Questões de Concurso Sobre inglês

Foram encontradas 25.527 questões

Q3252396 Inglês
Para responder à questão, considere a imagem abaixo. 


Q21_24.png (429×292)

Disponível em: https ://i.pinimg.com/736x /8b/e1/1b/8be11b053574835953a974d5b6817635.jpg. Acesso em: 21 nov. 2024.
O termo Spanglish diz respeito a
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Q3252395 Inglês
Para responder à questão, considere a imagem abaixo. 


Q21_24.png (429×292)

Disponível em: https ://i.pinimg.com/736x /8b/e1/1b/8be11b053574835953a974d5b6817635.jpg. Acesso em: 21 nov. 2024.
O texto mostra que o ambiente do escritório
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Q3252394 Inglês
Para responder à questão, considere a imagem abaixo. 


Q21_24.png (429×292)

Disponível em: https ://i.pinimg.com/736x /8b/e1/1b/8be11b053574835953a974d5b6817635.jpg. Acesso em: 21 nov. 2024.
O texto que compõe a imagem enfatiza que a alternância entre línguas é
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Q3252004 Inglês
Qual a tradução correta da frase "Database normalization helps to minimize redundancy and ensures data integrity by organizing the data into logical structures."? 
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Q3251985 Inglês
De um manual técnico de um SGBD, escrito em inglês, a seguinte frase foi retirada: "the following sample table". Em português o significado desta frase é: 
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Q3243926 Inglês

Mark the CORRECT item to fill in the blank.


The director, ______ film won several awards, will be speaking at the conference.

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Q3243925 Inglês

Regarding prepositions, number the second column according to the first one so as to fill in the blanks, and then mark the item that corresponds to the CORRECT sequence.



(1) on


(2) at


(3) in



( ) The day was perfect yesterday. There wasn’t a single cloud ___ the sky!


( ) The game is ___ Friday.


( ) I usually get up ____ half past eight.

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Q3243924 Inglês
Check the item that correctly displays an antonym for the underlined word. 
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Q3243923 Inglês
The –ing form can be used as an adjective. Which of the words below, underlined in the text, function as adjectives in their context?
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Q3243922 Inglês

The mysterious death of Alexander the Great


    When Alexander the Great’s body seemingly remained unchanged for six days after his death in 323 BCE, his contemporaries could offer only one explanation. Alexander must have been a god. So… was he?

    Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”

    When Alexander was declared dead on June 13, theories began forming. Had he been poisoned? Sabotaged? Had he been killed by drinking too much wine? Today we have an explanation for Alexander’s death and his period of bodily freshness that relies less on the supernatural and more on science. In 2018 Dr. Katherine Hall, a lecturer in New Zealand, proposed that Alexander the Great had Guillain-Barré syndrome, an acute autoimmune condition that results in muscle paralysis. In other words, Alexander may have been alive when he was declared dead—a mistake that could have been made when physicians mistook the shallow breathing of a coma patient for no breathing at all. If this was the case, Alexander may have been effectively murdered during embalming—a process that would have seen him disemboweled.

    While we can’t travel back in time to confirm Hall’s theory, it is the only one that takes into account all the details of Alexander’s death—and his body’s mysterious life.


Encyclopaedia Britannica. Adaptation 

Throughout the text, an apostrophe and “s” are seen. What does that indicate? 
Alternativas
Q3243921 Inglês

The mysterious death of Alexander the Great


    When Alexander the Great’s body seemingly remained unchanged for six days after his death in 323 BCE, his contemporaries could offer only one explanation. Alexander must have been a god. So… was he?

    Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”

    When Alexander was declared dead on June 13, theories began forming. Had he been poisoned? Sabotaged? Had he been killed by drinking too much wine? Today we have an explanation for Alexander’s death and his period of bodily freshness that relies less on the supernatural and more on science. In 2018 Dr. Katherine Hall, a lecturer in New Zealand, proposed that Alexander the Great had Guillain-Barré syndrome, an acute autoimmune condition that results in muscle paralysis. In other words, Alexander may have been alive when he was declared dead—a mistake that could have been made when physicians mistook the shallow breathing of a coma patient for no breathing at all. If this was the case, Alexander may have been effectively murdered during embalming—a process that would have seen him disemboweled.

    While we can’t travel back in time to confirm Hall’s theory, it is the only one that takes into account all the details of Alexander’s death—and his body’s mysterious life.


Encyclopaedia Britannica. Adaptation 

The tense and aspect of the underlined verbs below are:


Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”

Alternativas
Q3243920 Inglês

The mysterious death of Alexander the Great


    When Alexander the Great’s body seemingly remained unchanged for six days after his death in 323 BCE, his contemporaries could offer only one explanation. Alexander must have been a god. So… was he?

    Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”

    When Alexander was declared dead on June 13, theories began forming. Had he been poisoned? Sabotaged? Had he been killed by drinking too much wine? Today we have an explanation for Alexander’s death and his period of bodily freshness that relies less on the supernatural and more on science. In 2018 Dr. Katherine Hall, a lecturer in New Zealand, proposed that Alexander the Great had Guillain-Barré syndrome, an acute autoimmune condition that results in muscle paralysis. In other words, Alexander may have been alive when he was declared dead—a mistake that could have been made when physicians mistook the shallow breathing of a coma patient for no breathing at all. If this was the case, Alexander may have been effectively murdered during embalming—a process that would have seen him disemboweled.

    While we can’t travel back in time to confirm Hall’s theory, it is the only one that takes into account all the details of Alexander’s death—and his body’s mysterious life.


Encyclopaedia Britannica. Adaptation 

Regarding the text, mark the INCORRECT item. 
Alternativas
Q3235093 Inglês
Leia o texto para responder à questão.


    If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

    As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension 

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
 Confidencial até o momento da aplicação.
Leia a gravura e compare-a ao conteúdo do texto de Brown (2000).

Q50.png (417×462)

The space in the bingo card that best represents learners who “Learn to live with uncertainty by continuing to talk or listen without understanding every word” (item 4 in Brown’s list of strategies”) is the one which reads
Alternativas
Q3235092 Inglês
Leia o texto para responder à questão.


    If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

    As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension 

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
 Confidencial até o momento da aplicação.
In reading, the ability to “make intelligent guesses” is named
Alternativas
Q3235091 Inglês
Leia o texto para responder à questão.


    If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

    As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension 

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
 Confidencial até o momento da aplicação.
Um professor do Ensino Fundamental preocupado em desenvolver no aluno a habilidade n.7 citada no texto de Brown, “Learn to make intelligent guesses”, deverá
Alternativas
Q3235090 Inglês
Leia o texto para responder à questão.


    If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

    As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension 

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
 Confidencial até o momento da aplicação.
According to Rubin (Rubin & Thompson, 1982), good language learners “learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”. To help their students develop such an ability, the English teacher may, among other classroom proposals,
Alternativas
Q3235089 Inglês
Leia o texto para responder à questão.


    If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

    As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension 

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
 Confidencial até o momento da aplicação.
In the first two paragraphs, the pair of terms whose meanings are in evident contrast is: 
Alternativas
Q3235088 Inglês
Leia o texto para responder à questão.


    If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

    As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension 

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
 Confidencial até o momento da aplicação.
Com relação ao uso de tempos verbais no texto, é correto afirmar que 
Alternativas
Q3235087 Inglês
Leia o texto para responder à questão.


ELF: English as a lingua franca


    The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.

    Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF. 

    The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.

    Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.


(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
The VOICE has identified the insertion of prepositions as an emerging pattern in ELF. An example of such a linguistic deviation is found in alternative
Alternativas
Q3235086 Inglês
Leia o texto para responder à questão.


ELF: English as a lingua franca


    The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.

    Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF. 

    The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.

    Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.


(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Das palavras a seguir, retiradas do texto, assinale aquela em que as vogais /ea/ em negrito possuem a mesma pronúncia encontrada na palavra feature.
Alternativas
Respostas
4801: A
4802: A
4803: A
4804: E
4805: A
4806: B
4807: B
4808: A
4809: A
4810: C
4811: B
4812: D
4813: D
4814: C
4815: E
4816: E
4817: B
4818: D
4819: B
4820: E