Questões de Inglês para Concurso
Foram encontradas 12.205 questões
O texto a seguir refere-se às questões 29, 30, 31 e 32.
Learning to quit
Jodi Hall started smoking at age 9.
By the time she was 16, she was up to a pack a day – and she wanted to quit. A couple of reasons: one, her health; two, a guy named Mony. “He said that when he kissed me, it was like kissing an ashtray”, Jodi says.
Earlier this year, Jodi, along with 25 of her classmates at Johnson High School, in Savannah, GA, enrolled in the school’s first stop-smoking class. During the eight-week Tobacco Free Teen class, they learned what smoking can do to their body, their wallet and their grades (some kids end up cutting class to satisfy their nicotine cravings). But it wasn’t just about scare tactics. The goal is behavior modification, not punishment, so students are taught techniques for handling stress and resisting the urge to light up even when friends or parents do.
According to the American Lung Association (ALA), which sponsors the class, about half the adults who smoke were regular smokers by age 18. “Theses numbers are only going to get worse,” says Kristine Lewis of the ALA. “The tobacco industry is turning to teens.”
How did the students do? Jodi has been cigaretteless for three months. But she’s the only one. Her classmate Adam Cushman is slowly putting his way back to three packs a day. The 16-year-old says he wants to stop, “but the way things are going, I doubt I’ll be able to.”
Seventeen, June 1996.
The word goal in “The goal is behavior modification” can be replaced by:
O texto a seguir refere-se às questões 29, 30, 31 e 32.
Learning to quit
Jodi Hall started smoking at age 9.
By the time she was 16, she was up to a pack a day – and she wanted to quit. A couple of reasons: one, her health; two, a guy named Mony. “He said that when he kissed me, it was like kissing an ashtray”, Jodi says.
Earlier this year, Jodi, along with 25 of her classmates at Johnson High School, in Savannah, GA, enrolled in the school’s first stop-smoking class. During the eight-week Tobacco Free Teen class, they learned what smoking can do to their body, their wallet and their grades (some kids end up cutting class to satisfy their nicotine cravings). But it wasn’t just about scare tactics. The goal is behavior modification, not punishment, so students are taught techniques for handling stress and resisting the urge to light up even when friends or parents do.
According to the American Lung Association (ALA), which sponsors the class, about half the adults who smoke were regular smokers by age 18. “Theses numbers are only going to get worse,” says Kristine Lewis of the ALA. “The tobacco industry is turning to teens.”
How did the students do? Jodi has been cigaretteless for three months. But she’s the only one. Her classmate Adam Cushman is slowly putting his way back to three packs a day. The 16-year-old says he wants to stop, “but the way things are going, I doubt I’ll be able to.”
Seventeen, June 1996.
It can be inferred from the text that smoking can affect the following aspects of students’ lives:
O texto a seguir refere-se às questões 29, 30, 31 e 32.
Learning to quit
Jodi Hall started smoking at age 9.
By the time she was 16, she was up to a pack a day – and she wanted to quit. A couple of reasons: one, her health; two, a guy named Mony. “He said that when he kissed me, it was like kissing an ashtray”, Jodi says.
Earlier this year, Jodi, along with 25 of her classmates at Johnson High School, in Savannah, GA, enrolled in the school’s first stop-smoking class. During the eight-week Tobacco Free Teen class, they learned what smoking can do to their body, their wallet and their grades (some kids end up cutting class to satisfy their nicotine cravings). But it wasn’t just about scare tactics. The goal is behavior modification, not punishment, so students are taught techniques for handling stress and resisting the urge to light up even when friends or parents do.
According to the American Lung Association (ALA), which sponsors the class, about half the adults who smoke were regular smokers by age 18. “Theses numbers are only going to get worse,” says Kristine Lewis of the ALA. “The tobacco industry is turning to teens.”
How did the students do? Jodi has been cigaretteless for three months. But she’s the only one. Her classmate Adam Cushman is slowly putting his way back to three packs a day. The 16-year-old says he wants to stop, “but the way things are going, I doubt I’ll be able to.”
Seventeen, June 1996.
O pronome they em “they learned what smoking can do to…” refere-se a Jodi e:
O texto a seguir refere-se às questões 29, 30, 31 e 32.
Learning to quit
Jodi Hall started smoking at age 9.
By the time she was 16, she was up to a pack a day – and she wanted to quit. A couple of reasons: one, her health; two, a guy named Mony. “He said that when he kissed me, it was like kissing an ashtray”, Jodi says.
Earlier this year, Jodi, along with 25 of her classmates at Johnson High School, in Savannah, GA, enrolled in the school’s first stop-smoking class. During the eight-week Tobacco Free Teen class, they learned what smoking can do to their body, their wallet and their grades (some kids end up cutting class to satisfy their nicotine cravings). But it wasn’t just about scare tactics. The goal is behavior modification, not punishment, so students are taught techniques for handling stress and resisting the urge to light up even when friends or parents do.
According to the American Lung Association (ALA), which sponsors the class, about half the adults who smoke were regular smokers by age 18. “Theses numbers are only going to get worse,” says Kristine Lewis of the ALA. “The tobacco industry is turning to teens.”
How did the students do? Jodi has been cigaretteless for three months. But she’s the only one. Her classmate Adam Cushman is slowly putting his way back to three packs a day. The 16-year-old says he wants to stop, “but the way things are going, I doubt I’ll be able to.”
Seventeen, June 1996.
De acordo com o texto, o Segundo motivo alegado por Jodi para querer parar de fumar foi:
Leia o texto para responder às questões de números 56 a 60.
Communication Skills
There’s a great deal of talk about the need to be a good communicator in today’s workplace. But what exactly does that mean? Which among the broad set of communication skills do managers need most in their employees? And what can you do to transition from being a good communicator to a great one?
Communication: A case history
As an administrative professional, you’ve always held a highly visible role in the workplace. You have been — and continue to be — the first point of contact for outside parties, such as potential clients, investors, customers and job candidates. All of these people are likely to get their first impression of the company through their interactions with you.
What’s changed? You’re still that vital first point of contact. But increasingly, you are the “go-to” person from beginning to end for a wide range of internal and external contacts. You follow through on tasks ranging from simple information requests to complex research projects. Your wider scope of responsibility and knowledge enables you to handle a constantly growing workload. You may communicate as much in writing as you do verbally, with e-mail communication being a prominent tool.
(www.iaap-hq.org. Adaptado)
The last sentence of the third paragraph – You may communicate as much in writing as you do verbally, with e-mail communication being a prominent tool. – contains the idea that
Leia o texto para responder às questões de números 56 a 60.
Communication Skills
There’s a great deal of talk about the need to be a good communicator in today’s workplace. But what exactly does that mean? Which among the broad set of communication skills do managers need most in their employees? And what can you do to transition from being a good communicator to a great one?
Communication: A case history
As an administrative professional, you’ve always held a highly visible role in the workplace. You have been — and continue to be — the first point of contact for outside parties, such as potential clients, investors, customers and job candidates. All of these people are likely to get their first impression of the company through their interactions with you.
What’s changed? You’re still that vital first point of contact. But increasingly, you are the “go-to” person from beginning to end for a wide range of internal and external contacts. You follow through on tasks ranging from simple information requests to complex research projects. Your wider scope of responsibility and knowledge enables you to handle a constantly growing workload. You may communicate as much in writing as you do verbally, with e-mail communication being a prominent tool.
(www.iaap-hq.org. Adaptado)
No trecho do segundo parágrafo do texto – All of these people are likely to get their first impression of the company through their interactions with you. – a palavra likely indica
Leia o texto para responder às questões de números 56 a 60.
Communication Skills
There’s a great deal of talk about the need to be a good communicator in today’s workplace. But what exactly does that mean? Which among the broad set of communication skills do managers need most in their employees? And what can you do to transition from being a good communicator to a great one?
Communication: A case history
As an administrative professional, you’ve always held a highly visible role in the workplace. You have been — and continue to be — the first point of contact for outside parties, such as potential clients, investors, customers and job candidates. All of these people are likely to get their first impression of the company through their interactions with you.
What’s changed? You’re still that vital first point of contact. But increasingly, you are the “go-to” person from beginning to end for a wide range of internal and external contacts. You follow through on tasks ranging from simple information requests to complex research projects. Your wider scope of responsibility and knowledge enables you to handle a constantly growing workload. You may communicate as much in writing as you do verbally, with e-mail communication being a prominent tool.
(www.iaap-hq.org. Adaptado)
A palavra you que ocorre ao longo do texto refere-se a um leitor ideal, que é um
Leia o texto para responder às questões de números 56 a 60.
Communication Skills
There’s a great deal of talk about the need to be a good communicator in today’s workplace. But what exactly does that mean? Which among the broad set of communication skills do managers need most in their employees? And what can you do to transition from being a good communicator to a great one?
Communication: A case history
As an administrative professional, you’ve always held a highly visible role in the workplace. You have been — and continue to be — the first point of contact for outside parties, such as potential clients, investors, customers and job candidates. All of these people are likely to get their first impression of the company through their interactions with you.
What’s changed? You’re still that vital first point of contact. But increasingly, you are the “go-to” person from beginning to end for a wide range of internal and external contacts. You follow through on tasks ranging from simple information requests to complex research projects. Your wider scope of responsibility and knowledge enables you to handle a constantly growing workload. You may communicate as much in writing as you do verbally, with e-mail communication being a prominent tool.
(www.iaap-hq.org. Adaptado)
No segundo parágrafo, as seguintes pessoas mencionadas – potential clients, investors, customers and job candidates – são
Leia o texto para responder às questões de números 56 a 60.
Communication Skills
There’s a great deal of talk about the need to be a good communicator in today’s workplace. But what exactly does that mean? Which among the broad set of communication skills do managers need most in their employees? And what can you do to transition from being a good communicator to a great one?
Communication: A case history
As an administrative professional, you’ve always held a highly visible role in the workplace. You have been — and continue to be — the first point of contact for outside parties, such as potential clients, investors, customers and job candidates. All of these people are likely to get their first impression of the company through their interactions with you.
What’s changed? You’re still that vital first point of contact. But increasingly, you are the “go-to” person from beginning to end for a wide range of internal and external contacts. You follow through on tasks ranging from simple information requests to complex research projects. Your wider scope of responsibility and knowledge enables you to handle a constantly growing workload. You may communicate as much in writing as you do verbally, with e-mail communication being a prominent tool.
(www.iaap-hq.org. Adaptado)
Os profissionais administrativos
Read the text below.
Many years ago, when I ___ a college student, I ___ very interesting people and ___ good friends then! Today we ___ busy professionals, but, from time to time, we ___ together to talk about the good old days!
Regarding verb tenses and verb forms, choose the option that completes the text correctly.
The sentence "If I arrive early, I will give you a phone call." is in the
The sentence "I used to swim in the river when I traveled to my uncle's farm." is in the
The correct auxiliary verb that completes the sentence "I don't know for sure, yet, but I ___ probably stay with you on my next vacation." is
The sentence "Gary ___ not go to the movies last Saturday." can be correctly completed with the auxiliary verb
Read the following conversation.
* Lisa, come here. Look carefully. Is ___ your History book?
# Let me see. No, it's not. Mine is on ___ table by the window. Gee, I almost left it there.
Concerning the use of demonstrative pronouns, choose the option that completes the text correctly.
Read the conversation below.
* Can I see ___ blouse over there? I would also like to see ___ blue jeans on that shelf.
# Sure. Just a moment, please.
Considering the use of demonstrative pronouns, choose the option that completes the text correctly.
Consider the following conversation.
# ___did Ray move to London?
* Because he got a good job there.
# ___did he travel?
* Yesterday.
Considering the use of interrogative pronouns, choose the option below that completes the conversation correctly.
Read the next conversation.
* ___does Helen live?
# She lives on Second Avenue.
* ___do I get there?
# Take the subway. It's faster.
* Thanks.
Choose the option that lists two interrogative pronouns that complete the dialogue correctly.
Read the following text.
Sarah and I work for a big company. As a matter of fact, ___ both work for the same person. ___ boss is kind but hardworking. He makes ___ work on weekends. And I hate working on weekends!
Choose the option below with three pronouns that complete the text correctly.
Conheça nossos planos