any of these words is correct is
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393770
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
O segundo parágrafo permite saber que Harmer considera que
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393769
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
Sintagmas nominais são unidades sintáticas compostas
de um núcleo (um substantivo) e seus modificadores. No
trecho “Martin-the-conductor’s flippant enquiry”, retirado
do primeiro parágrafo, o núcleo do sintagma nominal é
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393768
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
In the sentence from the last paragraph “The last decades
have seen what feels like unprecedented technological
change.”, the word in bold can be replaced, without
meaning change, by
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393767
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
É correto afirmar que o primeiro parágrafo é desenvolvido,
predominantemente, em forma de texto
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393766
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
This extract from Harmer’s book is consistent with the
following section of a book:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393765
Inglês
Read the following cartoon:
(Patrick Chappatte. Disponível em: https://larrycuban.wordpress. com/2023/01/26/)
Humor in the comic derives from the fact that
(Patrick Chappatte. Disponível em: https://larrycuban.wordpress. com/2023/01/26/)
Humor in the comic derives from the fact that
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393027
Inglês
Mark the item which CORRECTLY translates the sentence
below into Portuguese.
Her parents were proud of how sensible she was when she chose to spend the afternoon studying at the library instead of going to the party.
Her parents were proud of how sensible she was when she chose to spend the afternoon studying at the library instead of going to the party.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393026
Inglês
The classic “Little Women” by Louisa May Alcott
presents diverse social issues, but mainly:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393025
Inglês
Which of the following sentences uses an adverb of
place?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393024
Inglês
Depending on the preposition you use to fill in the blank
in “I am looking ____ the dog”, the meaning of the sentence
changes completely. Analyze the sentences below and mark
the CORRECT item.
I. “I’m looking at the dog” means you are seeing the dog.
II. “I’m looking after the dog” means you don’t know where the dog is.
III. “I’m looking for the dog” means you are taking care of the dog.
I. “I’m looking at the dog” means you are seeing the dog.
II. “I’m looking after the dog” means you don’t know where the dog is.
III. “I’m looking for the dog” means you are taking care of the dog.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393023
Inglês
Harper Lee’s “To Kill a Mockingbird” presents diverse
social issues, but mainly:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393022
Inglês
Mark the item which CORRECTLY displays the tense and
aspect of the underlined verbs.
I have helped my neighbor too much this week.
I have helped my neighbor too much this week.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393021
Inglês
Mark the item which CORRECTLY displays the tense and
aspect of the underlined verbs.
I had helped my neighbor clean his attic before I fixed his car.
I had helped my neighbor clean his attic before I fixed his car.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393020
Inglês
What does the phrasal verb below mean in the following
sentence?
They set off on their road trip early this morning.
They set off on their road trip early this morning.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393019
Inglês
What does the phrasal verb below mean in the following
sentence?
Charlie couldn’t put up with their whining anymore.
Charlie couldn’t put up with their whining anymore.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393018
Inglês
Fill in the blanks below and mark the CORRECT item.
• How ______ sugar do you take in your coffee?
• How ______ children do you want to have?
• I feel ______ better now.
• There were ______ people at the party.
• How ______ sugar do you take in your coffee?
• How ______ children do you want to have?
• I feel ______ better now.
• There were ______ people at the party.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393017
Inglês
Irregular nouns do not follow the standard pluralization
rule. Which one of the items below has the INCORRECT
plural for the irregular noun?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393016
Inglês
Texto associado
Hypatia (born c. 355 CE—died March 415,
Alexandria) was a mathematician, astronomer, and
philosopher who lived in a very turbulent era in Alexandria’s
history. She is the earliest female mathematician of whose
life and work reasonably detailed knowledge exists. Hypatia
was the daughter of Theon of Alexandria, himself a
mathematician and astronomer and the last attested
member of the Alexandrian Museum. Hypatia continued his
program, which was essentially a determined effort to
preserve the Greek mathematical and astronomical heritage
in (1) extremely difficult times. She is credited with
commentaries on geometry, number theory, as well as an
(2) astronomical table. These works, the only ones she is
listed as having written, have been lost, although there have
been attempts to (3) reconstruct aspects of them. She was,
in her time, the world’s leading mathematician and
astronomer, the only woman for (4) whom such claim can be
made.
She was also a popular teacher and lecturer on
philosophical topics of a less-specialist nature, attracting
many loyal students and large audiences. Her philosophy
was Neoplatonist and was thus seen as “pagan” at a time of
bitter religious conflict between Christians (both orthodox
and “heretical”), Jews, and pagans. Her philosophy also led
her to embrace a life of dedicated virginity.
The climate of tolerance lapsed, and shortly
afterward Hypatia became the victim of a particularly brutal
murder at the hands of a gang of Christian zealots.
The affair
made Hypatia a powerful feminist symbol and a figure of
affirmation for intellectual endeavor in the face of ignorant
prejudice. Her intellectual accomplishments alone were
quite ______ to merit the preservation and respect of her
name, but, sadly, the manner of her death added to it an
even greater emphasis.
Source: Encyclopedia Britannica. Adapted.
Which one of the items below is solely composed of
words that have 5 syllables?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393015
Inglês
Texto associado
Hypatia (born c. 355 CE—died March 415,
Alexandria) was a mathematician, astronomer, and
philosopher who lived in a very turbulent era in Alexandria’s
history. She is the earliest female mathematician of whose
life and work reasonably detailed knowledge exists. Hypatia
was the daughter of Theon of Alexandria, himself a
mathematician and astronomer and the last attested
member of the Alexandrian Museum. Hypatia continued his
program, which was essentially a determined effort to
preserve the Greek mathematical and astronomical heritage
in (1) extremely difficult times. She is credited with
commentaries on geometry, number theory, as well as an
(2) astronomical table. These works, the only ones she is
listed as having written, have been lost, although there have
been attempts to (3) reconstruct aspects of them. She was,
in her time, the world’s leading mathematician and
astronomer, the only woman for (4) whom such claim can be
made.
She was also a popular teacher and lecturer on
philosophical topics of a less-specialist nature, attracting
many loyal students and large audiences. Her philosophy
was Neoplatonist and was thus seen as “pagan” at a time of
bitter religious conflict between Christians (both orthodox
and “heretical”), Jews, and pagans. Her philosophy also led
her to embrace a life of dedicated virginity.
The climate of tolerance lapsed, and shortly
afterward Hypatia became the victim of a particularly brutal
murder at the hands of a gang of Christian zealots.
The affair
made Hypatia a powerful feminist symbol and a figure of
affirmation for intellectual endeavor in the face of ignorant
prejudice. Her intellectual accomplishments alone were
quite ______ to merit the preservation and respect of her
name, but, sadly, the manner of her death added to it an
even greater emphasis.
Source: Encyclopedia Britannica. Adapted.
The words underlined below can be substituted, in
order, while maintaining their original meaning, by:
The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots. The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice.
The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots. The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice.
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