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1001Q1022544 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Itapevi SP, VUNESP, 2025

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ELF: English as a lingua franca


The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.

Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.

The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.

Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.


(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Read the two quotations by two researchers, commenting on some lexico-grammatical features of English as a lingua franca:

“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)

From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1003Q1022546 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, Prefeitura de Itapevi SP, VUNESP, 2025

Texto associado.
Leia o texto para responder à questão.


ELF: English as a lingua franca


The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.

Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.

The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.

Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.


(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Das palavras a seguir, retiradas do texto, assinale aquela em que as vogais /ea/ em negrito possuem a mesma pronúncia encontrada na palavra feature.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1004Q1024347 | Inglês, Verbos Verbs, Inglês, Prefeitura de São José SC, IESES, 2024

Complete the sentences.

How is Carla these days? I don’t know. I haven’t ______ her recently.
Are you hungry? Yes. I haven’t ________ much today.
Can you play Chess? Yes, but I haven’t ________ it for ages.

Choose the correct alternative:
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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1005Q1083522 | Pedagogia, Temas Educacionais Pedagógicos, Inglês, Prefeitura de Chapecó SC, FEPESE, 2025

Analise as afirmativas abaixo em relação ao tema Prática pedagógica de inglês como língua franca: metodologias e abordagens didáticas.

1. A prática pedagógica do Inglês como Língua Franca (ILF) foca apenas no uso real da língua em contextos internacionais.
2. O ILF tem como um dos objetivos principais capacitar os alunos a se comunicarem em situações reais e autênticas.
3. Na prática pedagógica do ILF, as aulas devem promover somente a interação entre os alunos nativos, incentivando a troca de experiências e a construção conjunta de conhecimento.
4. O papel do professor é reformulado e ele se torna um facilitador que auxilia os alunos a se tornarem usuários confiantes do inglês como língua franca.

Assinale a alternativa que indica todas as afirmativas corretas.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1007Q1083530 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Chapecó SC, FEPESE, 2025

Texto associado.

Text 3

If you visit Japan, you might choose to travel around the country by shinkansen train. These high-speed trains connect the major cities of Japan. They are nicknamed “bullet trains” because they go very fast and have pointy noses like a bullet.

Bullet trains are a good way to travel for several reasons other than their speed. They are very punctual, often leaving on time to the second. They are also comfortable. All the seats face forward, and there is plenty of leg room. Most importantly, bullet trains are very safe. In their 35-year history, there have been only a few accidents and no deaths.

The only downside to bullet trains is that they are expensive. A ticket to travel to another city can cost almost as much as an airline ticket would. However, if you fly, you will land at an airport at the edge of a city. Train stations are usually right in the middle of a city. This means that it is often more convenient to take a bullet train instead of flying, because you will arrive exactly where you want to be.

Read the statements below and decide if they are true ( T ) or false ( F ) according to text 3.

( ) These trains are nicknamed “bullet trains” because of their speed and shape.
( ) The train that the author of the passage talks about is the shinkansen.
( ) The author says that one reason to take a bullet train instead of flying is because the bullet train is often much cheaper.
( ) To help travelers decide between a bullet train and an airplane, it would be most helpful for the author to add information about how many seats each one has.

Choose the alternative which presents the correct sequence, from top to bottom.
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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1008Q1022710 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Brusque SC, FEPESE, 2024

Read the following paragraph about English learning in Brazil according to the Statutory and the National Curricular Guidelines.

“The Statutory and National Curricular Guidelines make the teaching of a foreign language at elementary and high school ...................... However, teachers and experts acknowledge that English teaching - both public and private - is unable to provide students with a ....................... level of English. They identify similar reasons to those that cause other problems in basic education: the lack of language teaching equipment and ........................ classrooms.”

Mark the alternative that contains the correct missing words in the paragraph.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1009Q1024593 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Miracema RJ, Consulplan, 2024

Texto associado.

Read the text to answer.

According to the U.S. Census Bureau, in 2009 the American population was 80% white, 16% Hispanic 13% African-American, 5% Asian, 1% American Indian and 0.2% Native Hawaiian. It is important to note that each race contains various ethnic groups, and that the large numbers of the ethnic population can be credited to the significant immigrant population. Geographically, in the South as well as West, there are specific areas that have large portions of the total population that are a minority. Notably, close to half of the people in the West was a minority in 2010. California emerges as the state that contains the largest minority population at 22.3 million. Additionally, the years between 2000 and 2010, Texas joined California, the District of Columbia, Hawaii as well as New Mexico in having the largest population of the minority. Additionally, the examination of racial as well as ethnic group distributions countrywide assert that while the non-Hispanic white alone population is still the largest major race in the United States, it is growing at the slowest rate. On the other hand, the Hispanic and Asian populations have grown extensively in part because of moderately higher levels of immigration.



Culture is the lens with which individuals in a society assess everything around them, therefore. Cultural diversity matters because culture enables people to analyze what is proper or improper, what is viewed as normal or insane. Notably, when one encounters or associates himself with a culture that is not his, he may get a shock or get disoriented due to the different culture. Therefore, most individuals employ their culture as a basis to judge other cultures, thus the risk of people beginning to discriminate other’s way of life. Thus the need for cultural diversity, America as a country, as workplaces, as schools gradually consist of people of various cultural, racial as well as ethnic groups. Hence, as a diverse society, we can learn from one another, acknowledge different perspectives within the world in which we live, eliminate negative stereotypes, and personal biases regarding different groups.


(Available In: https://collegeessay.org. Adapted.)

Texts genres refer to categories of texts, each having a different convention of style and structure, also aiming at a diverse goals. The purpose of the highlighted text is to:
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  2. ✂️
  3. ✂️
  4. ✂️

1010Q1023068 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Caçapava SP, Avança SP, 2024

Analyze the following statement:

"Although she was often quite meticulous in her work, she had a propensity for overlooking minute details.

" Which of the alternatives is an antonym for the word 'meticulous' as used in the sentence?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1011Q985468 | Inglês, Inglês, Prefeitura de Arvorezinha RS, OBJETIVA, 2025

Texto associado.
September 7, 1991
Dear friend,



I do not like high school. The cafeteria is called the "Nutrition Center," which is strange. There is this one girl in my advanced English class named Susan. In middle school, Susan was very fun to be around. She liked movies, and her brother Frank made her tapes of this great music that she shared with us. But over the summer she had her braces taken off, and she got a little (1) taller and prettier and grew breasts. Now, she acts a lot dumber in the hallways, especially when boys are around. And I think it's sad because Susan doesn't look as happy. To tell you the truth, she doesn't like to admit she's in the advanced English class, and she doesn't like to say "hi" to me in the hall anymore.

When Susan was at the guidance counselor meeting about Michael, she said that Michael once told her that she was the (2) prettiest girl in the whole world, braces and all. Then, he asked her to "go with him," which was a big deal at any school. They call it "going out" in high school. And they kissed and talked about movies, and she missed him terribly because he was her best friend.

It's funny, too, because boys and girls normally weren't best friends around my school. But Michael and Susan were. Kind of like my Aunt Helen and me. I'm sorry. "My Aunt Helen and I." That's one thing I learned this week. That and more consistent punctuation. I keep quiet most of the time, and only one kid named Sean really seemed to notice me. He waited for me after gym class and said really immature things like how he was going to give me a "swirlie," which is where someone sticks your head in the toilet and flushes to make your hair swirl around. He seemed pretty unhappy as well, and I told him so. Then, he got mad and started hitting me, and I just did the things my brother taught me to do. My brother is a very good fighter.


Book: The Perks of Being a Wallflower. Stephen Chbosky.
Which of the following sentences is an example of the first conditional?
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  2. ✂️
  3. ✂️
  4. ✂️

1012Q1023103 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Lorena SP, Avança SP, 2024

After reading a challenging academic article in English, a student summarizes the main points and reflects on how the information can be applied in his own field of study. This practice primarily demonstrates which reading strategy?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1013Q1083520 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Chapecó SC, FEPESE, 2025

Study the sentences below about Modern Foreign Languages.

1. The school-based teaching of Foreign Languages enables students to understand and produce sentences in a foreign language, and allow them to develop speaking competence.
2. Foreign Languages at the average school are almost entirely based on the study of grammatical formulae; the memorization of rules and a priority focus on written language.
3. Foreign Languages are now part of a field of knowledge, and no longer an isolated course in the curriculum.
4. Teaching a foreign language provides communication and allows students to have access to some kinds of information while contributing to their overall development as adults.

Choose the alternative which contains the correct sentences.
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  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1014Q1083527 | Pedagogia, Avaliação Educacional, Inglês, Prefeitura de Chapecó SC, FEPESE, 2025

Acerca do tema Avaliação da Aprendizagem no Ensino de Língua Inglesa, os problemas que mais se destacam em escolas de Ensino Fundamental são:

1. A significação da avaliação como sinônimo de mensuração.
2. A ênfase à avaliação de conteúdos subjetivos, estáveis e memorizáveis.
3. A utilização de provas escritas como principal modalidade de avaliação.
4. A verificação da produção escrita através de traduções de textos literários.

Assinale a alternativa que indica todas as afirmativas corretas.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1015Q1022863 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Vista Alegre do Alto SP, VUNESP, 2024

Texto associado.

Read the text to answer question.


No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).



(Harmer, 1998. Adaptado)

O objetivo principal do texto de Harmer (1998) é mostrar que
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1016Q1023390 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de São José dos Campos SP, FGV, 2023

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, andsequenced 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
Based on Text I, mark the statements below as TRUE (T) or FALSE (F).

( ) The concept of literacy has become more complex over time.
( ) In today’s literacy classroom, the issue of fake news is to be avoided.
( ) Multimodal communicative practices aim at targets beyond language learning.

The statements are, respectively,
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1017Q1023924 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de São José SC, FEPESE, 2024

Texto associado.

Text 1

Structure of education in Singapore

The complete control and management of Singapore’s education is in the hands of the Ministry of Education (MOE). With continuous endeavour from MOE, today Singapore can be considered to have a strong and well-reputed education system. As per recent study Singapore is ranked fourth in terms of World’s Best Education System.

The preschools are run by the private sector, including religious bodies, community foundations, business groups, etc. However, every preschool need to register itself with the Singapore Ministry of Education before being functional.

After completion of 6 years of primary education, students have to appear for a Primary School Leaving Exam (PSLE). All those students who passed the exam are admitted in a secondary level course, which is usually completed in 4-5 years. It is similar to attending seventh grade through tenth grade in the American education system.

After completion of the secondary education, the students need to appear in Singaporean GCE ‘O’ Level exam. Based on the merit in that exam, students proceed to pre-university education, which is similar to attending eleventh grade and twelfth grade as per the American education system. At this level students can opt for a wide range of subjects from varied academic areas covering Humanities, Arts and Languages, Sciences and Mathematics streams.

www.singaporeeducation.info/Education-System/ Structure-of-Education

Considering the information from text 1, which rank Singapore is in terms of World’s Best Education System?

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

1018Q1023672 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Cachoeiro de Itapemirim ES, CESPE CEBRASPE, 2024

Concerning the relationship between language, culture and society, judge the item below.

Societal structures often influence language evolution, as languages adapt to reflect changes in power dynamics, social roles, and technological advancements.

  1. ✂️
  2. ✂️

1020Q1024999 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Águas de Lindóia SP, Avança SP, 2024

"It was the day of the funeral. In the midst of the mournful silence, the only sound to be heard was the occasional muffled sobs of the relatives. The coffin was carried slowly through the streets, followed by a long procession of mourners. As the coffin passed, people stopped to stare and bow their heads in respect."

Joyce, James. "The Dead." In Dubliners, pp. 153-174. Penguin Books, 2002.

The mood of the passage is best described as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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