Questões de Concursos Letras Inglês

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

Filtrar questões
💡 Caso não encontre resultados, diminua os filtros.

21Q908664 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Oshima and Hogue (2007) in their book “Introduction to Academic Writing” affirm that the process of writing has four main steps: prewriting, organizing, writing, and polishing. For the prewriting stage an academic writer can use the
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

22Q908665 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

For Hutchinson and Waters (1987), in the context of needs analysis for ESP courses, it is important to distinguish between target needs and learning needs. A question that can be used to obtain information about what learners need to do in the context where they will use the language is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

23Q908666 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Texto associado.
Text 4


It seems to me, having been involved for many years with teaching English as a so-called second or foreign language, that there are deep and indissoluble links between the practices, theories, and contexts of ELT and the history of colonialism. Such connections, I want to suggest, run far deeper than drawing parallels between the current global expansion of English and the colonial expansion that preceded it. Rather, I want to argue that ELT theories and practices that emanate from the former colonial powers still carry the traces of those colonial histories both because of the long history of direct connections between ELT and colonialism and because such theories and practices derive from broader European cultures and ideologies that themselves are products of colonialism.


PENNYCOOK, A. English and the discourses of colonialism. London: Routledge, 2002, p. 19.
The author's reflection on the relationships between colonialism, ideologies and the expansion of the English language around the world indicates that
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

24Q908667 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Texto associado.
Text 4


It seems to me, having been involved for many years with teaching English as a so-called second or foreign language, that there are deep and indissoluble links between the practices, theories, and contexts of ELT and the history of colonialism. Such connections, I want to suggest, run far deeper than drawing parallels between the current global expansion of English and the colonial expansion that preceded it. Rather, I want to argue that ELT theories and practices that emanate from the former colonial powers still carry the traces of those colonial histories both because of the long history of direct connections between ELT and colonialism and because such theories and practices derive from broader European cultures and ideologies that themselves are products of colonialism.


PENNYCOOK, A. English and the discourses of colonialism. London: Routledge, 2002, p. 19.
In the text, the term "rather" (line 7) is used as an adverb, and it can be replaced by
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

25Q908668 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Texto associado.
Text 5


When I made my way to college, I was truly astonished to find teachers who appeared to derive their primary pleasure in the classroom by exercising their authoritarian power over my fellow students, crushing our spirits, and dehumanizing our minds and bodies. I had chosen to attend Stanford University, a predominantly white college (primarily because the financial aid packages were better than those offered by black institutions), but I never once considered what it would be like to study with teachers who were racist. Even though I had attended a high school with outspokenly racist teachers who were contemptuous and unkind, I had romanticized college. I believed it would be a paradise of learning where we would all be so busy studying that we’d never have time for the petty things of this world, especially not racism.


HOOKS, B. Teaching critical thinking: practical wisdom. New York: Routledge, 2010, p. 2.
Based on the report provided, what was the author's experience attending college at Stanford University?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

26Q908669 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Texto associado.
Text 5


When I made my way to college, I was truly astonished to find teachers who appeared to derive their primary pleasure in the classroom by exercising their authoritarian power over my fellow students, crushing our spirits, and dehumanizing our minds and bodies. I had chosen to attend Stanford University, a predominantly white college (primarily because the financial aid packages were better than those offered by black institutions), but I never once considered what it would be like to study with teachers who were racist. Even though I had attended a high school with outspokenly racist teachers who were contemptuous and unkind, I had romanticized college. I believed it would be a paradise of learning where we would all be so busy studying that we’d never have time for the petty things of this world, especially not racism.


HOOKS, B. Teaching critical thinking: practical wisdom. New York: Routledge, 2010, p. 2.
The terms contemptuous and unkind in the excerpt “Even though I had attended a high school with outspokenly racist teachers who were contemptuous and unkind, I had romanticized college” can be replaced by which of the following words, without compromising their meaning?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

27Q908670 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Texto associado.
Text 6


One of the popular myths about the English language is that somewhere people are still speaking the kind of English that Chaucer or Shakespeare or Milton spoke. This myth does, of course, have some foundation in fact, though the mythical versions repeated above are gross exaggerations. The relevant fact is that some regional dialects of English retain old forms which have disappeared from the standard form of the language. This conservatism in colonial varieties is, rather unfortunately, termed 'colonial lag' - unfortunately because the term gives the impression that the colonial variety will (or should) one day catch up with the home variety, though this is unlikely ever to happen. Colonial lag is a potential factor in distinguishing colonial varieties from their home counterparts in all levels of language: phonology, morphology, syntax, semantics and lexis.


BAUER, L. An Introduction to International Varieties of English. Hong Kong University Press, Hong Kong, 2003. [Adapted].
According to the text, which of the following statements reflects the concept of "colonial lag"?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

28Q908671 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Texto associado.
Text 6


One of the popular myths about the English language is that somewhere people are still speaking the kind of English that Chaucer or Shakespeare or Milton spoke. This myth does, of course, have some foundation in fact, though the mythical versions repeated above are gross exaggerations. The relevant fact is that some regional dialects of English retain old forms which have disappeared from the standard form of the language. This conservatism in colonial varieties is, rather unfortunately, termed 'colonial lag' - unfortunately because the term gives the impression that the colonial variety will (or should) one day catch up with the home variety, though this is unlikely ever to happen. Colonial lag is a potential factor in distinguishing colonial varieties from their home counterparts in all levels of language: phonology, morphology, syntax, semantics and lexis.


BAUER, L. An Introduction to International Varieties of English. Hong Kong University Press, Hong Kong, 2003. [Adapted].
The levels of a language are mentioned in the last sentence in the text and refer to the different layers or components that make up a language, each contributing to its overall structure and function. Which level refers specifically to the arrangement of words and phrases to create well-formed sentences in a language?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

29Q908672 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Read the text below.

If those who declare that there is no best method are asked why, the most immediate and frequent answer is likely to be "Because it all depends," meaning that what is best depends on whom the method is for, in what circumstances, for what purpose, and so on. That there is no best method therefore means that no single method is best for everyone, as there are important variations in the teaching context that influence what is best. The variations are of several kinds, relating to social situation, educational organization, teacher-related factors, and learner-related factors. There have been several attempts to categorize such variables systematically and comprehensively, but even the brief and random listing above shows that they are at different levels of generality, as well as of discreteness and tangibility.

PRABHU, N. S. There Is No Best Method-Why? TESOL Quarterly, Vol. 24, No. 2. (Summer, 1990), p. 161-176. [Adapted].


According to the text, the main reason why there is no best method in teaching is because
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
Utilizamos cookies e tecnologias semelhantes para aprimorar sua experiência de navegação. Política de Privacidade.