Questões de Concurso Sobre inglês
Foram encontradas 25.607 questões
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128398
Inglês
Which of the following sentences CORRECTLY converts the direct speech into reported speech with all necessary changes in tense,
pronouns, and time expressions?
Direct Speech:
"I have been working on this project for two weeks, but I can't finish it before next Monday because my colleagues aren't helping me," John explained yesterday.
"I have been working on this project for two weeks, but I can't finish it before next Monday because my colleagues aren't helping me," John explained yesterday.
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128397
Inglês
In the following passage, which option CORRECTLY identifies all the contextually appropriate references (lexical cohesion) used to
avoid repetition and maintain coherence?
Original Passage: "The team discussed the project for several hours. They wanted to ensure that it was both innovative and feasible. However, the budget constraints made the planning difficult, and the members had to reconsider their approach. After some adjustments, the plan was finally approved by the committee, who appreciated its practicality."
Original Passage: "The team discussed the project for several hours. They wanted to ensure that it was both innovative and feasible. However, the budget constraints made the planning difficult, and the members had to reconsider their approach. After some adjustments, the plan was finally approved by the committee, who appreciated its practicality."
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128396
Inglês
Linguistic variation refers to the differences in language use across different regions, social groups, or contexts. In the context of
English language teaching, especially in countries like Brazil, where English is a foreign language, incorporating linguistic variation
plays a crucial role in developing students' communicative competence. English is not a monolithic language; it has many varieties,
including British,American,Australian, Indian, and Nigerian English, among others. Each variety is associated with different accents,
vocabulary, grammar, and cultural contexts.
One challenge in English language teaching is the overemphasis on certain "standard" forms of English, often British or American, to the exclusion of other varieties. This can lead to a narrow understanding of the language and limit students' ability to interact in global contexts where English is spoken in diverse forms. By exposing students to different accents, dialects, and usages, teachers can prepare them for real-world communication, where English functions as a global lingua franca. This approach also promotes linguistic tolerance and awareness, teaching students that no variety is inherently superior to another, but that different varieties serve different communicative purposes.
For example, a Brazilian student learning British English may encounter challenges when interacting with a Nigerian English speaker due to different pronunciations and expressions. Thus, it's important that students not only learn the grammatical structure of English but also develop the ability to adapt to and understand different varieties of English. This adaptability enhances their global communication skills.
Additionally, the Base Nacional Comum Curricular (BNCC) encourages teaching English as a means of fostering global citizenship and intercultural communication, which implicitly requires an understanding of linguistic variation. Recognizing English as a plural language, with many forms and functions, aligns with the goal of preparing students for global engagement.
Canagarajah, S. (2006). The Place of World Englishes in Composition: Pluralization Continued.College Composition and Communication, 57(4), 586-619.
Why is it important to include linguistic variation in English language teaching, particularly in non-English-speaking countries?
One challenge in English language teaching is the overemphasis on certain "standard" forms of English, often British or American, to the exclusion of other varieties. This can lead to a narrow understanding of the language and limit students' ability to interact in global contexts where English is spoken in diverse forms. By exposing students to different accents, dialects, and usages, teachers can prepare them for real-world communication, where English functions as a global lingua franca. This approach also promotes linguistic tolerance and awareness, teaching students that no variety is inherently superior to another, but that different varieties serve different communicative purposes.
For example, a Brazilian student learning British English may encounter challenges when interacting with a Nigerian English speaker due to different pronunciations and expressions. Thus, it's important that students not only learn the grammatical structure of English but also develop the ability to adapt to and understand different varieties of English. This adaptability enhances their global communication skills.
Additionally, the Base Nacional Comum Curricular (BNCC) encourages teaching English as a means of fostering global citizenship and intercultural communication, which implicitly requires an understanding of linguistic variation. Recognizing English as a plural language, with many forms and functions, aligns with the goal of preparing students for global engagement.
Canagarajah, S. (2006). The Place of World Englishes in Composition: Pluralization Continued.College Composition and Communication, 57(4), 586-619.
Why is it important to include linguistic variation in English language teaching, particularly in non-English-speaking countries?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128395
Inglês
How does the inclusion of English in Brazil's Base Nacional Comum Curricular (BNCC) reflect a shift in the role of foreign language
education, and what are its potential implications for students' global engagement?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128394
Inglês
Disponível em: https://www.theguardian.com/australia-news/commentisfree/picture/2023/nov/21/the-climate-science-is-in-so-why-are-the-climate-scientists-downand-out.Acesso em: 15 jan. 2024.
What is the main idea conveyed by the comic about the "Climate Scientists' Support Group"?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128393
Inglês
Texto associado
Text 2
Call Me Libertad
Some of the things we see are apples with worms,
Maggots, expired juices, and other badly spoiled food.
Others are denied basic care, like fever or cold medicine.
The medical department solution?
“Drink a lot of water.”
Every day we wonder who will be deported next.
Every morning we look around for our friends.
We make sure they are still here.
Those who are deported are taken at the wee hours,
Setting that fear among us as if we were kids afraid of the dark.
While we wait behind these walls, all we can do is watch.
Watch all that we've worked for all these years go down in flames.
And our families?
They are scattered, living with relatives.
And our children?
They ask and wonder, “When is Daddy coming home?”
We don't ask for much. Just for liberty and justice for all.
HIDALGO, C.
Disponível em: www.static1.squarespace.com.Acesso em: 15 jan. 2024.
What literary technique does the poem use to convey the sense of fear and uncertainty experienced by the speaker?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128392
Inglês
Texto associado
Text 2
Call Me Libertad
Some of the things we see are apples with worms,
Maggots, expired juices, and other badly spoiled food.
Others are denied basic care, like fever or cold medicine.
The medical department solution?
“Drink a lot of water.”
Every day we wonder who will be deported next.
Every morning we look around for our friends.
We make sure they are still here.
Those who are deported are taken at the wee hours,
Setting that fear among us as if we were kids afraid of the dark.
While we wait behind these walls, all we can do is watch.
Watch all that we've worked for all these years go down in flames.
And our families?
They are scattered, living with relatives.
And our children?
They ask and wonder, “When is Daddy coming home?”
We don't ask for much. Just for liberty and justice for all.
HIDALGO, C.
Disponível em: www.static1.squarespace.com.Acesso em: 15 jan. 2024.
What is the central theme of the poem Call Me Libertad ?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128391
Inglês
Texto associado
Text 1
Generation y or the millennials: digital natives
The revolution was shaped by the millennials or generation Y. Also known as digital natives, millennials are those born
between 1982 and 1994 and technology is part of their everyday lives: all their activities are mediated by a screen. The concept of on
and off is completely integrated into their lives. However, they were not born into it; they migrated to the digital world from the
analogue one in which they were living.
Unlike previous generations, because of the economic crisis, the world requires them to be better trained to get a job, as
competition is increasing. Unlike their parents, Generation X, digital natives are not satisfied with the world around them and are
ambitious and want to achieve their goals.
However, the millennial generation is labelled as being lazy, narcissistic and spoilt. In fact, in 2014, Time magazine labelled
them as the me-me-me generation.
Disponível em: www.iberdrola.com.Acesso em: 2 out. 2020.
Why did the 2014 Time magazine label millennials as the "me-me-me generation," according to the text?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de São José de Piranhas - PB
Prova:
CPCON - 2024 - Prefeitura de São José de Piranhas - PB - Professor de Língua Inglesa |
Q3128390
Inglês
Texto associado
Text 1
Generation y or the millennials: digital natives
The revolution was shaped by the millennials or generation Y. Also known as digital natives, millennials are those born
between 1982 and 1994 and technology is part of their everyday lives: all their activities are mediated by a screen. The concept of on
and off is completely integrated into their lives. However, they were not born into it; they migrated to the digital world from the
analogue one in which they were living.
Unlike previous generations, because of the economic crisis, the world requires them to be better trained to get a job, as
competition is increasing. Unlike their parents, Generation X, digital natives are not satisfied with the world around them and are
ambitious and want to achieve their goals.
However, the millennial generation is labelled as being lazy, narcissistic and spoilt. In fact, in 2014, Time magazine labelled
them as the me-me-me generation.
Disponível em: www.iberdrola.com.Acesso em: 2 out. 2020.
Which statement best explains the difference between millennials and Generation X as described in the text?
Ano: 2024
Banca:
IBADE
Órgão:
Prefeitura de Florianópolis - SC
Prova:
IBADE - 2024 - Prefeitura de Florianópolis - SC - Professor de Inglês |
Q3126040
Inglês
Texto associado
TEXT II
Is AI the future of education in the South East?
27 May 2024 - Jacob Panons, BBC News, South East
“Artificial intelligence (AI) in education was once just
considered a tool used by pupils to help write their essays,
but schools themselves in the South East are beginning to
harness the technology too.
A West Sussex boarding prep school now has an AI head
teacher acting as a "co-pilot" with the school's human
leader Tom Rogerson.
Cottesmore School has also allowed students to design
their perfect tutor using the technology.
The government has said AI has the power to "transform
education".
- How AI is being used
Some schools in the South East have used the technology
to help with formatting worksheets, but the AI head
teacher was brought in to give advice on issues such as
how to support teachers and staff members, as well as
ways to help children with additional needs.
Mr Rogerson, head teacher at Cottesmore School, said:
"It's there for advice and to clarify thoughts and as a
sounding board."
On top of this the AI tutors were adopted so students
could ask questions when one-on-one time with their
teachers was not available.
The school in Pease Pottage, which educates children aged
eight to 13, also set up the "my future school" project,
where children design their perfect imaginary school with
the help of AI.
AI has also been incorporated into lessons in
Turner Schools in Folkestone, Kent, to teach students
about how to use it responsibly.”
Source: https://bbc.com/news/articles/c999k57ky7ro
Read TEXT II and answer the question: In the sentence
"Cottesmore School has also allowed students to design
their perfect tutor using the technology.", what is the
function of the word "also"?
Ano: 2024
Banca:
IBADE
Órgão:
Prefeitura de Florianópolis - SC
Prova:
IBADE - 2024 - Prefeitura de Florianópolis - SC - Professor de Inglês |
Q3126039
Inglês
Texto associado
TEXT II
Is AI the future of education in the South East?
27 May 2024 - Jacob Panons, BBC News, South East
“Artificial intelligence (AI) in education was once just
considered a tool used by pupils to help write their essays,
but schools themselves in the South East are beginning to
harness the technology too.
A West Sussex boarding prep school now has an AI head
teacher acting as a "co-pilot" with the school's human
leader Tom Rogerson.
Cottesmore School has also allowed students to design
their perfect tutor using the technology.
The government has said AI has the power to "transform
education".
- How AI is being used
Some schools in the South East have used the technology
to help with formatting worksheets, but the AI head
teacher was brought in to give advice on issues such as
how to support teachers and staff members, as well as
ways to help children with additional needs.
Mr Rogerson, head teacher at Cottesmore School, said:
"It's there for advice and to clarify thoughts and as a
sounding board."
On top of this the AI tutors were adopted so students
could ask questions when one-on-one time with their
teachers was not available.
The school in Pease Pottage, which educates children aged
eight to 13, also set up the "my future school" project,
where children design their perfect imaginary school with
the help of AI.
AI has also been incorporated into lessons in
Turner Schools in Folkestone, Kent, to teach students
about how to use it responsibly.”
Source: https://bbc.com/news/articles/c999k57ky7ro
Read TEXT II and answer the question: What is the
significance of the "my future school" project at
Cottesmore School?
Ano: 2024
Banca:
IBADE
Órgão:
Prefeitura de Florianópolis - SC
Prova:
IBADE - 2024 - Prefeitura de Florianópolis - SC - Professor de Inglês |
Q3126038
Inglês
Texto associado
TEXT II
Is AI the future of education in the South East?
27 May 2024 - Jacob Panons, BBC News, South East
“Artificial intelligence (AI) in education was once just
considered a tool used by pupils to help write their essays,
but schools themselves in the South East are beginning to
harness the technology too.
A West Sussex boarding prep school now has an AI head
teacher acting as a "co-pilot" with the school's human
leader Tom Rogerson.
Cottesmore School has also allowed students to design
their perfect tutor using the technology.
The government has said AI has the power to "transform
education".
- How AI is being used
Some schools in the South East have used the technology
to help with formatting worksheets, but the AI head
teacher was brought in to give advice on issues such as
how to support teachers and staff members, as well as
ways to help children with additional needs.
Mr Rogerson, head teacher at Cottesmore School, said:
"It's there for advice and to clarify thoughts and as a
sounding board."
On top of this the AI tutors were adopted so students
could ask questions when one-on-one time with their
teachers was not available.
The school in Pease Pottage, which educates children aged
eight to 13, also set up the "my future school" project,
where children design their perfect imaginary school with
the help of AI.
AI has also been incorporated into lessons in
Turner Schools in Folkestone, Kent, to teach students
about how to use it responsibly.”
Source: https://bbc.com/news/articles/c999k57ky7ro
Read TEXT II and answer the question: What is the main
purpose of using AI in education at Cottesmore School?
Ano: 2024
Banca:
IBADE
Órgão:
Prefeitura de Florianópolis - SC
Prova:
IBADE - 2024 - Prefeitura de Florianópolis - SC - Professor de Inglês |
Q3126037
Inglês
Texto associado
TEXT I
"The Road Not Taken"
By Robert Frost (1916)
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted
wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
In the line “And looked down one as far as I could,” from
TEXT I, the word "as" is functioning as:
Ano: 2024
Banca:
IBADE
Órgão:
Prefeitura de Florianópolis - SC
Prova:
IBADE - 2024 - Prefeitura de Florianópolis - SC - Professor de Inglês |
Q3126036
Inglês
Texto associado
TEXT I
"The Road Not Taken"
By Robert Frost (1916)
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted
wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Read TEXT I and answer the question: Which of the
following alternatives best describes the central theme of
the poem?
Ano: 2024
Banca:
IBADE
Órgão:
Prefeitura de Florianópolis - SC
Prova:
IBADE - 2024 - Prefeitura de Florianópolis - SC - Professor de Inglês |
Q3126035
Inglês
TEXT I
"The Road Not Taken" By Robert Frost (1916)
Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.
Read TEXT I and answer the question: What does the speaker most likely mean when he says, “I doubted if I should ever come back” (line 15)?
"The Road Not Taken" By Robert Frost (1916)
Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.
Read TEXT I and answer the question: What does the speaker most likely mean when he says, “I doubted if I should ever come back” (line 15)?
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Santo Hipólito - MG
Prova:
COTEC - 2024 - Prefeitura de Santo Hipólito - MG - Professor De Inglês |
Q3123433
Inglês
Choose the alternative that contains irregular verbs correctly conjugated in the simple past.
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Santo Hipólito - MG
Prova:
COTEC - 2024 - Prefeitura de Santo Hipólito - MG - Professor De Inglês |
Q3123432
Inglês
Analyze the following statements and select the CORRECT alternative.
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Santo Hipólito - MG
Prova:
COTEC - 2024 - Prefeitura de Santo Hipólito - MG - Professor De Inglês |
Q3123431
Inglês
INSTRUCTION: Read the comic strip below to answer question.
Disponível em: http://pt.jikos.cz/garfield/2024/3/. Acesso em: 10 out. 2024.
What is the best translation for the term “would like”?
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Santo Hipólito - MG
Prova:
COTEC - 2024 - Prefeitura de Santo Hipólito - MG - Professor De Inglês |
Q3123430
Inglês
Analyze strips I, II and II below:
I 
Disponível em: https://garfield-comic-strips.fandom.com/wiki/2024. Acesso em: 10 out. 2024.
II 
Disponível em: https://garfield-comic-strips.fandom.com/wiki/2024. Acesso em: 10 out. 2024.
III 
Disponível em: http://pt.jikos.cz/garfield/2024/3/. Acesso em: 10 out. 2024.
What verb tenses are in strips I, II and III, respectively?
Ano: 2024
Banca:
COTEC
Órgão:
Prefeitura de Santo Hipólito - MG
Prova:
COTEC - 2024 - Prefeitura de Santo Hipólito - MG - Professor De Inglês |
Q3123429
Inglês
Complete correctly the following sentences using “in”, “on” or “at”.
1. There’s a bug _____ your face. 2. We love to travel ____ the summer. 3. His birthday is ____ June. 4. Our flight arrived ____ nine o’clock. 5. The girls play tennis ____ Mondays.
Select the alternative that presents the words that correctly fill in the gaps, considering the sentences from top to bottom.
1. There’s a bug _____ your face. 2. We love to travel ____ the summer. 3. His birthday is ____ June. 4. Our flight arrived ____ nine o’clock. 5. The girls play tennis ____ Mondays.
Select the alternative that presents the words that correctly fill in the gaps, considering the sentences from top to bottom.
Conheça nossos planos