Questões de Concurso Sobre inglês
Foram encontradas 25.119 questões
Leia o texto a seguir para responder à questão:
So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
Leia o texto a seguir para responder à questão:
So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
The construction “the more you learn, the more you are aware of what you do not know” (paragraph 2) describes a relationship in which two elements change in proportion to each other.
A correct example of such double comparative is found in alternative:
Leia o texto a seguir para responder à questão:
So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
Leia o texto a seguir para responder à questão:
So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
Leia o texto a seguir para responder à questão:
So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
Leia o texto a seguir para responder à questão:
Brian Tomlinson and Hitomi Masuhara, The Complete Guide to the Theory and Practice of Materials Development for Language Learning
Whenever we look for resources on materials development, it is difficult to find books which bring together theory and practice in an organic manner. This book does precisely that; it provides the practicality of materials development guides and the academic rigour of reports and research studies published in the field.
Tomlinson and Masuhara’s book has three specific aims. First is to help teachers, researchers and students to know, understand and be constructively critical of what has been achieved to date; secondly to help them develop, adapt, use, review and research materials on their own. Finally, while talking most particularly to teachers, the authors highlight that they want the strong opinions and approaches presented in the book to inspire readers to think independently and to develop and apply innovative approaches on their own.
These three aims seem to be very ambitious and that is the feeling you get when you read through the chapters. The book includes everything related to the theory and practice in materials development to date, and advocates that theory must inform practice and vice versa. Each of the fifteen chapters ends with a section which includes recommendations for teachers followed by a ‘What do you think?’ section to encourage them to reflect on their own contexts and teaching experience in them.
Although at times the book seems overwhelming as it attempts to provide everything about materials in language learning, it successfully realizes its aim to address a wide audience from publishers, researchers to teachers.
(https://www.fortell.org. acessado em 02.10.2025. Adaptado)
Leia o texto a seguir para responder à questão:
Brian Tomlinson and Hitomi Masuhara, The Complete Guide to the Theory and Practice of Materials Development for Language Learning
Whenever we look for resources on materials development, it is difficult to find books which bring together theory and practice in an organic manner. This book does precisely that; it provides the practicality of materials development guides and the academic rigour of reports and research studies published in the field.
Tomlinson and Masuhara’s book has three specific aims. First is to help teachers, researchers and students to know, understand and be constructively critical of what has been achieved to date; secondly to help them develop, adapt, use, review and research materials on their own. Finally, while talking most particularly to teachers, the authors highlight that they want the strong opinions and approaches presented in the book to inspire readers to think independently and to develop and apply innovative approaches on their own.
These three aims seem to be very ambitious and that is the feeling you get when you read through the chapters. The book includes everything related to the theory and practice in materials development to date, and advocates that theory must inform practice and vice versa. Each of the fifteen chapters ends with a section which includes recommendations for teachers followed by a ‘What do you think?’ section to encourage them to reflect on their own contexts and teaching experience in them.
Although at times the book seems overwhelming as it attempts to provide everything about materials in language learning, it successfully realizes its aim to address a wide audience from publishers, researchers to teachers.
(https://www.fortell.org. acessado em 02.10.2025. Adaptado)
Leia o texto a seguir para responder à questão:
Brian Tomlinson and Hitomi Masuhara, The Complete Guide to the Theory and Practice of Materials Development for Language Learning
Whenever we look for resources on materials development, it is difficult to find books which bring together theory and practice in an organic manner. This book does precisely that; it provides the practicality of materials development guides and the academic rigour of reports and research studies published in the field.
Tomlinson and Masuhara’s book has three specific aims. First is to help teachers, researchers and students to know, understand and be constructively critical of what has been achieved to date; secondly to help them develop, adapt, use, review and research materials on their own. Finally, while talking most particularly to teachers, the authors highlight that they want the strong opinions and approaches presented in the book to inspire readers to think independently and to develop and apply innovative approaches on their own.
These three aims seem to be very ambitious and that is the feeling you get when you read through the chapters. The book includes everything related to the theory and practice in materials development to date, and advocates that theory must inform practice and vice versa. Each of the fifteen chapters ends with a section which includes recommendations for teachers followed by a ‘What do you think?’ section to encourage them to reflect on their own contexts and teaching experience in them.
Although at times the book seems overwhelming as it attempts to provide everything about materials in language learning, it successfully realizes its aim to address a wide audience from publishers, researchers to teachers.
(https://www.fortell.org. acessado em 02.10.2025. Adaptado)
Leia o texto a seguir para responder à questão:
Brian Tomlinson and Hitomi Masuhara, The Complete Guide to the Theory and Practice of Materials Development for Language Learning
Whenever we look for resources on materials development, it is difficult to find books which bring together theory and practice in an organic manner. This book does precisely that; it provides the practicality of materials development guides and the academic rigour of reports and research studies published in the field.
Tomlinson and Masuhara’s book has three specific aims. First is to help teachers, researchers and students to know, understand and be constructively critical of what has been achieved to date; secondly to help them develop, adapt, use, review and research materials on their own. Finally, while talking most particularly to teachers, the authors highlight that they want the strong opinions and approaches presented in the book to inspire readers to think independently and to develop and apply innovative approaches on their own.
These three aims seem to be very ambitious and that is the feeling you get when you read through the chapters. The book includes everything related to the theory and practice in materials development to date, and advocates that theory must inform practice and vice versa. Each of the fifteen chapters ends with a section which includes recommendations for teachers followed by a ‘What do you think?’ section to encourage them to reflect on their own contexts and teaching experience in them.
Although at times the book seems overwhelming as it attempts to provide everything about materials in language learning, it successfully realizes its aim to address a wide audience from publishers, researchers to teachers.
(https://www.fortell.org. acessado em 02.10.2025. Adaptado)
Leia o texto a seguir para responder à questão:
Brian Tomlinson and Hitomi Masuhara, The Complete Guide to the Theory and Practice of Materials Development for Language Learning
Whenever we look for resources on materials development, it is difficult to find books which bring together theory and practice in an organic manner. This book does precisely that; it provides the practicality of materials development guides and the academic rigour of reports and research studies published in the field.
Tomlinson and Masuhara’s book has three specific aims. First is to help teachers, researchers and students to know, understand and be constructively critical of what has been achieved to date; secondly to help them develop, adapt, use, review and research materials on their own. Finally, while talking most particularly to teachers, the authors highlight that they want the strong opinions and approaches presented in the book to inspire readers to think independently and to develop and apply innovative approaches on their own.
These three aims seem to be very ambitious and that is the feeling you get when you read through the chapters. The book includes everything related to the theory and practice in materials development to date, and advocates that theory must inform practice and vice versa. Each of the fifteen chapters ends with a section which includes recommendations for teachers followed by a ‘What do you think?’ section to encourage them to reflect on their own contexts and teaching experience in them.
Although at times the book seems overwhelming as it attempts to provide everything about materials in language learning, it successfully realizes its aim to address a wide audience from publishers, researchers to teachers.
(https://www.fortell.org. acessado em 02.10.2025. Adaptado)
Leia o texto a seguir para responder à questão:
The term “language practice” refers to activities which involve repetition of the same language point or skill in an environment which is controlled by the framework of the activity. The purpose for language production and the language to be produced are usually predetermined by the task or the teacher. The intention is not to use the language for communication but to strengthen the ability to manipulate a particular language form or function.
Activities centered on “language use”, on the other hand, involve the production of language in order to communicate. The purpose of the activity might be predetermined but the language which is used is determined by the learners.
(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
Leia o texto a seguir para responder à questão:
The term “language practice” refers to activities which involve repetition of the same language point or skill in an environment which is controlled by the framework of the activity. The purpose for language production and the language to be produced are usually predetermined by the task or the teacher. The intention is not to use the language for communication but to strengthen the ability to manipulate a particular language form or function.
Activities centered on “language use”, on the other hand, involve the production of language in order to communicate. The purpose of the activity might be predetermined but the language which is used is determined by the learners.
(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
O sufixo -en assume vários papéis e significados na língua inglesa.
A palavra que segue o mesmo processo de formação verificado em strengthen, no primeiro parágrafo do texto, é:
Leia o texto a seguir para responder à questão:
The term “language practice” refers to activities which involve repetition of the same language point or skill in an environment which is controlled by the framework of the activity. The purpose for language production and the language to be produced are usually predetermined by the task or the teacher. The intention is not to use the language for communication but to strengthen the ability to manipulate a particular language form or function.
Activities centered on “language use”, on the other hand, involve the production of language in order to communicate. The purpose of the activity might be predetermined but the language which is used is determined by the learners.
(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
Leia o cartum a seguir.
(www.itchyfeetcomic.com)
Image and text help capture the humor in the cartoon, which derives from
Concerning the previous text, judge the following item.
According to the text, commercial interests of telecommunication companies have forced nations to establish strategies generally known as sovereign AI.
Concerning the previous text, judge the following item.
In the first sentence of the second paragraph, the use of the word “ecosystems” indicates the existence of multiple processes and activities linked to business in a nation‟s domestic context.
Concerning the previous text, judge the following item.
In the last sentence of the first paragraph, the words “themselves at” could be removed from the fragment without altering its overall meaning or affecting its coherence: telecommunications companies are finding the center of this shift.
Concerning the previous text, judge the following item.
It can be inferred from the text that seeking sovereign AI means, among other things, paying attention to features that are typical of human interactions and do not only concern technology.
Concerning the previous text, judge the following item.
The period mark that separates the first and the second sentences of the second paragraph could be correctly replaced with the words and hence, preceded by a comma: countries pursuing sovereign AI seek to build end-to-end domestic capabilities, and hence the concept covers both physical computing infrastructure and control over the full data lifecycle.
Concerning the previous text, judge the following item.
According to the text, data security is the greatest concern of the nations that are interested in promoting their own AI sovereignty.
Conheça nossos planos