Questões de Concursos: Letras Inglês

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11 Q908656 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

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Text 2


How English develops in the world is no business whatsoever of native speakers in England, the United States, or anywhere else. They have no say in the matter, no right to intervene or pass judgment. They are irrelevant. The very fact that English is an international language means that no nation can have custody over it. To grant such custody of the language is necessarily to arrest its development and so undermine its international status. It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language. It is not a possession which they lease out to others, while retaining the freehold. Other people actually own it (Widdowson, 1994, p. 385).


KILICKAYA, F. World Englishes, English as an International Language and Applied Linguistics. English Language Teaching, Vol. 2, No. 3, 2009. Available at:https://www.researchgate.net/publication/42386333_World_Englishes_English . Access on: 21 may. 2024. [Adapted].
In the excerpt from the text "It is not a possession which they lease out to others, while retaining the freehold," what does the noun freehold mean?

12 Q908658 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

Texto associado.
News Headlines

1. How will AI shape your future?
2. Will AI really take over our jobs?
3. Will AI makes us smarter?
4. How will AI impact generations to come?

Prepared by the author.
The future tense which is used in all the questions in the headlines expresses

13 Q908659 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

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Text 3


A teacher’s experience of using technology in language teaching


Published 29 October 2021

Using technology has always been an important part of my teaching, even in the pre-digital age. Like many early adopters, I get super-excited by the ‘wow’ factor of new technology. However, some technology (like VR – virtual reality) is still quite challenging to use successfully. In my own teaching, I’m happy to incorporate tools which are rather more familiar. (...)

Speaking My
EAP (English for Academic Purposes) students naturally use PowerPoint to deliver their presentations. The software is so familiar that they are unaware that they are using technology! Classes concentrate on strategies for making a talk effective, such as incorporating memorable images and reducing text to just key words. Many of my students have serious pronunciation difficulties, so revealing a word at the same time as saying it helps them to be understood by the audience.

Like many teachers, I like the engagement and interactivity afforded by Kahoot! My favourite voting app is Mentimeter because it is quick to create a poll, reliable and easy-to-use. Voting anonymously is significantly different from putting up your hand. Doing it remotely remains an exciting event – watching as students’ votes come in. A great way to finish a discussion lesson on controversial issues is with a class vote.

I encourage fluency in the classroom but also ask students to do more discrete practice away from the classroom using their mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely motivating when you achieve success! (...)

Vocabulary
Many of my new students don’t have a system to record and review the new vocabulary we cover in class. As part of their learner training, I present the app Quizlet which allows learners to create sets of digital flashcards. It’s free. Students who choose to try it can decide what to write on the back of a card – a translation or a personalised example sentence containing a new word. The app automatically creates games such as matching exercises and Pelmanism, which some learners enjoy.

I am a big fan of graphic organisers and have long encouraged students to use mind-maps. Having free versions such as Mindomo is beneficial in helping store words in concept groups and in reviewing new language.



SHARMA, P. A teacher’s experience of using technology in language teaching. World of Better Learning Blog. Available at: https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
In this blog post, the author

14 Q908662 | 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

15 Q908663 | Inglês, Letras Inglês, IFSE, IV UFG, 2024

For students in specific fields, learning to write in academic genres related to their disciplines is essential and English for Specific Purposes (ESP) can help develop this skill by teaching them the relevant language and genre conventions simultaneously. A genre which can be included in an ESP course for professional, technical, or academic needs is

16 Q908665 | 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:

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

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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?

18 Q908669 | 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?

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

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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"?

20 Q908672 | 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
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