Questões de Inglês - Passado simples | Simple past para Concurso
Foram encontradas 257 questões
Ano: 2014
Banca:
CETRO
Órgão:
AEB
Provas:
CETRO - 2014 - AEB - Analista em C&T - Gestão Administrativa - Pleno 1
|
CETRO - 2014 - AEB - Tecnologista - Desenvolvimento Técnológico - Pleno 1 |
Q482198
Inglês
Choose the alternative that fills in correctly and respectively the blanks in the sentences below with the correct verb tense and form.
“When I _____________ (meet) 1 Serge, it ____________ (be) 2 love at first sight for me – I absolutely adored him, he was this wonderful mad, extrovert Russian Jew who _____________ (spend) 3 half of World War II up a tree, according to him. I _____________ (think) 4 he actually spent a couple of nights up a tree, although he’d worn the yellow star for years in occupied France. For a project, I met Hitler’s architect Albert Speer at his Heidelberg eyrie in 1971, and he asked if Jane and Serge would sign a copy of Je t’aime] for him. Serge did so, probably relishing the irony, and when he made his Rock Around The Bunker album a few years later [featuring lyrics about Nazi Germany], he gave me a copy _______________ (send) 5 to Speer. His parents had arrived in Paris after _____________ (flee) 6 the 1917 Russian Revolution, and his father – who was a brilliant pianist – had to perform in casinos.”
“When I _____________ (meet) 1 Serge, it ____________ (be) 2 love at first sight for me – I absolutely adored him, he was this wonderful mad, extrovert Russian Jew who _____________ (spend) 3 half of World War II up a tree, according to him. I _____________ (think) 4 he actually spent a couple of nights up a tree, although he’d worn the yellow star for years in occupied France. For a project, I met Hitler’s architect Albert Speer at his Heidelberg eyrie in 1971, and he asked if Jane and Serge would sign a copy of Je t’aime] for him. Serge did so, probably relishing the irony, and when he made his Rock Around The Bunker album a few years later [featuring lyrics about Nazi Germany], he gave me a copy _______________ (send) 5 to Speer. His parents had arrived in Paris after _____________ (flee) 6 the 1917 Russian Revolution, and his father – who was a brilliant pianist – had to perform in casinos.”
Q465486
Inglês
Texto associado
Read the text below and answer the questions that follow:
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Read these sentences:
1. I studied English five years ago.
2. I was studying Englishwhen the telephone rang.
3. Have you ever studied French?
4. I amgoing to study Spanish next year.
Choose the correct alternative.
1. I studied English five years ago.
2. I was studying Englishwhen the telephone rang.
3. Have you ever studied French?
4. I amgoing to study Spanish next year.
Choose the correct alternative.
Q448663
Inglês
Asformasverbais“are”(v.1)e“were”(v.1)descrevem,respectivamente,aoposiçãodetempopresente e de tempo passado.
Ano: 2014
Banca:
UFSBA
Órgão:
UFBA
Provas:
UFBA - 2014 - UFBA - Enfermeiro
|
UFSBA - 2014 - UFBA - Nutricionista |
Q447932
Inglês
As formas verbais “are” (v.1) e “were” (v.1) descrevem, respectivamente, a oposição de tempo presente
e de tempo passado.
Ano: 2009
Banca:
COSEAC
Órgão:
ANCINE
Prova:
COSEAC - 2009 - ANCINE - Especialista em Regulação - Atividade Cinematográfica e Audiovisual E55 |
Q362287
Inglês
The theater seats _____ so _____ thatmy children _____ want to go back there.
Ano: 2009
Banca:
COSEAC
Órgão:
ANCINE
Prova:
COSEAC - 2009 - ANCINE - Especialista em Regulação - Atividade Cinematográfica e Audiovisual E55 |
Q362285
Inglês
The work _____ this script _____made _____ 2003 but it needs brushing _____.
Q331226
Inglês
Texto associado
READ THE TEXT IN ORDER TO ANSWER THE QUESTIONS 21 -30:
Consider: “When democracy was restored in the mid-1980s, she had an economics degree and soon became energy secretary in Rio Grande do Sul." It is correct to say that:
Q331221
Inglês
Texto associado
READ THE TEXT IN ORDER TO ANSWER THE QUESTIONS 21 -30:
"Out of prison, she left the underground and went to college." The highlighted verbs are examples of:
Ano: 2012
Banca:
Makiyama
Órgão:
CPTM
Provas:
Makiyama - 2012 - CPTM - Analista Administrativo Júnior
|
Makiyama - 2012 - CPTM - Analista de Recursos Humanos Júnior - Administração de Empresas |
Makiyama - 2012 - CPTM - Advogado Júnior |
Makiyama - 2012 - CPTM - Auditor Júnior |
Makiyama - 2012 - CPTM - Analista Trainee – Ciências Contábeis |
Q328111
Inglês
Texto associado
Generation Y
By Sally Kane, About.com Guide
Born in the mid-1980's and later, Generation Y legal professionals are in their 20s and are just entering the workforce. With numbers estimated as high as 70 million, Generation Y (also -1- as the Millennials) is the fastest growing segment of today's workforce. As law firms compete for available talent, employers cannot ignore the needs, desires and attitudes of this vast generation. Below are a few common traits that define Generation Y.
Tech-Savvy: Generation Y grew up with technology and rely on it to perform their jobs better. Armed with BlackBerrys, laptops, cellphones and other gadgets, Generation Y is plugged-in 24 hours a day, 7 days a week. This generation prefers to communicate through e-mail and text messaging rather than face-to-face contact and -2- webinars and online technology to traditional lecture-based presentations.
Family-Centric: The fast-track has lost much of its appeal for Generation Y who is willing to trade high pay for fewer billable hours, flexible schedules and a better work/life balance. While older generations may view this attitude as narcissistic or lacking commitment, discipline and drive, Generation Y legal professionals have a different vision of workplace expectations and prioritize family over work.
Achievement-Oriented: Nurtured and pampered -3- parents who did not want to make the mistakes of the previous generation, Generation Y is confident, ambitious and achievement-oriented. They have high expectations of their employers, seek out new challenges and are not afraid to question authority. Generation Y wants meaningful work and a solid learning curve
Team-Oriented: As children, Generation Y participated in team sports, play groups and other group activities. They value teamwork and seek the input and affirmation of others. Part of a no-person-left-behind generation, Generation Y is loyal, committed and wants to be included and involved.
Attention-Craving: Generation Y craves attention in the forms of feedback and guidance. They appreciate being kept in the loop and seek frequent praise and reassurance. Generation Y may benefit greatly from mentors who can help guide and develop their young careers.
Font: http://legalcareers.about.com/od/practicetips/a/Ge...
By Sally Kane, About.com Guide
Born in the mid-1980's and later, Generation Y legal professionals are in their 20s and are just entering the workforce. With numbers estimated as high as 70 million, Generation Y (also -1- as the Millennials) is the fastest growing segment of today's workforce. As law firms compete for available talent, employers cannot ignore the needs, desires and attitudes of this vast generation. Below are a few common traits that define Generation Y.
Tech-Savvy: Generation Y grew up with technology and rely on it to perform their jobs better. Armed with BlackBerrys, laptops, cellphones and other gadgets, Generation Y is plugged-in 24 hours a day, 7 days a week. This generation prefers to communicate through e-mail and text messaging rather than face-to-face contact and -2- webinars and online technology to traditional lecture-based presentations.
Family-Centric: The fast-track has lost much of its appeal for Generation Y who is willing to trade high pay for fewer billable hours, flexible schedules and a better work/life balance. While older generations may view this attitude as narcissistic or lacking commitment, discipline and drive, Generation Y legal professionals have a different vision of workplace expectations and prioritize family over work.
Achievement-Oriented: Nurtured and pampered -3- parents who did not want to make the mistakes of the previous generation, Generation Y is confident, ambitious and achievement-oriented. They have high expectations of their employers, seek out new challenges and are not afraid to question authority. Generation Y wants meaningful work and a solid learning curve
Team-Oriented: As children, Generation Y participated in team sports, play groups and other group activities. They value teamwork and seek the input and affirmation of others. Part of a no-person-left-behind generation, Generation Y is loyal, committed and wants to be included and involved.
Attention-Craving: Generation Y craves attention in the forms of feedback and guidance. They appreciate being kept in the loop and seek frequent praise and reassurance. Generation Y may benefit greatly from mentors who can help guide and develop their young careers.
Font: http://legalcareers.about.com/od/practicetips/a/Ge...
Which of the following alternatives has the same verb tense as the sentence“Generation Y grew up with technology”?
Ano: 2013
Banca:
ESPP
Órgão:
COBRA Tecnologia S/A (BB)
Provas:
ESPP - 2013 - COBRA Tecnologia S/A (BB) - Analista Administrativo
|
ESPP - 2013 - COBRA Tecnologia S/A (BB) - Analista de Operações - Conhecimentos Básicos - Todos os Cargos |
Q296967
Inglês
The verb tense of the bold underlined verb in the text page “It hit the headlines in March this year after Hector Xavier Monsegur, one of the group's ringleaders and an influential member of Anonymous, turned fellow hackers over to authorities” is:
Ano: 2010
Banca:
ACAPLAM
Órgão:
Prefeitura de Aroeiras - PB
Prova:
ACAPLAM - 2010 - Prefeitura de Aroeiras - PB - Professor - Inglês |
Q263683
Inglês
Texto associado
Indique as alternativas que preenchem corretamente as
lacunas.
lacunas.
The lady _____ that she _____ the PIN number on the number of button presses required to access her account balance.
Ano: 2012
Banca:
FCC
Órgão:
TCE-SP
Prova:
FCC - 2012 - TCE-SP - Auxiliar de Fiscalização Financeira |
Q223731
Inglês
Texto associado
As questões de números 31 a 35 baseiam-se no texto seguinte.
Making Performance Budgeting Work: New IMF Book
October 04, 2007
Member countries will find valuable advice on how to reform their budgeting practices to improve the effectiveness and
efficiency of public expenditure in a major new work on performance budgeting produced by the Fiscal Affairs Department. The book,
Performance Budgeting: Linking Funding and Results (500pp), came off the presses of the top UK publisher Palgrave Macmillan in
September.
Edited by FAD staff member Marc Robinson, the book contains a comprehensive treatment of contemporary performance
budgeting practice and theory. In a series of thematic chapters and case studies, the book discusses:
- The key forms of performance budgeting which [TO IMPLEMENT] around the world - how they differ, and what they have in
common points.
- Lessons from the experience of governments around the world - ranging from OECD nations to developing, middle-income
and transition countries - about what forms of performance budgeting work, under what circumstances, and with what
implementation strategies.
- How successful performance budgeting can improve aggregate fiscal discipline.
- The information requirements of performance budgeting, and
- The links between performance budgeting and other budgeting and public management reforms.
Many of the contributors to this work are leaders in performance budgeting implementation in their countries. Others are
respected academics and technical experts from the International Monetary Fund and other international organizations. Countries
covered in the case studies include the UK, USA, Australia, France, Chile, Spain, Russia, Colombia and Ethiopia.
One major focus of the book is performance budgeting as a tool for improved expenditure prioritization - that is, for helping to
shift limited public resources to the services of greatest social benefit. A key finding is that this type of performance budgeting will only
work if the budget process is fundamentally changed so that top politicians and bureaucrats systematically consider expenditure
priorities when formulating the budget. This means more than just considering the priorities for new spending. It requires also having
mechanisms to systematically review existing spending programs to identify what is ineffective and low priority and can, therefore, be
cut. This is what countries such as Chile and the United Kingdom have successfully done, and the United States is currently attempting
to achieve with its Program Assessment Rating Tool instrument. Conversely, it is a mistake to believe that merely changing the budget
classification and developing performance indicators will in itself improve the allocation of resources in the budget.
(Adapted from http://blog-pfm.imf.org/pfmblog/2007/10/making-performa.html)
Making Performance Budgeting Work: New IMF Book
October 04, 2007
Member countries will find valuable advice on how to reform their budgeting practices to improve the effectiveness and
efficiency of public expenditure in a major new work on performance budgeting produced by the Fiscal Affairs Department. The book,
Performance Budgeting: Linking Funding and Results (500pp), came off the presses of the top UK publisher Palgrave Macmillan in
September.
Edited by FAD staff member Marc Robinson, the book contains a comprehensive treatment of contemporary performance
budgeting practice and theory. In a series of thematic chapters and case studies, the book discusses:
- The key forms of performance budgeting which [TO IMPLEMENT] around the world - how they differ, and what they have in
common points.
- Lessons from the experience of governments around the world - ranging from OECD nations to developing, middle-income
and transition countries - about what forms of performance budgeting work, under what circumstances, and with what
implementation strategies.
- How successful performance budgeting can improve aggregate fiscal discipline.
- The information requirements of performance budgeting, and
- The links between performance budgeting and other budgeting and public management reforms.
Many of the contributors to this work are leaders in performance budgeting implementation in their countries. Others are
respected academics and technical experts from the International Monetary Fund and other international organizations. Countries
covered in the case studies include the UK, USA, Australia, France, Chile, Spain, Russia, Colombia and Ethiopia.
One major focus of the book is performance budgeting as a tool for improved expenditure prioritization - that is, for helping to
shift limited public resources to the services of greatest social benefit. A key finding is that this type of performance budgeting will only
work if the budget process is fundamentally changed so that top politicians and bureaucrats systematically consider expenditure
priorities when formulating the budget. This means more than just considering the priorities for new spending. It requires also having
mechanisms to systematically review existing spending programs to identify what is ineffective and low priority and can, therefore, be
cut. This is what countries such as Chile and the United Kingdom have successfully done, and the United States is currently attempting
to achieve with its Program Assessment Rating Tool instrument. Conversely, it is a mistake to believe that merely changing the budget
classification and developing performance indicators will in itself improve the allocation of resources in the budget.
(Adapted from http://blog-pfm.imf.org/pfmblog/2007/10/making-performa.html)
The correct form of [TO IMPLEMENT] is
Ano: 2012
Banca:
FCC
Órgão:
TRT - 11ª Região (AM e RR)
Prova:
FCC - 2012 - TRT - 11ª Região (AM e RR) - Analista Judiciário - Tecnologia da Informação |
Q213512
Inglês
In line 22, the appropriate verb to complete the gap is
Ano: 2009
Banca:
COSEAC
Órgão:
DATAPREV
Provas:
COSEAC - 2009 - DATAPREV - Analista de Tecnologia da Informação - Ambiente Operacional
|
COSEAC - 2009 - DATAPREV - Analista de Tecnologia da Informação - Banco de Dados |
COSEAC - 2009 - DATAPREV - Analista de Tecnologia da Informação - Desenvolvimento de Sistemas |
COSEAC - 2009 - DATAPREV - Analista de Tecnologia da Informação - Análise de Informações |
Q112902
Inglês
Texto associado
GadgetDesigners Push the Limits of Size, Safety
By Brian X. Chen, August 28, 2008
Just as small, fast-moving mammals replaced lumbering
dinosaurs, pocketable gadgets are evolving to fill niches that
larger, deskbound computers can't reach. But as they shrink,
these gadgets are faced with problems mammals face, too,
such as efficiently dissipating heat.
The recent example of Apple's first-generation iPod nanos
causing fires in Japan raises the question of whether
increasingly innovative product designs are impinging on
safety. The nano incident illustrates how risk can increase as
devices decrease in size, says Roger Kay, an analyst at
EndpointTechnologies.
"As [gadgets] get smaller, the tradeoffs become more difficult,
the balance becomes more critical and there's less room for
error," Kay said. "I'm not surprised it's happening to the nano
because that's the small one. You're asking it to do a lot in a
very, very small package and that's pushing the envelope.”
There's no question that industrial designers' jobs have
become much more difficult as the industry demands ever
more powerful and smaller gadgets. With paper-thin
subnotebooks, ultrasmall MP3 players, and pinkie finger-
sized Bluetooth headsets becoming increasingly popular, it's
questionable where exactly designers draw the line between
innovation and safety.
By Brian X. Chen, August 28, 2008
Just as small, fast-moving mammals replaced lumbering
dinosaurs, pocketable gadgets are evolving to fill niches that
larger, deskbound computers can't reach. But as they shrink,
these gadgets are faced with problems mammals face, too,
such as efficiently dissipating heat.
The recent example of Apple's first-generation iPod nanos
causing fires in Japan raises the question of whether
increasingly innovative product designs are impinging on
safety. The nano incident illustrates how risk can increase as
devices decrease in size, says Roger Kay, an analyst at
EndpointTechnologies.
"As [gadgets] get smaller, the tradeoffs become more difficult,
the balance becomes more critical and there's less room for
error," Kay said. "I'm not surprised it's happening to the nano
because that's the small one. You're asking it to do a lot in a
very, very small package and that's pushing the envelope.”
There's no question that industrial designers' jobs have
become much more difficult as the industry demands ever
more powerful and smaller gadgets. With paper-thin
subnotebooks, ultrasmall MP3 players, and pinkie finger-
sized Bluetooth headsets becoming increasingly popular, it's
questionable where exactly designers draw the line between
innovation and safety.
Boeing ____ this week that it ____ successfully ____ a manned airplane powered _____ hydrogen fuel cells.
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337763
Inglês
Texto associado
Text 2
Communicative Language Teaching aims broadly to
apply the theoretical perspective of the
Communicative Approach by making communicative
competence the goal of language teaching and by
acknowledging the interdependence of language and
communication. What this looks like in the
classroom may depend on how the tenets are
interpreted and applied. Nevertheless, we will follow
our usual way of und erstanding the theor y and
ussocia rcd practices by visiting a class in which a
form of Communicative Language Teaching is being
practiced. The class we will visit is one being
conducted for adult immigrants to Canada . These
twenty people have lived in Canada for two years
and are at a high-intermediate level of English
proficiency. They meet two evenings a week for two
hours each class.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language
Teaching. 3rd ed. Oxford ; New York: Oxford University Press,
2011.
nalyze the following sentences below:
I. “I will be there at nine o’clock” is in the immediate future.
II. “The Second War ended in 1945” is in the simple past.
III. “At this same time tomorrow, I’ll be travelling” is in future progressive.
IV. “How many symphonies did Mozart compose?” is in the simple present.
V. “She hasn’t seen that film yet” is in the present perfect progressive.
Which ones are correct?
I. “I will be there at nine o’clock” is in the immediate future.
II. “The Second War ended in 1945” is in the simple past.
III. “At this same time tomorrow, I’ll be travelling” is in future progressive.
IV. “How many symphonies did Mozart compose?” is in the simple present.
V. “She hasn’t seen that film yet” is in the present perfect progressive.
Which ones are correct?
Ano: 2019
Banca:
IDHTEC
Órgão:
Prefeitura de Vertentes - PE
Prova:
IDHTEC - 2019 - Prefeitura de Vertentes - PE - Professor de Inglês |
Q1738376
Inglês
Bia __________ to __________ when she was 22 years-old.
Ano: 2016
Banca:
PROGESP - UFRR
Órgão:
UFRR
Prova:
PROGESP - UFRR - 2016 - UFRR - Vestibular - Segundo Semestre |
Q1348193
Inglês
Texto associado
BRAZILIAN INDIANS
The history of Brazil's indigenous
peoples has been marked by brutality, slavery,
violence, diseases, and genocide.
When the first European colonists
arrived in 1500, what is now Brazil was
inhabited by an estimated 11 million Indians,
living in about 2,000 tribes. Within the rst
century of contact, 90% were wiped out, mainly
through diseases imported by the colonists,
such as fiu, measles and smallpox. In the
following centuries, thousands more died,
enslaved in the rubber and sugar cane
plantations.
By the 1950s the population has
dropped to such a low that the eminent senator
and anthropologist Darcy Ribeiro predicted
there would be none left by the year 1980. On
average, it is estimated that one tribe became
extinct every year over the last century.
In 1967, a federal prosecutor named
Jader Figueiredo published a 7,000 page report
cataloguing thousands of atrocities and crimes
committed against the Indians, ranging from
murder to land theft to enslavement.
In one notorious case known as 'The
th massacre of the 11 parallel', a rubber baron
ordered his men to hurl sticks of dynamite into
a Cinta Larga village. Those who survived were
murdered when rubber workers entered the
village on foot and attacked them with
machetes.
The report made int e rna tiona l headlines and led to the disbanding of the government's Indian Protection Service (SPI) which was replaced by FUNAI. This remains the government' s indigenous a ff a ir s department today.
Survival International was founded in
1969 in response to an article by Norman Lewis
in the Sunday Times magazine on the genocide
of Brazil's Indians.
The size of the indigenous population gradually started to grow once more, although when the Amazon was opened up for development by the military in the 1960s, 70s and 80s, a new wave of hydro-electric dams, cattle ranching, mines and roads meant tens of thousands of Indians lost their lands and lives. Dozens of tribes disappeared forever.
Twenty-two years of military dictatorship ended in 1985, and a new Constitution was drawn up. Indians and their supporters lobbied hard for more rights. Much has been achieved, although Indians do not yet enjoy the collective landownership rights they are entitled to under international law.
The size of the indigenous population gradually started to grow once more, although when the Amazon was opened up for development by the military in the 1960s, 70s and 80s, a new wave of hydro-electric dams, cattle ranching, mines and roads meant tens of thousands of Indians lost their lands and lives. Dozens of tribes disappeared forever.
Twenty-two years of military dictatorship ended in 1985, and a new Constitution was drawn up. Indians and their supporters lobbied hard for more rights. Much has been achieved, although Indians do not yet enjoy the collective landownership rights they are entitled to under international law.
Adapted from http://www.survivalinternational.org/tribes/braz
ilian.
In this sentence: “When the first European
colonists arrived in 1500...”, the word arrived is
a verb that is in:
Conheça nossos planos