Questões de Concurso Público Prefeitura de Aracaju - SE 2024 para Professor - Disciplina: Língua Inglesa
Foram encontradas 70 questões
Be True to Your School
A song by The Beach Boys
When some loud braggart tries to put me down
And says his school is great
I tell him right away
Now what’s the matter buddy
Ain’t you heard of my school
It’s number one in the state (Hey, hey! Take it away! Get that
ball and fight!)
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school
I got a letterman’s sweater
With a letter in front
I got for football and track
I’m proud to wear it now
When I cruise around
The other parts of the town
I got a decal in back
Come Friday we’ll be jacked up on the football game
And I’ll be ready to fight
We’re gonna smash ‘em now
My girl will be working on her pom-poms now
And she’ll be yelling tonight
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school (Push them back, push them back)
Internet: <genius.com>.
Based on the previous text, judge the items below.
The narrator believes his school is the best in the whole state and isn’t afraid to brag about it.
Be True to Your School
A song by The Beach Boys
When some loud braggart tries to put me down
And says his school is great
I tell him right away
Now what’s the matter buddy
Ain’t you heard of my school
It’s number one in the state (Hey, hey! Take it away! Get that
ball and fight!)
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school
I got a letterman’s sweater
With a letter in front
I got for football and track
I’m proud to wear it now
When I cruise around
The other parts of the town
I got a decal in back
Come Friday we’ll be jacked up on the football game
And I’ll be ready to fight
We’re gonna smash ‘em now
My girl will be working on her pom-poms now
And she’ll be yelling tonight
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school (Push them back, push them back)
Internet: <genius.com>.
Based on the previous text, judge the items below.
The narrator’s girlfriend supports him by cheering with pom-poms during the football matches.
Be True to Your School
A song by The Beach Boys
When some loud braggart tries to put me down
And says his school is great
I tell him right away
Now what’s the matter buddy
Ain’t you heard of my school
It’s number one in the state (Hey, hey! Take it away! Get that
ball and fight!)
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school
I got a letterman’s sweater
With a letter in front
I got for football and track
I’m proud to wear it now
When I cruise around
The other parts of the town
I got a decal in back
Come Friday we’ll be jacked up on the football game
And I’ll be ready to fight
We’re gonna smash ‘em now
My girl will be working on her pom-poms now
And she’ll be yelling tonight
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school (Push them back, push them back)
Internet: <genius.com>.
Based on the previous text, judge the items below.
The narrator suggests that loyalty to one’s school should be as strong as loyalty to a significant other, comparing the school spirit to being in a relationship.
Be True to Your School
A song by The Beach Boys
When some loud braggart tries to put me down
And says his school is great
I tell him right away
Now what’s the matter buddy
Ain’t you heard of my school
It’s number one in the state (Hey, hey! Take it away! Get that
ball and fight!)
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school
I got a letterman’s sweater
With a letter in front
I got for football and track
I’m proud to wear it now
When I cruise around
The other parts of the town
I got a decal in back
Come Friday we’ll be jacked up on the football game
And I’ll be ready to fight
We’re gonna smash ‘em now
My girl will be working on her pom-poms now
And she’ll be yelling tonight
So be true to your school now
Just like you would to your girl or guy
Be true to your school now
And let your colors fly
Be true to your school (Push them back, push them back)
Internet: <genius.com>.
Based on the previous text, judge the items below.
The narrator only shows pride in his school during the football matches on Fridays.
Considering the language used in the Untitled story and in the previous text, judge the item below.
The fragment “in and of itself” indicates the double effect of humor in the Untitled story.
Considering the language used in the Untitled story and in the previous text, judge the item below.
The word “heavy-handedness” works as an adjective in the text.
Considering the language used in the Untitled story and in the previous text, judge the item below.
The Untitled story presents colloquial Internet English, but apart from the absence of apostrophes in contractions, the language is grammatically correct.
Considering the language used in the Untitled story and in the previous text, judge the item below.
In the text, “rousing” is an adjective meaning stirring, exciting.
Considering the language used in the Untitled story and in the previous text, judge the item below.
In the text, the word “fun” is a verb.
Four types of English exist in Africa, identifiable in terms of history, functions, and linguistic characteristics. West African Pidgin English has a history going back to the 15th century, 400 years before formal colonization. Creole varieties of English have a history going back to repatriation of enslaved people from the Caribbean and the United States of America in the 19th century. Second language varieties, which are the most widespread on the continent, are prototypically associated with British colonization and its education systems. L1 (first language) English occurred mostly in Southern and East Africa and is best represented in South Africa. The latter shows significant similarities with the other major Southern Hemisphere varieties of English, spoken in Australia and New Zealand.
African Englishes From a Sociolinguistic Perspective.
Internet: <oxfordre.com> (adapted).
Considering the previous text, its ideas and linguistic features, as well as the reading strategies that apply to it, judge the following item.
The word “mostly”, in the fifth sentence of the text, is an adverb that indicates degree.
Four types of English exist in Africa, identifiable in terms of history, functions, and linguistic characteristics. West African Pidgin English has a history going back to the 15th century, 400 years before formal colonization. Creole varieties of English have a history going back to repatriation of enslaved people from the Caribbean and the United States of America in the 19th century. Second language varieties, which are the most widespread on the continent, are prototypically associated with British colonization and its education systems. L1 (first language) English occurred mostly in Southern and East Africa and is best represented in South Africa. The latter shows significant similarities with the other major Southern Hemisphere varieties of English, spoken in Australia and New Zealand.
African Englishes From a Sociolinguistic Perspective.
Internet: <oxfordre.com> (adapted).
Considering the previous text, its ideas and linguistic features, as well as the reading strategies that apply to it, judge the following item.
The skimming technique would be ideal for quickly identifying time periods and their specific relevance in the text.
Four types of English exist in Africa, identifiable in terms of history, functions, and linguistic characteristics. West African Pidgin English has a history going back to the 15th century, 400 years before formal colonization. Creole varieties of English have a history going back to repatriation of enslaved people from the Caribbean and the United States of America in the 19th century. Second language varieties, which are the most widespread on the continent, are prototypically associated with British colonization and its education systems. L1 (first language) English occurred mostly in Southern and East Africa and is best represented in South Africa. The latter shows significant similarities with the other major Southern Hemisphere varieties of English, spoken in Australia and New Zealand.
African Englishes From a Sociolinguistic Perspective.
Internet: <oxfordre.com> (adapted).
Considering the previous text, its ideas and linguistic features, as well as the reading strategies that apply to it, judge the following item.
In the first sentence of the text, the words “history”, “functions”, and “linguistic” are working as modifiers describing “characteristics”.
Four types of English exist in Africa, identifiable in terms of history, functions, and linguistic characteristics. West African Pidgin English has a history going back to the 15th century, 400 years before formal colonization. Creole varieties of English have a history going back to repatriation of enslaved people from the Caribbean and the United States of America in the 19th century. Second language varieties, which are the most widespread on the continent, are prototypically associated with British colonization and its education systems. L1 (first language) English occurred mostly in Southern and East Africa and is best represented in South Africa. The latter shows significant similarities with the other major Southern Hemisphere varieties of English, spoken in Australia and New Zealand.
African Englishes From a Sociolinguistic Perspective.
Internet: <oxfordre.com> (adapted).
Considering the previous text, its ideas and linguistic features, as well as the reading strategies that apply to it, judge the following item.
In the last sentence of the text, “The latter” is a noun phrase that refers to “South Africa”.
Four types of English exist in Africa, identifiable in terms of history, functions, and linguistic characteristics. West African Pidgin English has a history going back to the 15th century, 400 years before formal colonization. Creole varieties of English have a history going back to repatriation of enslaved people from the Caribbean and the United States of America in the 19th century. Second language varieties, which are the most widespread on the continent, are prototypically associated with British colonization and its education systems. L1 (first language) English occurred mostly in Southern and East Africa and is best represented in South Africa. The latter shows significant similarities with the other major Southern Hemisphere varieties of English, spoken in Australia and New Zealand.
African Englishes From a Sociolinguistic Perspective.
Internet: <oxfordre.com> (adapted).
Considering the previous text, its ideas and linguistic features, as well as the reading strategies that apply to it, judge the following item.
In both the excerpts “has a history going back to the 15th century”, and “have a history going back to repatriation”, the expression “going back” works as a phrasal verb.
Four types of English exist in Africa, identifiable in terms of history, functions, and linguistic characteristics. West African Pidgin English has a history going back to the 15th century, 400 years before formal colonization. Creole varieties of English have a history going back to repatriation of enslaved people from the Caribbean and the United States of America in the 19th century. Second language varieties, which are the most widespread on the continent, are prototypically associated with British colonization and its education systems. L1 (first language) English occurred mostly in Southern and East Africa and is best represented in South Africa. The latter shows significant similarities with the other major Southern Hemisphere varieties of English, spoken in Australia and New Zealand.
African Englishes From a Sociolinguistic Perspective.
Internet: <oxfordre.com> (adapted).
Considering the previous text, its ideas and linguistic features, as well as the reading strategies that apply to it, judge the following item.
The phrase “the most widespread”, in the fourth sentence of the text, is a superlative construction, with “most” modifying the adjective “widespread”.
Tom Gauld. The narrator. Internet: <theguardian.com>.
According to the previous comic strip, judge the items that follow.
The commas presented in the fragment “that, dear reader, was the exact moment” could be removed without harming the correctness of the sentence.
Tom Gauld. The narrator. Internet: <theguardian.com>.
According to the previous comic strip, judge the items that follow.
The two sentences in the first panel compose, together, an example of reported speech.
Tom Gauld. The narrator. Internet: <theguardian.com>.
According to the previous comic strip, judge the items that follow.
There are two relative clauses in the last panel of the comic strip.
Tom Gauld. The narrator. Internet: <theguardian.com>.
According to the previous comic strip, judge the items that follow.
In the second panel, there are examples of four different verb tenses.
Tom Gauld. The narrator. Internet: <theguardian.com>.
According to the previous comic strip, judge the items that follow.
The sentence “Get out of our house!” is grammatically inadequate because it is missing the subject, essential part of every clause.
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