Questões de Concurso Sobre inglês
Foram encontradas 25.776 questões
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703923
Inglês
According to the Curricular Frameworks for High School Teaching in the State of Mato Grosso (Orientações
Curriculares para o Ensino Médio do Estado de Mato Grosso-OCEM-MT), regarding language education,
specifically related to the teaching of English, "[...] some political attitudes are necessary" (OCEM-MT, 2012, p.
92).
Which one of the attitudes below is not mentioned by the document?
Which one of the attitudes below is not mentioned by the document?
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703922
Inglês
Read the text and choose the appropriate linking word below to fill in each gap (as, further, on the other
hand, when, according to, moreover).
Review of the Literature: Importance of Active Learning
Swain (1985) avowed that language learning is more effective ______________________________the target language is used interactively, particularly in regard to understanding the language in general, and improving their reading or listening skills in particular._______________________ Ellis (1993), interaction within the classroom leads to many advantages for language learning such as comprehension checks, language practice and so on. Long and Porter (1985) found that when second language learners worked in groups, they were more motivated, took more initiative, and were less anxious concerning their learning. ______________________________, there may be a relationship between student oral participation and teachers' questioning techniques and types of classroom activities (Wei, 2008). Wei (2008) also found that students oral participation is increased if application and presentation activities are used; appropriate vocabulary is offered when students need it to continue; questions related to students' prior experiences are asked; and an informal and friendly classroom atmosphere is present. Khamwan (2007) found that after training the students to use interactional strategies _____________________ tools for initiating their interaction, their responses to the teacher's questions were longer and more meaningful. ______________________________, the average number of interaction turns was about two turns per three minutes. It was found that the students could comprehend the lesson better. They could ask their teacher when they could not understand something._________________________________, more students could respond to the teacher's questions. All above mentioned studies have supported the significance of learner's participation and interaction. Many research studies discuss the advantages of active learning techniques that can help students to initiate an interaction with their teachers and ultimately clarify unclear points to enhance their understanding of the lessons and improve creativities. [...] GHOLAMI, Valeh. Towards an Interactive EFL Class: Using Active Learning Strategies .Vol.4, No.19, 2014. (pág.190-1 91)
Review of the Literature: Importance of Active Learning
Swain (1985) avowed that language learning is more effective ______________________________the target language is used interactively, particularly in regard to understanding the language in general, and improving their reading or listening skills in particular._______________________ Ellis (1993), interaction within the classroom leads to many advantages for language learning such as comprehension checks, language practice and so on. Long and Porter (1985) found that when second language learners worked in groups, they were more motivated, took more initiative, and were less anxious concerning their learning. ______________________________, there may be a relationship between student oral participation and teachers' questioning techniques and types of classroom activities (Wei, 2008). Wei (2008) also found that students oral participation is increased if application and presentation activities are used; appropriate vocabulary is offered when students need it to continue; questions related to students' prior experiences are asked; and an informal and friendly classroom atmosphere is present. Khamwan (2007) found that after training the students to use interactional strategies _____________________ tools for initiating their interaction, their responses to the teacher's questions were longer and more meaningful. ______________________________, the average number of interaction turns was about two turns per three minutes. It was found that the students could comprehend the lesson better. They could ask their teacher when they could not understand something._________________________________, more students could respond to the teacher's questions. All above mentioned studies have supported the significance of learner's participation and interaction. Many research studies discuss the advantages of active learning techniques that can help students to initiate an interaction with their teachers and ultimately clarify unclear points to enhance their understanding of the lessons and improve creativities. [...] GHOLAMI, Valeh. Towards an Interactive EFL Class: Using Active Learning Strategies .Vol.4, No.19, 2014. (pág.190-1 91)
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703921
Inglês
After reading the abstract bellow, choose the INCORRECT alternative:
Abstract: This paper reports the experience of developing teaching materials for public school teachers and students in southern Brazil in a project funded by the Education Department of Paraná State. The materials were intended as resources to be used by teachers according to their needs and those of their local communities, rather than as a textbook per se. The theory underlying this project is based on critical literacy and the idea that language is discourse, i.e. embedded in cultural and ideological values which determine its meaning and establish power relations among texts, among readers and among texts and their readers - Freirean "readers of the wor(l)d". Student-readers are, in this sense, co-constructors of meanings and responsible for making sense of reality. We expect students and teachers who use the materials we designed to become more aware of their possibilities as agents and this way we intend to foster a sense of active citizenship.
Key-word: critical literacy, citizenship, English teaching, public schools.
JORDÃO, Clarissa Menezes & FOGAÇA, Francisco Carlos. CRITICAL LITERACY IN THE ENGLISH LANGUAGE CLASSROOM. D.E.L.T.A., 28:1,2012 (69-84).
According to the abstract, this research was based on critical literacy that understands language as a
discourse.
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703920
Inglês
After reading Dirgeyasa's dialogue about genre-based approach, choose the alternative that it is not true.
[...]
Then recently, genre is also used in linguistics study. In linguistic study, genre becomes a kind language
object to study. As a matter of fact, the study of genre in linguistics literacy is based on Systemic Functional
Linguistic-SFL (Halliday, 1978; Swales, 1990; Hyland, 2003). Then, Christie dan Martin (2000) adds that
linguistic functional becomes a basic and fundamental reference in the framework of the usage of the
language in term of genre.
So what is genre in terms of the language and linguistics? Martin (1999) states that genre is communication
activity having and orienting goal. Then, Swales (1990) simply defines genre as a communication event in
which the members have a set of communication goal. By referring two statements above, it can be said that
genre is a process of communication which has a certain goal (goal oriented) for its members in a certain
event of communication due to certain social context. Genre is a matter of communication event by social
context. Consequently, the different social context then, tends to lead to different genre.
[...] In addition, Swales (1990) further argues that: A class of communication events, the members of which share some ethnographical communication, but typically
need further validation set of communicative purposes. The purposes are recognized by the expert members of the
parent discourse community, and thereby constitute the rationale for the genre. This rationale shapes the
schematic structure of the discourse and influences and constraints choice of the content and style.
Communicative purpose is both a privileged criterion and one that operate to keep the scope of a genre as here
conceived narrowly focused on comparable rhetorical action. In addition to purpose, exemplars of a genre exhibit
various patterns of similarities in terms of structure, style, content and intended audiences..The genre name
inherited and produced by discourse communities and imported by others constitute valuable.
What Swales has stated is seemingly clear that genre has a number of characteristic and features such as a) genre has a particular communication event, b) genre has a specific goal (goal oriented), c) genre is different and various in accordance to its typical features, d) each genre has a matter of limitation and rules including content, physical form, and shape, and e) every genre belongs to a certain discourse community. In line with discourse community, (Widdoson, 2007) adds that genre is shaped or existing due to the existing discourse community. It is a fact that different discourse community has different genre. Talking about discourse community and genre in connection to the discourse community, Swales (1990), as cited by (Ohoiwutun, 1996), clarifies that characteristics of discourse community in terms of the usage of language in social context is a) a certain discourse community has certain communication goals approved, b) the discourse community communicate within its members, c) a certain discourse community use a certain pattern of communication for its members, d) the discourse community tends to have more than one types of genre to communicate , and e) the discourse community, at last gains a number specific register. (p.45)
Dirgeyasa, I Wy. Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching; Vol. 9, No. 9; 2016
What Swales has stated is seemingly clear that genre has a number of characteristic and features such as a) genre has a particular communication event, b) genre has a specific goal (goal oriented), c) genre is different and various in accordance to its typical features, d) each genre has a matter of limitation and rules including content, physical form, and shape, and e) every genre belongs to a certain discourse community. In line with discourse community, (Widdoson, 2007) adds that genre is shaped or existing due to the existing discourse community. It is a fact that different discourse community has different genre. Talking about discourse community and genre in connection to the discourse community, Swales (1990), as cited by (Ohoiwutun, 1996), clarifies that characteristics of discourse community in terms of the usage of language in social context is a) a certain discourse community has certain communication goals approved, b) the discourse community communicate within its members, c) a certain discourse community use a certain pattern of communication for its members, d) the discourse community tends to have more than one types of genre to communicate , and e) the discourse community, at last gains a number specific register. (p.45)
Dirgeyasa, I Wy. Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching; Vol. 9, No. 9; 2016
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703919
Inglês
For a long time, we have studied about language learning and new approaches. After reading the extract
from Richards (2006, p. 32), choose the correct alternative that complements the argument against P-P-P
(Presentation - Practice - Production).
"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format: Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises. Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern. Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."
"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format: Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises. Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern. Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703918
Inglês
After reading Richards (2006, p.12-13), judge the items (T) true or (F) false and choose the correct alternative.
"As well as rethinking the nature of a syllabus, the new communicative approach to teaching prompted a rethinking of classroom teaching methodology. It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. [...] "In applying these principles in the classroom, new classroom techniques and activities were needed, and as we saw above, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required."
( ) Make real communication is the focus of language learning. ( ) Provide opportunities for learners to experiment and try out what they know. ( ) Use drills to make students awareness of language grammar. ( ) Be tolerant of learners' errors as they indicate that the learner is building up his or her communicative competence. ( ) Focus on receptive skills more than productive skills. ( ) Provide opportunities for learners to develop both accuracy and fluency. ( ) Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world. ( ) Use controlled activities for developing students language learning.
"As well as rethinking the nature of a syllabus, the new communicative approach to teaching prompted a rethinking of classroom teaching methodology. It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. [...] "In applying these principles in the classroom, new classroom techniques and activities were needed, and as we saw above, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required."
( ) Make real communication is the focus of language learning. ( ) Provide opportunities for learners to experiment and try out what they know. ( ) Use drills to make students awareness of language grammar. ( ) Be tolerant of learners' errors as they indicate that the learner is building up his or her communicative competence. ( ) Focus on receptive skills more than productive skills. ( ) Provide opportunities for learners to develop both accuracy and fluency. ( ) Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world. ( ) Use controlled activities for developing students language learning.
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703917
Inglês
"A method is theoretically related to an approach, is organizationally determined by a design, and is
practically realized in procedure." (Richards and Rodgers, 1999, p. 16). So we can say that a method is an
umbrella term referring to a broader relationship between theory and practice.
Match the elements to their subelements of method according to Richards & Rodgers (1986) in Brown (2000).
(1) Approach (2) Design (3 ) Procedure
( ) a theory of native language. ( ) a theory of the nature of language learning. ( ) the general and the specific objectives of a method. ( ) a syllabus model. ( ) types of learning and teaching activities. ( ) learner roles. ( ) teacher roles. ( ) the role of instructional material. ( ) classrooms techniques, practices, and behaviors observed when the method is used.
Now choose the correct sequence:
Match the elements to their subelements of method according to Richards & Rodgers (1986) in Brown (2000).
(1) Approach (2) Design (3 ) Procedure
( ) a theory of native language. ( ) a theory of the nature of language learning. ( ) the general and the specific objectives of a method. ( ) a syllabus model. ( ) types of learning and teaching activities. ( ) learner roles. ( ) teacher roles. ( ) the role of instructional material. ( ) classrooms techniques, practices, and behaviors observed when the method is used.
Now choose the correct sequence:
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703916
Inglês
Texto associado
Read the text and choose the correct answer.
English learners and the four skills
When it comes to English language skills, reading is the most frequent activity - among those that already study and those that intend to, 76% read frequently. Many however, report difficulties with conversation and listening - even among those that have already studied or are studying English. The respondents' selfassessments show that the greatest difference between those that have studied or are currently studying English and those that intend to in the future is the skill of 'listening'. Those intending to study English considered this the area that they are least proficient in. The perception that their speaking ability is insufficient led the participants to cite speaking (50% of respondents) and listening (37% of respondents) among the skills that are most important to develop in a course. This is perceived to be more important than grammar. The preferred methods of teaching tend to be those that stimulate conversation; respondents prefer classes in English that "force" the development of the students' abilities. Respondents tended to think that this conversation should be stimulated before going in-depth into language and grammar rules. To them, the best way of practicing this is discussing current affairs directly relevant to their professional and personal lives. The reduced importance placed on writing and reading relative to speaking is also attributable to the availability of tools for written communication.
Frequency of use of English skill
BRITISH COUNCIL. Learning English in Brazil: Understanding the aims and expectations of the Brazilian emerging middle classes. 1 st Edition, São Paulo.
2014 (p.22)
According to the text, Brazilian students
Ano: 2020
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês |
Q1703915
Inglês
Texto associado
After Reading Hutauruk's extract (2015) about selecting vocabulary in ESP, choose the correct answer.
Selecting vocabulary.
The initial step in teaching ESP vocabulary is to determine which words and special terms in fact to teach.
Gairns and Redman (pag.59) emphasize especially cultural reasons and the principles of need and level.
Authors of teaching materials and teachers should take into account also the criteria of learnability and
teachability. According to Harmer (pag.154), one of the most common principles of vocabulary selection is to
teach at first concrete words and gradually abstract words. Words like chair, table, sofa and wardrobe are
easily presented and explained, because students can see or imagine the real things which the words
represent. On the contrary, abstract words like density, qualifications, safety are more difficult to explain.
There is a number of words that are connected with the idea of furniture (chair, table, sofa and wardrobe).
Words that have this kind of thematic relationship are said to belong to the same lexical field. The texts of
practical part also contain the lexical field of tool-related words that partly overlap with furniture words
(hammer, screwdriver and saw) as well as terminology connected with trees (hardwood and softwood). After
selection words for teaching purpose it is also indispensable to decide what to teach about each naming
unit. According to Harmer (pag.158) and Thornbury (pag.15), knowledge of a word involves knowing its:
Meaning - meanings in context, sense of relation (synonyms/antonyms), Form - spelling and pronunciation,
affixes, parts of speech, Grammar - plurals, countability, past simple/participle forms, Usage - collocations
and appropriate register. (pag.20)
Hutauruk, Bertaria Sohnata. TEACHING MODULE for ENGLISH FOR SPECIFIC PURPOSES . Pematangsiantar, 2015.
Hutauruk has based her discussion about selecting vocabulary in ESP on Harmer (1991), Gairns and
Redman ( 1986) and Thornbury (2002). According to her,
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702406
Inglês
Analise as afirmativas a seguir:
I. O trecho em inglês “five years were to pass” possui a grafia correta e pode ser adequadamente traduzido para: cinco anos teriam de passar.
II. O trecho em inglês “it’s changging to you” possui a grafia correta e pode ser adequadamente traduzido para: isso é com você.
Marque a alternativa CORRETA:
I. O trecho em inglês “five years were to pass” possui a grafia correta e pode ser adequadamente traduzido para: cinco anos teriam de passar.
II. O trecho em inglês “it’s changging to you” possui a grafia correta e pode ser adequadamente traduzido para: isso é com você.
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702405
Inglês
Analise as afirmativas a seguir:
I. O trecho em inglês “as it is” possui a grafia correta e pode ser adequadamente traduzido para: de qualquer maneira.
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: she eating to be 90 (ela viveu 90 anos).
Marque a alternativa CORRETA:
I. O trecho em inglês “as it is” possui a grafia correta e pode ser adequadamente traduzido para: de qualquer maneira.
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: she eating to be 90 (ela viveu 90 anos).
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702404
Inglês
Analise as afirmativas a seguir:
I. O trecho em inglês “it is abovi me” possui a grafia correta e pode ser adequadamente traduzido para: isto foge à minha alçada.
II. O trecho em inglês “in a moment the dog was upon him” possui a grafia correta e pode ser adequadamente traduzido para: em um instante o cachorro estava em cima dele.
Marque a alternativa CORRETA:
I. O trecho em inglês “it is abovi me” possui a grafia correta e pode ser adequadamente traduzido para: isto foge à minha alçada.
II. O trecho em inglês “in a moment the dog was upon him” possui a grafia correta e pode ser adequadamente traduzido para: em um instante o cachorro estava em cima dele.
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702403
Inglês
Analise as afirmativas a seguir:
I. O trecho em inglês “be that as it may” possui a grafia correta e pode ser adequadamente traduzido para: seja como for.
II. O trecho em inglês “I need to bring watter rewarded” possui a grafia correta e pode ser adequadamente traduzido para: fui recompensado.
Marque a alternativa CORRETA:
I. O trecho em inglês “be that as it may” possui a grafia correta e pode ser adequadamente traduzido para: seja como for.
II. O trecho em inglês “I need to bring watter rewarded” possui a grafia correta e pode ser adequadamente traduzido para: fui recompensado.
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702402
Inglês
Analise as afirmativas a seguir:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: that is to upon a dream (quer dizer).
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: the book is being impressing clamp (o livro está sendo impresso).
Marque a alternativa CORRETA:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: that is to upon a dream (quer dizer).
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: the book is being impressing clamp (o livro está sendo impresso).
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702401
Inglês
Analise as afirmativas a seguir:
I. O trecho em inglês “it will be for clapped to say” possui a grafia correta e pode ser adequadamente traduzido para: ele terá de decidir.
II. O trecho em inglês “I must be off” possui a grafia correta e pode ser adequadamente traduzido para: tenho de ir.
Marque a alternativa CORRETA:
I. O trecho em inglês “it will be for clapped to say” possui a grafia correta e pode ser adequadamente traduzido para: ele terá de decidir.
II. O trecho em inglês “I must be off” possui a grafia correta e pode ser adequadamente traduzido para: tenho de ir.
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702400
Inglês
Analise as afirmativas a seguir:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: how are you? (como vai?).
II. O trecho em inglês “here you are” possui a grafia correta e pode ser adequadamente traduzido para: aqui está.
Marque a alternativa CORRETA:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: how are you? (como vai?).
II. O trecho em inglês “here you are” possui a grafia correta e pode ser adequadamente traduzido para: aqui está.
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702399
Inglês
Analise as afirmativas a seguir:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: how long have you been in England? (quanto tempo faz que está na Inglaterra?).
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: he was to have written (ele devia ter escrito).
Marque a alternativa CORRETA:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: how long have you been in England? (quanto tempo faz que está na Inglaterra?).
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: he was to have written (ele devia ter escrito).
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702398
Inglês
Analise as afirmativas a seguir:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: how is this? (o que significa isto?).
II. O trecho em inglês “let me be runner!” possui a grafia correta e pode ser adequadamente traduzido para: deixe me em paz!.
Marque a alternativa CORRETA:
I. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: how is this? (o que significa isto?).
II. O trecho em inglês “let me be runner!” possui a grafia correta e pode ser adequadamente traduzido para: deixe me em paz!.
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702397
Inglês
Analise as afirmativas a seguir:
I. O trecho em inglês “it is for him to escuse hinself” possui a grafia correta e pode ser adequadamente traduzido para: ele é quem deve pedir desculpas.
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: if I were to do it (se eu o fizesse).
Marque a alternativa CORRETA:
I. O trecho em inglês “it is for him to escuse hinself” possui a grafia correta e pode ser adequadamente traduzido para: ele é quem deve pedir desculpas.
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: if I were to do it (se eu o fizesse).
Marque a alternativa CORRETA:
Ano: 2020
Banca:
ADM&TEC
Órgão:
Prefeitura de Delmiro Gouveia - AL
Prova:
ADM&TEC - 2020 - Prefeitura de Delmiro Gouveia - AL - Professor de Inglês |
Q1702396
Inglês
Analise as afirmativas a seguir:
I. O trecho em inglês “he was a long time about it” possui a grafia correta e pode ser adequadamente traduzido para: ele levou muito tempo para isto.
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: I am for leaving (sou de opinião que devemos partir).
Marque a alternativa CORRETA:
I. O trecho em inglês “he was a long time about it” possui a grafia correta e pode ser adequadamente traduzido para: ele levou muito tempo para isto.
II. Estão corretas a grafia e a tradução do seguinte trecho, em inglês: I am for leaving (sou de opinião que devemos partir).
Marque a alternativa CORRETA:
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