Questões de Concurso Sobre inglês
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Choose the alternative that presents a synonym to the underlined word in the context below:
“But with practice you can learn to disrupt and tame negative cycles.” (l. 13).
If we add the prefix '-UN’ to some words in English, we can get the opposite of that word, like in ‘unwanted’ (l. 29). In this sense, consider the following words and analyze them:
I. able.
II. happy.
III. fair.
IV. acceptable.
Which of them can be an opposite just by adding the prefix ‘-UN’?
Considering the text, it is possible to say that:
I. Having bad thoughts can be dangerous for people who cannot control themselves.
II. Accepting negative thoughts can help to minimize their effects.
III. Most people who have negative thoughts had a bad experience during childhood.
IV. Seeing a therapist can help people to recover from the effects of negative thoughts.
Which of them are correct?
The Great Wall of China
Walls and wall building have played a very important role in Chinese culture. These people, from the dim mists of prehistory have been wallconscious; from the Neolithic period – when barriers were used - to the Communist Revolution, walls were an essential part of any village. Not only towns and villages; the houses and the temples within them were somehow walled, and the houses also had no windows overlooking the street, thus giving the feeling of wandering around a huge maze. The name for “city” in Chinese (ch’eng) means wall, and over these walled cities, villages, houses and temples presides the god of walls and mounts, whose duties were, and still are, to protect and be responsible for the welfare of the inhabitants. Thus a great and extremely laborious task such as constructing a wall, which was supposed to run throughout the country, must not have seemed such an absurdity.
However, it is indeed a common mistake to perceive the Great Wall as a single architectural structure, and it would also be erroneous to assume that it was built during a single dynasty. For the building of the wall connected the various dynasties, and each of these dynasties somehow contributed to the refurbishing and the construction of a wall, whose foundations had been laid many centuries ago. It was during the fourth and third century B.C. that each warring state started building walls to protect their kingdoms, both against one another and against the northern nomads. Especially three of these states: the Ch’in, the Chao and the Yen, corresponding respectively to the modern provinces of Shensi, Shanzi and Hopei, over and above building walls that surrounded their kingdoms, also laid the foundations on which Ch’in Shih Huang Di would build his first continuous Great Wall.
The role that the Great Wall played in the growth of Chinese economy was an important one. Throughout the centuries many settlements were established along the new border. The garrison troops were instructed to reclaim wasteland and to plant crops on it, roads and canals were built, to mention just a few of the works carried out. All these undertakings greatly helped to increase the country’s trade and cultural exchanges with many remote areas and also with the southern, central and western parts of Asia – the formation of the Silk Route. Builders, garrisons, artisans, farmers and peasants left behind a trail of objects, including inscribed tablets, household articles, and written work, which have become extremely valuable archaeological evidence to the study of defence institutions of the Great Wall and the everyday life of these people who lived and died along the wall
The Great Wall of China
Walls and wall building have played a very important role in Chinese culture. These people, from the dim mists of prehistory have been wallconscious; from the Neolithic period – when barriers were used - to the Communist Revolution, walls were an essential part of any village. Not only towns and villages; the houses and the temples within them were somehow walled, and the houses also had no windows overlooking the street, thus giving the feeling of wandering around a huge maze. The name for “city” in Chinese (ch’eng) means wall, and over these walled cities, villages, houses and temples presides the god of walls and mounts, whose duties were, and still are, to protect and be responsible for the welfare of the inhabitants. Thus a great and extremely laborious task such as constructing a wall, which was supposed to run throughout the country, must not have seemed such an absurdity.
However, it is indeed a common mistake to perceive the Great Wall as a single architectural structure, and it would also be erroneous to assume that it was built during a single dynasty. For the building of the wall connected the various dynasties, and each of these dynasties somehow contributed to the refurbishing and the construction of a wall, whose foundations had been laid many centuries ago. It was during the fourth and third century B.C. that each warring state started building walls to protect their kingdoms, both against one another and against the northern nomads. Especially three of these states: the Ch’in, the Chao and the Yen, corresponding respectively to the modern provinces of Shensi, Shanzi and Hopei, over and above building walls that surrounded their kingdoms, also laid the foundations on which Ch’in Shih Huang Di would build his first continuous Great Wall.
The role that the Great Wall played in the growth of Chinese economy was an important one. Throughout the centuries many settlements were established along the new border. The garrison troops were instructed to reclaim wasteland and to plant crops on it, roads and canals were built, to mention just a few of the works carried out. All these undertakings greatly helped to increase the country’s trade and cultural exchanges with many remote areas and also with the southern, central and western parts of Asia – the formation of the Silk Route. Builders, garrisons, artisans, farmers and peasants left behind a trail of objects, including inscribed tablets, household articles, and written work, which have become extremely valuable archaeological evidence to the study of defence institutions of the Great Wall and the everyday life of these people who lived and died along the wall
The Great Wall of China
Walls and wall building have played a very important role in Chinese culture. These people, from the dim mists of prehistory have been wallconscious; from the Neolithic period – when barriers were used - to the Communist Revolution, walls were an essential part of any village. Not only towns and villages; the houses and the temples within them were somehow walled, and the houses also had no windows overlooking the street, thus giving the feeling of wandering around a huge maze. The name for “city” in Chinese (ch’eng) means wall, and over these walled cities, villages, houses and temples presides the god of walls and mounts, whose duties were, and still are, to protect and be responsible for the welfare of the inhabitants. Thus a great and extremely laborious task such as constructing a wall, which was supposed to run throughout the country, must not have seemed such an absurdity.
However, it is indeed a common mistake to perceive the Great Wall as a single architectural structure, and it would also be erroneous to assume that it was built during a single dynasty. For the building of the wall connected the various dynasties, and each of these dynasties somehow contributed to the refurbishing and the construction of a wall, whose foundations had been laid many centuries ago. It was during the fourth and third century B.C. that each warring state started building walls to protect their kingdoms, both against one another and against the northern nomads. Especially three of these states: the Ch’in, the Chao and the Yen, corresponding respectively to the modern provinces of Shensi, Shanzi and Hopei, over and above building walls that surrounded their kingdoms, also laid the foundations on which Ch’in Shih Huang Di would build his first continuous Great Wall.
The role that the Great Wall played in the growth of Chinese economy was an important one. Throughout the centuries many settlements were established along the new border. The garrison troops were instructed to reclaim wasteland and to plant crops on it, roads and canals were built, to mention just a few of the works carried out. All these undertakings greatly helped to increase the country’s trade and cultural exchanges with many remote areas and also with the southern, central and western parts of Asia – the formation of the Silk Route. Builders, garrisons, artisans, farmers and peasants left behind a trail of objects, including inscribed tablets, household articles, and written work, which have become extremely valuable archaeological evidence to the study of defence institutions of the Great Wall and the everyday life of these people who lived and died along the wall
The Great Wall of China
Walls and wall building have played a very important role in Chinese culture. These people, from the dim mists of prehistory have been wallconscious; from the Neolithic period – when barriers were used - to the Communist Revolution, walls were an essential part of any village. Not only towns and villages; the houses and the temples within them were somehow walled, and the houses also had no windows overlooking the street, thus giving the feeling of wandering around a huge maze. The name for “city” in Chinese (ch’eng) means wall, and over these walled cities, villages, houses and temples presides the god of walls and mounts, whose duties were, and still are, to protect and be responsible for the welfare of the inhabitants. Thus a great and extremely laborious task such as constructing a wall, which was supposed to run throughout the country, must not have seemed such an absurdity.
However, it is indeed a common mistake to perceive the Great Wall as a single architectural structure, and it would also be erroneous to assume that it was built during a single dynasty. For the building of the wall connected the various dynasties, and each of these dynasties somehow contributed to the refurbishing and the construction of a wall, whose foundations had been laid many centuries ago. It was during the fourth and third century B.C. that each warring state started building walls to protect their kingdoms, both against one another and against the northern nomads. Especially three of these states: the Ch’in, the Chao and the Yen, corresponding respectively to the modern provinces of Shensi, Shanzi and Hopei, over and above building walls that surrounded their kingdoms, also laid the foundations on which Ch’in Shih Huang Di would build his first continuous Great Wall.
The role that the Great Wall played in the growth of Chinese economy was an important one. Throughout the centuries many settlements were established along the new border. The garrison troops were instructed to reclaim wasteland and to plant crops on it, roads and canals were built, to mention just a few of the works carried out. All these undertakings greatly helped to increase the country’s trade and cultural exchanges with many remote areas and also with the southern, central and western parts of Asia – the formation of the Silk Route. Builders, garrisons, artisans, farmers and peasants left behind a trail of objects, including inscribed tablets, household articles, and written work, which have become extremely valuable archaeological evidence to the study of defence institutions of the Great Wall and the everyday life of these people who lived and died along the wall
Complete the sentences with must, mustn’t or needn’t:
We haven´t got much time. We ______ hurry.
We have enough food at home, so we ________ go shopping today.
John gave me a letter to post. I __________ forget to post it.
Choose the correct sequence?
Put the sentence in the correct order.
arrive / you / to / ought / early
Complete the sentences. Use in, at or on.
My train arrives at 9.30. Can you meet me ______ the station?
Some people are ______ prison for crimes that they did not commit.
I enjoyed the flight, but the food ______ the plane wasn’t very nice.
Choose the correct sequence?
Read this text about a professional tennis player:
I am a professional tennis player.
I taught myself how to play tennis because my parents didn’t think sport was a good profession. Every day, I have a similar routine. I wake up early and make myself breakfast. Then I meet my coach on the tennis court and we train with each other for about four hours. We stop at about 12.30 and make ourselves lunch. Then we train for another four hours in the afternoon. I love my profession but I often worry that I will hurt myself during training.
(Gramática Fácil de Inglês – Amos e Prescher)
Choose the INCORRECT alternative?
Which alternative is correct?
I don’t remember _________ about the accident.
From the point of view of some popular authors Genre is a purposeful, socially constructed oral or written communicative event, such as a narrative, a casual conversation, a poem, a recipe, or a description. Different genres are characterized by a particular structure or stages, and grammatical forms that reflect the communicative purpose of the genre in question.
Considering teaching English for Specific Purpose (ESP) through a Genre-Based Approach, it is true to say that
I. receptive skills, particularly listening, are given enhanced status.
II. the main objective of ESP is to enable students to perform certain linguistic tasks related to their academic and professional settings.
III. the choice of the texts, to be used in the classroom, is based on the genres identified as important for students.
IV. needs analysis as well as content knowledge diagnosis are key steps in the planning and teaching through this Approach.
V. one of the key principles of the approach is that grammar as a receptive skill, involving the perception of similarity and difference, is prioritized.
The only correct alternative(s) is/are:
Some popular ELT authors stress two aspects of English for Specific Purpose (ESP) methodology: “all ESP teaching should reflect the methodology of the disciplines and professions it serves; and in more specific ESP teaching the nature of the interaction between the teacher and learner may be very different from that in general English Class”.
According to these authors’ view, choose the correct ESP features from the absolute and variable characteristics.
I. ESP is designed to meet specific needs of the learner.
II. ESP is not designed for specific disciplines.
III. ESP makes use of the underlying methodology and activities of the disciplines it serves.
IV. ESP is centered on the language (grammar, lexis and register), skills, discourse and games appropriate to these activities.
V. ESP is not designed for adult learners, neither at a tertiary level institution nor in a professional work situation. It is however used for learners at a secondary level.
The only correct alternative(s) is/are:
The Communicative Language Teaching (CLT) is best understood as an approach, not a method. Considering some of its interconnected characteristics as a definition of communicative language teaching-approach, analyse the statements below.
I. Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence.
II. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.
III. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times accuracy may have to take on more importance than fluency in order to keep learners meaningfully engaged in language use.
IV. In the communicative classroom, students ultimately have to use the language, productively and respectively, in unrehearsed contexts.
V. Classroom goals are focused on form rather than meaning.
The only correct alternative(s) is/are:
Read TEXT 5 and answer question.
TEXT 5
Situation: Teachers of a Tourism Course decide to work with the theme Accessibility which belongs to their Syllabus. They decide to plan a visit to an International Airport.
Here is a list of suggestions for the teachers who are engaged in the activity to plan their lessons:
- A teacher of Tourism and Sustainable Development Theory can ask students to find out about the infra-structure of the place and make a list of possible problems and solutions in order to write a report;
- A teacher of History can ask students to find out when the airport was built, how it was designed, who ruled the city at that time and if there were any interest in improving the accessibility, read the laws about accessibility, write a report about what was going wrong and make suggestions.
- A teacher of English can ask students to find out all the signs if they are translated, if there is accessibility in relation to all the airport, write directions to tell the tourists how to get to the places inside the airport; take notes about problems and solutions.
- The week after the visit all the students will have to share information about their findings.
The situation presented above is mainly related to the principle of
Read TEXT 4 and answer question.
TEXT 4
LESSON PLAN – A SCHOOL TRIP
Pre-task (15-20 min)
Aim: to introduce the topic of a school trip and to give the class exposure to language related to it. To highlight words and phrases
Steps:
- Show pictures of students in a school trip, such as museum, park, airport, botanic garden and ask them where they go to have a good class out.
- Brainstorm words/phrases onto the board related to the topic: people, verbs, feelings, etc.
- Introduce the listening of a teacher and students planning a class out.
- Write up different alternatives on the board to give them a reason for listening eg. (a) museum/public library; (b) meet at the train station/in the square.
- Play it a few times; first time to select from alternatives, second time to note down some language.
- Tell them they are going to plan a class out and give them a few minutes to think it over. Task (10 min):students do the task in pairs and plan the day out. Match them with another pair to discuss their ideas and any similarities/differences.
Planning (10 min)
- Each pair rehearses presenting their class out. Teacher walks around, helps them if they need it and notes down any language points to be highlighted later.
- Report (15 min)
- Class listen to the plans; their task is to choose one of them. They can ask questions after the presentation. - Teacher gives feedback on the content and quickly reviews what was suggested. Students vote and choose one of the school days out.
- Language focus (20 min)
- Write on the board five good phrases used by students during the last task and five incorrect phrases/sentences from the task without the word that caused the problem. Students discuss the meaning and how to complete the sentences.
- Hand out the tape script from the listening and ask the students to underline the useful words and phrases.
- Highlight any language you wish to draw attention to, eg.: language for making suggestion, giving
opinion, collocations, etc.
After reading the steps in the plan, we conclude that the lesson:
I. is designed so that students are actively engaged in ‘learning about something’ rather than in ‘doing something.’
II. has explicit educational goals.
III. is based on constructivism and gives careful consideration to situated learning theory.
IV. focus primarily on the language that is needed to achieve some realistic objectives.
V. is challenging, focusing on higher-order knowledge and skills.
The only correct alternative(s) is/are:
Read TEXT 4 and answer question.
TEXT 4
LESSON PLAN – A SCHOOL TRIP
Pre-task (15-20 min)
Aim: to introduce the topic of a school trip and to give the class exposure to language related to it. To highlight words and phrases
Steps:
- Show pictures of students in a school trip, such as museum, park, airport, botanic garden and ask them where they go to have a good class out.
- Brainstorm words/phrases onto the board related to the topic: people, verbs, feelings, etc.
- Introduce the listening of a teacher and students planning a class out.
- Write up different alternatives on the board to give them a reason for listening eg. (a) museum/public library; (b) meet at the train station/in the square.
- Play it a few times; first time to select from alternatives, second time to note down some language.
- Tell them they are going to plan a class out and give them a few minutes to think it over. Task (10 min):students do the task in pairs and plan the day out. Match them with another pair to discuss their ideas and any similarities/differences.
Planning (10 min)
- Each pair rehearses presenting their class out. Teacher walks around, helps them if they need it and notes down any language points to be highlighted later.
- Report (15 min)
- Class listen to the plans; their task is to choose one of them. They can ask questions after the presentation. - Teacher gives feedback on the content and quickly reviews what was suggested. Students vote and choose one of the school days out.
- Language focus (20 min)
- Write on the board five good phrases used by students during the last task and five incorrect phrases/sentences from the task without the word that caused the problem. Students discuss the meaning and how to complete the sentences.
- Hand out the tape script from the listening and ask the students to underline the useful words and phrases.
- Highlight any language you wish to draw attention to, eg.: language for making suggestion, giving
opinion, collocations, etc.
Conheça nossos planos