Questões de Concursos Língua Inglesa

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161Q948183 | Matemática, Áreas e Perímetros, Língua Inglesa, IF Sul RioGrandense, INEP, 2018

Sabendo que f(x)= 2xe g(x) = 2 -x, considere as afirmações abaixo.

I - f(x) + g(x)≥ 2, para todo número real.

II - f(x) + g(x) = f(-x) + g(-x), para todo x número real.

III- se , então x>y, então g(x) > g(y).

Assinale a alternativa correta.

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162Q946448 | Matemática, Língua Inglesa, UECE, UECE CEV, 2019

Os participantes de uma reunião ocuparam a totalidade dos lugares existentes em mesas que comportavam sete ocupantes cada uma. Entretanto, para melhorar o conforto, foram trazidas mais quatro mesas e os presentes redistribuíram-se, ficando em cada uma das mesas exatamente seis pessoas. Assim, é correto afirmar que o número de participantes na reunião era
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163Q946463 | História, Antiguidade Ocidental Gregos, Língua Inglesa, UECE, UECE CEV, 2019

A contribuição dos árabes para o mundo moderno ocidental entre os séculos VII e XI é significativa, especialmente porque alguns valores culturais da Antiguidade clássica foram difundidos por meio da
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164Q984614 | Pedagogia, Base Nacional Comum Curricular, Língua Inglesa, Prefeitura de Nonoai RS, OBJETIVA, 2025

Considerando−se a BNCC – Ensino Fundamental: Língua Inglesa – Anos Finais, avaliar se as afirmativas são certas (C) ou erradas (E) e assinalar a sequência correspondente.
( ) O eixo Oralidade tem seu foco na compreensão (ou escuta) e na produção oral (ou fala).
( ) O eixo Leitura está sob o foco da construção de significados.
( ) O eixo Escrita enfatiza a natureza processual e individual da produção de textos.
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166Q1021922 | Inglês, Falso Cognatos False Cognates, Língua Inglesa, Prefeitura de São João Nepomuceno MG, Consulplan, 2024

Texto associado.
The report presents an overview of English teaching in Brazil, examining the main national policies that regulate and inform English language learning and how they have been implemented. In addition, the study aims to exemplify how English teaching is guided from the national level to the state and municipal level, looking particularly at the states of Minas Gerais and Mato Grosso. The case studies in these two states examine state policies related to English, with a particular focus on teachers and their careers, from training to work routine and 20 classroom pedagogical practices.

Based on an in-depth analysis of these two Brazilian states and the results of questionnaires conducted with universities and with teachers, this report offers a set of recommendations for improving English teaching in these two states, which can also be applied to other states or federal entities in Brazil. The aim is to consolidate these recommendations into workable and meaningful propositions with the ultimate goal of improving English teaching 25 in Brazil through better quality education led by qualified teachers.


(Source: https://www.thedialogue.org/analysis/english-language-learning-in-brazil/. Access: October 2024.)
“There is then, a window of opportunity that is opening to improve English instruction in Brazilian education and a chance to modernize the way school is structured in the country.” (2º§)

( ) The word “opportunity” is cognate, which means it is similar to Portuguese and has the same meaning in English.

( ) The word “improve” is cognate and the word “improbable” is one of its synonyms.

( ) The word “modernize” is a cognate word. It could be substituted by the word “update”.

( ) The word “country” is a false cognate. It seems to be a type of music, but it is actually referring to places far from the city.


The sequence is correct only in:
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167Q1022725 | Inglês, Vocabulário Vocabulary, Língua Inglesa, Prefeitura de Barro Preto BA, MS Consultoria, 2024

Match Column A with Column B to fill in with the appropriate question word.

Column A

I – Where

II – Who

III – When

IV – How

Column B

_____ do you live? In Icapuí

_____ is your best friend? It’s Sam.

_____ old are you? I am 19

_____ is your party? Tomorrow morning.

_____ is the ticket? It's free.

Select the corret answer.

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168Q946507 | Inglês, Língua Inglesa, UECE, UECE CEV, 2019

Texto associado.

T E X T


I Used to Fear Being a Nobody. Then I Left

Social Media.


By Bianca Brooks


“What’s happening?”

I stare blankly at the little box as I try to think of something clever for my first tweet. I settle on what’s at the top of my mind: “My only #fear is being a nobody.” How could I know this exchange would begin a dialogue that would continue nearly every day for the next nine years of my life?

I began using Twitter in 2010 as a newly minted high school freshman. Though it began as a hub for my quirky adolescent thoughts, over the years it became an archive of my emotional and intellectual voice — a kind of virtual display for the evolution of my politics and artistic identity. Butafter nine years, it was time to close the archive. My wanting to share my every waking thought became eclipsed by a desire for an increasingly rare commodity — a private life.

Though I thought disappearing from social media would be as simple as logging off, my refusal to post anything caused a bit of a stir among my small but loyal following. I began to receive emails from strangers asking me where I had gone and when I would return. One message read: “Not to be over familiar, but you have to come back eventually. You’re a writer after all. How will we read your writing?” Another follower inquired, “Where will you go?”

The truth is I have not gone anywhere. I am, in fact, more present than ever

Over time, I have begun to sense these messages reveal more than a lack of respect for privacy. I realize that to many millennials, a life without a social media presence is not simply a private life; it is no life at all: We possess a widespread, genuine fear of obscurity.

When I consider the near-decade I have spent on social media, this worry makes sense. As with many in my generation, Twitter was my entry into conversations happening on a global scale; long before my byline graced any publication, tweeting was how I felt a part of the world. Twitter functions much like an echo chamber dependent on likes and retweets, and gaining notoriety is as easy as finding someone to agree with you. For years I poured my opinions, musings and outrage onto my timeline, believing I held an indispensable place in a vital sociopolitical experiment.

But these passionate, public observations were born of more than just a desire to speak my mind — I was measuring my individual worth in constant visibility. Implicit in my follower’s question “Where will you go?” is the resounding question “How will we know where you’ve gone?” Privacy is considered a small exchange for the security of being well known and well liked.

After all, a private life boasts no location markers or story updates. The idea that the happenings of our lives would be constrained to our immediate families, friends and real-life communities is akin to social death in a world measured by followers, views, likes and shares.

I grow weary when I think of this as the new normal for what is considered to be a fruitful personal life. Social media is no longer a mere public extension of our private socialization; it has become a replacement for it. What happens to our humanity when we relegate our real lives to props for the performance of our virtual ones?

For one, a predominantly online existence can lull us into a dubious sense of having enacted concrete change, simply because of a tweet or Instagram post. As “hashtag activism” has obscured longstanding traditions of assembly and protest, there’s concern that a failure to transition from the keyboard to in-person organization will effectively stall or kill the momentum of political movements. (See: Occupy Wall Street.)

The sanctity of our most intimate experiences is also diminished. My grandfather Charles Shaw — a notable musician whose wisdoms and jazz scene tales I often shared on Twitter — passed away last year. Rather than take adequate time to privately mourn the loss of his giant influence in my life alongside those who loved him most, I quickly posted a lengthy tribute to him to my followers. At the time I thought, “How will they remember him if I don’t acknowledge his passing?”

Perhaps at the root of this anxiety over being forgotten is an urgent question of how one ought to form a legacy; with the rise of automation, a widening wealth gap and an unstable political climate, it is easy to feel unimportant. It is almost as if the world is too big and we are much too small to excel in it in any meaningful way. We feel we need as many people as possible to witness our lives, so as not to be left out of a story that is being written too fast by people much more significant than ourselves.

“The secret of a full life is to live and relate to others as if they might not be there tomorrow, as if you might not be there tomorrow,” the writer Anais Nin said. “This feeling has become a rarity, and rarer every day now that we have reached a hastier and more superficial rhythm, now that we believe we are in touch with a greater amount of people. This is the illusion which might cheat us of being in touch deeply with the one breathing next to us.”

I think of those words and at once any fear of obscurity is eclipsed by much deeper ones — the fear of forgoing the sacred moments of life, of never learning to be completely alone, of not bearing witness to the incredible lives of those who surround me.

I observe the world around me. It is big and moving fast. “What’s happening?” I think to myself.

I’m just beginning to find out.


From:www.nytimes.com/Oct. 1, 2019

The author states that people are so much into social media that it has
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169Q1021808 | Inglês, Artigos Articles, Língua Inglesa, Prefeitura de Ubajara CE, CETREDE, 2024

Fill the gaps in the sentences below by choosing one of the two options in parenthesis.

A. People who owned ______ (a / an) MP3 player ______ (was / were) considered popular back in the day.
B. Henrique no longer works ______ (on / in) Saturdays.
C. I ______ (do / don’t) know this song.
D. We’ve ______ (come /came) across as ______ (a / an) united group.


In the order presented, the gaps are correctly and respectively filled by:
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170Q903028 | Inglês, Adjectives, Língua Inglesa, Prefeitura de Ubajara CE, CETREDE, 2024

Regarding the sentence

“It’s no wonder that you don’t support their ideas; after all, their lack of knowledge is utterly conspicuous”

it is CORRECT to affirm that:

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171Q948853 | História e Geografia de Estados e Municípios, Língua Inglesa, UEG, UEG, 2017

Leia o texto a seguir.

Para justificar a ambição grega de hegemonia universal, Aristóteles (384 - 322 a. C.) formulou a hipótese de que certas raças são, por natureza, livres desde o berço, enquanto outras são escravas.

COMAS, Juan. Os mitos raciais. Raça e Ciência. São Paulo: Perspectiva, 1960. v. I. p. 13.

Essa filosofia racial foi incorporada às campanhas militares de um grande general e líder político que foi aluno de Aristóteles. Seu nome era

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172Q686525 | Geografia, Clima, Língua Inglesa, IF Sul RioGrandense, INEP, 2018

De acordo com o Atlas Socioeconômico do Rio Grande do Sul (2018):

“A Região Metropolitana de Porto Alegre – RMPA é a área mais densamente povoada do Rio Grande do Sul, concentrando mais de 4 milhões de habitantes - 37,7% da população total do estado. Dela fazem parte 9 dos 18 municípios do RS com mais de 100 mil habitantes. A densidade demográfica média da região é de 389,7 hab/km².”
Fonte: <http://www.atlassocioeconomico.rs.gov.br>. Acesso em: 13 mar. 2018. (adaptado)


Assinale a alternativa que apresenta o conceito de REGIÃO.
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173Q899787 | Inglês, Verbos frasais Phrasal verbs, Língua Inglesa, Prefeitura de Baliza GO, Itame, 2024

Texto associado.

Read the song lyrics below and answer the question.


Hand In My Pocket

Alanis Morissette



I'm broke, but I'm happy

I'm poor, but

I'm kind I'm short, but

I'm healthy, yeah

I'm high, but

I'm grounded

I'm sane, but

I'm overwhelmed

I'm lost, bu

t I'm hopeful, baby



And what it all comes down to

Is that everything's gonna be fine, fine, fine

'Cause I've got one hand in my pocket

And the other one is giving a: High five



I feel drunk, but

I'm sober I'm young and

I'm underpaid

I'm tired, but

I'm working, yeah I care, but

I'm restless

I'm here, but

I'm really gone

I'm wrong and

I'm sorry, baby



And what it all comes down to

Is that everything's gonna be quite alright

'Cause I've got one hand in my pocket

And the other is flicking a cigarette



And what is all comes down to

Is that I haven't got it all figured out just yet

'Cause I've got one hand in my pocket

And the other one is giving the peace sign



I'm free, but

I'm focused

I'm green, but

I'm wise

I'm hard, but

I'm friendly, baby

I'm sad, but

I'm laughing

I'm brave, but

I'm chicken shit

I'm sick, but

I'm pretty, baby



And what it all boils down to

Is that no one's really got it figured out just yet

Well, I've got one hand in my pocket

And the other one is playing a piano

What it all comes down to, my friends, yeah

Is that everything's just fine, fine, fine

'Cause I've got one hand in my pocket

And the other one is hailing a taxi cab

In the lyrics, the phrase "What it all comes down to" is an example of a phrasal verb. What is the meaning of this phrasal verb in the context of the song?
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174Q948193 | História, Primeira Guerra Mundial, Língua Inglesa, IF Sul RioGrandense, INEP, 2018

Entre 1791 e 1804, uma das colônias francesas no Novo Mundo, Saint Domingue (Haiti), passou por um processo marcado pela reação contra a dominação de uma elite branca que resultou na sua independência e na abolição da escravidão.

Sobre este fato, é correto afirmar.

I - A chegada de Napoleão Bonaparte ao poder foi um grande estímulo aos revoltosos, pois o novo governo da França aboliu definitivamente a escravidão em todos os domínios franceses nas Américas (1802).
II - A eliminação dos dominadores brancos e o protagonismo de escravos, libertos e quilombolas foi motivo de grande preocupação entre as sociedades escravistas das Américas. Temia-se a “haitinização”, ou seja, que a revolta se espalhasse e colocasse em xeque a manutenção da instituição escravista em toda a região.
III - A Revolução do Haiti foi um dos inúmeros casos nas Américas em que o rompimento do domínio colonial esteve associado à abolição da escravidão.
IV - Após unir-se aos revolucionários, entre 1794 e 1802, o liberto François Dominique Toussaint (“Toussaint L’Ouv rtur ”) foi a principal autoridade da ilha. Depois da sua captura e deportação para a França, o exescravo Jean-Jacques Dessalines assumiu a liderança dos revoltosos que proclamaram a Independência do Haiti em 1804.

Quais estão corretas?
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176Q1022724 | Inglês, Palavras Conectivas Connective Words, Língua Inglesa, Prefeitura de Barro Preto BA, MS Consultoria, 2024

Complete the following sentences with the correct conjunction.

Give this letter to Julie __________ you see her.

Do you know _______could give me better instructions?

It started to rain _____ I washed the clothes.

We have to work ______ the day before the sun goes down.

Select the correct answer.

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178Q687183 | Atualidades, Guerras, Língua Inglesa, UEG, UEG, 2017

. Acesso em: 18 ago 2017. A informação do texto de que o acidente radiológico de Goiânia é o maior em área urbana do mundo é">

Leia o texto a seguir.

Há 30 anos, Goiânia esteve nos noticiários do mundo todo devido ao acidente com o Césio-137. O desastre começou no dia 13 de setembro de 1987, e é considerado, até hoje, o maior acidente radiológico em área urbana do mundo.

Disponível em:<http://Programamateriapri.wixsite.com/matéria-prima/single-post/2017/04/23/30-anos-do-Acidente-com-Césio-137-em-Goiânia>. Acesso em: 18 ago 2017.

A informação do texto de que o acidente radiológico de Goiânia é o maior em área urbana do mundo é

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179Q911188 | Inglês, Língua Inglesa, Prefeitura de Palmas TO, COPESE UFT, 2024

Analise as sentenças e selecione a opção que apresenta a conjugação INCORRETA do tempo verbal perfeito.
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180Q978823 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to text 1, what is native-speakerism mainly based on?
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