Questões de Concurso Sobre inglês

The acquisition of complete academic knowledge.

The providing of high level motivation for learners to keep going despite any obstacles they may encounter in their way.

The careful selection of teaching materials that satisfy every single student's personal needs and expectations.

The creation of a pressure-free and fun learning environment.

The offering to students of recreational but challenging activities they enjoy participating in such as games involving music.

The guests mingled with the locals easily.

Whatever you do, don’t invite her to my birthday party.

He has just been elected prime minister.

She drives so very dangerously.

Unfortunately, we rejected your application.

We live in Brasília since we were married 10 years ago.

As the little boy was crossing the street, a car was hitting him.

She had just started taking a shower when the phone was ringing.

Sorry, he’s not here. He has just left the office.

If you are waiting here just a minute, I fetch you a cup of coffee.

I’m going to visit my aunt in London.

Her answer, that she had missed the bus, was not a convincing excuse.

I simply can’t stand that kind of rudeness.

It doesn’t matter how hard you work, she’ll find a reason to complain.

She’s the only person in the world who makes me lie.

All his friends bought him a beautiful gift.

The little boys played beautiful music.

He often prays for he is a devout Catholic.

João and Maria took the last bus.

I looked for João and Maria at the bus station.

Your car is faster than mine.

He sings because he likes it.

I came, I saw, I conquered.

I showed that she was wrong.

My dog makes me happy.

Having a native-speaker level of proficiency in the language, especially in speaking.

Having all the proficiency certificates of English, such as the Cambridge Certificate of English, TOEFL and IELTS to prove that he or she is qualified to teach.

Ability to recognize instantly what his or her students know and don’t know in terms of language, their strong points and weaknesses.

Having a youthful and attractive physical appearance and following strictly the school dress code.

Making crystal clear to students that as a teacher you alone assume complete and supreme responsibility for the teaching/learning process.

An ideal textbook should provide learners with knowledge, language skills and information about English speaking countries, preparing them to interact with people from foreign countries of different backgrounds.

A good textbook does all the tough and tedious job a teacher would normally do in terms of lesson planning or designing specific extra teaching materials.

Top quality textbooks have to be written and designed by native-speaker teachers and published in English-speaking countries.

No effective or successful class can be taught without a textbook which is the only source of practical and firm guidance to the teacher.

Cultural bias found in books published abroad pose a minor problem and teachers should not turn their attention to ideological issues but to focus exclusively on more pressing problems of language.

The areas teachers should focus on are spelling and pronunciation.

Teachers should avoid correcting students when they are engaged in a conversation or dialogue because the flow of ideas is disrupted.

In terms of speaking, features such as coherence, organization and development of ideas should not be part of the correcting process.

Every single error, serious or small, must be detected and corrected on the spot.

Teachers should identify students’ mistakes and make them practice those mistakes.

Conversation skills are structured in a gradual progression and are organized around question-and-answer exchanges between teachers and students in small intensive classes.

Structural patterns are taught with the use of repetitive drills.

Little attention is paid to the context of texts, which are treated as exercises in grammatical analysis.

New teaching points are taught through modelling and practice.

Teaching materials consist basically of tapes, language labs, and visual aids.

Linguistic and psychological theories provide the foundations for this approach.

Only vocabulary and sentences of a very ordinary and commonplace nature are taught.

There is a prevalence of surface forms and of the rote practice of scientifically produced language patterns.

Concrete vocabulary is taught through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas.

Pronunciation plays an absolutely negligible role in the teaching/learning process.

There is much vocabulary and it is dealt with in the form of lists of isolated words.

Students are provided with instructions only in the target language.

Excessive reliance on mimicry, memorization of set phrases, and overlearning.

Close, deliberate cognitive attention is paid to the rules, paradigms, intricacies, and exceptions of the language.

Little or scarcely any grammatical explanation is provided; grammar is taught by inductive analogy.

Interlanguage shares far more elements of the learner’s foreign language than those of his or her mother tongue.

Two of the main factors that contribute for interlanguage are overgeneralization and language transfer.

Different learners create the same kind of interlanguage.

The learner’s linguistic background and personal experiences are irrelevante to the shaping of his or her interlanguage.

Interlanguage creates a set of fixed rules to help the learner build a bridge between his or her first language and the second or foreign language.

Aids, illegal, natural.

Brunch, bus stop, marijuana.

Body guard, famous, xerox.

Flu, government, misunderstand.

Banana, karaoke, mosquito.

Empower, headache, motel.

Childish, emoticon, sci-fi.

Exam, gym, memo.

Chic, disappear, workaholic.

Abnormal, HIV, newspaper.

The base form of the underlined word is “fortunate”.

The prefix “un” is added to the base form of the underlined word to create a negative noun.

The suffix “ate” is added to the base form of the underlined word to create a verb.

The base form of the underlined word is “fortune”.

The suffix “ly” is added to the base form of the underlined word to create an adjective.

The article the journalist wrote about Anitta is largely based on her life before she became a celebrity.

I have no money left and I still have to pay some bills. I will have to lend some money from my parents again.

Their father had just had a heart attack and they waited for an emergency ambulance instantly.

Drug traffickers win a lot of money easily and quickly and accumulate immense personal fortunes.

My plane leaves in a few hours and I have not started arranging my suitcases yet.

He stayed by his old mother’s side while her long illness.

Unlike you, I am not a great dancer but I can sing very well.

My neighbour is always restricting about my music. He says it is too loud and he can’t sleep at night.

The teacher found out that he had dishonestly copied material from one of his classmates and accused him of bullying.

I’m going to work harder now unless I get a promotion.

Neymar Jr. has become a following model for millions of children around the world.

She has created a very positive image of herself and she believes that she is cooperative, honest, bossy, practical and kind.

Definitely, I don’t recognize these books. They are not mine. They don’t become to me.

He cannot stand to rent a house in Brasília because he makes only R$ 2.000.00 a month.

Cigarette packets usually carry a health warning. For example, “Smoking causes mouth and throat cancer”.

The author points out that greater attention should be given to the behavior, expectations and well-being of students and teachers.

In line 1, “chances”, if replaced by “opportunities” would be incorrect.

The author points out that greater attention should be given to students’ behavior, expectations and well-being.

In lines 11 and 12, the phrase “disengaging curricula” would be correct if the determiner “a” were added, as in “a disengaging curricula”.

In line 12, the pronoun “their” could be correctly substituted by “its”.