Questões de Concurso
Sobre vocabulário | vocabulary em inglês
Foram encontradas 3.111 questões
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010801
Inglês
The way we use language depends on factors such as the
situation we are in (at a friend’s house, in a job
interview, in a tutorial); who we are talking to (friends,
potential employer, tutor); and our means of
communication (conversation face to face, telephone,
email, report). Our decisions about the way we use
language are to a great extent unconscious ones: we
instinctively know how to adapt our language to the
situation. For example, there are a number of differences
between spoken and written language. This being so, we
can characterize spoken language as quite informal,
colloquial and presumably unstructured (since it is often
spontaneous). Furthermore, spoken language mostly
takes place in the form of a dialogue with another
speaker. Written language, on the other hand, is
generally more structured, formal, impersonal and
wordy. Also, written language is considered more
formal and should follow the rules of the English
language. Spoken language is generally less formal, and
the rules are less important. Slang, an informal language
understood only by certain groups, is acceptable in
spoken language but not in written language. That said,
read the statements that follow, then check ( T ) for
TRUE and ( F ) for FALSE while indicating the correct
answer (by also checking it).
( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.
( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.
( ) Spoken English is more fixed and stable than written English, which is more fleeting.
( ) Spoken English is usually more organized and carefully formulated than written English.
( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.
( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.
( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.
( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages.
( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.
( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.
( ) Spoken English is more fixed and stable than written English, which is more fleeting.
( ) Spoken English is usually more organized and carefully formulated than written English.
( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.
( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.
( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.
( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages.
Ano: 2024
Banca:
Unoesc
Órgão:
Prefeitura de Nova Itaberaba - SC
Prova:
Unoesc - 2024 - Prefeitura de Nova Itaberaba - SC - Professor de Inglês |
Q3009835
Inglês
Texto associado
Read the excerpt below to answer the question.
All the time in the world
By Shel Silverstein
Lay down
Let's explore this tenderness between us
There ain't no one around at all to see us
And baby would you mind
If maybe you and I
Took a little time to find each other? [...]
“There ain't no one around at all to see us [...]”. The term “ain’t”
Ano: 2024
Banca:
Unoesc
Órgão:
Prefeitura de Nova Itaberaba - SC
Prova:
Unoesc - 2024 - Prefeitura de Nova Itaberaba - SC - Professor de Inglês |
Q3009832
Inglês
Considering the collocations with “do” or “make”, mark the incorrect option
Ano: 2024
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Montes Claros - MG
Prova:
FUNDEP (Gestão de Concursos) - 2024 - Prefeitura de Montes Claros - MG - PEB II - Língua Inglesa |
Q2847468
Inglês
Texto associado
Assessment of, as, and for learning
Empowering language learning through assessment
By Liying Cheng & Janna Fox
Introduction
Like you, we are teachers. We both began our careers teaching English to students ______ first languages were not English. We taught many of these students in Asia, the Middle East, Africa, and North America, navigating our way through the teaching, learning, and assessment of our students with little guidance from theory or resources. Over the years, we became increasingly sensitive to the negative influence and consequences of ill-considered assessment and testing practices. Although we could increasingly find resources on language teaching methods, strategies, and techniques, very few of these resources provided systematic and coherent support for our day-to-day assessment practices. There were no ready answers to our questions in the research literature either – researchers tended to write for other researchers, and their findings, although interesting, were not readily applicable in our classrooms. Years later, our long-term interest in assessment led us to teaching courses to pre-service and in-service teachers: helping them to support their students’ learning through sound assessment practices. This thread has centrally run through our work. Again, we searched for resources that could answer the questions and address the issues arising in the classroom; we realised that the narrow scope of resources on classroom assessment rarely moved beyond test design and test analysis, and was more appropriate for large-scale testing than for on-going classroom assessment.
In the present educational climate, we are continually faced with complex assessment issues. For example, there is a great deal of discussion now about alignment as a guiding principle for high quality assessment: that is, the degree of agreement amongst standards, curriculum, learning outcomes, assessment tasks (including tests), and instruction. Alignment, validity, reliability, fairness, consequences, and practicality are viewed as central aspects of assessment practice that supports learning.
The alignment of learning goals, assessment, and classroom activity
Figure 1 depicts assessment practices three-dimensionally and asks us as teachers to revisit our own classroom practices. Think about what it means to us in achieving instructional goals through teaching and assessment. In the center of this triangle is our students’ learning. The first question we need to ask relates to the learning goals we have for our students: What do I want my students to learn? What do I want them to know, value, and / or be able to do as an outcome of my teaching? Moving to the next question in Figure 1, on assessment, we need to ask how we will monitor and evaluate learning – or what information is essential in order to determine whether our students have met or exceeded the required expectations: What will my students do to show what they have learned? Given the evidence that we plan to collect during a course, we then need to identify the actual classroom activities that will support our students’ learning and development: What will I do as a teacher, and what will my students do as learners?
Assessment serves as the key to check on learning, providing essential information to teachers. This is an on-going, iterative, and cyclical way of supporting learners through assessment and teaching. In this sense, teaching and assessment are one integral and interconnected process. Teachers need to constantly ask themselves: Have my students learned? And how well have they progressed as a result of my assessment practices?
Assessment of, as, and for learning
For teachers to support student learning through assessment, teachers need to engage themselves as well as their students in the discussion of assessment of learning, assessment for learning, and assessment as learning. We argue that it is inaccurate to view assessment only as judgments on learner progress at the conclusion of a unit of teaching and learning. Rather, it should also be viewed as a way of obtaining evidence for where students are in reaching their learning goals and what they need in order to progress towards these goals. Assessment as learning puts the focus on the students themselves taking responsibility for their own learning through self and peer-assessment, monitoring their own progress toward their goals and employing strategies for achieving them. We know that alignment and assessment of, for, and as learning ultimately empower our students’ language development.
Available at: https://www.onestopenglish.com/methodology-theworld-of-elt/applied-linguistics-empowering-language-learningthrough-assessment/555928.article. Accessed on: April 29, 2024.
The authors state that “Alignment, validity, reliability, fairness,
consequences, and practicality are viewed as central aspects
of assessment practice that supports learning.”.
The word reliability is closest in meaning to
The word reliability is closest in meaning to
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Pouso Alegre - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de Pouso Alegre - MG - Professor PIII - Inglês |
Q2606981
Inglês
Analyse the sentences to indicate the ones with inconsistencies.
a. I can not agree to you in this situation.
b. Adriane had been marrried to Phil for so long when he died.
c. We’re just at the time to catch the train to Liverpool.
d. Sophia invests her money in the stock market.
e. Have you ever been to Singapore, Leonard?
f. Although he is a senior citizen, he can run very fast.
g. She is not only overweight but also lazy.
h. Megan apologized to Hugh for being so rude.
i. Our neighbor was charged with assault and battery.
j. Bela is so charming and beautiful as her sister but she is not a model.
l. Since he was deeply furious I said nothing.
m. Stop peering at my e-mails, that’s not your business!
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Pouso Alegre - MG
Prova:
Instituto Consulplan - 2024 - Prefeitura de Pouso Alegre - MG - Professor PIII - Inglês |
Q2606979
Inglês
Having the image as reference, it is correct to state that.
(Available in: https://www.demilked.com. Adapted.)
Ano: 2024
Banca:
ADM&TEC
Órgão:
Prefeitura de Quebrangulo - AL
Prova:
ADM&TEC - 2024 - Prefeitura de Quebrangulo - AL - Professor de Língua Inglesa |
Q2592865
Inglês
As regards spelling in English, fill in the gaps in the sentences below by choosing the correct spelling between the options in parenthesis.
I. Lucy ________ (fetchs / fetches) Ana from school on Mondays.
Il. This software counts the number of ________ (occurrences / occurences / ocurrences) of certain words in the text.
III. Do you want your ______ (receipt / reciept)?
IV. According to specialists, a huge percentage of the population is ________ (iliterated / illiterate / iliterate).
In the order presented, the gaps are correctly and respectively filled by:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Juquitiba - SP
Prova:
Avança SP - 2024 - Prefeitura de Juquitiba - SP - Professor de Educação Básica I |
Q2585225
Inglês
Choose the correct idiom to complete the sentence: "He's always trying to find shortcuts and take the _____ way out of things."
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Juquitiba - SP
Prova:
Avança SP - 2024 - Prefeitura de Juquitiba - SP - Professor de Educação Básica I |
Q2585213
Inglês
Texto associado
Read the excerpt to answer questions 26 to 28.
It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way - in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.
― Charles Dickens
Which of the following elements is NOT part of the contrasting pairs mentioned in the quote?
Ano: 2024
Banca:
INAZ do Pará
Órgão:
Prefeitura de Luiz Alves - SC
Prova:
INAZ do Pará - 2024 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa - PROVA ANULADA |
Q2582314
Inglês
Complete the sentence below with the appropriate day of the week. Choose the correct answer. (Days of the Week) What is the day of the week after Sunday and before Tuesday?
Ano: 2024
Banca:
FACET Concursos
Órgão:
Prefeitura de Caraúbas - PB
Prova:
FACET Concursos - 2024 - Prefeitura de Caraúbas - PB - Professor de Inglês |
Q2576339
Inglês
Choose the correct answer for the following
question:
Lisa: "What are your plans for vacation?"
John: ......
Lisa: "What are your plans for vacation?"
John: ......
Ano: 2024
Banca:
FACET Concursos
Órgão:
Prefeitura de Caraúbas - PB
Prova:
FACET Concursos - 2024 - Prefeitura de Caraúbas - PB - Professor de Inglês |
Q2576334
Inglês
Choose the correct option:
Ano: 2024
Banca:
UNIVIDA
Órgão:
Prefeitura de Doutor Camargo - PR
Prova:
UNIVIDA - 2024 - Prefeitura de Doutor Camargo - PR - Professor 20 Horas (Língua Inglesa) |
Q2572688
Inglês
Texto associado
Read the text and answer the question.
Bermuda Triangle in the last 500 years, over
1000 ships and aircraft have entered the Bermuda
Triangle and mysteriously vanished. It is the deadliest
place on Earth for planes and boats. The Bermuda
Triangle is an area of water about 500,000 square miles
in size. One tip of the triangle starts from Miami, Florida
and extends northeast towards the island of Bermuda.
The next side of the triangle then runs straight south
towards the Puerto Rico and then turns back northeast
up to Florida.
The story of Flight 19 is one of the most
incredible cases of Bermuda Triangle disappearances. In
the early afternoon of December 5, 1945, five American
military aircraft with 14 men aboard departed from a
naval base in Florida on a training flight. These aircraft
were called Avengers, and they were among the
sturdiest and most reliable aircraft in the world at the
time. Commander Charles Taylor, an experienced pilot,
was supposed to lead the flight east from the Florida
coastline, which would take them into the Bermuda
Triangle. The sky was clear, and it was a perfect day for
flying but problems began about 90 minutes after
takeoff.
Taylor radioed back to his base at 3:40 p.m.
that he was lost, and his plane’s compass was not
working. This should not have been a problem as the
normal procedure for going home was to simply fly west
until they returned to the U.S. coast. the men of Flight
19, however, never returned home and the airplanes
seemed to have simply vanished. The final radio
messages from Flight 19 were very odd. One pilot
stated, “Everything looks strange. Even the ocean.”
Another one said, “It looks like we’re entering white
water. We’re completely lost.” A rescue plane flew into
the Bermuda Triangle to try and find the men, but it
crashed and all 13 men on board were killed. Later on, a
Navy official stated that Flight 19 “flew off to Mars.”
Flight 19’s disappearance is just one of many in
the long history of the Bermuda Triangle mystery. Is
there a scientific explanation for these disappearances
or are there supernatural forces at work in the area? The
number of unanswered questions about the fate of the
planes only adds to the mystery. Did Taylor, an
experienced pilot, really make a simple navigational
mistake? If so, why didn’t any of the other men in his
flight see the error and correct it? Why has the
wreckage of the planes and the men’s bodies never
been found after all these years? The US Navy
investigated the incident in 1946 and reported that the
Flight 19 incident was a “disappearance” with the
chilling words “cause unknown” added later on.
In the sentence “Taylor radioed back to his base at 3:40
p.m. that he was lost, and his plane’s compass was not
working. This should not have been a problem as the
normal procedure for going home was to simply fly west
until they returned to the U.S. coast. the men of Flight
19, however, never returned home and the airplanes
seemed to have simply vanished.” The highlighted word
means:
Ano: 2024
Banca:
UNIVIDA
Órgão:
Prefeitura de Doutor Camargo - PR
Prova:
UNIVIDA - 2024 - Prefeitura de Doutor Camargo - PR - Professor 20 Horas (Língua Inglesa) |
Q2572687
Inglês
Texto associado
Read the text and answer the question.
Bermuda Triangle in the last 500 years, over
1000 ships and aircraft have entered the Bermuda
Triangle and mysteriously vanished. It is the deadliest
place on Earth for planes and boats. The Bermuda
Triangle is an area of water about 500,000 square miles
in size. One tip of the triangle starts from Miami, Florida
and extends northeast towards the island of Bermuda.
The next side of the triangle then runs straight south
towards the Puerto Rico and then turns back northeast
up to Florida.
The story of Flight 19 is one of the most
incredible cases of Bermuda Triangle disappearances. In
the early afternoon of December 5, 1945, five American
military aircraft with 14 men aboard departed from a
naval base in Florida on a training flight. These aircraft
were called Avengers, and they were among the
sturdiest and most reliable aircraft in the world at the
time. Commander Charles Taylor, an experienced pilot,
was supposed to lead the flight east from the Florida
coastline, which would take them into the Bermuda
Triangle. The sky was clear, and it was a perfect day for
flying but problems began about 90 minutes after
takeoff.
Taylor radioed back to his base at 3:40 p.m.
that he was lost, and his plane’s compass was not
working. This should not have been a problem as the
normal procedure for going home was to simply fly west
until they returned to the U.S. coast. the men of Flight
19, however, never returned home and the airplanes
seemed to have simply vanished. The final radio
messages from Flight 19 were very odd. One pilot
stated, “Everything looks strange. Even the ocean.”
Another one said, “It looks like we’re entering white
water. We’re completely lost.” A rescue plane flew into
the Bermuda Triangle to try and find the men, but it
crashed and all 13 men on board were killed. Later on, a
Navy official stated that Flight 19 “flew off to Mars.”
Flight 19’s disappearance is just one of many in
the long history of the Bermuda Triangle mystery. Is
there a scientific explanation for these disappearances
or are there supernatural forces at work in the area? The
number of unanswered questions about the fate of the
planes only adds to the mystery. Did Taylor, an
experienced pilot, really make a simple navigational
mistake? If so, why didn’t any of the other men in his
flight see the error and correct it? Why has the
wreckage of the planes and the men’s bodies never
been found after all these years? The US Navy
investigated the incident in 1946 and reported that the
Flight 19 incident was a “disappearance” with the
chilling words “cause unknown” added later on.
In the sentence " […] the Flight 19 incident was a
“disappearance” with the chilling words “cause
unknown” added later on" the highlighted term means:
Ano: 2024
Banca:
UNIVIDA
Órgão:
Prefeitura de Doutor Camargo - PR
Prova:
UNIVIDA - 2024 - Prefeitura de Doutor Camargo - PR - Professor 20 Horas (Língua Inglesa) |
Q2572679
Inglês
Analyze the following sentences and choose the correct meaning of the highlighted words.
- I love sunbathing in the garden.
- Her brother is a clever teacher.
- She looks like her sister.
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Juripiranga - PB
Prova:
EDUCA - 2024 - Prefeitura de Juripiranga - PB - Professor do Ensino Fundamental - Anos Finais Língua Inglesa |
Q2569886
Inglês
Minimal pairs are words that differ by only one sound.
When it comes to minimal pairs, it is important to note
that the focus is on sounds, so the spellings of the words
may be different. Within the pair, the sounds that differ
may occur at the beginning or the end of the words, and
the difference may occur between singleton consonants
or in one sound in a consonant blend. Minimal pairs can
be tricky for some speakers, and this can also impact
their written work. When they struggle to differentiate
either the sound or pronunciation, it is more likely that
this will translate to misconceptions in spelling. That
being said, check the answer whose pair of words
presented may not be considered minimal pairs.
Ano: 2024
Banca:
IVIN
Órgão:
Prefeitura de Santarém - PA
Prova:
IVIN - 2024 - Prefeitura de Santarém - PA - Professor de Inglês |
Q2560597
Inglês
Texto associado
Text 4
Hope is the thing with feathers
(Emily Dickinson 1830 –1886)
Hope is the thing with feathers
That perches in the soul,
And sings the tune without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>
The closest meaning of the word “abash” in the
text 4 is:
Ano: 2024
Banca:
IVIN
Órgão:
Prefeitura de Santarém - PA
Prova:
IVIN - 2024 - Prefeitura de Santarém - PA - Professor de Inglês |
Q2560596
Inglês
Texto associado
Text 4
Hope is the thing with feathers
(Emily Dickinson 1830 –1886)
Hope is the thing with feathers
That perches in the soul,
And sings the tune without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>
In the text 4, the excerpt from the second stanza
“And sweetest in the gale is heard; And sore must be
the storm; That could abash the little bird; That kept
so many warm. The underlined word may be
substituted, without significant change in meaning,
by the one below:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Nina Rodrigues - MA
Prova:
Instituto JK - 2024 - Prefeitura de Nina Rodrigues - MA - Professor de 6° ao 9° Ano - Inglês |
Q2555350
Inglês
Choose the informal greeting:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Nina Rodrigues - MA
Prova:
Instituto JK - 2024 - Prefeitura de Nina Rodrigues - MA - Professor de 6° ao 9° Ano - Inglês |
Q2555344
Inglês
The term "ephemeral" most likely means:
Conheça nossos planos