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4521Q1022067 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Letras Inglês, Prefeitura de Campo Novo do Parecis MT, SELECON, 2024

Texto associado.
TEXT:

Four Key Language Skills: Speaking, Listening, Reading, and Writing
Discover how these skills interconnect and contribute to language proficiency, communication, and personal development

Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.
While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.
Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.
In conclusion, the four key language skills - speaking, listening, reading, and writing - each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.


Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp Acesso em 21/10/2024

De acordo com o texto, a habilidade que permite aos indivíduos expressar seus pensamentos e ideias de forma estruturada e organizada, com clareza e precisão, preservando o conhecimento e a cultura é a habilidade representada pelo ato de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4522Q908662 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Dudley Evans and St. John (1998) in their book “Developments in ESP: a multidisciplinary approach” identify five key roles for the ESP practitioner. Among them are
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4523Q1022078 | Inglês, Vocabulário Vocabulary, Edital n 2, Prefeitura de Paraíso SC, AMEOSC, 2024

Consider the words home and house. While both words denote a dwelling, they often differ in connotation. Which of the following statements best describes thisdifference?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4524Q1022080 | Inglês, Interpretação de Texto Reading Comprehension, Edital n 2, Prefeitura de Paraíso SC, AMEOSC, 2024

Read the excerpt below and answer the question:
"The waves rolled relentlessly against the shore, a steady rhythm echoing the passage of time. They seemed unchanged, constant, yet, in their persistence, each was unique in its form and force."
In terms of literary analysis, which of the following best describes the function of this passage in a narrative text?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4525Q1022593 | Inglês, Interpretação de Texto Reading Comprehension, Professor MAMPB Inglês, Prefeitura de Presidente Kennedy ES, SECPLAN, 2025

Read the following text about language skills.

“Language skills are the abilities that enable you to express your thoughts coherently and communicate with others. These skills provide structure and relevance to the information you wish to convey to the recipient. There are four essential skills that comprise basic language competency. While communicating, people usually use a combination of these skills simultaneously. Choosing the right skills usually depends on various factors, such as the urgency of the message, the number of people targeted and whether it is a formal or informal communication.”
Adapted from: https://in.indeed.com/career-advice/resumes-coverletters/language-skills

The four language skills referred to in the text are:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4526Q1024641 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Vila Rica MT, IDCAP, 2023

Texto associado.
Stanford Medicine scientists transform cancer cells into weapons against cancer

March 1, 2023 - By Christopher Vaughan


(1º§) Some cities fight gangs with ex-members whoeducate kids and starve gangs of new recruits. Stanford Medicine researchers have done something similar with cancer — altering cancer cells so that they teach the body's immune system to fight the very cancer the cells came from.


(2º§) "This approach could open up an entirely new therapeutic approach to treating cancer," said Ravi Majeti, MD, PhD, a professor of hematology and the study's senior author. The research was published March 1 in Cancer Discovery. The lead author is Miles Linde, PhD, a former PhD student in immunology who is now at the Fred Hutchinson Cancer Institute in Seattle.


(3º§) Some of the most promising cancer treatments use the patient's own immune system to attack the cancer, often __ taking the brakes off immune responses to cancer or by teaching the immune system to recognize and attack the cancer more vigorously. T cells, part of the immune system that learns to identify and attack new pathogens such as viruses, can be trained to recognize specific cancer antigens, which are proteins that generate an immune response.


(4º§) For instance, in CAR T-cell therapy, T cells are taken from a patient, programmed to recognize a specific cancer antigen, then returned to the patient. But there are many cancer antigens, and physicians sometimes need to guess which ones will be most potent.


(5º§) A better approach would be to train T cells to recognize cancer via processes that more closely mimic the way things naturally occur in the body — like the way a vaccine teaches the immune system to recognize pathogens. T cells learn to recognize pathogens because special antigen presenting cells (APCs) gather pieces of the pathogen and show them to the T cells in a way that tells the T cells, "Here is what the pathogen looks like — go get it."


(6º§) Something similar in cancer would be for APCs to gather up the many antigens that characterize a cancer cell. That way, instead of T cells being programmed to attack one or a few antigens, they are trained to recognize many cancer antigens and are more likely to wage a multipronged attack on the cancer.


(7º§) Now that researchers have become adept at transforming one kind of cell into another, Majeti and his colleagues had a hunch that if they turned cancer cells into a type of APC called macrophages, they would be naturally adept at teaching T cells what to attack.


(8º§) "We hypothesized that maybe cancer cells reprogrammed into macrophage cells could stimulate T cells because those APCs carry all the antigens of the cancer cells they came from," said Majeti, who is also the RZ Cao Professor, assistant director of the Institute for Stem Cell Biology and Regenerative Medicine and director of the Ludwig Center for Cancer Stem Cell Research and Medicine.


(9º§) The study builds on prior research from the Majeti lab showing that cells taken from patients with a type of acute leukemia could be converted into non-leukemic macrophages with many of the properties of APCs.


(10º§) In the current study, the researchers programmed mouse leukemia cells so that some of them could be induced to transform themselves into APCs. When they tested their cancer vaccine strategy on the mouse immune system, the mice successfully cleared the cancer.


(11º§) "When we first saw the data showing clearance of the leukemia in the mice __ working immune systems, we were blown away," Majeti said. "We couldn't believe it worked as well as it did."


(12º§) Other experiments showed that the cells created from cancer cells were indeed acting as antigen-presenting cells that sensitized T cells to the cancer. "What's more, we showed that the immune system remembered what these cells taught them," Majeti said. "When we reintroduced cancer to these mice over 100 days after the initial tumor inoculation, they still had a strong immunological response that protected them."


(13º§) "We wondered, If this works with leukemias, will it also work with solid tumors?" Majeti said. The team tested the same approach using mouse fibrosarcoma, breast cancer, and bone cancer. "The transformation of cancer cells from solid tumors was not as efficient, but we still observed positive results," Majeti said. With all three cancers, the creation of tumor-derived APCs led to significantly improved survival.


(14º§) Lastly, the researchers returned to the original type of acute leukemia. When the human leukemia cell-derived APCs were exposed to human T cells from the same patient, they observed all the signs that would be expected if the APCs were indeed teaching the T cells how to attack the leukemia.


(15º§) "We showed that reprogrammed tumor cells could lead to a durable and systemic attack on the cancer in mice and a similar response with human patient immune cells," Majeti said. "In the future we might be able to take out tumor cells, transform them into APCs and give them back to patients as a therapeutic cancer vaccine."


(16º§) "Ultimately, we might be able to inject RNA into patients and transform enough cells to activate the immune system against cancer without having to take cells out first," Majeti said. "That's science fiction __ this point, but that's the direction we are interested in going."


(17º§) The work was supported by funding from the Ludwig Foundation for Cancer Research, the Emerson Collective Cancer Research Fund, the New York Stem Cell Foundation, the Stinehart-Reed Foundation, the Leukemia and Lymphoma Society, the J. Benjamin Eckenhoff Fund, the Blavatnik Family Fellowship, the Deutsche Forschungsgemainshaft, the Knut and Alice Wallenberg Foundation, the Stanford Human Biology Research Exploration Program, the National Institutes of Health (grant F31CA196029), the American Society of Hematology, the A.P. Giannini Foundation, and the Stanford Cancer Institute.


(adapted)
med.stanford.edu/news/all-news/2023/03/cancer-hematology.html
PROFESSOR INGLÊS - 1 8
What does the phrasal verb "take out" mean in the sentence "In the future we might be able to take out tumor cells, transform them into APCs and give them back to patients as a therapeutic cancer vaccine" (15º§)?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4527Q1068675 | Inglês, Análise Sintática Syntax Parsing, Especialidade Magistério em Inglês, EsFCEx, VUNESP, 2025

Texto associado.
Read the text to answer question.


Based on theoretical, experimental, and experiential knowledge, teachers and teacher educators have expressed their dissatisfaction with method in different ways. Studies clearly demonstrate that, even as the methodological band played on, practicing teachers have been marching to a different drum.

In this sense, the post method condition is established as a timely response. It signifies interrelated attributes. First and foremost, it signifies a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes. In practical terms, this means that we need to refigure the relationship between the theorizer and the practitioner of language teaching. If the concept of method authorizes theorizers to centralize pedagogic decision-making, the postmethod condition enables practitioners to generate location-specific, classroom-oriented innovative strategies.

Secondly, the postmethod condition signifies teacher autonomy. The conventional concept of method “overlooks the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students” (Freeman, 1991). The postmethod condition, however, recognizes the teachers’ potential to know not only how to teach but also how to act autonomously within the academic and administrative constraints imposed by institutions, curricula, and textbooks. It also promotes the ability of teachers to know how to develop a critical approach in order to self-observe, self-analyze, and self-evaluate their own teaching practice with a view to effecting desired changes.


(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)
In the extract from the third paragraph “the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students”, the bolded fragment functions as
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4528Q1024643 | Inglês, Caso Genitivo Genitive Case, Inglês, Prefeitura de Vila Rica MT, IDCAP, 2023

Regarding the use of the genitive, judge the sentences below and indicate which ones are correct.
I."Savannah Rose and Luke's house is far from here." II."I'll look for a classy watch for John's gift." III."The boys' toys."
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4529Q1022084 | Inglês, Ensino da Língua Estrangeira Inglesa, Edital n 2, Prefeitura de Paraíso SC, AMEOSC, 2024

According to the principles outlined in the Base Nacional Comum Curricular (BNCC) for English language instruction, a lesson focused on enhancing student fluency in speaking should primarily include:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4530Q681093 | Inglês, Dia 1, CESMAC, CEPROS, 2018

Texto associado.
Read the text below and answer the following question.

Is it time you went on a social media detox?

In today's world, social media is central to our lives. It helps us to stay in touch with our friends, promote our work, and follow the latest news. How do these networks impact our mental and physical health?
A number of studies have linked social media use with increased levels of depression, anxiety, and isolation.
Social media lovers have twice the risk of depression, compared with their less enthusiastic peers.
Research has revealed that younger and older users alike are in danger of breaking under the pressure of unachievable standards of beauty and success.
Among young adult users, social media notably increases the incidence of anxiety and depression, according to the results of a sizeable study conducted in 2016.
In fact, the researchers saw that users who frequently checked their accounts had a more than twice as high a risk of depression than their less social media-oriented peers.
This may partly be due to the fact that social networks create an artificial need to be available 24/7, to respond to messages and emoji reactions instantly. But this attitude creates an unnecessary amount of low-key stress that takes its toll on our emotional well-being.
And, despite the fact that such platforms are supposed to enhance our sense of connectedness with other people, research has found that they actually have the opposite effect: they render dedicated users lonelier and more isolated.
However, this shouldn't really surprise us. The hyperconnectedness takes place at a superficial level, eliminating all of the extra elements that make communication more valuable and psychologically constructive.
Such elements include eye contact, body language, the possibility of listening for changes in our interlocutor's tone of voice, or the possibility of physical touch.
An over-active social media presence can leave its mark not just on our mental health, but also on our physical health — particularly by altering our sleep patterns.
Lastly, researchers have proven that our commitment to social media platforms can negatively affect our commitment to our own creative and professional lives in complex ways.

Adaptado de: < https://www.medicalnewstoday.com/articles/321498.php?sr> Acessado em 19 de outubro de 2018.
Not so enthusiastic social media users
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4532Q1068678 | Inglês, Interpretação de Texto Reading Comprehension, Especialidade Magistério em Inglês, EsFCEx, VUNESP, 2025

Texto associado.
Read the text to answer question.


Making the Case: The Importance

of Listening in Language Learning


It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.


(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a
second or foreign language. Boston: Heinle&Heinle-Thomson, 2001. Adaptado)
According to the author of this text, listening in second language teaching and learning
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4533Q1024135 | Inglês, Interpretação de Texto Reading Comprehension, Inglês 200 H A, Prefeitura de Iguaracy PE, ADM TEC, 2024

Texto associado.

INSTRUCTION: Read the following text to answer question.

The Key to Balanced Bilingualism


Bilingual education, especially in an immersion setting, is much more than just learning a second language: it’s a gateway to cultural and cognitive growth. As Vannina Boussouf – Assistant Head of School and Director of Primary at Lycée Français de New York (LFNY) – explains, several factors need to be considered to make sure this type of program succeeds, like the language environment of the country, the quality and amount of exposure to both languages, and the teaching expertise needed to guide students on their language journey.

One of the first things to think about in language immersion is the students’ language environment. In a country where the main language is different from the one taught in school, it’s important to make sure there’s enough exposure to the second language, and that it is high quality. This means more than just spending a lot of time speaking in the minority language (often the language of instruction in an immersion program); it also requires support to help students develop strong skills in both languages.

Language immersion relies on the idea that the more a child is exposed to a language, the better they will learn it. In this sense, combining varied interactions with stimulating learning environments is the key for students to truly grasp a second language.

One challenge teachers face is the “language insecurity” students can feel. When students are immersed in a classroom where the language spoken is different from what they use at home, they might feel uneasy. It is important to create a safe space where making mistakes is part of learning, and where students are encouraged. Thus, a positive learning environment helps not just with language learning but also with building thinking and cultural skills.

Besides, teachers need to be trained to spot when students feel insecure and respond with the rightstrategies, all while keeping the immersion experience engaging. This might include using visual aids, gestures, repetition, and interactive activities that help students participate, even if they’re still mastering the new language.

In reality, bilingual education through immersion is an ambitious goal, but when designed well, it offers great benefits to students. To make it work, it is necessary to consider the language environment, ensure high-quality exposure in both languages, and support students’ learning with care and expertise. Educators are responsible for creating spaces where both languages can thrive, while respecting the unique needs of each student. In addition, they can refine an approach where language immersion is balanced with support and excellence. In this bilingual journey, each student becomes an active participant in their own learning, opening doors to a multilingual, inclusive world.


Source: https://frenchly.us/the-key-to-balancedbilingualism/

Accessed on November 13, 2024. [Adapted]

Judge the assertions below.

I- In immersion settings, bilingual education is reduced to just learning a second language due to its cultural and cognitive growth.
II- The teaching expertise needed to guide students on their language journey is one of several factors that need to be overlooked to guarantee the success of bilingual education programs.
III- A positive learning environment helps not just with language learning but also with building thinking and cultural skills.

The correct assertion(s) is(are):
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4534Q1024138 | Inglês, Verbos Verbs, Inglês 200 H A, Prefeitura de Iguaracy PE, ADM TEC, 2024

Texto associado.

INSTRUCTION: Read the following text to answer question.

The Key to Balanced Bilingualism


Bilingual education, especially in an immersion setting, is much more than just learning a second language: it’s a gateway to cultural and cognitive growth. As Vannina Boussouf – Assistant Head of School and Director of Primary at Lycée Français de New York (LFNY) – explains, several factors need to be considered to make sure this type of program succeeds, like the language environment of the country, the quality and amount of exposure to both languages, and the teaching expertise needed to guide students on their language journey.

One of the first things to think about in language immersion is the students’ language environment. In a country where the main language is different from the one taught in school, it’s important to make sure there’s enough exposure to the second language, and that it is high quality. This means more than just spending a lot of time speaking in the minority language (often the language of instruction in an immersion program); it also requires support to help students develop strong skills in both languages.

Language immersion relies on the idea that the more a child is exposed to a language, the better they will learn it. In this sense, combining varied interactions with stimulating learning environments is the key for students to truly grasp a second language.

One challenge teachers face is the “language insecurity” students can feel. When students are immersed in a classroom where the language spoken is different from what they use at home, they might feel uneasy. It is important to create a safe space where making mistakes is part of learning, and where students are encouraged. Thus, a positive learning environment helps not just with language learning but also with building thinking and cultural skills.

Besides, teachers need to be trained to spot when students feel insecure and respond with the rightstrategies, all while keeping the immersion experience engaging. This might include using visual aids, gestures, repetition, and interactive activities that help students participate, even if they’re still mastering the new language.

In reality, bilingual education through immersion is an ambitious goal, but when designed well, it offers great benefits to students. To make it work, it is necessary to consider the language environment, ensure high-quality exposure in both languages, and support students’ learning with care and expertise. Educators are responsible for creating spaces where both languages can thrive, while respecting the unique needs of each student. In addition, they can refine an approach where language immersion is balanced with support and excellence. In this bilingual journey, each student becomes an active participant in their own learning, opening doors to a multilingual, inclusive world.


Source: https://frenchly.us/the-key-to-balancedbilingualism/

Accessed on November 13, 2024. [Adapted]

Consider the following excerpts from the text.

I- “(…) they can refine an approach (…)”.
II- “(…) things to think about in language immersion is the students’ language environment”.
III- “(…) need to be trained to spot when students feel insecure and (…)”.
IV- “(…) they might feel uneasy (…)”.

Analyze the statements below.

(1) In excerpts IV and I, the personal pronoun refers to “students” and “educators”, respectively.
(2) Among the underlined words in all four excerpts, only one of them is a regular verb.
(3) The last words in excerpts I and II are spelled incorrectly.

It is correct to affirm that:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4535Q937357 | Inglês, Primeiro e Segundo Dia, ENEM, INEP

Going to university seems to reduce the risk of dying from coronary heart disease. An American study that involved 10 000 patients from around the world has found that people who leave school before the age of 16 are five times more likely to suffer a heart attack and die than university graduates.
World Report News. Magazine Speak Up. Ano XIV, n° 170. Editora Camelot, 2001.

Em relação às pesquisas, a utilização da expressão university graduates evidencia a intenção de informar que
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4538Q911503 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Alhandra PB, EDUCA, 2024

The way we use language depends on factors such as the situation we are in (at a friend’s house, in a job interview, in a tutorial); who we are talking to (friends, potential employer, tutor); and our means of communication (conversation face to face, telephone, email, report). Our decisions about the way we use language are to a great extent unconscious ones: we instinctively know how to adapt our language to the situation. For example, there are a number of differences between spoken and written language. This being so, we can characterize spoken language as quite informal, colloquial and presumably unstructured (since it is often spontaneous). Furthermore, spoken language mostly takes place in the form of a dialogue with another speaker. Written language, on the other hand, is generally more structured, formal, impersonal and wordy. Also, written language is considered more formal and should follow the rules of the English language. Spoken language is generally less formal, and the rules are less important. Slang, an informal language understood only by certain groups, is acceptable in spoken language but not in written language. That said, read the statements that follow, then check ( T ) for TRUE and ( F ) for FALSE while indicating the correct answer (by also checking it).

( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.

( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.

( ) Spoken English is more fixed and stable than written English, which is more fleeting.

( ) Spoken English is usually more organized and carefully formulated than written English.

( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.

( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.

( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.

( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

4539Q1022100 | Inglês, Aspectos Linguísticos Linguistic Aspects, Professor de Língua Estrangeira Inglês, Prefeitura de Anchieta SC, AMEOSC, 2024

When designing a lesson plan focused on developingspeaking skills in an intermediate-level English class, which of the following would be the most effective strategy to encourage student participation and language use?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

4540Q1022103 | Inglês, Verbos Verbs, Professor de Língua Estrangeira Inglês, Prefeitura de Anchieta SC, AMEOSC, 2024

In which sentence is the use of the subjunctive mood correctly applied?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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