Questões de Concurso
Sobre aspectos linguísticos | linguistic aspects em inglês
Foram encontradas 842 questões
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio Negro - PR
Prova:
OBJETIVA - 2025 - Prefeitura de Rio Negro - PR - Professor de Inglês (Lageado e Sede) |
Q3243922
Inglês
Texto associado
The mysterious death of Alexander the Great
When Alexander the Great’s body seemingly remained unchanged for six days after his death in 323 BCE, his contemporaries could offer only one explanation. Alexander must have been a god. So… was he?
Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”
When Alexander was declared dead on June 13, theories began forming. Had he been poisoned? Sabotaged? Had he been killed by drinking too much wine? Today we have an explanation for Alexander’s death and his period of bodily freshness that relies less on the supernatural and more on science. In 2018 Dr. Katherine Hall, a lecturer in New Zealand, proposed that Alexander the Great had Guillain-Barré syndrome, an acute autoimmune condition that results in muscle paralysis. In other words, Alexander may have been alive when he was declared dead—a mistake that could have been made when physicians mistook the shallow breathing of a coma patient for no breathing at all. If this was the case, Alexander may have been effectively murdered during embalming—a process that would have seen him disemboweled.
While we can’t travel back in time to confirm Hall’s theory, it is the only one that takes into account all the details of Alexander’s death—and his body’s mysterious life.
Encyclopaedia Britannica. Adaptation
Throughout the text, an apostrophe and “s” are seen.
What does that indicate?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235087
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
The VOICE has identified the insertion of prepositions
as an emerging pattern in ELF. An example of such a
linguistic deviation is found in alternative
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235086
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Das palavras a seguir, retiradas do texto, assinale aquela
em que as vogais /ea/ em negrito possuem a mesma pronúncia encontrada na palavra feature.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio do Oeste - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Rio do Oeste - SC - Professor - Língua Inglesa (Anos Iniciais e Finais) Direitos |
Q3223436
Inglês
Texto associado
Hanji
Hanji is the name of the handmade paper produced
in ancient Korea from the 1st century BCE. Made from
mulberry trees, its exceptional quality made it a successful
export, and it was widely used not only for writing but also
for interior walls and everyday objects, such as fans and
umbrellas. Hanji, famed throughout Asia for its whiteness,
texture, and strength, is still made today in specialized
Korean workshops.
Initially Korean paper was made using hemp fiber, but
the highest quality hanji was, for many centuries, made only
from the pith of mulberry trees (tak in Korean, Latin:
Broussonetia papyrifera). The toughness of hanji meant that
it was ideally suited for use in printing presses that used
blocks made from magnolia wood, which had been soaked
and boiled in saltwater and then dried for several years
before use. Each block was 24x4x64cm and carried 23 lines
of vertical text on each side. These were then covered in ink
and paper was pressed against them. The resilience of hanji
was especially useful from the 12th century CE when
printing was done using heavier moveable metal type made
of bronze, a Korean invention.
In the Joseon Period (from the 15th century CE), such
was the demand for hanji, that Sejong the Great (r. 1418 -
1450 CE) permitted other plant materials to be used in its
manufacture, especially bamboo. The paper was made in
specialized workshops in the capital and the five provincial
capitals. The hanji which was produced for state use was
supervised by a government agency, the Chonjo-chang.
World History Encyclopedia. Adaptation.
Mark “T” (true) for the words that present the same “gh”
sound as in “toughness” and “F” (false) for those who don’t.
Then, mark the correct sequence.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220304
Inglês
Texto associado
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a
report titled Artificial Intelligence and the Future of Teaching and
Learning: Insights and Recommendations. The department had
conducted listening sessions in 2022 with more than 700 people,
including educators and parents, to gauge their views on AI. The
report noted that “constituents believe that action is required now
in order to get ahead of the expected increase of AI in education
technology – and they want to roll up their sleeves and start
working together.” People expressed anxiety about “future
potential risks” with AI but also felt that “AI may enable achieving
educational priorities in better ways, at scale, and with lower
costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance:
instructional assistants: AI’s ability to conduct human-like
conversations opens up possibilities for adaptive tutoring or
instructional assistants that can help explain difficult concepts to
students. AI-based feedback systems can offer constructive
critiques on student writing, which can help students fine-tune
their writing skills. Some research also suggests certain kinds of
prompts can help children generate more fruitful questions about
learning. AI models might also support customized learning for
students with disabilities and provide translation for English
language learners; and teaching assistants: AI might tackle some
of the administrative tasks that keep teachers from investing more
time with their peers or students. Early uses include automated
routine tasks such as drafting lesson plans, creating differentiated
materials, designing worksheets, developing quizzes, and
exploring ways of explaining complicated academic materials. AI
can also provide educators with recommendations to meet
student needs and help teachers reflect, plan, and improve their
practice.
Along with these potential benefits come some difficult
challenges and risks the education community must navigate. For
example, both teachers and students face the risk of becoming
overly reliant on AI-driven technology. For students, this could
stifle learning, especially the development of critical thinking. This
challenge extends to educators as well. While AI can expedite
lesson-plan generation, speed does not equate to quality.
Teachers may be tempted to accept the initial AI-generated
content rather than devote time to reviewing and refining it for
optimal educational value.
In light of these challenges, the Department of Education has
stressed the importance of keeping “humans in the loop” when
using AI, particularly when the output might be used to inform a
decision. As the department encouraged in its 2023 report,
teachers, learners, and others need to retain their agency. AI
cannot “replace a teacher, a guardian, or an education leader as
the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
Based on the context of text II, it is CORRECT to say that
“roll up their sleeves” is used:
Ano: 2025
Banca:
CETREDE
Órgão:
Prefeitura de São Benedito - CE
Prova:
CETREDE - 2025 - Prefeitura de São Benedito - CE - Professor de Educação Básica - Língua Inglesa |
Q3220295
Inglês
Read the following dialogue.
Mr. Humphrey: All right, are you excited for today’s class?
Students: Yeah.
Mr. Humphrey: Okay! Anna, could you read the article on page 271?
Anna: Sure, Mr. Humphrey.
[Anna finishes reading]
Mr. Humphrey: Now, let’s discuss the author’s main point of view, shall we?
Analyze the assertions below based on the dialogue.
I. Mr. Humphrey uses the modal verb “could” to make a polite request.
II. “All right”, “yeah”, “okay”, “sure” and “now” are used as discourse markers.
III. In the last sentence, “shall we” is being incorrectly used as a tag question.
Then choose the CORRECT alternative.
Ano: 2025
Banca:
DECORP
Órgão:
Prefeitura de Marechal Thaumaturgo - AC
Prova:
DECORP - 2025 - Prefeitura de Marechal Thaumaturgo - AC - Professor de Letras - Inglês |
Q3217353
Inglês
What is the main phonetic difference between the words "ship" and "sheep"?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sertãozinho - SP
Prova:
VUNESP - 2025 - Prefeitura de Sertãozinho - SP - Professor de Educação Básica II - Inglês |
Q3215239
Inglês
Texto associado
Read the text and answer question.
Disappointment with both grammar-translation and audiolingual methods for their inability to prepare learners for the interpretation, expression, and negotiation of meaning, along with enthusiasm for an array of alternative methods increasingly labeled communicative, has resulted in no small amount of uncertainty as to what are and are not essential features of CLT. Thus, this summary description would be incomplete without brief mention of what CLT is not.
CLT is not exclusively concerned with face-to-face oral communication. The principles of CLT apply equally to reading and writing activities that involve readers and writers engaged in the interpretation, expression, and negotiation of meaning; the goals of CLT depend on learner needs in a given context. CLT does not require small-group or pair work; group tasks have been found helpful in many contexts as a way of providing increased opportunity and motivation for communication. However, classroom group or pair work should not be considered an essential feature and may well be inappropriate in some contexts. Finally, CLT does not exclude a focus on metalinguistic awareness or knowledge of rules of syntax, discourse, and social appropriateness. The essence of CLT is the engagement of learners in communication in order to allow them to develop their communicative competence. Terms sometimes used to refer to features of CLT include process oriented, task-based, and inductive, or discovery oriented. Inasmuch as strict adherence to a given text is not likely to be true to its processes and goals, CLT cannot be found in any one textbook or set of curricular materials. In keeping with the notion of context of situation, CLT is properly seen as an approach or theory of intercultural communicative competence to be used in developing materials and methods appropriate to a given context of learning. And contexts change.
(Celce-Murcia, M. 2001. Adaptado)
Sociolinguistic competences include being aware of the
type of register used in communication. In the sentences
below, the one that needs to be reviewed as to degree of
formality is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 06 e 24: Português/Inglês |
Q3206836
Inglês
Swan (2005) explains that phonology is the study of the sound systems of languages,
particularly how sounds function to convey meaning. This involves analyzing the
arrangement and patterns of sounds (phonemes) in a particular language.
Which phonological process is responsible for the phenomenon where the sound /t/ is pronounced as [ʧ] (a voiceless postalveolar affricate) in the word "nature" due to the influence of the following /ʊr/?
Which phonological process is responsible for the phenomenon where the sound /t/ is pronounced as [ʧ] (a voiceless postalveolar affricate) in the word "nature" due to the influence of the following /ʊr/?
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206385
Inglês
Read the following excerpt:
“ELF is now the most common use of English in the world (Jenkins 2007), so a study of its linguistic features and the ways it allows people to achieve successful intercultural communication offers insights about international communication and also guidelines for English language teaching. (...) Although ELF shares some grammatical and phonological features with New Englishes (Deterding and Kirkpatrick 2006), ELF speakers generally avoid the use of local lexis and idioms (Kirkpatrick 2007b). This is a key distinction between World Englishes and ELF, as one fundamental role of World Englishes lies in their ability to reflect local phenomena and cultural values, often through the use of borrowings from local languages. In contrast, this is avoided in ELF communication, where the fundamental role is to facilitate cross-cultural communication”
Kirkpatrick and Deterding, p. 382. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.)
In relation to New Englishes and English as a Lingua Franca (ELF), it is correct to state that
“ELF is now the most common use of English in the world (Jenkins 2007), so a study of its linguistic features and the ways it allows people to achieve successful intercultural communication offers insights about international communication and also guidelines for English language teaching. (...) Although ELF shares some grammatical and phonological features with New Englishes (Deterding and Kirkpatrick 2006), ELF speakers generally avoid the use of local lexis and idioms (Kirkpatrick 2007b). This is a key distinction between World Englishes and ELF, as one fundamental role of World Englishes lies in their ability to reflect local phenomena and cultural values, often through the use of borrowings from local languages. In contrast, this is avoided in ELF communication, where the fundamental role is to facilitate cross-cultural communication”
Kirkpatrick and Deterding, p. 382. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.)
In relation to New Englishes and English as a Lingua Franca (ELF), it is correct to state that
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206383
Inglês
According to Lourdes Ortega (2011), there are different approaches to explaining variability
of L2 learning across individuals. The following excerpt is related to a critical approach:
“As Norton and Toohey (2001) explain, in this perspective constructs such as motivation, aptitude, and other individual differences are reconceptualized as stemming from the interplay between people’s understanding of themselves in the world and the constraints, material and symbolic, that their worlds afford them. These understandings are dialectically shaped by the hopes and aspirations of individuals and by the power structures of the societal milieus that they inhabit”
ORTEGA, 2011, p. 179. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics. London: Routledge, 2011).
Which statement best exemplifies the critical perspective in language learning?
“As Norton and Toohey (2001) explain, in this perspective constructs such as motivation, aptitude, and other individual differences are reconceptualized as stemming from the interplay between people’s understanding of themselves in the world and the constraints, material and symbolic, that their worlds afford them. These understandings are dialectically shaped by the hopes and aspirations of individuals and by the power structures of the societal milieus that they inhabit”
ORTEGA, 2011, p. 179. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics. London: Routledge, 2011).
Which statement best exemplifies the critical perspective in language learning?
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206379
Inglês
Effective listening skills can enhance language learning. Consequently, teaching L2 listening
effectively has become a crucial responsibility for language educators. Anna Chang (In:
RENANDYA & WIDODO, 2016) outlines a theory-driven listening lesson, consisting of three
stages: pre-listening, while-listening and post-listening. Connect each stage with its
purposes, using the following code:
I. Pre-listening II. While-listening III. Post-listening
( ) Verify understanding, clear up any confusion, and consider challenges faced during listening.
( ) Engage in straightforward tasks that require minimal writing or reading.
( ) Complete tasks of various difficulty levels, focusing on different elements of the information.
( ) Define the objectives for listening exercises.
( ) Stimulate relevant prior knowledge and provide language support.
The correct association, from top to bottom, is:
I. Pre-listening II. While-listening III. Post-listening
( ) Verify understanding, clear up any confusion, and consider challenges faced during listening.
( ) Engage in straightforward tasks that require minimal writing or reading.
( ) Complete tasks of various difficulty levels, focusing on different elements of the information.
( ) Define the objectives for listening exercises.
( ) Stimulate relevant prior knowledge and provide language support.
The correct association, from top to bottom, is:
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206367
Inglês
According to Alves (et al., 2020), considering teaching pronunciation in English as a Foreign
Language class, mark T for True statements and F for False ones.
( ) Learners have more difficulty learning sounds that are phonetically closer, because they tend not to perceive them as different.
( ) The goal of learning pronunciation is to teach learners to speak like native speakers.
( ) It is important to highlight specific differences in the vowel systems of the native language and the target language in order to avoid intelligibility problems in communication.
( ) Students need resources to be able to understand speakers with different profiles, as well as to make their speech more intelligible.
The correct sequence of True and False statements, from top to bottom, is
( ) Learners have more difficulty learning sounds that are phonetically closer, because they tend not to perceive them as different.
( ) The goal of learning pronunciation is to teach learners to speak like native speakers.
( ) It is important to highlight specific differences in the vowel systems of the native language and the target language in order to avoid intelligibility problems in communication.
( ) Students need resources to be able to understand speakers with different profiles, as well as to make their speech more intelligible.
The correct sequence of True and False statements, from top to bottom, is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206366
Inglês
The vowel system, the consonant system, and the syllabic and accentual patterns of the
English language present differences and similarities in relation to those of the Portuguese
language (ALVES et al., 2020). With this in mind, mark T for True statements and F for
False ones.
( ) There are more vowels in the Portuguese language compared to the English language.
( ) Regarding the consonants of the English language, there is phonetic variability depending on the syllabic position occupied by such segments within the word.
( ) The stress is distinctive in both English and Portuguese. In both languages, it can be used to differentiate verbs from nouns, for example.
( ) In the English language, words can be stressed on any syllable, unlike Portuguese, where words are stressed on one of the last three syllables.
The correct sequence of True and False statements, from top to bottom, is
( ) There are more vowels in the Portuguese language compared to the English language.
( ) Regarding the consonants of the English language, there is phonetic variability depending on the syllabic position occupied by such segments within the word.
( ) The stress is distinctive in both English and Portuguese. In both languages, it can be used to differentiate verbs from nouns, for example.
( ) In the English language, words can be stressed on any syllable, unlike Portuguese, where words are stressed on one of the last three syllables.
The correct sequence of True and False statements, from top to bottom, is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206364
Inglês
The agenda in language acquisition studies was set by Noam Chomsky’s assertion (1965)
that language is an innately acquired faculty. Chomsky’s arguments were based upon
aspects of acquisition which are difficult to account for unless genetic transmission gives
the child a head start.
The correct sequence of True and False statements, according to Chomsky’s considerations on language acquisition, from top to bottom, include:
( ) the short period of time within which a child achieves grammatical competence.
( ) the lack of correction or explicit teaching by adults.
( ) the ‘poverty of the stimulus’ available to the child in the form of natural speech with its hesitations, false starts and syntactic errors.
( ) the fact that not all normally developing children acquire full competence, regardless of differences in their intellectual capacity.
The correct sequence of True and False statements, according to Chomsky’s considerations on language acquisition, from top to bottom, include:
( ) the short period of time within which a child achieves grammatical competence.
( ) the lack of correction or explicit teaching by adults.
( ) the ‘poverty of the stimulus’ available to the child in the form of natural speech with its hesitations, false starts and syntactic errors.
( ) the fact that not all normally developing children acquire full competence, regardless of differences in their intellectual capacity.
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206363
Inglês
Saussure, considered the “father” of Applied linguistics, establishes, in the beginning of
the XIX century, four pairs of linguistic concepts, which he calls dichotomies.
The option that names his four dichotomies is
The option that names his four dichotomies is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206362
Inglês
Speech is a complex system and not a complicated system. In fact, this system is
organized in the service, not of meaningless bits of sound, but meaningful words and
phrases, intended for symbolic communication between embodied, socially situated agents.
This view is compatible with current thinking across a range of ________________of
language.
The group of words that best completes the blank is
The group of words that best completes the blank is
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206348
Inglês
Listening skills are acquired abilities that enable a person to listen without great deal of
deliberate effort or conscious planning.
Listening strategies are ways of _________ that are _________ and consciously _________ to improve _________ and _________ as well as cope with listening _________.
The words that complete the sentence correctly, from left to right, are
Listening strategies are ways of _________ that are _________ and consciously _________ to improve _________ and _________ as well as cope with listening _________.
The words that complete the sentence correctly, from left to right, are
Ano: 2025
Banca:
IF Sul Rio-Grandense
Órgão:
IF Sul Rio-Grandense
Prova:
IF Sul Rio-Grandense - 2025 - IF Sul Rio-Grandense - Professor EBTT - Área 05: Letras - Inglês |
Q3206347
Inglês
English is used as an intranational and international language, rather than as a native
language only (B.B. Kachur, 1985). The author’s well known representation of three
concentric circles of English is the following:
The expanding circle is related to
The expanding circle is related to
Ano: 2025
Banca:
Instituto Fênix
Órgão:
Prefeitura de Passos Maia - SC
Prova:
Instituto Fênix - 2025 - Prefeitura de Passos Maia - SC - Professor de Língua Estrangeira - Inglês |
Q3184338
Inglês
Na literatura e na comunicação cotidiana, as figuras de
linguagem desempenham um papel importante na construção
de significados. No trecho abaixo, qual figura de linguagem está
presente?
"The wind howled through the trees, whispering secrets of the night."
"The wind howled through the trees, whispering secrets of the night."
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