Questões de Concurso Sobre inglês
Foram encontradas 25.429 questões
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943790
Inglês
Regarding the Communicative Approach, choose the INCORRECT principle among the statements below.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943789
Inglês
Texto associado
Read the passage below to answer question.
“According to the teachers who use the __________________________, a fundamental purpose of learning a foreign
language is to be able to read literature written in the target language. To do this, students need to learn about the
grammar rules and vocabulary of the target language. They are taught to translate from one language to another. Often
what they translate are readings in the target language about some aspect of the culture – mainly literature and fine arts.
Reading and writing are the primary skills that the students work on. Very little attention is given to speaking and
listening and the roles of the teacher are very traditional.”
(Source: LARSEN-FREEMAN, D. Techniques and Principles in language Teaching. Oxford: Oxford University Press, 2003.
Adapted).
The most suitable method (or approach) to fill in the passage is
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943788
Inglês
Considering the International Alphabetic Symbols – IPA –, mark the alternative in which the exemplification is
INCORRECT.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943787
Inglês
Regarding the grapheme th, mark the alternative in which the word corresponds to the phoneme /ð/
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943786
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
Read the definition below and choose the CORRECT word to complete it.
__________________ is the ability to emotionally understand what other people feel, see things from their point of view, and imagine yourself in their place.
__________________ is the ability to emotionally understand what other people feel, see things from their point of view, and imagine yourself in their place.
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943785
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
Read and answer.
“Although films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for those encounters by fostering understanding and developing sensitivity. ”
In the excerpt above, the words actual and sensitivity can be respectively translated into Portuguese as:
“Although films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for those encounters by fostering understanding and developing sensitivity. ”
In the excerpt above, the words actual and sensitivity can be respectively translated into Portuguese as:
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943784
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
Read and answer. “Although films cannot substitute for actual interaction with numbers of other cultures, they can
provide useful preparation for those encounters”.
The word Although highlighted in the excerpt could be best replaced by
The word Although highlighted in the excerpt could be best replaced by
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943783
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
In the passage: the teacher must consult reviews or see the movie firsthand to determine if it is appropriate for the desired
lesson. (paragraph 3), the author is
Ano: 2022
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de Bom Conselho - PE
Prova:
UPENET/IAUPE - 2022 - Prefeitura de Bom Conselho - PE - Professor de Inglês |
Q1943782
Inglês
Texto associado
Read and answer.
Text 01 (For question)
Films are a great medium to use not only to practice English, but also to facilitate intercultural learning. Today
English is a global language spoken by people from many countries and cultural backgrounds. Since culture greatly
impacts communication, it is helpful for teachers to introduce lessons and activities that reveal how different dialects,
forms of address, customs, taboos, and other cultural elements influence interaction among different groups. (...)
Culture, according to one definition, is the values, traditions, customs, art, and institutions shared by a group of
people who are unified by nationality, ethnicity, religion, or language. The language teaching profession‟s interest in
cross-cultural communication has increased during the past few decades. According to Kramsch (1995), the
development is due to political, educational, and ideological factors; even though politicians might feel that learning a
foreign language will solve socioeconomic problems, educators think that for that to happen a language course must
contain legitimate cultural content. (...)
Intercultural topics that show how people from different backgrounds communicate and interact are becoming
more prominent in language teaching. Teachers can benefit from the treasure trove of films that deal with subjects like
immigration, xenophobia, adjusting to a new culture, or dilemmas faced when one belongs to two cultures. Although
films cannot substitute for actual interaction with numbers of other cultures, they can provide useful preparation for
those encounters by fostering understanding and developing sensitivity. “Learning about stereotypes, ethnocentrism,
discrimination, and acculturation in the abstract can be flat and uninspiring. But if we experience intercultural contact
with our eyes and years, we begin to understand it” (Summerfield 1993, 1). Intercultural contact through films enables
students to understand other people‟s actions and to have empathy with members of minority groups. Films also vividly
represent intercultural misunderstandings and the roots of racism.
There is a wide variety of films with intercultural themes, and the teacher must consult reviews or see the movie
firsthand to determine if it is appropriate for the desired lesson.
(Source: ROEL, Christine. Intellectual Training with Films. Forum English Teaching, vol. 48, number 2, Washington DC,
2010.)
What can be stated about the text?
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943496
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
The bold pronouns in paragraphs 3 and 4 This (l. 20), their (l. 21), they (l. 23),
that (l. 26), and them (l. 27), refer to, respectively:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943495
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
The highlighted words “easily” (l. 02), “clearly” (l. 04), and “incredibly” (l. 17) are
________ and they follow ________ spelling rule(s).”
Choose the alternative that correctly and respectively fills in the blanks in the text above.
Choose the alternative that correctly and respectively fills in the blanks in the text above.
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943494
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
Native speakers tend to follow a certain word order when describing things. In “Italian
leather boots” (l. 10) and “Murano glass tableware” (l. 11), the author used:
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943493
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
Why does the author suggest learning Italian before traveling to Italy?
Ano: 2022
Banca:
FUNDATEC
Órgão:
Prefeitura de Cachoeira do Sul - RS
Prova:
FUNDATEC - 2022 - Prefeitura de Cachoeira do Sul - RS - Professor de Língua Inglesa |
Q1943492
Inglês
Texto associado
Instruction: answer the question based on the following text.
What Not to Do in Italy
(Available in: https://www.wanderherway.com/what-not-to-do-in-italy/ – text specially adapted for this test).
Analyze the statements about the article and mark T, if true, or F, if false.
( ) When you buy a train ticket in Italy, it’s easy to understand you must validate it.
( ) Tourists should be careful with scams, like free gifts that are not actually free and fake souvenirs.
( ) Public restrooms are usually free, but they are very dirty.
( ) Buying tickets online for the most popular tourist attractions is more expensive than buying onsite.
The correct order of filling the parentheses, from top to bottom, is:
( ) When you buy a train ticket in Italy, it’s easy to understand you must validate it.
( ) Tourists should be careful with scams, like free gifts that are not actually free and fake souvenirs.
( ) Public restrooms are usually free, but they are very dirty.
( ) Buying tickets online for the most popular tourist attractions is more expensive than buying onsite.
The correct order of filling the parentheses, from top to bottom, is:
Q1942906
Inglês
Texto associado
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
The period “Malala loved learning and going to
school” (line 7) could be rewritten as Malala loved to
learn and to go to school, without changing its meaning.
Q1942905
Inglês
Texto associado
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
Differently from other Pakistani girls, Malala was able to
attend school since her father was a teacher.
Q1942904
Inglês
Texto associado
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
In line 35, “has continued” is in the present perfect
tense.
Q1942903
Inglês
Texto associado
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
The period “Her father always encouraged her to learn
more and taught her that she could accomplish
anything.” (lines 8 and 9) can be translated into
Portuguese as Seu pai sempre a encorajou a aprender
mais e ensinou que ela poderia alcançar qualquer coisa.
Q1942902
Inglês
Texto associado
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
It is correct to rewrite the extract “As the Taliban gained
more control, they began to enforce new laws.” (line 14)
as News laws had began to be enforced as more control
Taliban gains.
Q1942901
Inglês
Texto associado
Text for the item.
Internet: <www.ducksters.com> (adapted).
According to the text, judge the item.
In the sentence “The Taliban were strict Muslims who
demanded that all people follow Islamic Sharia
law.” (line 11), “who” is a relative pronoun and can be
substituted by that or which.
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