Questões de Concursos Verbos Verbs

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342Q1022548 | Inglês, Verbos Verbs, Inglês, Prefeitura de Itapevi SP, VUNESP, 2025

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If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.

(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

Confidencial até o momento da aplicação.

Com relação ao uso de tempos verbais no texto, é correto afirmar que

✂️ a) os itens de 1 a 9 estão no modo imperativo porque se referem a orientações do professor com respeito ao bom uso de estratégias de aprendizagem.
✂️ b) o primeiro parágrafo está no ‘simple present’ porque o autor pretende sugerir que seu ponto de vista é amplamente aceito pela comunidade acadêmica.
✂️ c) o fragmento do primeiro parágrafo “Chamot (2005) defines strategies” está inadequado, porque tempo verbal e referência bibliográfica são incompatíveis.
✂️ d) o primeiro parágrafo está no ‘simple present’ porque traz definições para o termo estratégias, e definições são consideradas conceitos relativamente permanentes.
✂️ e) o segundo parágrafo está predominantemente no ‘simple past’ porque apresenta a visão sobre estratégias em anos anteriores à publicação de Rubin & Thompson.

348Q1023905 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Caraúbas PB, FACET Concursos, 2024

Analyze the sentences below regarding verb tenses respectively in the order they appear:

i. "By the time you arrive, I will have finished the report."
ii. "The team meets every Tuesday to discuss progress."
iii. "They were preparing for the presentation all night."
iv. "She is going to travel to Japan for her vacation next summer."

✂️ a) Sentence (i) and (ii) are both in the present continuous tense.
✂️ b) Sentence (iii) and (iv) are both in the past continuous tense.
✂️ c) Sentence (i) uses the future simple tense.
✂️ d) Sentence (iv) is in the present continuous tense.
✂️ e) Sentence (iv) uses the immediate future tense.

349Q1022379 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Bocaina do Sul SC, INAZ do Pará, 2025

Regarding the grammatical structure of the English language, with a focus on its parts of speech, verb tenses, moods, and voices, select the CORRECT alternative.

✂️ a) The English verb system has only two moods: indicative and subjunctive, while the imperative is categorized as a form of command rather than a grammatical mood.
✂️ b) Verb tenses in English, such as the "present perfect" and the "past perfect," indicate aspects related exclusively to chronological time, with no connection to the continuity or sequence of actions.
✂️ c) In the passive voice, the direct object of the active sentence is often omitted and replaced by an adverb of manner that indicates the agent of the action.
✂️ d) The infinitive in English, as in "to run" or "to sing," cannot be used as the subject of a sentence, being restricted to the function of a verbal complement.
✂️ e) English uses particles like "will" and "shall" to indicate the future, but the language does not have a formal future tense in its grammar.

351Q1020032 | Inglês, Verbos Verbs, QM 2023, SEDUCSP, VUNESP, 2025

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Today, many of the pedagogical springs and rivers of the last few decades are appropriately captured in the term Communicative Language Teaching (CLT), now a catch phrase for language teachers. CLT is an eclectic blend of the contributions of previous methods into the best of what a teacher can provide in authentic uses of the second language in the classroom. Indeed, the single greatest challenge in the profession is to move significantly beyond the teaching of rules, patterns, definitions, and other knowledge “about” language to the point that we are teaching our students to communicate genuinely, spontaneously, and meaningfully in the second language.

A significant difference between current language teaching practices and those of, say, a half a century ago, is the absence of proclaimed “orthodoxies” and “best” methods. We are well aware that methods, as they were conceived of 40 or 50 years ago or so, are too narrow and too constrictive to apply to a wide range of learners in an enormous number of situational contexts. There are no instant recipes. No quick and easy method is guaranteed to provide success. As Bell (2003), Brown (2001), Kumaravadivelu (2001), and others have appropriately shown, pedagogical trends in language teaching now spur us to develop a principled basis—sometimes called an approach (Richards & Rodgers, 2001)—upon which teachers can choose particular designs and techniques for teaching a foreign language in a specific context. Every learner is unique. Every teacher is unique. Every learner-teacher relationship is unique, and every context is unique. Your task as a teacher is to understand the properties of those relationships and contexts.

(BROWN, H. Douglas. Principles of language learning and teaching. 5. ed. Londres: Longman, 2006)

O sufixo -ing representa diferentes categorias gramaticais na língua inglesa.

Nos trechos retirados do texto, assinale a alternativa em que a palavra em negrito com esse sufixo seja um verbo.

✂️ a) current language teaching practices.
✂️ b) beyond the teaching rules.
✂️ c) trends in language teaching.
✂️ d) Communicative Language Teaching.
✂️ e) we are teaching our students to communicate genuinely.

354Q1089477 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Castelo ES, IBADE, 2025

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Gaia Pope: Family appeals for art in memory of teenager

The family of teenager Gaia Pope are appealing for people to create and donate artwork to honour her memory a year after her death.

The 19-year-old was reported missing from Swanage on 7 November. Her body was found 11 days later near the Dorset coast path.

Her family said as the anniversary of her disappearance approached they were "asking people to make something to show she is not forgotten".

The artwork will be displayed online.

Miss Pope, from Langton Matravers, near Swanage, made an allegation she was raped two years before her death.

Her family claimed an alleged failed police investigation "severely affected Gaia's mental and physical state".

Art, particularly pyrography (woodburning), became a form of therapy for the teenager, her family said.

Her mother Natasha Pope said: "I don't speak about my daughter in the past tense - I utter her name as I always have because I know she is still with me, every moment, in all we're doing.

"Gaia's art and poetry, inspired by the beauty of nature and the strength of femininity, is her way of connecting with her true self. In spite of all she's been through she is not defined by that.

"Our Gaia would want to provide a forum for others to find their voice and create."

Miss Pope's cousin Marienna Pope-Weidemann added: "Some things are so big, run so deep, they can only be expressed through art. Our love and our grief for Gaia feels that way.

"The love we've felt from the community felt that way too. We want to honour that, make it visible, maybe do something to show other survivors, families who's lost someone too soon, that they are not alone."

The family said the project was inspired by the #JusticeForLB social media campaign and want people to share their art on Twitter via #JusticeForGaia.

The #JusticeForLB campaign was set up by Dr Sara Ryan - the mother of 18-year-old Connor Sparrowhawk, who had epilepsy and drowned in a bath after having a seizure in Oxford.

Dorset Police is being investigated over the way it handled the rape allegation and its response to Miss Pope's disappearance.

Source: https://www.bbc.com/news/uk-england-dorset45571415

The sentence “The 19-year-old was reported missing from Swanage on 7 November” is written in which tense, and why is this tense appropriate in the context of the article?

✂️ a) Present simple, because it describes a current fact.
✂️ b) Past simple, because it narrates a completed action in the past.
✂️ c) Present perfect, because it connects the past to the present.
✂️ d) Future simple, because it predicts an event.
✂️ e) Past continuous, because it describes an ongoing action.

356Q1023828 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Santarém PA, IVIN, 2024

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Text 1

The Courage to Be Imperfect

Perfectionism, self-examination and the kissing of frogs

Michael J. Formica

Posted July 9, 2009

Someone once said that there are two kinds of people in the world - those who are right... And nowhere are we more inclined to want to be right than with regard to ourselves. In fact, more often than not, we want to be perfect. What this striving for perfection often leads to is a kind of social paralysis.

If we are constantly focused on making the right decision, we will sometimes find ourselves in a place ranging from morbid indecision to outright fear. Getting it right, making the good choice and avoiding the faux pas endorse in us a rigidity of character and action that is limiting and, in derailing our momentum, deflects our potential evolution.

The willingness to be wrong or, as more properly suggested here, the courage to be imperfect, allows us the opportunity to discover many things about ourselves. Without exercising this courage, we put ourselves into a straightjacket of sorts, setting our thoughts and actions in a dismally fettered pattern.

This line of thinking was prompted by a conversation that I had with a client yesterday where in she had come to the conclusion that she was a bit of a perfectionist. What she had puzzled out for herself was that her perfectionism, rather than serving her, was actually hindering her ability to be flexible, open to new possibilities and clear about what she wanted for herself and her life.

At some point, I suggested that the fairy tale about the princess kissing frogs to find the prince was a good metaphor for stepping outside of one's comfort zone and "trying something on for size' without an overly self-conscious regard for the potential consequences of the choice. She mentioned that a few days earlier she had seen the trailer for a movie in which the princess kissed a frog and turned into a frog herself. Brilliant.

If we are unwilling to kiss a few frogs - to explore the possibilities that are presented to us in anticipation of finding something unexpected - then we, ourselves, may turn into frogs. That is, become stuck in our place and condemned to something that is not us. We can, without the willingness to be open to making mistakes, limit ourselves right into a state of personal inauthenticity.

Available

in:<https://www.psychologytoday.com/intl/blog/enlightened-living/200907/the-courage-be-imperfect>

In the text 1, 4º paragraph, the phrasal verb “puzzled out” underlined and in bold type can be replaced without losing its meaning by:

✂️ a) Vengeance.
✂️ b) Uncover.
✂️ c) Scrambled.
✂️ d) Retribution.
✂️ e) Retaliation.

357Q1022376 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Bocaina do Sul SC, INAZ do Pará, 2025

Subject-verb agreement in English has particular features related to morphological simplicity and the context of use. Read the sentence below and analyze the proposed situations:
"Neither the manager nor the employees ___________ responsible for the delay, as the circumstances were beyond control."
Based on the rules of subject-verb agreement in English, select the alternative that correctly conjugates the verb to fill in the blank, considering the grammatical and semantic context of the sentence:

✂️ a) is – because agreement in constructions with neither...nor always follows the first subject.
✂️ b) are – because the verb must agree with the closest subject, which is plural.
✂️ c) was – because the use of neither...nor requires the past tense in negative sentences.
✂️ d) is – because neither...nor makes the sentence singular, regardless of the subject.
✂️ e) are – because the verb always agrees with the first subject in negative constructions.

358Q1022159 | Inglês, Verbos Verbs, Disciplina Língua Inglesa, Prefeitura de Aracaju SE, CESPE CEBRASPE, 2024

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Untitled

“im sorry, its a girl” said the doctor to the father.

“no, im sorry, youre a sexist” said the girl child to the world.

Adhiraj Singh. Untitled. In: Terribly Tatti Tales.

Taken from writer Adhiraj Singh’s parody collection, Terribly Tatti Tales, this story manages to fun at the poor grammar and heavy-handedness of most “Twitterature,” while simultaneously delivering a hilarious and rousing story in and of itself.

Internet: <electricliterature.com>.

Considering the language used in theUntitledstory and in the previous text, judge the item below.

In the text, the word “fun” is a verb.

✂️ a) Certo
✂️ b) Errado

Questões de Concursos Verbos Verbs

Resolva questões de Verbos Verbs comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

341Q1023789 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Barra de São Miguel PB, CONTEMAX, 2024

342Q1022548 | Inglês, Verbos Verbs, Inglês, Prefeitura de Itapevi SP, VUNESP, 2025

343Q1024348 | Inglês, Verbos Verbs, Inglês, Prefeitura de São José SC, IESES, 2024

344Q1022813 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Sobradinho BA, AEVSF FACAPE, 2024

345Q1021809 | Inglês, Verbos Verbs, Inglês, Prefeitura de Jaraguá GO, Instituto Access, 2024

346Q1024625 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Santo Amaro do Maranhão MA, FUNATEC, 2024

347Q1023902 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Caraúbas PB, FACET Concursos, 2024

348Q1023905 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Caraúbas PB, FACET Concursos, 2024

349Q1022379 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Bocaina do Sul SC, INAZ do Pará, 2025

350Q1024500 | Inglês, Verbos Verbs, Língua Inglesa, UFF, COSEAC, 2025

351Q1020032 | Inglês, Verbos Verbs, QM 2023, SEDUCSP, VUNESP, 2025

352Q1022387 | Inglês, Verbos Verbs, Inglês, Prefeitura de Agrolândia SC, Instituto Fênix, 2024

353Q1022389 | Inglês, Verbos Verbs, Inglês, Prefeitura de Agrolândia SC, Instituto Fênix, 2024

354Q1089477 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Castelo ES, IBADE, 2025

355Q1022414 | Inglês, Verbos Verbs, Jornalista, Prefeitura de Paraty RJ, Avança SP, 2024

356Q1023828 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Santarém PA, IVIN, 2024

357Q1022376 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Bocaina do Sul SC, INAZ do Pará, 2025

358Q1022159 | Inglês, Verbos Verbs, Disciplina Língua Inglesa, Prefeitura de Aracaju SE, CESPE CEBRASPE, 2024

359Q1022200 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Morungaba SP, Avança SP, 2025

360Q1024347 | Inglês, Verbos Verbs, Inglês, Prefeitura de São José SC, IESES, 2024