Questões de Concurso
Sobre tradução | translation em inglês
Foram encontradas 655 questões
Ano: 2025
Banca:
Fênix
Órgão:
Prefeitura de Faxinal dos Guedes - SC
Prova:
Portal Fênix - 2025 - Prefeitura de Faxinal dos Guedes - SC - Professor de Língua Inglesa - Habilitado |
Q3783681
Inglês
No segmento "They bought a new car yesterday", o termo
destacado apresenta a seguinte classificação e tradução:
Ano: 2025
Banca:
Fênix
Órgão:
Prefeitura de Faxinal dos Guedes - SC
Prova:
Portal Fênix - 2025 - Prefeitura de Faxinal dos Guedes - SC - Professor de Língua Inglesa - Habilitado |
Q3783680
Inglês
No enunciado "She quickly solved the problem", a palavra
destacada apresenta a seguinte classe gramatical e tradução para
o português:
Ano: 2025
Banca:
FUNDATEC
Órgão:
Prefeitura de Três de Maio - RS
Prova:
FUNDATEC - 2025 - Prefeitura de Três de Maio - RS - Professor - Língua Inglesa 20H e 40H |
Q3760454
Inglês
In Portuguese, the word in bold “plenty” (I. 09) means:
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758301
Inglês
Classical models (cf. Nida, Vinay & Darbelnet,
Baker) distinguish formal and dynamic equivalence and
enumerate procedures (borrowing, calque,
modulation). For pedagogy, purpose (skopos) and
audience govern choices. Select the correct option.
Q3757728
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION:
TEXT III
Original: Maciços rochosos constituídos por arenitos eólicos
muitas vezes são considerados depósitos homogêneos com
relação às suas propriedades hidráulicas em função das suas
características texturais.
Source: https://www.abge.org.br/arquivos/ARTIGO%201%20-%20RevistaABGE-14-
2_Ok.pdf
Virtual Translator: Rock masses made up of aeolian sandstones are often considered homogeneous deposits in relation to its hydraulic properties depending on its textural characteristics.
Virtual Translator: Rock masses made up of aeolian sandstones are often considered homogeneous deposits in relation to its hydraulic properties depending on its textural characteristics.
By opting for “made up of”, the translator has introduced a phrasal
verb that is more
Q3757727
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION:
TEXT III
Original: Maciços rochosos constituídos por arenitos eólicos
muitas vezes são considerados depósitos homogêneos com
relação às suas propriedades hidráulicas em função das suas
características texturais.
Source: https://www.abge.org.br/arquivos/ARTIGO%201%20-%20RevistaABGE-14-
2_Ok.pdf
Virtual Translator: Rock masses made up of aeolian sandstones are often considered homogeneous deposits in relation to its hydraulic properties depending on its textural characteristics.
Virtual Translator: Rock masses made up of aeolian sandstones are often considered homogeneous deposits in relation to its hydraulic properties depending on its textural characteristics.
In Text III, instead of “depending on”, the translator should have
chosen
Q3757726
Inglês
Texto associado
READ TEXT III AND ANSWER THE QUESTION:
TEXT III
Original: Maciços rochosos constituídos por arenitos eólicos
muitas vezes são considerados depósitos homogêneos com
relação às suas propriedades hidráulicas em função das suas
características texturais.
Source: https://www.abge.org.br/arquivos/ARTIGO%201%20-%20RevistaABGE-14-
2_Ok.pdf
Virtual Translator: Rock masses made up of aeolian sandstones are often considered homogeneous deposits in relation to its hydraulic properties depending on its textural characteristics.
Virtual Translator: Rock masses made up of aeolian sandstones are often considered homogeneous deposits in relation to its hydraulic properties depending on its textural characteristics.
Virtual Translator: Rock masses made up of aeolian sandstones
are often considered homogeneous deposits in relation to its
hydraulic properties depending on its textural characteristics.
One of the problems with the translation provided by the virtual translator is
One of the problems with the translation provided by the virtual translator is
Q3757725
Inglês
TEXT II
“Trench-parallel mid-ocean ridge subduction driven by alongstrike transmission of slab pull”
Source: https://pubs.geoscienceworld.org/geology/issue/52/12
The most adequate translation of “driven” is
“Trench-parallel mid-ocean ridge subduction driven by alongstrike transmission of slab pull”
Source: https://pubs.geoscienceworld.org/geology/issue/52/12
The most adequate translation of “driven” is
Q3757722
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION:
TEXT I
Products and dynamics of lava-snow explosions: The 16 March
2017 explosion at Mount Etna, Italy
Abstract
Volcanic hazards associated with lava flows advancing on snow
cover are often underrated, although sudden explosions related to
different processes of lava-snow/ice contact can occur rapidly and
are only preceded by small, easily underrated precursors. On 16
March 2017, during a mildly effusive and explosive eruption at
Mount Etna, Italy, a slowly advancing lava lobe interacted with the
snow cover to produce a sudden, brief sequence of explosions.
White vapor, brown ash, and coarse material were suddenly
ejected, and the products struck a group of people, injuring some
of them. The proximal deposit formed a continuous mantle of ash,
lapilli, and decimeter-sized bombs, while the ballistic material
travelled up to 200 m from the lava edge. The deposit was
estimated to have a mass of 7.1 ± 0.8 × 104 kg, which corresponds
to a volume of 32.0 ± 3.6 m3 of lava being removed by the
explosion. Data related to the texture and morphology of the
ejected clasts were used to constrain a model of lava-snow
interaction. The results suggest that the mechanism causing the
explosions was the progressive build-up of pressure due to vapor
accumulation under the lava flow, while no evidence was found for
the occurrence of fuel-coolant interaction processes. Although
these low-intensity explosions are not particularly frequent, the
data set collected provides, for the first time, quantitative
information about the processes involved and the associated
hazard and suggests that mitigation measures should be
established to prevent potentially dramatic accidents at
worldwide volcanoes frequented by tourists and with fairly easy
access, such as Etna.
Source: GSA Bulletin (2024) 136 (5-6): 2325–2342. Available at
https://pubs.geoscienceworld.org/gsa/gsabulletin/article/136/5-
6/2325/628546/Products-and-dynamics-of-lava-snow-explosions-The
When the fragment “were suddenly ejected” is translated into
“foram ejetados de forma muito súbita”, the strategy used was
Q3757721
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION:
TEXT I
Products and dynamics of lava-snow explosions: The 16 March
2017 explosion at Mount Etna, Italy
Abstract
Volcanic hazards associated with lava flows advancing on snow
cover are often underrated, although sudden explosions related to
different processes of lava-snow/ice contact can occur rapidly and
are only preceded by small, easily underrated precursors. On 16
March 2017, during a mildly effusive and explosive eruption at
Mount Etna, Italy, a slowly advancing lava lobe interacted with the
snow cover to produce a sudden, brief sequence of explosions.
White vapor, brown ash, and coarse material were suddenly
ejected, and the products struck a group of people, injuring some
of them. The proximal deposit formed a continuous mantle of ash,
lapilli, and decimeter-sized bombs, while the ballistic material
travelled up to 200 m from the lava edge. The deposit was
estimated to have a mass of 7.1 ± 0.8 × 104 kg, which corresponds
to a volume of 32.0 ± 3.6 m3 of lava being removed by the
explosion. Data related to the texture and morphology of the
ejected clasts were used to constrain a model of lava-snow
interaction. The results suggest that the mechanism causing the
explosions was the progressive build-up of pressure due to vapor
accumulation under the lava flow, while no evidence was found for
the occurrence of fuel-coolant interaction processes. Although
these low-intensity explosions are not particularly frequent, the
data set collected provides, for the first time, quantitative
information about the processes involved and the associated
hazard and suggests that mitigation measures should be
established to prevent potentially dramatic accidents at
worldwide volcanoes frequented by tourists and with fairly easy
access, such as Etna.
Source: GSA Bulletin (2024) 136 (5-6): 2325–2342. Available at
https://pubs.geoscienceworld.org/gsa/gsabulletin/article/136/5-
6/2325/628546/Products-and-dynamics-of-lava-snow-explosions-The
The closest translation into Portuguese of “Volcanic hazards
associated with lava flows advancing on snow cover are often
underrated” is
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de São José do Ouro - RS
Prova:
OBJETIVA - 2025 - Prefeitura de São José do Ouro - RS - Professor – Português-Habilitação Língua Inglesa |
Q3747832
Inglês
Texto associado
We might be confronted on a weekly basis by a
different trend or TikTok 'aesthetic' to try, but all the bestdressed people in the world stick to what they know works
best. Having distinctive personal style is all about defining
what suits you and never venturing too far from it. Of
course, this makes getting dressed every morning easier and
leads to a lot less stress when shopping – but embracing
your own uniqueness in fashion can have a positive impact
on your mental health more generally.
According to the fashion psychologist Shakaila
Forbes-Bell, standing out via your clothing is all about
gaining validation, and this can boost your confidence and
change the way that others interact with you.
“As humans, our desire to stand out is ingrained
because achieving special recognition and validation boosts
our self-image and increases our likelihood of being
rewarded,” she explains.
Source: Harper’s Bazaar. Adaptation.
Mark the item that displays the CORRECT translation for
the text below.
Having distinctive personal style is all about defining what suits you and never venturing too far from it.
Having distinctive personal style is all about defining what suits you and never venturing too far from it.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Canoas - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Canoas - RS - Professor de Educação Básica/PEB II – Língua Inglesa |
Q3728570
Inglês
Texto associado
The public school district in Seattle has filed a novel
lawsuit against the tech giants behind TikTok, Instagram,
Facebook, YouTube and Snapchat, seeking to hold them
accountable for the mental health crisis among youth.
Seattle Public Schools filed the lawsuit Friday in U.S.
District Court. The 91-page complaint says the social media
companies have created a public nuisance by targeting their
products to children.
It blames them for worsening mental health and
behavioral disorders including anxiety, depression,
disordered eating and cyberbullying; making it more difficult
to educate students; and forcing schools to take steps such
as hiring additional mental health professionals, developing
lesson plans about the effects of social media, and providing
additional training to teachers.
"Defendants have successfully exploited the vulnerable
brains of youth, hooking tens of millions of students across
the country into positive feedback loops of excessive use
and abuse of Defendants' social media platforms," the
complaint said. "Worse, the content Defendants curate and
direct to youth is too often harmful and exploitive ...."
Meta, Google, Snap and TikTok did not immediately
respond to requests for comment Saturday.
While federal law — Section 230 of the Communications
Decency Act — helps protect online companies from liability
arising from what third-party users post on their platforms,
the lawsuit argues that provision does not protect the tech
giants' behavior in this case.
"Plaintiff is not alleging Defendants are liable for what
third-parties have said on Defendants' platforms but, rather,
for Defendants' own conduct," the lawsuit said. "Defendants
affirmatively recommend and promote harmful content to
youth, such as pro-anorexia and eating disorder content."
The lawsuit says that from 2009 to 2019, there was on
average a 30% increase in the number of Seattle Public
Schools students who reported feeling "so sad or hopeless
almost every day for two weeks or more in a row" that they
stopped doing some typical activities.
The school district is asking the court to order the
companies to stop creating the public nuisance, to award
damages, and to pay for prevention education and
treatment for excessive and problematic use of social media.
While hundreds of families are pursuing lawsuits against
the companies over harms they allege their children have
suffered from social media, it's not clear if any other school
districts have filed a complaint like Seattle's.
Internal studies revealed by Facebook whistleblower
Frances Haugen in 2021 showed that the company knew
that Instagram negatively affected teenagers by harming
their body image and making eating disorders and thoughts
of suicide worse. She alleged that the platform prioritized
profits over safety and hid its own research from investors
and the public.
Available at:
ttps://www.npr.org/2023/01/08/1147735477/seattlesschools-are-suing-tech-giants-for-harming-young-peoplesmental-health
Considering the translation of the excerpt "Internal
studies revealed by Facebook whistleblower Frances Haugen
in 2021" (paragraph 11) to Brazilian Portuguese, mark the
CORRECT answer.
Ano: 2025
Banca:
CPCON
Órgão:
Prefeitura de São Francisco - PB
Prova:
CPCON - 2025 - Prefeitura de São Francisco - PB - Professor P3 - Língua Inglesa |
Q3694496
Inglês
Texto associado
Read the text 2 and answer question
Text 2
The concept of World Englishes highlights the diversification of English into different and locally grounded varieties. Rather than
being seen as mere deviations from a single “standard,” forms such as Indian English or Nigerian English show how English adapts to
sociolinguistic contexts shaped by multilingualism and postcolonial histories. These localized varieties differ in vocabulary,
pronunciation, pragmatics, and even grammar, yet remain systematic and rule-governed. Recognizing this reality questions the idea of
a single, uniform English and reframes the language as having multiple centers of influence. For teaching, this means that instead of
promoting only one model, English education should engage critically with linguistic diversity and with the social and cultural values
attached to different varieties.
Source: Kachru, Braj B., Kachru, Yamuna, Nelson, Cecil L. The Handbook of World Englishes. Australia: Blackwell Publishin. 2006. (Adapted)
Pedagogically, the recognition of English as pluricentric entails that:
Q3693651
Inglês
Texto associado
Portuguese Man Accidentally Finds 82-Foot-Long Dinosaur in His Backyard
By Margaret Osborne
(Available at: https://www.smithsonianmag.com/smart-news/portuguese-man-accidentally-finds-82-foot-longdinosaur-in-his-backyard-180980672/ – text specially adapted for this test).
The word in bold “record” in “has an important fossil record of Late Jurassic
vertebrates” (l. 15-16) can be translated into Portuguese as:
Q3626349
Inglês
In the context of translation and vocabulary equivalence
between Portuguese and English, which of the following
word pairs is an example of a false cognate?
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616891
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
A técnica da tradução, quando utilizada de forma adequada,
pode ser uma ferramenta valiosa no ensino de inglês como
língua estrangeira, auxiliando na compreensão e na aquisição
de vocabulário. No entanto, é importante considerar os aspectos
socioculturais envolvidos, evitando a mera tradução literal, que
pode levar a erros de tradução. Levando em consideração a
afirmação acima, o trecho do texto: “Now put yourself in your
student’s shoes” tem como tradução mais adequada:
Ano: 2025
Banca:
Instituto Fênix
Órgão:
Prefeitura de Bom Jardim da Serra - SC
Prova:
Instituto Fênix - 2025 - Prefeitura de Bom Jardim da Serra - SC - Professor III - Inglês |
Q3574695
Inglês
Texto associado
Leia a tira a seguir para responder a questão.
Fonte: https://www.portallos.com.br/2011/12/21/tirinhas-garfield-e-onatal/
Choose the best Portuguese translation for Liz’s line:
“I’m sure whatever you pick will be perfect, and just what I
want!”
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502691
Inglês
In foreign language teaching, the translation process
is guided by two key factors. Select the alternative that
encompasses these two elements.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464013
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Há também transferências negativas em nível de estrutura frasal. A alternativa que apresenta a frase em inglês
traduzida corretamente da frase em português é:
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439613
Inglês
Leia o texto.
Transfer is a general term referring to the application of prior skills or knowledge to subsequent learning. While positive transfer benefits the learning task, “negative transfer” or “interference” disrupts learning. In language learning, the learner’s mother tongue is an obvious set of previous experiences, and a most common source of interference errors. Observe os pares de frases que seguem. A versão em português foi fornecida pela professora. A tradução foi feita por um dos estudantes. Nas traduções, observa-se a interferência do português.
I. Aconteceu um milagre com o velho casal que finalmente reencontrou seu filho! Happened a miracle with the old couple who finally met their son again!
II. Ele realmente não compreendeu nada do que eu lhe contei.
He really did not understand nothing of what I told him.
III. As informações sobre novos temporais são todas muito preocupantes.
The informations about new storms are all very disturbing.
IV. A menina ficou extremamente feliz com seu novo corte de cabelo!
The girl stayed extremely happy with her new haircut!
V. A mãe comemorou o novo emprego com seu marido e filhos.
The mother celebrated the new job with your husband and friends.
Enquanto corrige a tarefa, a professora escreve um breve comentário ao lado de cada frase traduzida. Assinale a alternativa que contém uma observação correta sobre a tradução realizada pelo estudante.
Transfer is a general term referring to the application of prior skills or knowledge to subsequent learning. While positive transfer benefits the learning task, “negative transfer” or “interference” disrupts learning. In language learning, the learner’s mother tongue is an obvious set of previous experiences, and a most common source of interference errors. Observe os pares de frases que seguem. A versão em português foi fornecida pela professora. A tradução foi feita por um dos estudantes. Nas traduções, observa-se a interferência do português.
I. Aconteceu um milagre com o velho casal que finalmente reencontrou seu filho! Happened a miracle with the old couple who finally met their son again!
II. Ele realmente não compreendeu nada do que eu lhe contei.
He really did not understand nothing of what I told him.
III. As informações sobre novos temporais são todas muito preocupantes.
The informations about new storms are all very disturbing.
IV. A menina ficou extremamente feliz com seu novo corte de cabelo!
The girl stayed extremely happy with her new haircut!
V. A mãe comemorou o novo emprego com seu marido e filhos.
The mother celebrated the new job with your husband and friends.
Enquanto corrige a tarefa, a professora escreve um breve comentário ao lado de cada frase traduzida. Assinale a alternativa que contém uma observação correta sobre a tradução realizada pelo estudante.
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