Questões Militares Sobre inglês

Foram encontradas 4.456 questões

Q1780360 Inglês

A questão refere-se ao texto destacado a seguir. 


Since from August 1914 to November 1918 Great Britain and her Allies were fighting for civilization it cannot, I suppose, be impertinent to inquire what precisely civilization may be. “Liberty” and “Justice” have always been reckoned expensive words, but that “Civilization” could cost as much as I forget how many millions a day came as a surprise to many thoughtful taxpayers. The story of this word’s rise to the highest place amongst British war aims is so curious that, even were it less relevant, I should be tempted to tell it […].

“You are fighting for civilization”, cried the wisest and best of those leaders who led us into war, and the very soldiers took up the cry, “Join up, for civilization’s sake”. Startled by this sudden enthusiasm for an abstraction in which till then politicians and recruiting-sergeants had manifested little or no interest, I, in my turn, began to cry: “And what is civilization?” I did not cry aloud, be sure: at that time, for crying things of that sort aloud, one was sent to prison. But now that it is no longer criminal, nor unpatriotic even, to ask questions, I intend to inquire what this thing is for which we fought and for which we pay. I propose to investigate the nature of our leading war-aim. Whether my search will end in discovery and – if it does – whether what is discovered will bear any likeliness to the Treaty of Versailles remains to be seen.

BELL, Clive. Civilization: An Essay. 1ª ed. 1928. Harmondsworth,

Middlesex, UK: Penguin Books, 1938, p. 13. 

O termo likeliness, destacado no trecho do segundo parágrafo, “[...] whether what is discovered will bear any likeliness to the Treaty of Versailles remains to be seen.”, pode ser substituído, sem prejuízo de significado, por:
Alternativas
Q1780359 Inglês

A questão refere-se ao texto destacado a seguir. 


Since from August 1914 to November 1918 Great Britain and her Allies were fighting for civilization it cannot, I suppose, be impertinent to inquire what precisely civilization may be. “Liberty” and “Justice” have always been reckoned expensive words, but that “Civilization” could cost as much as I forget how many millions a day came as a surprise to many thoughtful taxpayers. The story of this word’s rise to the highest place amongst British war aims is so curious that, even were it less relevant, I should be tempted to tell it […].

“You are fighting for civilization”, cried the wisest and best of those leaders who led us into war, and the very soldiers took up the cry, “Join up, for civilization’s sake”. Startled by this sudden enthusiasm for an abstraction in which till then politicians and recruiting-sergeants had manifested little or no interest, I, in my turn, began to cry: “And what is civilization?” I did not cry aloud, be sure: at that time, for crying things of that sort aloud, one was sent to prison. But now that it is no longer criminal, nor unpatriotic even, to ask questions, I intend to inquire what this thing is for which we fought and for which we pay. I propose to investigate the nature of our leading war-aim. Whether my search will end in discovery and – if it does – whether what is discovered will bear any likeliness to the Treaty of Versailles remains to be seen.

BELL, Clive. Civilization: An Essay. 1ª ed. 1928. Harmondsworth,

Middlesex, UK: Penguin Books, 1938, p. 13. 

O termo startled, destacado no trecho do segundo parágrafo, “Startled by this sudden enthusiasm [...]”, pode ser entendido como:
Alternativas
Q1780358 Inglês

A questão refere-se ao texto destacado a seguir. 


Since from August 1914 to November 1918 Great Britain and her Allies were fighting for civilization it cannot, I suppose, be impertinent to inquire what precisely civilization may be. “Liberty” and “Justice” have always been reckoned expensive words, but that “Civilization” could cost as much as I forget how many millions a day came as a surprise to many thoughtful taxpayers. The story of this word’s rise to the highest place amongst British war aims is so curious that, even were it less relevant, I should be tempted to tell it […].

“You are fighting for civilization”, cried the wisest and best of those leaders who led us into war, and the very soldiers took up the cry, “Join up, for civilization’s sake”. Startled by this sudden enthusiasm for an abstraction in which till then politicians and recruiting-sergeants had manifested little or no interest, I, in my turn, began to cry: “And what is civilization?” I did not cry aloud, be sure: at that time, for crying things of that sort aloud, one was sent to prison. But now that it is no longer criminal, nor unpatriotic even, to ask questions, I intend to inquire what this thing is for which we fought and for which we pay. I propose to investigate the nature of our leading war-aim. Whether my search will end in discovery and – if it does – whether what is discovered will bear any likeliness to the Treaty of Versailles remains to be seen.

BELL, Clive. Civilization: An Essay. 1ª ed. 1928. Harmondsworth,

Middlesex, UK: Penguin Books, 1938, p. 13. 

A diferença existente entre os anos de 1914 a 1918 e o momento em que o texto foi escrito é que:
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Q1778086 Inglês
   Leia os dois parágrafos a seguir para responder à questão.


   An international student who majors in engineering drops by the engineering department office and asks the secretary, “Can you tell me where the English department is?” The secretary smiles and responds, “I don’t know, actually. It’s probably somewhere in the Humanities Building. Do you have a campus map?” The student turns around and leaves. The secretary is taken aback and feels slightly uncomfortable. She wonders why the student left so abruptly.
    (...)
    People who interact with ESL students have commented that some seem to express gratitude excessively for small considerations, even to the point of embarrassing the person they are speaking. Others seem downright rude because they do not say thank you when they are expected to.

(Celce-Murcia, M. 2001.)
Harmer, J. (2007) e Celce-Murcia, M. (2001) descrevem diferentes tipos de testes, cada qual com seus objetivos. Um “achievement test”, por exemplo, será capaz de verificar
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Q1778082 Inglês
   Leia os dois parágrafos a seguir para responder à questão.


   An international student who majors in engineering drops by the engineering department office and asks the secretary, “Can you tell me where the English department is?” The secretary smiles and responds, “I don’t know, actually. It’s probably somewhere in the Humanities Building. Do you have a campus map?” The student turns around and leaves. The secretary is taken aback and feels slightly uncomfortable. She wonders why the student left so abruptly.
    (...)
    People who interact with ESL students have commented that some seem to express gratitude excessively for small considerations, even to the point of embarrassing the person they are speaking. Others seem downright rude because they do not say thank you when they are expected to.

(Celce-Murcia, M. 2001.)
A relação entre os dois parágrafos permite perceber que o mal entendido no episódio narrado no primeiro parágrafo provavelmente foi causado por
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Q1778074 Inglês
Read the text below and answer the question.


Thought-in-Action Links

     It is important to recognize that methods link thoughts and actions, because teaching is not entirely about one or the other. As a teacher of language, you have thoughts about your subject matter – what language is, what culture is – and about your students – who they are as learners and how it is they learn. You also have thoughts about yourself as a teacher and what you can do to help your students to learn. Many of your thoughts have been formed by your own experience as a language learner. With this awareness, you are able to examine why you do what you do and perhaps choose to think about or do things differently.
    As an example, let us relate an anecdote about a teacher with whom Diane Larsen-Freeman was working some time ago. From her study of methods in Stevick (1980), Heather (not her real name) became interested in how to work with teacher control and student initiative in her teaching. She determined that during her student teaching internship, she would exercise less control of the lesson in order to encourage her students to take more initiative, and have them impose the questions in the classroom, since so often it is the teacher who asks all the questions, not the students.
    However, she felt that the students were not taking the initiative, but she could not see what was wrong. When Diane Larsen Freeman, who was her supervisor, visited her class, she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
    This pattern continued for some time. It was clear to see that Heather had successfully avoided the common problem of the teacher asking all the questions in the class. The teacher was not asking the questions – the students were. However, Heather had not achieved her goal of encouraging student initiative.

(Larsen-Freeman, D. 2000. Adaptado) 
In the simple past and past participle, regular verbs may be pronounced in three different ways: /t/, /d/ or /id/. The verb taken from the second paragraph that is pronounced with an extra syllable /id/ in one of those forms is:
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Q1778073 Inglês
Read the text below and answer the question.


Thought-in-Action Links

     It is important to recognize that methods link thoughts and actions, because teaching is not entirely about one or the other. As a teacher of language, you have thoughts about your subject matter – what language is, what culture is – and about your students – who they are as learners and how it is they learn. You also have thoughts about yourself as a teacher and what you can do to help your students to learn. Many of your thoughts have been formed by your own experience as a language learner. With this awareness, you are able to examine why you do what you do and perhaps choose to think about or do things differently.
    As an example, let us relate an anecdote about a teacher with whom Diane Larsen-Freeman was working some time ago. From her study of methods in Stevick (1980), Heather (not her real name) became interested in how to work with teacher control and student initiative in her teaching. She determined that during her student teaching internship, she would exercise less control of the lesson in order to encourage her students to take more initiative, and have them impose the questions in the classroom, since so often it is the teacher who asks all the questions, not the students.
    However, she felt that the students were not taking the initiative, but she could not see what was wrong. When Diane Larsen Freeman, who was her supervisor, visited her class, she observed the following:
HEATHER: Juan, ask Anna what she is wearing.
JÜAN: What are you wearing?
ANNA: I am wearing a dress.
HEATHER: Anna, ask Muriel what she is writing.
ANNA: What are you writing?
MÜRIEL: I am writing a letter.
    This pattern continued for some time. It was clear to see that Heather had successfully avoided the common problem of the teacher asking all the questions in the class. The teacher was not asking the questions – the students were. However, Heather had not achieved her goal of encouraging student initiative.

(Larsen-Freeman, D. 2000. Adaptado) 
The title of the text “Thought-in-Action Links” is an example of a noun phrase in English. It is correct to state about noun phrases that they
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Q1778060 Inglês
   Leia o texto e responda à questão.

     The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?

(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado). 
A discussão de Pennycook sobre “just teach the language” vai ao encontro do debate sobre multiletramentos feito por Rojo e Moura em seu livro, uma vez que os autores entendem que, para ensinar na área, é preciso que o(a) professor(a)
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Q1778058 Inglês
   Read the following extract and answer question.

     The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers so clearly need in order to tackle the challenges they confront every day of their professional lives. As a predominantly topdown exercise, the conception and construction of methods have been largely guided by a one-size-fits-all (…) approach that assumes a common clientele with common goals.

(KUMARAVADIVELU, B. Beyond methods:
macrostrategies for language teaching. Adapted)
Kumaravadivelu states that there are over 15 methods for Second and Foreign Language (L2) teaching, which he divides into three categories, i.e. language-centered, learner-centered and learning-centered methods, as seen, respectively, in alternative:
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Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696205 Inglês
What sports can you see in the pictures below?
Imagem associada para resolução da questão
Alternativas
Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696204 Inglês
Mark the option that completes the text with the right form of the verbs in parenthesis, respectively.
Betty's doctor told her to exercise more. So she began running. She______ (to enjoy) running. She _____ (to run) almost every day. Betty will run in the marathon next week. A marathon _______(to be) 26 miles. She will run for three hours without stopping. She will try to finish it.
Alternativas
Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696203 Inglês
The Baseball game

Dad took his son Chris to a baseball game. The Los Angeles Dodgers were playing the San Francisco Giants. The Dodgers were the home team. The Giants were the visiting team. Dad and Chris walked into Dodger Stadium. Many people were there. Most of them wanted to see the Dodgers win. They wanted to see the Giants lose. Dad and Chris found their seats. They sat down. Chris told his dad he was hungry. His dad bought two bags of peanuts for Chris. He bought two hot dogs for Chris. He bought a big soda for Chris. A foul ball came their way. People dived for the foul ball. They knocked Chris' soda over. His dad bought him another soda. 

Adapted from: <https://www.eslfast.com/supereasy/se/supereasy134.htm>
How many sodas did Dad buy?
Alternativas
Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696202 Inglês
The Baseball game

Dad took his son Chris to a baseball game. The Los Angeles Dodgers were playing the San Francisco Giants. The Dodgers were the home team. The Giants were the visiting team. Dad and Chris walked into Dodger Stadium. Many people were there. Most of them wanted to see the Dodgers win. They wanted to see the Giants lose. Dad and Chris found their seats. They sat down. Chris told his dad he was hungry. His dad bought two bags of peanuts for Chris. He bought two hot dogs for Chris. He bought a big soda for Chris. A foul ball came their way. People dived for the foul ball. They knocked Chris' soda over. His dad bought him another soda. 

Adapted from: <https://www.eslfast.com/supereasy/se/supereasy134.htm>
Read the following sentence.
"They wanted to see the Giants lose." (line 6)
The pronoun THEY refers to:
Alternativas
Ano: 2020 Banca: Marinha Órgão: EAM Prova: Marinha - 2020 - EAM - Marinheiro |
Q1696201 Inglês
The Baseball game

Dad took his son Chris to a baseball game. The Los Angeles Dodgers were playing the San Francisco Giants. The Dodgers were the home team. The Giants were the visiting team. Dad and Chris walked into Dodger Stadium. Many people were there. Most of them wanted to see the Dodgers win. They wanted to see the Giants lose. Dad and Chris found their seats. They sat down. Chris told his dad he was hungry. His dad bought two bags of peanuts for Chris. He bought two hot dogs for Chris. He bought a big soda for Chris. A foul ball came their way. People dived for the foul ball. They knocked Chris' soda over. His dad bought him another soda. 

Adapted from: <https://www.eslfast.com/supereasy/se/supereasy134.htm>
What did Chris and Dad do?
Alternativas
Q1695790 Inglês
Mark the option that completes the paragraph below correctly.
The Russian Vostok weather station in Antarctica has recorded temperatures as ______ as -89.2ºC (-128.6ºF). Here, the _______ temperature ever measured is -14ºC (7ºF).

Adapted from <https://www.climatestotravel.com/clîmate/antarctica>)
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Q1695789 Inglês
Which option completes the paragraph below correctly?
Speak, FIDO!

Imagine you're out for a walk with your family when a strange dog approaches. The dog isn't aggressive, but it seems ______ something because it nudges you with its snout, and barks. What you don't know is that this dog is trained _______ a person with a medical condition. Around the corner, the doq's owner has collapsed, and the dog instinctively runs off _____ help. That's you! But how can the dog make you _______ what's wrong?
(Adapted from https://www.timeforkids.com)
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Q1695788 Inglês
Read the sentences below.
I- People shouldn't drive so ____.
II- I need to see a doctor because I haven't been feeling well _____.
III- Although she's tried _______ to find a new job, she's still unemployed.

Which option completes the sentences correctly?
Alternativas
Q1695787 Inglês
Which option completes the paragraph below correctly?

If your child has no symptoms of vision problems and no family history of vision problems, ________ every one to two years. Otherwise, schedule eye exams based on the advice of your eye doctor.
(Adapted from https://www.mayoclinic.org)

Alternativas
Q1695786 Inglês
Which option completes the text correctly? A dash (-) indicates that no article is used.
_______ China's first autonomous cargo ship, named Jin Dou Yun O Hao, has made its first voyage in Zhuhai. Yunzhou Tech, ______ technology company based in Zhuhai, developed ______ ship in collaboration with Wuhan University of Technology and CCS. _______ autonomous cargo ship will reduce 20°/o construction cost, 20% operation cost and 15% fuel consumption.

(Adapted from https://www.seatrade-maritime.com)
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Q1695785 Inglês
Which is the correct option to complete the text below?
The Letter Always Wins
Somehow ______our several ways to contact a company and complain _______ products (email, toll free numbers, _______ person), the old-fashioned letter still seems to win. Case in point. This week Smucker's Jam agreed to replace two of my grandmother's Pineapple Jams that she had ordered. She talked ______ them _____ the phone and they apologized _____ the bad packaging. But it was her letter that got her two free replacements.

(Adapted from <https://www.wisebread.com/the-letteralways-wins>)
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Respostas
961: A
962: C
963: B
964: E
965: A
966: A
967: C
968: C
969: B
970: C
971: C
972: B
973: D
974: E
975: C
976: D
977: D
978: B
979: B
980: B