Questões de Concurso Público SEEDUC-RJ 2015 para Professor Docente I - Inglês
Foram encontradas 50 questões
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503725
Inglês
This text shows several examples of multiple parallel clausal structures. One example particularly shows the repetition of subordinate clauses to describe the preceding noun phrase, producing a certain dramatic effect. The example is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503726
Inglês
Adverbs present a range of semantic categories. In this text, we can ?nd some of them: time, manner, degree etc. The only pair that includes adverbs of different semantic categories is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503727
Inglês
According to the Longman Grammar (Biber et al., 1999, p. 988), “collocations are associations between lexical words, so that the words co-occur more frequently than expected by chance”. This text presents several examples of collocations. The only exception is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503728
Inglês
One mechanism of grammatical cohesion is the use of substituting pro-forms. The only example of a pro-form is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503729
Inglês
Modal verbs can be classified into two major categories of me- aning: epistemic and deontic. Epistemic modals refer to the logical status of events or states. The following alternatives are examples of epistemic modals. The only exception is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503730
Inglês
Suppose a student asks you if 'whose' in the following academic passage is wrong.
“There is a way of proceeding in conceptual matters whose method is to define away any inconvenient difficulty." (Biber et al, 1999, p. 617)
The alternative with the correct answer and comment is:
“There is a way of proceeding in conceptual matters whose method is to define away any inconvenient difficulty." (Biber et al, 1999, p. 617)
The alternative with the correct answer and comment is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503731
Inglês
Suppose you are correcting some literary essays. In one essay, you find the following extract.
“It begins with the Giant coming back to his garden after a seven-year trip. When arriving they see that children play in his garden." (source: a real student's essay)
The mistake that directly affects the cohesion of the extract is the/a:
“It begins with the Giant coming back to his garden after a seven-year trip. When arriving they see that children play in his garden." (source: a real student's essay)
The mistake that directly affects the cohesion of the extract is the/a:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503732
Inglês
Consider the following noun phrase: ‘the only navigable river’. Suppose a student asks you if there is a difference in meaning if ‘navigable’ is placed after ‘river’. The alternative with the correct answer and comment is:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503733
Inglês
Consider the following sentence from a student’s essay.
“The theme of this short story make us see the beauty in another vision.” (source: a real student’s essay)
The sentence should be rewritten as the following alternative:
“The theme of this short story make us see the beauty in another vision.” (source: a real student’s essay)
The sentence should be rewritten as the following alternative:
Ano: 2015
Banca:
CEPERJ
Órgão:
SEEDUC-RJ
Prova:
CEPERJ - 2015 - SEDUC-RJ - Professor Docente I - Inglês |
Q503734
Inglês
Learners of English as a foreign language usually have problems in distinguishing between oral and written English. Oral language typically displays an unplanned and fragmented speech, while written language usually presents a more elaborated and planned speech. When correcting written assignments, teachers should pay particular attention to the uses that are typically oral. The alternatives below present examples of oral speech. The only exception is:
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