Questões de Concursos

filtre e encontre questões para seus estudos.

ID: 1024734•
Inglês•
Verbos Verbs•
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Área Língua Inglesa•
2025

Question must be answered based on the following text.


Read the lines of Bon Jovi’s Misunderstood.


Should I… could I have said the wrong things right a thousand times?

If I could just rewind, I see it in my mind

If I could turn back time, you’d still be mine


You cried, I died

I should have shut my mouth, things headed south

As the words slipped off my tongue, they sounded dumb

If this old heart could talk, it’d say you’re the one

I’m wasting time

When I think about it


I should have drove all night

Would have run all the lights, I was misunderstood

I stumbled like my words

Did the best I could, damn

Misunderstood


Could I… should I apologize for sleeping on the couch that night?

Staying out too late with all my friends

You found me passed out in the yard again


You cried, I tried

To stretch the truth, but didn’t lie

It’s not so bad

You think about it


Available at: https://www.letras.mus.br/bon-jovi/64854/
Songwriters often bend grammar rules to express emotions or to fit the rhythm of the song. However, in standard English, certain structures follow specific rules.The sentence: “I should have drove all night”

ID: 1024736•
Inglês•
Discurso Direto e Indireto Reported Speech•
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IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.

This passage from “The Sign of the Four” by Arthur Conan Doyle, captures Holmes’ logical approach to deduction and showcases his analytical abilities.

"When you have eliminated the impossible, whatever remains, however improbable, must be the truth", said Sherlock Holmes.

Available at: https://standardebooks.org/ebooks/arthur-conan-doyle/the-sign-of-the-four/text/single-page#chapter-6

Study the sentence: "When you have eliminated the impossible, whatever remains, however improbable, must be the truth", said Sherlock Holmes. Choose the option in which the Indirect Speech is used correctly.

ID: 1024729•
Inglês•
Orações condicionais Conditional Clauses•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Read the excerpt from Pride and Prejudice, by Jane Austin, and answer the question below.

“If I were determined to get a rich husband, I dare say I would adopt it.”

Adapted from: AUSTEN, Jane. Pride and Prejudice. Edited by James Kinsley. Oxford: Oxford University Press, 2008. Oxford World’s Classics.

Based on the excerpt and standard English grammar rules, it is correct to affirm that

ID: 1024744•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

You have meticulously planned a trip to Japan next year: flights booked, hotels reserved, itinerary finalized. Considering the nuanced differences in future tense constructions and their pragmatic implications, select the option that most precisely conveys this situation:

ID: 1024733•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.


Read the lines of Bon Jovi’s Misunderstood.


Should I… could I have said the wrong things right a thousand times?

If I could just rewind, I see it in my mind

If I could turn back time, you’d still be mine


You cried, I died

I should have shut my mouth, things headed south

As the words slipped off my tongue, they sounded dumb

If this old heart could talk, it’d say you’re the one

I’m wasting time

When I think about it


I should have drove all night

Would have run all the lights, I was misunderstood

I stumbled like my words

Did the best I could, damn

Misunderstood


Could I… should I apologize for sleeping on the couch that night?

Staying out too late with all my friends

You found me passed out in the yard again


You cried, I tried

To stretch the truth, but didn’t lie

It’s not so bad

You think about it


Available at: https://www.letras.mus.br/bon-jovi/64854/
Observe the following sentences: “I should have shut my mouth, things headed south” and “As the words slipped off my tongue, they sounded dumb.”. The expressions in bold have, in this context, the following meanings:

ID: 1024735•
Inglês•
Discurso Direto e Indireto Reported Speech•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.

In this passage from Alice’s Adventure in Wonderland, by Lewis Carrol, Alice meets the Cheshire Cat and asks for directions.



"Would you tell me, please, which way I ought to go from here?" Alice asked.


"That depends a good deal on where you want to get to”, said the Cat.


"I don’t much care where—" said Alice.


"Then it doesn’t matter which way you go", said the Cat.


—so long as I get somewhere", Alice added as an explanation.


"Oh, you’re sure to do that," said the Cat, "if you only walk long enough".



Available at: https://standardebooks.org/ebooks/lewis-carroll/alices-adventures-in-wonderland/johntenniel/text/single-page#chapter-6

Study the sentences: "That depends a good deal on where you want to get to," said the Cat. "I don’t much care where—", said Alice. "Then it doesn’t matter which way you go", said the Cat". Choose the option in which the Indirect Speech is used correctly.

ID: 1024737•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following passage.


As fashions in language teaching come and go, the teacher in the classroom needs reassurance that there is some bedrock beneath the shifting sands. Once solidly founded on the bedrock, like the sea anemone, the teacher can sway to the rhythms of any tides or currents, without the trauma of being swept away purposelessly.


Adapted from: Rivers, Wilga M. Communicating Naturally in a Second Language: Theory and Practice. Cambridge University Press, 1992. p. 373.
Study the words in bold and select the correct option.

ID: 1024747•
Inglês•
Voz Ativa e Passiva Passive and Active Voice•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.


“‘English Only': The movement to limit Spanish speaking in US’”


“The reactions against people who speak Spanish are probably not new," says Heidi Beirich, a researcher at the Southern Poverty Law Center (SPLC). The SPLC monitors hate groups in the US, which they define as any organisation that - based on its official statements or principles, the statements of its leaders, or its activities - has beliefs or practices that attack or malign an entire class of people, typically for their immutable characteristics. In this sense, the SPLC qualifies as hate groups several organisations that it considers anti-immigrant, such as the Federation for American Immigration Reform (FAIR) and the Washington DC-based Center for Immigration Studies (CIS).


Also on their list is ProEnglish, which advocates for English to be designated as the official language of the United States. All of them were created in recent decades by John Tanton, a white American far-right nationalist, who died in July of this year. Mr. Tanton founded at least 12 anti-immigrant organisations, six of which have been designated hate groups by the SPLC. The aforementioned ProEnglish is one of the main organisations pushing the "English Only" movement, also known as "English First" or "Official English" movement. Part of ProEnglish's official platform states: "In a pluralistic nation such as ours, the function of government should be to foster and support the similarities that unite us, rather than institutionalise the differences that divide us." The organisation focuses its efforts on lobbying to convince legislators and public opinion of the need to adopt English as an official language at all levels of government.


While ProEnglish establishes on its website that "the right to use other languages must be respected", the group has been criticised by those who consider their agenda to be discriminatory. “They are careful to be called ProEnglish and not ‘antiSpanish’. But it is clear that their ideology is supremacist, referring to English as a symbol of US cultural heritage when this country has never been a project only in English, says SPLC researcher Heidi Beirich.


Adapted from: DIÉZ, Beatriz. “‘English Only': The movement to limit Spanish speaking in US’”. https://www.bbc.com/news/world-us-canada-50550742
Based on the following passage of Diéz’s article:

“‘While ProEnglish establishes on its website that 'the right to use other languages must be respected”, the group has been criticised by those who consider their agenda to be discriminatory. 'They are careful to be called ProEnglish and not “antiSpanish”. But it is clear that their ideology is supremacist, referring to English as a symbol of US cultural heritage when this country has never been a project only in English,’ says SPLC researcher Heidi Beirich”.

From the alternatives below, choose the option that best represents the primary rhetorical effect of the passive voice in the passage above:

ID: 1024746•
Inglês•
Determinantes e quantificadores Determiners and quantifiers•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following poem.


The Hill We Climb

by Amanda Gorman

[…]

"When the day comes we step out of the shade,

aflame and unafraid.

The new dawn blooms as we free it.

For there is always light,

if only we’re brave enough to see it,

if only we’re brave enough to be it."


Adapted from: https://www.cnbc.com/2021/01/20/amanda-gormans-inaugural-poem-the-hill-we-climb-fulltext.html.
In the final lines from Amanda Gorman’s "The Hill We Climb":

"For there is always light,
if only we’re brave enough to see it,
if only we’re brave enough to be it."

The quantifier "enough" functions syntactically and semantically in this context by.

ID: 1024748•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.


Genre based teaching sees text as discourse, or as the way we use language to communicate, to achieve purposes in particular situations. It is anchored on the idea that one needs to understand and use language to achieve social purposes in a given context. [...] Teaching learners to recognize, analyze and produce written genres will help them participate in academic, occupational and social context in the real world. A genre-based approach to the teaching of writing should focus on identifying how texts work as communication, regarding forms of language as located in social action. This focus on language forms does not imply a focus on grammar, which is detached from meaning and use, but knowledge of grammar that would allow learners to manipulate language in an effective way.


Adapted from: CARNEIRO, Marisa Mendonça; OLIVEIRA, Ana Larissa Adorno Marciotto. Writing as a social enterprise: sample in-class activities of a genre-based approach to teaching English as a foreign language. Available at: https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8650768.
In Carneiro and Oliveira’s article on the genre-based approach to ELT, choose one of the instructional practices below that best reflects the principles: “texts work as communication” and “language forms are located in social action”.

ID: 1024743•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

For question, read the text below and select which answers best fit the question.


Professional sport


When I talk about practice, I mean something individual. If you look at professional golfers or tennis players, you will observe that the practice composes the basis of their preparation for tournaments. Of course it does, (1) for these are individual sports. [...] Part of what is fascinating, and slightly repellent, about sports lies in that curious inversion of values (2) insofar much that we admire in ordinary life - humility, compassion, unwillingness to take advantage of the weakness of others - is reversed on the field of play. Professional sport is all about winning. And, within reason the more you practice (and the more you train) the better your chances of doing so.


Adapted from: WALLACE, David Foster. String Theory: David Foster Wallace on Tennis. Little, Brown and Company, 2011.
The conjunction "insofar" is the correct choice for the following sentence: "Part of what is fascinating, and slightly repellent, about sports lies in that curious inversion of values (2) insofar much that we admire in ordinary life - humility, compassion, unwillingness to take advantage of the weakness of others - is reversed on the field of play." because

ID: 1024730•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

A collocation is a natural combination of words that frequently appear together in English. Choose the alternative where all of the collocations are correct.

ID: 1024740•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following passage.

English for Specific Purposes (ESP) courses are designed for learners who require English for specific academic or professional fields. According to Hutchinson and Waters (1987, p. 12), “the purpose of an ESP course is to enable learners to function adequately in a target situation”.



Adapted from: HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.

In this perspective, ESP courses include

ID: 1024731•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Read the excerpt below and answer the question.

Cambridge Dictionary defines an idiom as a group of words in a fixed order that has a particular meaning that is different from the meaning of each word on its own.

From: CAMBRIDGE UNIVERSITY PRESS. Cambridge Dictionary. Available at: https://dictionary.cambridge.org/.

In the sentences: “I can’t go to school today. I’m feeling under the weather.”; “When healthy eating became popular, many people jumped on the bandwagon”; “I’m ready to paint the town red with my friends.” and “He spilled the beans about coming home for the holidays.” , the idiomatic expressions in bold have the following meanings:

ID: 1024732•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.


Read the lines of Bon Jovi’s Misunderstood.


Should I… could I have said the wrong things right a thousand times?

If I could just rewind, I see it in my mind

If I could turn back time, you’d still be mine


You cried, I died

I should have shut my mouth, things headed south

As the words slipped off my tongue, they sounded dumb

If this old heart could talk, it’d say you’re the one

I’m wasting time

When I think about it


I should have drove all night

Would have run all the lights, I was misunderstood

I stumbled like my words

Did the best I could, damn

Misunderstood


Could I… should I apologize for sleeping on the couch that night?

Staying out too late with all my friends

You found me passed out in the yard again


You cried, I tried

To stretch the truth, but didn’t lie

It’s not so bad

You think about it


Available at: https://www.letras.mus.br/bon-jovi/64854/
In the sentence: “I should have shut my mouth, things headed south”, the modal verb “should”

ID: 1024741•
Inglês•
Interpretação de texto Reading comprehension•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following excerpt.


Read the excerpt below from Pennycook’s The Cultural Politics of English as an International Language and answer the following question. More important for understanding the global spread of English are close and detailed understandings of the ways in which English is embedded in local economies of desire. We need to evaluate the global spread of English, and the role of English language teachers as its agents, critically and carefully in order to appreciate the ways in which demand for English is part of a larger picture of images of change, modernization, access and longing. It is tied to the languages, cultures, styles and aesthetics of popular culture with its particular attractions for youth, rebellion and conformity; it is enmeshed within local economies, and all the inclusions, exclusions and inequalities this may entail; it is bound up with changing modes of communication, from shifting internet uses to its role in text-messaging; it is increasingly entrenched in educational systems, bringing to the fore many concerns about knowledge, pedagogy, culture and curriculum. [...] To understand the power and politics of ELT, then, we need detailed understandings of the role English plays in relation to local languages, politics and economies. [...] We are never just teaching something called English but rather we are involved in economic and social change, cultural renewal, people’s dreams and desires.


Adapted from: PENNYCOOK, Alastair. The cultural politics of English as an international language. London: Longman, 1994.
According to the text, teaching English internationally involves:

ID: 1024742•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

For question, read the text below and select which answers best fit the question.


Professional sport


When I talk about practice, I mean something individual. If you look at professional golfers or tennis players, you will observe that the practice composes the basis of their preparation for tournaments. Of course it does, (1) for these are individual sports. [...] Part of what is fascinating, and slightly repellent, about sports lies in that curious inversion of values (2) insofar much that we admire in ordinary life - humility, compassion, unwillingness to take advantage of the weakness of others - is reversed on the field of play. Professional sport is all about winning. And, within reason the more you practice (and the more you train) the better your chances of doing so.


Adapted from: WALLACE, David Foster. String Theory: David Foster Wallace on Tennis. Little, Brown and Company, 2011.
In the sentence "Of course it does, (1) for these are individual sports.", the word "for"

ID: 1024738•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.


The term methods, as currently used in the literature on second and foreign language (L2) teaching, does not refer to what teachers actually do in the classroom; rather, it refers to established methods conceptualized and constructed by experts in the field. The exact number of methods that are commonly used is unclear. A book published in the mid sixties, for instance, provides a list of fifteen “most common” types of methods “still in use in one form or another in various parts of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties (Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the United States—provide, between them, a list of eleven methods that are currently used. They are (in alphabetical order): Audiolingual Method, Communicative Methods, Community Language Learning, Direct Method, Grammar-Translation Method, Natural Approach, Oral Approach, Silent Way, Situational Language Teaching, Suggestopedia, and Total Physical Response.


It would be wrong to assume that these eleven methods provide eleven different paths to language teaching. In fact, there is considerable overlap in their theoretical as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga Rivers (1991, p. 283) rightly points out, what appears to be a radically new method is more often than not a variant of existing methods presented with “the fresh paint of a new terminology that camouflages their fundamental similarity.” It is therefore useful, for the purpose of analysis and understanding, to cluster these methods in terms of certain identifiable common features. One way of doing that is to classify them as (a) language-centered methods, (b) learner-centered methods, and (c) learning-centered methods.


Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching. Haven and London: Yale University Press, 2003.
Comprehensible input - spoken language that is understandable to the learner - or just a little beyond the learner’s level; basic interpersonal communication skills and the belief that learners benefit from delaying production until speech “emerges” are characteristics of

ID: 1024739•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.


The term methods, as currently used in the literature on second and foreign language (L2) teaching, does not refer to what teachers actually do in the classroom; rather, it refers to established methods conceptualized and constructed by experts in the field. The exact number of methods that are commonly used is unclear. A book published in the mid sixties, for instance, provides a list of fifteen “most common” types of methods “still in use in one form or another in various parts of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties (Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the United States—provide, between them, a list of eleven methods that are currently used. They are (in alphabetical order): Audiolingual Method, Communicative Methods, Community Language Learning, Direct Method, Grammar-Translation Method, Natural Approach, Oral Approach, Silent Way, Situational Language Teaching, Suggestopedia, and Total Physical Response.


It would be wrong to assume that these eleven methods provide eleven different paths to language teaching. In fact, there is considerable overlap in their theoretical as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga Rivers (1991, p. 283) rightly points out, what appears to be a radically new method is more often than not a variant of existing methods presented with “the fresh paint of a new terminology that camouflages their fundamental similarity.” It is therefore useful, for the purpose of analysis and understanding, to cluster these methods in terms of certain identifiable common features. One way of doing that is to classify them as (a) language-centered methods, (b) learner-centered methods, and (c) learning-centered methods.


Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching. Haven and London: Yale University Press, 2003.
Language methods provide different paths to language teaching. Thus, Language-Centered Methods

ID: 1024745•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.


The integration of technology into English language teaching presents a variety of challenges that must be carefully considered. These challenges can range from technical difficulties, such as unreliable internet connections, to pedagogical issues, including the need for teachers to develop new skills and adjust their teaching methods. Furthermore, there are logistical hurdles such as ensuring that all students have access to the necessary devices. As technology becomes an increasingly important tool in education, teachers must adapt to these challenges in order to make the most of the potential benefits.


Adapted from: BOWER, Matt. Design of Technology-Enhanced Learning: Integrating Research and Practice. Emerald Group Publishing, 2017.
According to the passage from Matt Bower’s work, choose the statement that best reflects the challenges associated with integrating technology in English language teaching:
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