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561Q1022107 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Inglês, Prefeitura de Manhuaçu MG, FUNDEP Gestão de Concursos, 2024

Texto associado.
Abstract

This article is concerned with the role of reading aloud (RA) in language learning. General ELT methodology literature does not recommend the practice. However, recent research and specialist literature recommend using RA for various purposes. It can help reading by reinforcing graphemicphonemic correspondences. It can aid the acquisition of prosodic features of English and help to develop writing skills by using it as oral proofreading. RA can also be used as a technique for autonomous learning and may help some anxious students to feel more able to speak. It is suggested that the benefits of RA could outweigh the disadvantages, and that the latter could be mitigated by careful and appropriate use of the activity. A small study of NS and NNS teachers and learners gives support to most of the purposes recommended above. This evidence suggests that the role of RA in language learning should now be reappraised.


Available at: https://www.researchgate.net/publication/249252655_ Reading_aloud_A_useful_learning_tool. Accessed on Sept. 12th, 2024.
In the sentence “However, recent research and specialist literature recommend using RA for various purposes”, the conjunction however is closest in meaning to
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562Q1023392 | Inglês, Palavras Conectivas Connective Words, 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
In the excerpt “to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts” (1st paragraph), “as well as” signals a(n):
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563Q901282 | Inglês, Inglês, Prefeitura de Queimadas PB, FACET Concursos, 2024

Read the following passage and identify the correct object pronoun to complete the sentence:

"Tom invited ____ to join him at the concert, and he promised to save a seat for ____."

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564Q1024167 | Inglês, Verbos Verbs, Inglês, Prefeitura de Macieira SC, Unesc, 2024

Complete the sentence with the correct phrasal verb:
"After months of hard work, the team finally __________ a solution to the problem."

Select the correct alternative.
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565Q944053 | Inglês, Inglês, UECE, UECE CEV, 2020

Texto associado.
Americans May Add Five Times More Plastic to the Oceans Than Thought

The United States is using more
plastic than ever, and waste exported for
recycling is often mishandled, according
to a new study.
The United States contribution
to coastal plastic pollution worldwide is
significantly larger than previously
thought, possibly by as much as five
times, according to a study published
Friday. The research, published in Science
Advances, is the sequel to a 2015 paper
by the same authors. Two factors
contributed to the sharp increase:
Americans are using more plastic than
ever and the current study included
pollution generated by United States
exports of plastic waste, while the earlier
one did not.
The United States, which does
not have sufficient infrastructure to
handle its recycling demands at home,
exports about half of its recyclable waste.
Of the total exported, about 88 percent
ends up in countries considered to have
inadequate waste management.
“When you consider how much
of our plastic waste isn’t actually
recyclable because it is low-value,
contaminated or difficult to process, it’s
not surprising that a lot of it ends up
polluting the environment,” said the
study’s lead author, Kara Lavender Law,
research professor of oceanography at
Sea Education Association, in a
statement.
The study estimates that in
2016, the United States contributed
between 1.1 and 2.2 million metric tons of
plastic waste to the oceans through a
combination of littering, dumping and
mismanaged exports. At a minimum,
that’s almost double the total estimated
waste in the team’s previous study. At the
high end, it would be a fivefold increase
over the earlier estimate.
Nicholas Mallos, a senior
director at the Ocean Conservancy and an
author of the study, said the upper
estimate would be equal to a pile of
plastic covering the area of the White
House Lawn and reaching as high as the
Empire State Building.
The ranges are wide partly
because “there’s no real standard for
being able to provide good quality data on
collection and disposal of waste in
general,” said Ted Siegler, a resource
economist at DSM Environmental
Solutions, a consulting firm, and an
author of the study. Mr. Siegler said the
researchers had evaluated waste-disposal
practices in countries around the world
and used their “best professional
judgment” to determine the lowest and
highest amounts of plastic waste likely to
escape into the environment. They settled
on a range of 25 percent to 75 percent.
Tony Walker, an associate
professor at the Dalhousie University
School for Resource and Environmental
Studies in Halifax, Nova Scotia, said that
analyzing waste data can amount to a
“data minefield” because there are no
data standards across municipalities.
Moreover, once plastic waste is shipped
overseas, he said, data is often not
recorded at all.
Nonetheless, Dr. Walker, who
was not involved in the study, said it
could offer a more accurate accounting of
plastic pollution than the previous study,
which likely underestimated the United
States’ contribution. “They’ve put their
best estimate, as accurate as they can be
with this data,” he said, and used ranges,
which underscores that the figures are
estimates.
Of the plastics that go into the
United States recycling system, about 9
percent of the country’s total plastic
waste, there is no guarantee that they’ll
be remade into new consumer goods. New
plastic is so inexpensive to manufacture
that only certain expensive, high-grade
plastics are profitable to recycle within the
United States, which is why roughly half
of the country’s plastic waste was shipped
abroad in 2016, the most recent year for
which data is available.
Since 2016, however, the
recycling landscape has changed. China
and many countries in Southeast Asia
have stopped accepting plastic waste
imports. And lower oil prices have further
reduced the market for recycled plastic.
“What the new study really underscores is
we have to get a handle on source
reduction at home,” Mr. Mallos said. “That
starts with eliminating unnecessary and
problematic single-use plastics.”

From: https://www.nytimes.com/2020/10/30/
The sentence “The study estimates that in 2016, the United States contributed between 1.1 and 2.2 million metric tons of plastic waste to the oceans…” (lines 36-39) contains a/an
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566Q1022144 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Biguaçu SC, IESES, 2024

Read the text below and identify the correct statement:
"Climate change is one of the most significant global issues of our time. It affects ecosystems, economies, and communities, requiring urgent action from world leaders."
I. The text describes an urgent environmental problem. II. The text suggests that climate change impacts only ecosystems. III. The text implies that only individuals can solve the problem. IV. The text demands immediate action from all sectors of society.
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567Q1023687 | Inglês, Tradução Translation, Inglês, Prefeitura de Nova Iguaçu RJ, Consulplan, 2024

A teacher supplied students with a list of verbs in their infinitive forms, and asked them to look for the past forms of the indicated verbs (which are regular and irregular ones). He/She oriented learners to observe strutural and spelling similarities and divergencies while accomplishing the task. In order to complete the assignment students would use a cellphone app indicated by the teacher, and also work in pairs. The ability which the activity described specifically seeks to improve is:
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568Q1023690 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Nova Iguaçu RJ, Consulplan, 2024

A teacher presented students two groups of words with the didactic aim of introducing questions to guide students’ observations and insights. Choose the item displaying the criterion that justifies the teacher’s word choice in both groups.

GROUP 1
taller-smaller-higher-fancier-wider-harder-closer-fatter

GROUP 2
lawyer-teacher-runner-engineer-driver-waiter-swimmer
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569Q1024469 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Alto Bela Vista SC, AMAUC, 2024

Julgue as sentenças abaixo como VERDADEIRAS ou FALSAS.

(__) A estratégia Reading for Detail busca obter uma visão geral e rápida do conteúdo.

(__) A estratégia Skimming busca compreender profundamente o conteúdo, prestando atenção a detalhes específicos.

(__) A estratégia Scanning busca localizar informações específicas.

A sequência CORRETA é:

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570Q1045974 | Pedagogia, Legislação da Educação, Inglês, SEDUC SP, VUNESP, 2025

A Resolução CNE/CP no 01/2004 institui Diretrizes Curriculares Nacionais para a Educação das Relações Étnico- raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana. Em seu art. 5o , o documento refere-se ao direito de alunos afrodescendentes de frequentarem estabelecimentos de ensino de qualidade que contenham instalações e equipamentos sólidos e atualizados, em cursos ministrados por professores competentes no domínio de conteúdos de ensino e comprometidos com a
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571Q1024242 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, Prefeitura de Planalto Alegre SC, Instituto Fênix, 2025

A pragmática estuda o uso da linguagem em contextos específicos, considerando a intenção do falante e as implicações comunicativas.

No diálogo abaixo, qual é a implicatura gerada pela fala de B?

A: Are you going to the party tonight?

B: I have a lot of work to do.

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572Q1025013 | Inglês, Análise Sintática Syntax Parsing, Inglês, Prefeitura de Várzea Alegre CE, CEV URCA, 2024

Texto associado.

Text 2

(Part II) Students’ skills


But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.


In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.


Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.


The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.


https://www.oecdbetterlifeindex.org/topics/education/

In the sentence “This means that the gap between the highest and lowest performing OECD countries is 120 points.”, the main clause is:
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573Q1023228 | Inglês, Análise Sintática Syntax Parsing, Inglês, Prefeitura de Araraquara SP, CONSULPAM, 2023

Choose theGRAMMATICALLY CORRECTsentence.
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574Q1023495 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Pitangueiras SP, Consulplan, 2024

Analyse the set of sentences to indicate the option that does NOT fit them.

1. Not only did they arrive late but they talked throughout the film.


2. Rarely do we find such talent.


3. Never have I been so happy to see someone.

4. Barely had she got back in bed when her alarm went off.

5. Seldom has she taken a day off work.

6. No sooner had the game started than the captain was taken ill.

7. Only later did they discover they hadn't been told the truth.

8. Under no circumstances should children travel without an adult

9. Little do people realise how hard it is to be a chef.

10. In no way did we agree to this.

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575Q1022482 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Read the following excerpt about the Communicative Methodology:

“This redefinition of goals had a knock-on effect in terms of methodology: the focus on communicating messages – as opposed to rehearsing structural patterns – created the need for activities that encouraged some kind of meaningful exchange, as in informationgap tasks, and, in order to practice functional language, role plays and simulations became standard practice. And since communicative competence implies the capacity to communicate one’s meanings irrespective of formal accuracy, fluency was prioritized, reinforcing the trend towards incorporating less-controlled production activities within the PPP format. For similar reasons, the use of authentic reading and listening materials was promoted, and classroom procedures for minimizing the difficulties of these – such as the use of skimming and scanning strategies – became commonplace “

THORNBURY, 2011, p. 188-189. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.


Which statement best exemplifies this methodology in language learning?
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576Q1022759 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Guabiruba SC, FURB, 2024

Texto associado.
NO KID-DING Why you should never let your kids take a bag on the plane − even if it's free


(§ 1) A TRAVEL expert has revealed you should never let your kids bring a bag on the plane if you want a stress-free journey.


(§ 2) Experienced flyer, Vanessa Grant recommends parents don't let their kids take a bag with them after sharing her recent experience of travelling with her kids - aged 8 and 11.


(§ 3) "Smart packing is what really saved us," she said.


(§ 4) Vanessa did two long-haul flights with her family from Canada to Indonesia which went smoothly because the kids didn't have bags, she claims.


(§ 5) It is important to "instil a sense of responsibility" in kids however, it is not worth the stress of tracking down a lost backpack __ a busy international airport, according to the travel expert.


(§ 6) Vanessa explained: "The stakes are just too high and even replacing a charging cord can be pricey at a duty-free shop, let alone a whole backpack's worth of stuff."


(§ 7) It is also important to bring the right type of carry-on when travelling with your family, to make your life a lot easier.


(§ 8) A small rolling suitcase is perfect for long-haul flights and "is like the clown car of carry-ons".


(§ 9) Vanessa added: "It fits a change of clothes for three of us, plus toiletries and some snacks."


(§ 10) Instead of storing your carry-on in the overhead bins you should put it __ the seat of your shortest child so they'll be able to rest their feet on it, Vanessa recommends.


(§ 11) This clever hack will stop your child from complaining as it is "uncomfortable to have your legs hanging for hours".


(§ 12) Packing a change of clothes for everyone will ensure you have a smoother journey, according to the experienced flyer.


(§ 13) "Spills and vomiting can happen to anyone," she said.


(§ 14) Vanessa added: "One of my kids lost multiple socks __ the plane and in the hotel.


(§ 15) "Luckily most airlines give passengers a little package including a toothbrush and toothpaste, ear plugs, an eye mask and socks so we had a few extra pairs."


(§ 16) Bringing snacks for your kids can end up saving a lot of money as they likely won't eat all the food offered by airlines, "unless your child is a unicorn".


(§ 17) Vanessa also recommends bringing an empty water bottle you can fill up before getting on the plane.


(§ 18) Most kids on flights are thrilled to get "hours of uninterrupted screen time, both on their tablets and thescreens on the back of seats in front of them".


(§ 19) However, screens even for kids can get old quickly.


(§ 20) Parents should bring alternative activities for their children.


(§ 21) Vanessa brought a book, notepad and pens which kept them entertained throughout the flight.


(§ 22) Forgetting either your charger or headphones can spoil the whole journey, the travel expert claims.


(§ 23) Parents will need the chargers to make sure their children can stay entertained on the screens.


(§ 24) "We brought headphones for everyone," Vanessa said.


(§ 25) She added: "No one—including you—wants to hear the sound effects from your kid's favourite video game for hours on end."



https://www.thesun.co.uk/travel/26306770/never-let-your-kidstake-a-bag-on-plane/ (adaptado)
What does the text mean by "A small rolling suitcase is perfect for long-haul flights and 'is like the clown car of carry-ons'" (§ 8)?
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577Q1023787 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Palhoça SC, FEPESE, 2024

According to the Base Curricular da Rede Municipal de Ensino de Palhoça, Matriz curricular 16, choose the alternative that presents the Grammar topics for the 6th grade.
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578Q1022538 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Itapevi SP, VUNESP, 2025

Texto associado.
Leia o texto para responder à questão.


Practice often receives an unfair treatment in the field of applied linguistics. Most laypeople simply assume that practice is a necessary condition for language learning without giving the concept much further thought, but many applied linguists deliberately avoid the term practice. For some, the word conjures up images of repetitive drills in the factories of foreign language learning, while for others it means fun and games to entertain students on Friday afternoons.

Practice is by no means a dirty word in other domains of human endeavor, however. Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up for team practice, sometimes even with recent injuries. Parents make their kids practice their piano skills at home, and the world’s most famous performers of classical music often practice for many hours a day, even if it makes their fingers hurt. If even idolized, spoiled, and highly paid celebrities are willing to put up with practice, why not language learners, teachers, or researchers?


(DEKEYSER, Robert. Practice in a second language. Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
The first paragraph depicts the topic of “practice” in language learning as
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579Q1022551 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Itapevi SP, VUNESP, 2025

Texto associado.
Leia o texto para responder à questão.


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.
Um professor do Ensino Fundamental preocupado em desenvolver no aluno a habilidade n.7 citada no texto de Brown, “Learn to make intelligent guesses”, deverá
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580Q1022555 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Barra de Santana PB, CPCON, 2024

Read with attention the sentence "John always gripes about the traffic during his commute to work.". Which of the following sentences uses a correct synonym for the verb "gripes" as used in the previous sentence?
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