Questões de Concurso Sobre inglês
Foram encontradas 17.625 questões
Ano: 2017
Banca:
IESES
Órgão:
GasBrasiliano
Provas:
IESES - 2017 - GasBrasiliano - Economista Júnior
|
IESES - 2017 - GasBrasiliano - Engenheiro de Gás Natual Júnior |
Q799678
Inglês
Complete a sentença com o tempo verbal correto e assinale a alternativa correta:
The police _________ three people, but later they let go them.
Q799481
Inglês
Complete sentenças usando must, mustn’t ou needn’t:
Mary gave me a letter to post. I ___ remember to post it.
There’s plenty of time for you to make up your mind. You
______ decide now.
We ______ make any noise.
Assinale a sequencia correta:
Q799434
Inglês
Complete as sentenças usando by ou until:
Sarah has gone away. She will be away _____ Monday.
Sorry, but I must to go. I have to go home ____ 5 o’ clock.
I’d better pay the phone bill. It has to be paid ____
tomorrow.
Assinale a sequência correta:
Q799432
Inglês
Complete a sentença com o correto Phrasal Verb e
assinale a alternativa correta:
I don’t want to hear any more about this matter. Please,
don’t ___________ again.
Q799430
Inglês
Qual das alternativas NÃO está na voz passiva?
Q799429
Inglês
Complete as sentenças usando in, at ou on. Has she got a job? No, she´s still ____ School. We walked to the restaurant, but we went home __ a taxi. I enjoyed the flight, but the food ______ the plane wasn’t very nice.
Assinale a sequência correta:
Q799427
Inglês
Assinale a alternativa que completa a frase a seguir:
_________ a problem that we have to solve now.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795876
Inglês
Judge the following item according to text 19A3BBB.
In the first paragraph, both “innovative” (l.1) and
“characteristics” (l.5) are pronounced with the primary stress
on the first syllable
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795875
Inglês
Judge the following item according to text 19A3BBB.
In the first paragraph, “As” is a conjunction used to convey
time.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795874
Inglês
Judge the following item according to text 19A3BBB.
In the second paragraph, the word “subsumed” (.20) means
included.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795873
Inglês
Judge the following item according to text 19A3BBB.
It is correct to replace “calling” with call in the phrase “used to
calling” (l.17).
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795872
Inglês
Judge the following item according to text 19A3BBB.
In the first paragraph, the word “touted” (l.2) means
questioned.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795871
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
The sentence “However, there are other causes for errors too,
one of which is overgeneralization of target-language rules”
would remain correct if “which” were replaced with them in
the clause “one of which is overgeneralization”.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795870
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
Students learn errors from other students.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795869
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
Overextension is one type of overgeneralization error.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795868
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
The text defends that the more different a grammar structure
in the second language is, the longer a learner will take to
acquire it.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795867
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
First language learners’ errors are similar to second language
learners’ errors despite the latter’s first language.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795866
Inglês
Based on the text 19A1BBB, judge the following item.
It can be concluded from the text that current times call for
action, change and diversity in language teaching.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795865
Inglês
Based on the text 19A1BBB, judge the following item.
The word “Instead” (l.14) can be correctly replaced by
Moreover.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795864
Inglês
Based on the text 19A1BBB, judge the following item.
The verb “confine” (l.12) is synonymous with restrict.
Conheça nossos planos