Questões de Concurso
Sobre aspectos linguísticos | linguistic aspects em inglês
Foram encontradas 798 questões
Ano: 2019
Banca:
MetroCapital Soluções
Órgão:
Prefeitura de Laranjal Paulista - SP
Prova:
MetroCapital Soluções - 2019 - Prefeitura de Laranjal Paulista - SP - Professor - Inglês |
Q1254132
Inglês
Choose the option that is grammatically
correct:
1. Carefully he drives always his car. 2. He drives his car carefully always. 3. He always drives his car carefully. 4. He drives his car always carefully.
1. Carefully he drives always his car. 2. He drives his car carefully always. 3. He always drives his car carefully. 4. He drives his car always carefully.
Ano: 2019
Banca:
MetroCapital Soluções
Órgão:
Prefeitura de Laranjal Paulista - SP
Prova:
MetroCapital Soluções - 2019 - Prefeitura de Laranjal Paulista - SP - Professor - Inglês |
Q1254131
Inglês
Choose the option that is grammatically
correct:
1. We live in the same neighbourhood. 2. Dancing is my favourite activity. 3. Are you all ready to leave? 4. Are there any pharmacies around here?
1. We live in the same neighbourhood. 2. Dancing is my favourite activity. 3. Are you all ready to leave? 4. Are there any pharmacies around here?
Ano: 2019
Banca:
MetroCapital Soluções
Órgão:
Prefeitura de Laranjal Paulista - SP
Prova:
MetroCapital Soluções - 2019 - Prefeitura de Laranjal Paulista - SP - Professor - Inglês |
Q1254130
Inglês
Choose the option that is grammatically
correct:
1. Peter and I doesn't live here. 2. Jane likes ice cream. 3. Does he likes broccoli? 4. Women make as much money as men in this company.
1. Peter and I doesn't live here. 2. Jane likes ice cream. 3. Does he likes broccoli? 4. Women make as much money as men in this company.
Ano: 2018
Banca:
ACEP
Órgão:
Prefeitura de Aracati - CE
Prova:
ACEP - 2018 - Prefeitura de Aracati - CE - Professor de Inglês |
Q1253815
Inglês
Texto associado
Available at:< http://time.com/5363764/argentina-abortion-vote-progress/html>. Access on: Aug. 10, 2018
O verbo destacado na frase “Now, with the legislation blocked, Argentina is stuck with a 1921 law that only allows
abortion...” (l. 11) pode ser substituído, sem prejudicar o sentido do contexto, por:
Ano: 2018
Banca:
ACEP
Órgão:
Prefeitura de Aracati - CE
Prova:
ACEP - 2018 - Prefeitura de Aracati - CE - Professor de Inglês |
Q1253814
Inglês
Texto associado
Available at:< http://time.com/5363764/argentina-abortion-vote-progress/html>. Access on: Aug. 10, 2018
Leia a frase, analise-a e escolha a opção que descreve seu uso gramatical.
“... After a marathon 16-hour debate senators decided to reject a law, it would save countless lives...” (l. 2).
Ano: 2018
Banca:
ACEP
Órgão:
Prefeitura de Aracati - CE
Prova:
ACEP - 2018 - Prefeitura de Aracati - CE - Professor de Inglês |
Q1253805
Inglês
Texto associado
Available at:< https://www.nytimes.com/2018/08/10/magazine/a-diagnosis-update-a-young-womans-extreme-muscle-pain-persists.html>.
Acess on: Aug. 10, 2018
Com relação às escolhas lexicais do autor do texto, pode-se afirmar que:
Ano: 2018
Banca:
FEPESE
Órgão:
Prefeitura de Chapecó - SC
Prova:
FEPESE - 2018 - Prefeitura de Chapecó - SC - Professor de Língua Estrangeira - Inglês |
Q1253773
Inglês
Texto associado
The fair trade movement, which aims
ensure that fair prices are paid to producers in
developing countries, is one of the true global success
stories recent decades. The International
Fairtrade Certification Mark, a guarantee that producers are getting a fair price, has become one of the
most recognizable logos the world, which
91 percent of customers associate positive
values. When the logo first appeared in the UK, the
country where the largest number of fair-trade products are sold, nobody expected that the number of
certified products would grow from only 3 to over
4,500 in just 18 years. In 2011, people around the
world spent more than 6.5 billion US dollars on fair-
-trade certified goods, signifying a 12 percent increase
in sales from the previous year. This was at a time
when most market segments in the developed world
were still shrinking or stagnating from the after effects
of the 2008 banking crisis. Over 1.2 million farmers
and workers living in 66 countries benefit from fair-
-trade certification by being able to sell their products
at competitive prices, to ensure sustainability.
Fair-trade initiatives have been growing steadily since the late 1960s, when the fair trade
movement started with only a handful of committed
individuals in the West who believed there was an
alternative to the exploitation of farmers and workers
in the developing world. Fair trade ensures fair prices
for suppliers, as well as payment of a premium that
can be reinvested in the local communities (for example, in schools or sanitation) or in improving productivity. In India, for instance, a group of rice farmers used
the premium to buy farm machinery, which meant a
30 percent improvement in production.
As consumers look for, and recognize, the logo
and purchase fair-trade products, they put
pressure on companies and governments to do more
for global welfare. They also put pressure on supermarkets to sell fair-trade goods at the same price as
conventional products, shifting the extra costs involved from consumers to the corporations that collect
the profits.
Critics of the fair trade movement say it is still
not doing enough. They stress that the key to
long-term development is not in small local improvements, but in moving the developing world from
the production of raw materials into processing them,
which can bring in greater profit. There are already some signs of this happening. A group of tea growers
in Kenya recently set up a processing factory to deliver the final products directly to their customers in
the West. By switching from the export of raw tea to
boxed fair-trade products, they achieved 500 percent
higher profits.
It is important to realize that, despite all of its
benefits, the fair trade movement has its limitations. Some of the poorest farmers can’t afford to pay
the certification fees required for each fair-trade initiative, while others work for big, multinational employers that are excluded from participating. Fair trade is
certainly a step in the right direction, but there is a lot
more we must continue to do in order to help people
in the world’s poorest regions.
Fair trade – but what’s in it for the world?
The fair trade movement, which aims
ensure that fair prices are paid to producers in
developing countries, is one of the true global success
stories recent decades. The International
Fairtrade Certification Mark, a guarantee that producers are getting a fair price, has become one of the
most recognizable logos the world, which
91 percent of customers associate positive
values. When the logo first appeared in the UK, the
country where the largest number of fair-trade products are sold, nobody expected that the number of
certified products would grow from only 3 to over
4,500 in just 18 years. In 2011, people around the
world spent more than 6.5 billion US dollars on fair-
-trade certified goods, signifying a 12 percent increase
in sales from the previous year. This was at a time
when most market segments in the developed world
were still shrinking or stagnating from the after effects
of the 2008 banking crisis. Over 1.2 million farmers
and workers living in 66 countries benefit from fair-
-trade certification by being able to sell their products
at competitive prices, to ensure sustainability.
Fair-trade initiatives have been growing steadily since the late 1960s, when the fair trade
movement started with only a handful of committed
individuals in the West who believed there was an
alternative to the exploitation of farmers and workers
in the developing world. Fair trade ensures fair prices
for suppliers, as well as payment of a premium that
can be reinvested in the local communities (for example, in schools or sanitation) or in improving productivity. In India, for instance, a group of rice farmers used
the premium to buy farm machinery, which meant a
30 percent improvement in production.
As consumers look for, and recognize, the logo
and purchase fair-trade products, they put
pressure on companies and governments to do more
for global welfare. They also put pressure on supermarkets to sell fair-trade goods at the same price as
conventional products, shifting the extra costs involved from consumers to the corporations that collect
the profits.
Critics of the fair trade movement say it is still
not doing enough. They stress that the key to
long-term development is not in small local improvements, but in moving the developing world from
the production of raw materials into processing them,
which can bring in greater profit. There are already some signs of this happening. A group of tea growers
in Kenya recently set up a processing factory to deliver the final products directly to their customers in
the West. By switching from the export of raw tea to
boxed fair-trade products, they achieved 500 percent
higher profits.
It is important to realize that, despite all of its
benefits, the fair trade movement has its limitations. Some of the poorest farmers can’t afford to pay
the certification fees required for each fair-trade initiative, while others work for big, multinational employers that are excluded from participating. Fair trade is
certainly a step in the right direction, but there is a lot
more we must continue to do in order to help people
in the world’s poorest regions.
The ‘Methodological’ History of Language Teaching describes some methods of learning and teaching English as a second language.
Match them to their characteristics.
Column 1 Methods
1. The Grammar Translation Method. 2. The Direct Method. 3. The Audiolingual Method.
Column 2 Characteristics
( ) This Method states that the second language learning should be more like first language learning – lots of oral interaction and there isn’t any analysis on grammatical rules. ( ) Its focus is on grammatical rules, memorization of vocabulary, translation of texts. ( ) It has its focus on oral activities – no grammar nor translation.
Choose the alternative which presents the correct sequence, from top to bottom.
Match them to their characteristics.
Column 1 Methods
1. The Grammar Translation Method. 2. The Direct Method. 3. The Audiolingual Method.
Column 2 Characteristics
( ) This Method states that the second language learning should be more like first language learning – lots of oral interaction and there isn’t any analysis on grammatical rules. ( ) Its focus is on grammatical rules, memorization of vocabulary, translation of texts. ( ) It has its focus on oral activities – no grammar nor translation.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Sumé - PB
Prova:
CPCON - 2019 - Prefeitura de Sumé - PB - Professor - Inglês |
Q1253472
Inglês
Which of the following statements is CORRECT?
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Sumé - PB
Prova:
CPCON - 2019 - Prefeitura de Sumé - PB - Professor - Inglês |
Q1253471
Inglês
In acoustic phonetics, it is CORRECT to say that:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Sumé - PB
Prova:
CPCON - 2019 - Prefeitura de Sumé - PB - Professor - Inglês |
Q1253470
Inglês
Which of the following descriptions indicate the CORRECT sound?
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Sumé - PB
Prova:
CPCON - 2019 - Prefeitura de Sumé - PB - Professor - Inglês |
Q1253468
Inglês
The word bough rhymes with
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253412
Inglês
Texto associado
TEXT V
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
“Besides, teachers need to develop students' awareness when reading digital texts by showing them that the strategies employed in this
space might be borrowed from traditional forms of reading [...]”.The word besides indicates
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253411
Inglês
Texto associado
TEXT V
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
The words reading (line 1),demanding (line 2),navigating (line 2), meaning (line 3) and reading (line 7) are, respectively
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253410
Inglês
Texto associado
TEXT V
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
Choose the correct information according to the text.
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253409
Inglês
Texto associado
TEXT IV
(Available at: https://br.pinterest.com/pin/194499277631951598/ Accessed on April 4 , 2019)
Based on the cartoon, it is possible to infer that
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253408
Inglês
Texto associado
TEXT IV
(Available at: https://br.pinterest.com/pin/194499277631951598/ Accessed on April 4 , 2019)
As regards student's attitude, the function of this cartoon is to
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253407
Inglês
Texto associado
TEXT III
In Text III, the phrasal verb 'put down' means
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253405
Inglês
Texto associado
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
The phrase “To this end” (lines 6 and 7)refers to
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253404
Inglês
Texto associado
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
The sentence “…the attention has been focused more on technology than learning” (lines 1 and 2) is an example of:
Ano: 2019
Banca:
CPCON
Órgão:
Prefeitura de Solânea - PB
Prova:
CPCON - 2019 - Prefeitura de Solânea - PB - Professor - Inglês |
Q1253403
Inglês
Texto associado
TEXT II
Affordances and limitations of technology: Voices from EFLteachers and learners.
(Mohammad Amiryousefi)
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20 , 2019)
The research results indicate that
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