Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
Foram encontradas 2.218 questões
Ano: 2023
Banca:
FUNDATEC
Órgão:
IF-RS
Prova:
FUNDATEC - 2023 - IF-RS - Professor - Portugues - Inglês |
Q2359876
Inglês
Analise a questão a seguir, retirada de uma edição do Exame Nacional do Ensino
Médio (ENEM):
Considerando a questão, qual é a melhor estratégia de leitura para chegar à resposta correta (alternativa A)?
Considerando a questão, qual é a melhor estratégia de leitura para chegar à resposta correta (alternativa A)?
Ano: 2023
Banca:
FUNDATEC
Órgão:
IF-RS
Prova:
FUNDATEC - 2023 - IF-RS - Professor - Portugues - Inglês |
Q2359872
Inglês
Assinale a alternativa cuja caracterização de estratégias de leitura esteja INCORRETA.
Ano: 2023
Banca:
IV - UFG
Órgão:
MAPA
Provas:
CS-UFG - 2023 - MAPA - Químico
|
CS-UFG - 2023 - MAPA - Farmacêutico |
Q2349827
Inglês
Which group of words present a long and a short vowel
sound?
Ano: 2023
Banca:
IV - UFG
Órgão:
MAPA
Provas:
CS-UFG - 2023 - MAPA - Químico
|
CS-UFG - 2023 - MAPA - Farmacêutico |
Q2349824
Inglês
Texto associado
Tired of the extreme heat in Brazil? So it's good to
prepare, since according to the institute MetSul Meteorology,
starting in the next few days another heat wave capable of
breaking temperature records will hit the country.
Leia o Texto 4 para responder a questão.
Texto 4
Brazil is preparing for the biggest heat wave in history,
with temperatures above 45°C
Dacio Augustus
November 9th, 2023
According to information from the MetSouth, the heat wave has already begun, affecting mainly the South and Southeast of Brazil, with atypically high temperatures for the month of November, a period that is already historically hot, but which, in 2023, could see records broken.
Until Friday (10), the most intense heat should be concentrated in the Central-West and in the interior of São Paulo, but from the weekend onwards the mass of hot air increases and the maximum temperatures begin to reach more areas of Brazil, just as it was in September and October. (...)
Disponível em: <https://www.showmetech.com.br/en/brasil-se-prepara-para-
maior-onda-de-calor-da-historia/>. Acesso em: 13 nov. 2023. [Adaptado].
A forma completa da frase “Tired of the extreme heat in
Brazil?” é
Ano: 2023
Banca:
Instituto Access
Órgão:
Prefeitura de Passos - MG
Prova:
Instituto Access - 2023 - Prefeitura de Passos - MG - PEB - Língua Inglesa |
Q2347994
Inglês
Texto associado
11.30.2023
City lawmakers in Brazil have enacted what appears to be the
nation’s first legislation written entirely by artificial intelligence
(AI) — even if they didn’t know it at the time.
The experimental ordinance was passed in October in the southern
city of Porto Alegre and city councilman Ramiro Rosário revealed
that it was written by a chatbot, sparking objections and raising
questions about the role of artificial intelligence in public policy.
Rosário told The Associated Press that he asked OpenAI’s chatbot
ChatGPT to craft a proposal to prevent the city from charging
taxpayers to replace water consumption meters if they are stolen.
He then presented it to his 35 peers on the council without making
a single change or even letting them know about its
unprecedented origin. The 36-member council approved it
unanimously and the ordinance went into effect on Nov. 23.
The arrival of ChatGPT on the marketplace just a year ago has
sparked a global debate on the impacts of potentially
revolutionary AI-powered chatbots. While some see it as a
promising tool, it has also caused concerns and anxiety about the
unintended or undesired impacts of a machine handling tasks
currently performed by humans.
Porto Alegre, with a population of 1.3 million, is the second-largest
city in Brazil’s south. The city’s council president, Hamilton
Sossmeier, found out that Rosário had enlisted ChatGPT to write
the proposal when the councilman bragged about the
achievement on social media. Sossmeier initially told local media
he thought it was a “dangerous precedent.”
The AI large language models that power chatbots like ChatGPT
work by repeatedly trying to guess the next word in a sentence and
are prone to making up false information, a phenomenon
sometimes called hallucination.
All chatbots sometimes introduce false information when
summarizing a document, ranging from about 3% of the time for
the most advanced GPT model to a rate of about 27% for one of
Google’s models, according to recently published research by the
tech company Vectara.
In an article published on the website of Harvard Law School’s
Center of Legal Profession earlier this year, Andrew Perlman,
wrote that ChatGPT “is a machine learning system, it may not have
the same level of understanding and judgment as a human lawyer
when it comes to interpreting legal principles and precedent. This
could lead to problems in situations where a more in-depth legal
analysis is required”.
There was no such transparency for Rosário’s proposal in Porto
Alegre. Sossmeier said Rosário did not inform fellow council
members that ChatGPT had written the proposal.
Rosário told the AP his objective was also to spark a debate. He
said he entered a 49-word prompt into ChatGPT and it returned
the full draft proposal within seconds, including justifications.
And the council president, who initially decried the method,
already appears to have been swayed. “I changed my mind,”
Sossmeier said. “I started to read more in depth and saw that,
unfortunately or fortunately, this is going to be a trend.”
( (<https://www.washingtonpost.com/world/2023/11/30/brazil-artificial-intelligenceporto-alegre/9f576ecc-8fb2-11ee-95e1-edd75d825df0_story.htm>(adapted))
From the sentence “City lawmakers in Brazil have enacted what
appears to be the nation’s first legislation written entirely by
artificial intelligence (AI) — even if they didn’t know it at the time”,
it is possible to infer that
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de São José dos Campos - SP
Prova:
FGV - 2023 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q2344886
Inglês
Texto associado
Read Text I and answer the question that follow it:
Text I
Multimodality in the English language classroom:
A systematic review of literature
Literacy in the 21st century is now no longer regarded simply
as the ability to use a language competently in a mono-cultural
setting. Literacy today involves students knowing how to navigate
across an increasingly complex communication landscape and to
negotiate a range of contexts and patterns of intercultural
meanings as well as the prevalence of multimodal texts.
Contemporary communication environment is characterised
by multimodal meaning-making, that is the “multiplicities of media
and modes”, as well as “increasing local diversity and global
connectedness” (New London Group, 1996, p. 62) which
necessitates a shift in the pedagogical approaches that are
adopted by teachers. This is especially so in the digital age where
a sole focus on language in literacy is no longer sufficient for the
new workplace given that a revised sense of ‘competence’ is
required. The recognition of social diversity also demands
pedagogical approaches that engage with the transcultural and
multicultural classroom. Issues of the day such as fake news and
social justice concerns also need to be addressed in the literacy
classroom.
Multimodality focuses on understanding how semiotic
resources (visual, gestural, spatial, linguistic, and others) work and
are organised. Multimodality in education adopts an expanded
view of literacy to include the range of multimodal communicative
practices which young people are involved in today's digital age.
Multimodal pedagogies refer to the ways in which the teacher can
design learning experiences using a range of multimodal
resources. It involves teachers making design choices in the ways
in which the curriculum content is expressed, arranged, and sequenced multimodally. Multimodal pedagogies also involve
designing opportunities for students to explore and perform ideas
and identities using a range of meaning-making resources. The
teaching and learning activities often involve drawing from the
students’ funds of knowledge and their lifeworld. With multimodal
pedagogies, teachers orchestrate the learning process by weaving
together a series of knowledge representations into a cohesive
tapestry and in so doing make apt selection of meaning-making
resources to design the students’ learning experience.
Adapted from https://www.sciencedirect.com/science
/article/abs/pii/S0898589822000365
The adjective in “a sole focus on language in literacy
(2nd paragraph) is similar in meaning to:
Ano: 2023
Banca:
FGV
Órgão:
Prefeitura de São José dos Campos - SP
Prova:
FGV - 2023 - Prefeitura de São José dos Campos - SP - Professor II - Inglês |
Q2344885
Inglês
Texto associado
Read Text I and answer the question that follow it:
Text I
Multimodality in the English language classroom:
A systematic review of literature
Literacy in the 21st century is now no longer regarded simply
as the ability to use a language competently in a mono-cultural
setting. Literacy today involves students knowing how to navigate
across an increasingly complex communication landscape and to
negotiate a range of contexts and patterns of intercultural
meanings as well as the prevalence of multimodal texts.
Contemporary communication environment is characterised
by multimodal meaning-making, that is the “multiplicities of media
and modes”, as well as “increasing local diversity and global
connectedness” (New London Group, 1996, p. 62) which
necessitates a shift in the pedagogical approaches that are
adopted by teachers. This is especially so in the digital age where
a sole focus on language in literacy is no longer sufficient for the
new workplace given that a revised sense of ‘competence’ is
required. The recognition of social diversity also demands
pedagogical approaches that engage with the transcultural and
multicultural classroom. Issues of the day such as fake news and
social justice concerns also need to be addressed in the literacy
classroom.
Multimodality focuses on understanding how semiotic
resources (visual, gestural, spatial, linguistic, and others) work and
are organised. Multimodality in education adopts an expanded
view of literacy to include the range of multimodal communicative
practices which young people are involved in today's digital age.
Multimodal pedagogies refer to the ways in which the teacher can
design learning experiences using a range of multimodal
resources. It involves teachers making design choices in the ways
in which the curriculum content is expressed, arranged, and sequenced multimodally. Multimodal pedagogies also involve
designing opportunities for students to explore and perform ideas
and identities using a range of meaning-making resources. The
teaching and learning activities often involve drawing from the
students’ funds of knowledge and their lifeworld. With multimodal
pedagogies, teachers orchestrate the learning process by weaving
together a series of knowledge representations into a cohesive
tapestry and in so doing make apt selection of meaning-making
resources to design the students’ learning experience.
Adapted from https://www.sciencedirect.com/science
/article/abs/pii/S0898589822000365
The word “shift” in “shift in the pedagogical approaches”
(2nd paragraph) implies a(n):
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Capela de Santana - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Capela de Santana - RS - Professo - Séries Finais - Inglês |
Q2343033
Inglês
Assinalar a alternativa em que, de acordo com a
norma-padrão da língua inglesa, NÃO há erros:
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Capela de Santana - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Capela de Santana - RS - Professo - Séries Finais - Inglês |
Q2343029
Inglês
Concerning the English language vocabulary, mark the CORRECT item:
The great object of life is _______—to _____ that we exist, even _______ in pain. (Lord Byron).
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Capela de Santana - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Capela de Santana - RS - Professo - Séries Finais - Inglês |
Q2343026
Inglês
Which item correctly displays the meaning of the
underlined word in “Wow, that’s too bizarre, maybe it’s
fate.”?
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337759
Inglês
Texto associado
Text 1
The latest evolution of The Color Purple story is coming to the
big screen soon—and as the premiere gets closer and closer,
we’re getting more sneak peeks into that magic!
Oprah has joined forces with Steven Spielberg, Quincy Jones,
and Scott Sanders to bring The Color Purple musical—which
premiered on Broadway in 2005—to life. “To reinvent the
movie at this time is to reinvent a phenomenon,” says Oprah.
The film has an official release date: December 25, 2023—so
that’s your post-Christmas plans, sorted.
In 1985, Oprah made her acting debut as Sofia in Spielberg’s
adaptation of Alice Walker’s novel—and earned an Academy
Award nomination. Oprah said she felt “deep down joy” while
filming The Color Purple. “Being in that movie changed
everything for me. I was doing work that I loved, and I was
surrounded by others who were equally passionate. I was so
happy every day,” she said.
Oprah calls Walker’s seminal novel, first published in 1983, one
of the “national anthems for women’s empowerment.” Celie,
the protagonist of The Color Purple, endures the unimaginable
while growing up in rural Georgia—and triumphs, thanks in part
to the support of the book’s other women protagonists, Sofia
and Shug Avery.
IT’S ONE OF THE NATIONAL ANTHEMS FOR WOMEN’S EMPOWERMENT. —OPRAH
In addition to the talented cast and crew of actors and singers (more on that below), the 2023 film is directed by
Blitz Bazawule (who also helmed Beyoncé’s Black Is King). Marcus Gardley (The Chi) wrote the script, which Oprah
says is now infused with a kind of magical realism: “We get to see and feel what’s going on in Celie’s imagination.”
Oprah was deeply invested in 2023’s The Color Purple, including choosing the perfect person for each role. Here
are her thoughts on the casting choices and everything else you need to know about this next evolution of The
Color Purple.
Available in:<https://www.oprahdaily.com/entertainment/a37871805/color-purple-movie-musical-cast-release-date-news/>
Analyze the following sentences below about
the excerpt of the text 1 “Oprah was deeply invested
in 2023’s The Color Purple, including choosing the
perfect person for each role. Here are her thoughts
on the casting choices and everything else you need
to know about this next evolution of The Color
Purple”.
I. In the structure “Oprah was deeply invested” the word “deeply” is as adjective.
II. The structure “the perfect person for each role.” is a nominal group connected to preposition “for” and the headnoun is “role”.
III. The word “invested” can be replace by “take part”.
IV. In the expression “on the casting choices” it refers to actor or actress in a play or film means to choose them to act a particular role in it.
Which ones are correct?
I. In the structure “Oprah was deeply invested” the word “deeply” is as adjective.
II. The structure “the perfect person for each role.” is a nominal group connected to preposition “for” and the headnoun is “role”.
III. The word “invested” can be replace by “take part”.
IV. In the expression “on the casting choices” it refers to actor or actress in a play or film means to choose them to act a particular role in it.
Which ones are correct?
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335664
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No segundo parágrafo do texto, as abreviações L1 e L2
são utilizadas para indicar língua materna e língua estrangeira,
respectivamente. Para substituir a abreviação que se refere à
língua estrangeira, deve-se usar a expressão:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335663
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
A abreviação “i.e.”, usada no quinto e sexto parágrafos do
texto, representa o termo “id est”, do latim. Seu correspondente
em inglês é:
Ano: 2023
Banca:
FGV
Órgão:
Câmara dos Deputados
Prova:
FGV - 2023 - Câmara dos Deputados - Câmara dos Deputados - Analista Legislativo - Contador - Manhã |
Q2335045
Inglês
Texto associado
The Future Of Accounting:
How Will Digital Transformation Impact Accountants?
In business, as in life, change is the only true constant. From
mitigating unprecedented business disruptors to adapting to new
operational paradigms, professionals in all industries find
themselves dealing with major changes — many of them driven
by emerging technologies.
Accounting is no exception. The profession has moved far
beyond mere bookkeeping and payroll, and like its partner
procurement, it’s taking an increasingly strategic role for forward-thinking businesses. While some pundits say accounting has a
dim future in the digital world of tomorrow, technologies such as
cloud-based data management, process automation and
advanced analytics are actually poised to further elevate
accountants in new and empowering ways.
As far back as 2015, industry leaders were sounding the death
knell for accountants, convinced emerging technologies —
particularly automation — would end in death by digital for
accountancy as we know it. And as recently as 2019, accountants
surveyed by Robert Half on the impact of automation on their
profession expressed concerns about being replaced, having
fewer opportunities for creative problem-solving and an
overdependence on tech in completing daily tasks.
Yet, the events between then and now, including the Covid-19 pandemic, have instead shown that accountants, like other
professionals, need to worry much more about adaptation than
replacement.
There's no question that digital transformation has radically
changed the playing field. Big data has become a rich resource
that needs to be tapped to compete effectively. But for
businesses ready to leverage the potential of digital tools, this
shift is an opportunity, not a threat.
[…]
Both the skill set and the job description for tomorrow's
accountant will be greatly expanded, while still hewing to the
core competencies of the profession. Supported by technology in
a collaborative setting, accounting teams will be populated with
both dedicated accounting professionals and subject matter
experts from other areas of the business.
Tomorrow's accountants may play an advisory role,
welcoming business intelligence and procurement professionals
and working to chart a strategic sourcing plan. They could
leverage data management tools, including augmented reality, to
humanize and contextualize spend data for the C-suite to make
better decisions based on long-term value rather than return on
investment alone.
With more diverse skill sets and greater technical acumen,
accountants can bring their own expertise to teams in other
business units, providing crucial financial intelligence, refining
budgets or ensuring compliance. […]
As a function, accounting may become less about refining
one's skill set through certifications and more about core
competencies that grow over time, with a focus on lifelong
education and skill development required to take on a complex,
ever-changing business environment.
Automation and other data-driven technologies are poised to
free accountants, not constrain them. Organizations that understand the potential and importance of these technologies
— and invest in the tools and training required to help their
accountants take full advantage — will be ahead of the curve.
Tomorrow's accountants will play a more creative and strategic
role in their companies. As a result, their businesses will not only
enjoy more efficient workflows and reap more useful insights
from their accounting processes, but help strengthen their own
resiliency, agility and competitive footing.
Adapted from: https://www.forbes.com/sites/forbestechcouncil/2021/05/19/thefuture-of-accounting-how-will-digital-transformation-impactaccountants/?sh=343b437853fb
The verb in “were sounding the death knell” can be replaced
without change in meaning by
Ano: 2023
Banca:
IGEDUC
Órgão:
Prefeitura de Surubim - PE
Prova:
IGEDUC - 2023 - Prefeitura de Surubim - PE - Professor II - Língua Inglesa |
Q2334591
Inglês
Julgue o item que se segue.
In the sentence: “It is abundantly clear that trade does not
fill stomachs, and if anyone does get rich from it, it is
seldom if ever both the parties concerned.” The word
“seldom” can be replaced by “rarely” without changing the
meaning of the sentence.
Ano: 2023
Banca:
IMPARH
Órgão:
Prefeitura de Pedra Branca - CE
Prova:
IMPARH - 2023 - Prefeitura de Pedra Branca - CE - Professor de Inglês |
Q2330025
Inglês
Complete the sentence below and choose the CORRECT answer.
‘‘At the bus station - A: What is your bus number? B: I ________ for the 2225.’’
Ano: 2023
Banca:
IMPARH
Órgão:
Prefeitura de Pedra Branca - CE
Prova:
IMPARH - 2023 - Prefeitura de Pedra Branca - CE - Professor de Inglês |
Q2330023
Inglês
Complete the sentence below and mark the CORRECT alternative.
“I’m old. Forty years ago, I _________ swim very fast.”
Ano: 2023
Banca:
IMPARH
Órgão:
Prefeitura de Pedra Branca - CE
Prova:
IMPARH - 2023 - Prefeitura de Pedra Branca - CE - Professor de Inglês |
Q2330021
Inglês
Choose the CORRECT option that completes the sentence below.
JULIA: Richard, the phone is ringing.
RICHARD: It's OK. I _______________ it.
Ano: 2023
Banca:
IMPARH
Órgão:
Prefeitura de Pedra Branca - CE
Prova:
IMPARH - 2023 - Prefeitura de Pedra Branca - CE - Professor de Inglês |
Q2330017
Inglês
Among the alternatives below, which one fills the blanks in
the following sentence correctly?
____ you ____ visited the Buckingham Palace?
____ you ____ visited the Buckingham Palace?
Ano: 2023
Banca:
IMPARH
Órgão:
Prefeitura de Pedra Branca - CE
Prova:
IMPARH - 2023 - Prefeitura de Pedra Branca - CE - Professor de Inglês |
Q2330016
Inglês
Complete the sentence below and choose the CORRECT answer.
“Layla is in love with Rome. She can get around pretty easily as she _________ Italian.”
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