Banco de Questões

A ferramenta completa para a sua preparação em concursos

Questões de Língua Inglesa

35.421 questões encontradas

  1. Questão 321

    ID 3172247

    Disciplina: Língua Inglesa

    Assunto: Letras de Música e Poemas | Song Lyrics And Poems

    Ano: 2023 Banca: IFMG - Instituto Federal de Minas Gerais Órgão: Instituto Federal de Minas Gerais


    Read the poem I too below to answer QUESTIONS 4 to 7.

    I, Too

    Langston Hughes - 1901-1967

    I, too, sing America.

    I am the darker brother.

    They send me to eat in the kitchen

    When company comes,

    But I laugh,

    And eat well,

    And grow strong.

    Tomorrow,

    I'll be at the table

    When company comes.

    Nobody'll dare

    Say to me,

    “Eat in the kitchen,”

    Then.

    Besides,

    They'll see how beautiful I am

    And be ashamed —

    I, too, am America.

    Source: The Collected Poems of Langston Hughes, published by Knopf and Vintage Books. Copyright © 1994 by the Estate of Langston Hughes. All rights reserved. Used by permission of Harold Ober Associates Incorporated.



    Read the sentences about the poem and write true (T) or false (F).

    I. The poem expresses how he felt like an unforgotten American citizen because of his skin color.

    II. Hughes proclaims that he, too, is an American, even though the dominant members of society are constantly pushing him aside and hiding him away because he is an African American.

    III. Even though Hughes feels ostracized because of his job in the kitchen, he still sings like an American.

    IV. Although short in length, it delivers a powerful message about how many African Americans have been working in America.

    V. He hopes white people will be ashamed of the way they have treated African Americans, and they will realize they are also a part of the country.

    Now, choose the correct alternative.

    Alternativas da questão 3172247
  2. Questão 322

    ID 3172246

    Disciplina: Língua Inglesa

    Assunto: Aquisição de Segunda Língua | Second Language Acquisition

    Ano: 2023 Banca: VUNESP - Fundação para o Vestibular da Universidade Estadual Paulista Órgão: Prefeitura Municipal de Santa Bárbara d'Oeste


    Leia o texto para responder às questões de números 47 a 49.

    Cohen (2001) in his article presents some questions teachers should ask themselves when preparing English as a Foreign Language (EFL) tests. Some of them are listed below:

    1. Are the instructions for each section clear? Do all the items in a section fit the instructions for that section?

    2. Is the vocabulary in the instructions and in the items at the desired level of difficulty for those students?

    3. Does the test adequately cover the instructional objectives for the course?

    4. Is the test as a whole too long or too short?”

    5. Are the test items worded in a way that one item does not provide a giveaway for the others?

    6. Is the space between and within items adequate?

    (COHEN, Andrew D. Second language Assessment.

    IN: Marianne Cerce-Murcia(ed). Teaching English as a second or

    foreign language. Boston, Massachusstes: Heinle&Heinle.

    2nd edition. 2001. Adaptado)



    As perguntas colocadas pelo autor permitem compreender que, ao preparar testes para avaliar a aprendizagem de seus alunos, o professor de Língua Inglesa deve

    Alternativas da questão 3172246
  3. Questão 323

    ID 3172245

    Disciplina: Língua Inglesa

    Assunto: Interpretação de Texto | Text Interpretation

    Ano: 2023 Banca: VUNESP - Fundação para o Vestibular da Universidade Estadual Paulista Órgão: Universidade Estadual de Campinas


    Leia o texto para responder às questões de números 01 a 09.

    European companies dealing with the most alarming energy crisis and inflation in four decades are bracing for a fresh shock: wage inflation and the increasing threat of worker actions. The theme has emerged this earnings season, with many of Europe’s most prominent companies warning that prices may rise further in 2023 amid tough wage negotiations in a tight labor market. A season of strike action is already in full swing across Europe as workers – who now suffer the most dramatic real income decline in years – push for higher pay.

    With productivity almost flat and a number of countries in the euro area, as well as Britain, entering recession, the wage demands could put additional pressure on company’s bottom lines. “We’re watching this very closely,” Nestlé SA chief Executive Officer told Bloomberg Television. “In most industrial European countries those negotiations for ’23 will unfold during the winter and first quarter.”

    Some companies are already dealing with walkouts. For example, in November 2022, as red banners and whistling filled the air, Airbus SE employees marched out of an assembly plant in Bremen, Germany, in a bid to secure an 8% pay rise. Negotiating on behalf of 3.9 million manufacturing workers, IG Metall (Germany’s most powerful workers’ union) argued that wage hikes were needed to meet rising energy bills. In response, the employers’ association has insisted there simply won’t be extra profits to pass down the line, since “there will be no growth that can be distributed”. Yet, Germany’s recent decision to hike the minimum wage by 22% could encourage unions while feeding broader inflation.

    With inflation still rising, there’s more pressure than ever on companies to reduce their spending. But holding down wages can backfire, and the next several months will show whether pay is one cost that companies can’t afford to cut.

    (Dasha Afanasieva et alii. Europe’s Wageflation hangover. Bloomberg Businessweek, 14.11.2022. Adaptado)



    The word “most” means the same as “the largest part of” in alternative

    Alternativas da questão 3172245
  4. Questão 324

    ID 3172244

    Disciplina: Língua Inglesa

    Assunto: Metodologias e Abordagens de Ensino | Teaching Methods And Approaches

    Ano: 2023 Banca: IFMG - Instituto Federal de Minas Gerais Órgão: Instituto Federal de Minas Gerais


    Read the paragraphs below.

    “What is reading?

    Reading is a conscious and unconscious thinking process. The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended. The reader does this by comparing information in the text to his or her background knowledge and prior experience.”

    “What is literacy?

    Literacy is a set of attitudes and beliefs about the ways of using spoken and written language that are acquired in the course of a person’s socialization into a specific cultural context.”

    “It is important to clarify the relationship between reading and literacy, since research has shown that they are not the same thing. In fact, the definitions and uses of literacy vary culturally, and the cultural contexts of literacy are the underpinnings of the acquisition and use of reading and writing.”

    (MIKULECKY, 2008) Adapted from: https://docplayer.net/5689737-Teaching-reading-in-a-second-language.html Access on March 20th, 2023

    Concerning teaching literacies approaches, identify the option that best describe a social literacy activity.

    Alternativas da questão 3172244
  5. Questão 325

    ID 3172243

    Disciplina: Língua Inglesa

    Assunto: Literatura | Literature

    Ano: 2023 Banca: IFMG - Instituto Federal de Minas Gerais Órgão: Instituto Federal de Minas Gerais


    Read the following sentences and write true (T) or false (F).

    I – Beowulf is a narrative poem and an example from the Old English Literature Period.

    II – The Canterbury Tales was written by Geoffrey Chaucer in The Middle Ages.

    III – William Shakespeare wrote tragedies, comedies and histories during The Renaissance.

    IV – Pride and Prejudice is a set of short stories and was written by Jane Austen.

    Considering Rainsford’s studies (2014), choose the correct alternative.

    Alternativas da questão 3172243
  6. Questão 326

    ID 3172242

    Disciplina: Língua Inglesa

    Assunto: Prefixos | Prefixes

    Ano: 2023 Banca: Instituto Social Univida Órgão: Prefeitura Municipal de Marumbi


    In the sequence, the terms unkind, misuse, helpful and fearless are:

    Alternativas da questão 3172242
  7. Questão 327

    ID 3172241

    Disciplina: Língua Inglesa

    Assunto: Estratégias de Leitura (Skimming e Scanning) | Reading Strategies (Skimming And Scanning)

    Ano: 2023 Banca: IFMG - Instituto Federal de Minas Gerais Órgão: Instituto Federal de Minas Gerais


    Read the following Reading skills and some examples and then check the correct option.

    I- “Previewing and predicting. Giving the text a quick once-over to be able to guess what is to come;

    II- Skimming. Carefully getting the most detailed analysis of a passage or book;

    III- Guessing the meaning of unknown words from the context. Using such clues as knowledge of word parts, syntax, and relationship patterns”.

    (MIKULECKY, 2008) Source: https://docplayer.net/5689737-Teaching-reading-in-a-second-language.html Access on March, 20th 2023

    Alternativas da questão 3172241
  8. Questão 328

    ID 3172240

    Disciplina: Língua Inglesa

    Assunto: Colocações Lexicais | Collocations

    Ano: 2023 Banca: SELECON - Instituto Nacional de Seleções e Concursos Órgão: Prefeitura Municipal de Cuiabá


    TEXT:

    What's the best way to learn receptive skills?

    Miranda Hamilton

    July 26, 2021

    We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?

    Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.

    Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.

    How many words?

    This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.

    1. Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
    2. Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
    3. Write the phrase on the board and count the number of words with the class. Who was the closest?
    4. Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.

    This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.

    Support every learner

    In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.

    1. Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
    2. Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.

    Prepare to listen, prepare to understand

    Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.

    1. Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen.
    2. Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
    3. Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.

    Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.

    Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-to-

    learn-receptive-skills



    O texto apresenta propostas de atividades para serem realizadas em aula ao trabalhar a compreensão oral, resultando em uma melhor preparação para um exame. A forma correta de fazer uma collocation para se referir ao ato de o aluno fazer um exame é:

    Alternativas da questão 3172240
  9. Questão 329

    ID 3172239

    Disciplina: Língua Inglesa

    Assunto: Interpretação de Texto | Text Interpretation

    Ano: 2023 Banca: IFMG - Instituto Federal de Minas Gerais Órgão: Instituto Federal de Minas Gerais


    Read the following excerpt from Shakespeare’s The Taming of the Shrew:

    “Baptista:

    Gentlemen, importune me no farther,

    For how I firmly am resolu'd you know:

    That is, not to bestow my yongest daughter,

    Before I haue a husband for the elder:

    If either of you both loue Katherina,

    Because I know you well, and loue you well,

    Leaue shall you haue to court her at your pleasure.”

    Source: https://firstfolio.bodleian.ox.ac.uk/download/text-pdfs/F-shr.pdf

    In this context, the word “bestow” is closest in meaning to:

    Alternativas da questão 3172239
  10. Questão 330

    ID 3172238

    Disciplina: Língua Inglesa

    Assunto: Coesão e Coerência | Cohesion And Coherence

    Ano: 2023 Banca: FEPESE - Fundação de Estudos e Pesquisas Socioeconômicos Órgão: Prefeitura Municipal de Balneário Camboriú


    The Library of Alexandria was the greatest library of the ancient world. Built around 280 BC, this library held as many as 700,000 books and scrolls. Think of all that ancient wisdom! Some of it was timeless and rare. Unfortunately much of it was burned.

    ......................appreciate the Library of Alexandria, you have to understand the rarity ............... books .............. that time. This library was built 1600 years .......... the invention of the printing press. Every text ........... the collection was handwritten and they were very expensive, though. It took a lot more work to make a book back then. The collection of texts at the Library of Alexandria was priceless in every sense.

    Naturally, this library was located in Alexandria, a seaport in Egypt. Alexander the Great established this city in 331 BC. He built a very large empire that respected and preserved knowledge. The Library of Alexandria grew from this empire.

    The rulers of Alexandria wanted their library to be a collection of all the world’s knowledge. That was a pretty big mission at the time. That’s a mission that Google and others are still pursuing today. At that time it was impossible to imagine trying to collect all the world’s knowledge before computers. The rulers of Alexandria took some extreme actions to pursue their mission.

    They sent royal agents across the known world to collect texts. They gave these agents large sums of money and instructed them to buy any book that they could find. They preferred older texts, but they would buy books written by any author on any subject.

    As time passed, the rulers of Alexandria became more aggressive in their mission. They searched for books on all ships that entered their ports. Alexandria was a trading hub and many ships came and went. Government agents seized every book that they found. They brought the books to the library and scholars would copy them. Sometimes the library kept the originals, but the copies were returned to the visitors

    Another interesting acquisition involved the Athenians. Athens was a neighboring city-state to Alexandria in the Macedonian Empire. The Alexandrians wanted some classic Greek texts from the Athenians so they convinced the Athenians to lend them the original copies of these texts. The Alexandrians claimed that they would copy these texts. The Athenians received a tremendous sum to secure the loan. The Alexandrians gave them over 1,000 pounds of silver as collateral. They did copy the books, but they returned the copies, not the originals, to the Athenians. The Alexandrians happily forfeited the collateral to keep the original texts.

    One ill-fated night in 48 BC, the Library of Alexandria burned. Roman general Julius Caesar was fighting a civil war against the Roman Senate. While engaged in battle, Caesar felt it wise to set fire to his own ships and burn the docks at Alexandria. The fire spread and destroyed the Library of Alexandria. The flames consumed many texts. Some texts may have been saved. The full-damage of the episode is unknown. The library was later rebuilt, but was thereafter less noted in history.



    Identify the following statements as true ( T ) or false ( F ), according to structure and grammar use.

    ( ) held, took and grew have their infinitive form as hold, take and grow.

    ( ) Unfortunately and happily are being used in the text as examples of adverbs.

    ( ) In the following sentence: They did copy the books…, the underlined word is being used to describe an action that already happened in the past.

    ( ) The verb to lend, in the text means to use something that belongs to someone else, with the intention of returning it.

    ( ) In the sentence: Some texts may have been saved… the underlined word is a modal verb.

    Choose the alternative which presents the correct sequence, from top to bottom.

    Alternativas da questão 3172238
  11. Questão 331

    ID 3172237

    Disciplina: Língua Inglesa

    Assunto: Tradução | Translation

    Ano: 2023 Banca: SELECON - Instituto Nacional de Seleções e Concursos Órgão: Prefeitura Municipal de Cuiabá


    TEXT:

    What's the best way to learn receptive skills?

    Miranda Hamilton

    July 26, 2021

    We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?

    Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.

    Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.

    How many words?

    This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.

    1. Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
    2. Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
    3. Write the phrase on the board and count the number of words with the class. Who was the closest?
    4. Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.

    This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.

    Support every learner

    In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.

    1. Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
    2. Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.

    Prepare to listen, prepare to understand

    Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.

    1. Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen.
    2. Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
    3. Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.

    Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.

    Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-to-

    learn-receptive-skills



    No trecho “This micro listening activity helps raise learners’ awareness of sounds”, a tradução correta para o substantivo “awareness” é:

    Alternativas da questão 3172237
  12. Questão 332

    ID 3172236

    Disciplina: Língua Inglesa

    Assunto: Tradução | Translation

    Ano: 2023 Banca: VUNESP - Fundação para o Vestibular da Universidade Estadual Paulista Órgão: Agência Reguladora dos Serviços de Saneamento das Bacias dos Rios Piracicaba, Capivari e Jundiaí


    Leia o texto para responder às questões de números 11 a 15.

    The ecosystems, biomes and processes that regulate the stability and resilience of the Earth system are under severe pressure. So, it is timely to reflect on how our understanding of tackling environmental problems has shifted, and what factors make for successful outcomes.

    Standard risk management approaches will not be sufficient to address the complex societal, environmental and economic systems and their interactions that characterize nations across the world today. Reducing the loss of biodiversity simply by establishing protected areas will not succeed, when much biodiversity is found in areas under production, both in agriculture and in the seas. Furthermore, as the climate changes, habitat fragmentation restricts species to smaller spaces, reduces genetic variability and stresses ecosystems. Protected areas are important – but are only part of the answer. Innovative ways are needed to integrate development and biodiversity protection. There is a risk of inadvertently making things worse, for example, by expanding agriculture in ways that deplete soils, waste water and increase desertification and deforestation.

    STAP1 analysed 32 climate change mitigation and chemicals and waste management projects worldwide. One such project was based on the “circular economy concept”, which aims to change the linear economic model based on ‘take, make, use, and dispose,’ to a more sustainable model that is restorative and regenerative by design. The concept ensures that the value of products, materials, and resources is maintained in the economy at their highest value and usefulness for as long as possible while minimizing waste.

    A circular approach will also yield socio-economic gains. Transitioning to the circular economy in five European countries by 2030, apart from reducing carbon emissions by two-thirds, would also lower business costs and increase the workforce by about 4%, creating more than 1.2 million jobs, including benefits across focal areas – and are ultimately more transformational.

    (https://www.thegef.org. Adaptado)

    STAP1 Scientific and Technical Advisory Panel – United Nations.



    No trecho do primeiro parágrafo “and what factors make for successful outcomes”, os termos em negrito correspondem, em português, a

    Alternativas da questão 3172236
  13. Questão 333

    ID 3172235

    Disciplina: Língua Inglesa

    Assunto: Preposições de Tempo | Prepositions Of Time

    Ano: 2023 Banca: IESES - Instituto de Estudos Superiores do Extremo Sul Órgão: Companhia de Gás de Santa Catarina


    Complete the sentence and choose the correct alternative.

    Mary is away. She’s been away _____ Wednesday.

    Alternativas da questão 3172235
  14. Questão 334

    ID 3172234

    Disciplina: Língua Inglesa

    Assunto: Interpretação de Texto | Text Interpretation

    Ano: 2023 Banca: VUNESP - Fundação para o Vestibular da Universidade Estadual Paulista Órgão: Universidade Estadual de Campinas


    Read the text and answer questions from 06 to 10.

    Typography is the art of arranging letters and text in a way that makes the copy legible, clear, and visually appealing to the reader. It involves font style, appearance, and structure, which aims to elicit certain emotions and convey specific messages. In short, typography is what brings the text to life.

    Typography can be dated back to the 11th century. Before the digital age, it was a specialized craft associated with books and magazines, and eventually public works. The first example of typography can be seen in the Gutenberg Bible, which stimulated a typography revolution in the west. Fun fact: the style of type used in the Gutenberg Bible is now known as Textura, and you’ll find it in the font dropdown menu on major desktop applications today!

    There’s some confusion surrounding the difference between typefaces and fonts, with many treating the two as synonymous. There are differences, though. Put simply, a typeface is a family of related fonts, while fonts refer to the weights, widths, and styles that constitute a typeface.

    It’s important that your website is visually stimulating and memorable, and typography plays a huge role in this process. It is so much more than just choosing beautiful fonts: it’s a vital component of user interface design. Good typography will establish a strong visual hierarchy and provide a graphic balance to the website. It should guide and inform the users, optimize readability and accessibility, and ensure an excellent user experience. It could be the difference between someone staying on your website for one minute or half an hour.

    (https://careerfoundry.com/en/blog/ui-design/. Adaptado)



    O primeiro e o segundo parágrafos informam que

    Alternativas da questão 3172234
  15. Questão 335

    ID 3172233

    Disciplina: Língua Inglesa

    Assunto: Imperativo | Imperative

    Ano: 2023 Banca: SELECON - Instituto Nacional de Seleções e Concursos Órgão: Prefeitura Municipal de Cuiabá


    TEXT:

    What's the best way to learn receptive skills?

    Miranda Hamilton

    July 26, 2021

    We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?

    Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.

    Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.

    How many words?

    This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.

    1. Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
    2. Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
    3. Write the phrase on the board and count the number of words with the class. Who was the closest?
    4. Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.

    This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.

    Support every learner

    In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.

    1. Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
    2. Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.

    Prepare to listen, prepare to understand

    Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.

    1. Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen.
    2. Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
    3. Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.

    Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.

    Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-to-

    learn-receptive-skills



    No trecho “Write the phrase on the board and count the number of words with the class.”, os verbos foram empregados no:

    Alternativas da questão 3172233
  16. Questão 336

    ID 3172232

    Disciplina: Língua Inglesa

    Assunto: Substituição de Palavras e Reescrita de Frases | Word Substitution And Sentence Rewriting

    Ano: 2023 Banca: VUNESP - Fundação para o Vestibular da Universidade Estadual Paulista Órgão: Agência Reguladora dos Serviços de Saneamento das Bacias dos Rios Piracicaba, Capivari e Jundiaí


    Leia o texto para responder às questões de números 11 a 15.

    The ecosystems, biomes and processes that regulate the stability and resilience of the Earth system are under severe pressure. So, it is timely to reflect on how our understanding of tackling environmental problems has shifted, and what factors make for successful outcomes.

    Standard risk management approaches will not be sufficient to address the complex societal, environmental and economic systems and their interactions that characterize nations across the world today. Reducing the loss of biodiversity simply by establishing protected areas will not succeed, when much biodiversity is found in areas under production, both in agriculture and in the seas. Furthermore, as the climate changes, habitat fragmentation restricts species to smaller spaces, reduces genetic variability and stresses ecosystems. Protected areas are important – but are only part of the answer. Innovative ways are needed to integrate development and biodiversity protection. There is a risk of inadvertently making things worse, for example, by expanding agriculture in ways that deplete soils, waste water and increase desertification and deforestation.

    STAP1 analysed 32 climate change mitigation and chemicals and waste management projects worldwide. One such project was based on the “circular economy concept”, which aims to change the linear economic model based on ‘take, make, use, and dispose,’ to a more sustainable model that is restorative and regenerative by design. The concept ensures that the value of products, materials, and resources is maintained in the economy at their highest value and usefulness for as long as possible while minimizing waste.

    A circular approach will also yield socio-economic gains. Transitioning to the circular economy in five European countries by 2030, apart from reducing carbon emissions by two-thirds, would also lower business costs and increase the workforce by about 4%, creating more than 1.2 million jobs, including benefits across focal areas – and are ultimately more transformational.

    (https://www.thegef.org. Adaptado)

    STAP1 Scientific and Technical Advisory Panel – United Nations.



    The word “inadvertedly”, in “There is a risk of inadvertedly making things worse” (paragraph 2), means

    Alternativas da questão 3172232
  17. Questão 337

    ID 3172231

    Disciplina: Língua Inglesa

    Assunto: Substituição de Palavras e Reescrita de Frases | Word Substitution And Sentence Rewriting

    Ano: 2023 Banca: IGEDUC - Instituto de Apoio à Gestão e Educação Órgão: Prefeitura Municipal de Pombos


    Julgue os itens subsequentes.



    Elliptical syntactic structures, involving the intentional omission of elements in sentence construction, challenge conventional linguistic comprehension. Mastering the interpretation and production of elliptical phrases demands a deep understanding of underlying grammatical relationships and ellipsis strategies, representing an advanced domain of syntax.

    Alternativas da questão 3172231
  18. Questão 338

    ID 3172230

    Disciplina: Língua Inglesa

    Assunto: Colocações Lexicais | Collocations

    Ano: 2023 Banca: VUNESP - Fundação para o Vestibular da Universidade Estadual Paulista Órgão: Prefeitura Municipal de São José do Rio Preto


    Leia o excerto para responder às questões de números 27 a 31.

    English as a Lingua Franca (ELF)

    The reality of Global or World English(es) has caused some people to become very interested in what actually happens when it is used as a lingua franca – that is between two people who do not share the same language and for whom English is not their mother tongue. A number of researchers have studied such conversations. In particular Barbara Seidlhofer at the University of Vienna has noted a number of somewhat surprising characteristics, including:

    • Non-use of third person present simple tense – s (She look very sad).

    • Interchangeable use of relative pronouns who and which (A book who, a person which).

    • Omission of definite and indefinite articles where they are obligatory in native speaker English, and insertion where they do not occur in native English. • Use of an all-purpose tag-question, such as “isn’t it? Or no?”

    • Heavy reliance on some verbs of high semantic generality, such as “do, have, make, put, take”.

    • Pluralisation of nouns which are considered uncountable in native speaker English (informations, staffs, advices).

    Something interesting is happening here. Whereas, as Jennifer Jenkins (2006, p.171) points out ‘… the belief in native-speaker ownership persists among both native and non-native speakers’, the evidence suggests that non-native speakers are not conforming to a native English standard. Indeed, they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are better at ‘accommodating’ – that is negotiating shared meaning through helping each other in a more cooperative way (…)

    (Harmer, Jeremy. The changing world of English. In. Harmer, Jeremy. The practice of English language teaching. 4th edition. 2007)



    One of the characteristics unveiled by Jenkins’ research is the “heavy reliance on some verbs of high semantic generality, such as do, make, take.” In which alternative are the three used in appropriate collocations?

    Alternativas da questão 3172230
  19. Questão 339

    ID 3172229

    Disciplina: Língua Inglesa

    Assunto: Can

    Ano: 2023 Banca: FEPESE - Fundação de Estudos e Pesquisas Socioeconômicos Órgão: Prefeitura Municipal de Cunha Porã


    Text 1

    Green shoppers around the world

    If you want to be a responsible consumer, think about not just how much you buy, but also about what’s good for the planet. Green Shoppers United is an international non-profit organization for the promotion of responsible consumerism.

    Labels

    Read the labels. Some .................... the ingredients that manufacturers use in products, such as cosmetics or toiletries, can damage the environment. Some ingredients are only used .................... make things prettier, or more colorful, but they might also be harmful. Don’t buy things that contain substances that harm you or the world you live ..................... For example, research shows a potential link .................... the preservatives called parabens, often found in beauty products, and some types of cancer.

    Transport

    In today’s global economy, it is easier for companies to buy products and materials where they’re cheap, and transport them over enormous distances to get them to customers. If you can, buy things locally. The local food movement has grown steadily in recent years, and it’s often possible to track down locally grown, or produced, products, rather than those that have been transported long distances. If we stop buying goods that have had to fly over continents to get to us, companies may stop transporting them around unnecessarily. A bargain may cost you less personally, but the real price we pay for it in the long run may turn out to be too high, as jet fuel continues to pollute our environment.

    Environment

    Responsible consumers recycle to reduce waste, and its negative impact on our environment. A lot of the plastic packaging we use for food and drink is recyclable, but not all of it. The most common packaging materials are still non-recyclable polyethylene and PVC. Seventy million tons are used every year. Look at the recycling labels carefully. Manufacturers should use recyclable plastics, like PET, wherever possible. Some have also begun using lighter materials, for example, 30% lighter PET plastic for drinks bottles, to reduce the amount of plastic waste. Transporting lighter materials is cheaper, and uses less fuel, too – so the solution may actually benefit everyone.

    Packaging

    We’ve all purchased products wrapped in foil, then sealed in a bag, and then put in a box. Why? Write to companies that you think produce wasteful packaging. Ask them to think about what’s really necessary. Make them realize they can save money by using less packaging and, at the same time, help save our planet.

    Consumers

    A lot of us expect products these days to be more environmentally friendly. However, research has shown that we don’t want to pay more, and we don’t want to compromise on the quality of products, either. For example, one manufacturer recently had to switch back to less environmental packaging of potato chips, just because customers didn’t like the noise their “green” bags made when they were opened! Think about the effects of your shopping choices. Buy less to save the world, and join our effort to make shopping greener!



    Analyze the words in bold in the sentences below:

    ■ A bargain may cost you less personally, (…).

    ■ (…) but they might also be harmful.

    ■ Manufacturers should use recyclable plastics (…).

    ■ (…) companies may stop transporting them around unnecessarily.

    We can infer that the words in bold:

    1. These words are special verbs (Modal verbs) that work alongside other verbs to show intent or possibility. They can also be used to make requests, give permission, or show that someone is capable of something.

    2. These words (Modal verbs) are main verbs used in conjunctions with another verb to bring more meaning to a sentence.

    3. These words (Modal Verbs) are also called helping verbs - they help to clarify what is really being meant by the main verb.

    4. Most of the Modal verbs are used to express certainty. 5. The verbs in bold are Modal verbs being used to give permission.

    Choose the alternative which presents the correct affirmatives.

    Alternativas da questão 3172229
  20. Questão 340

    ID 3172228

    Disciplina: Língua Inglesa

    Assunto: Conceitos Gerais de Uso dos Adjetivos | General Use Of Adjectives

    Ano: 2023 Banca: IADES - Instituto Americano de Desenvolvimento Órgão: Secretaria de Estado de Educação do Distrito Federal


    1 Life in Regency England did not encourage freedom

    of expression, and penalties for speaking against society’s

    status quo were high. Women in particular lacked most legal

    4 protections, including owning property and making legal

    and financial decisions in their own names. In a uniquely

    insightful and subversive style, Jane Austen’s novels

    7 address these and many other sociopolitical issues:

    primogeniture, entailment, and inheritance; royalty, wealth,

    poverty, and social class; adultery and illegitimacy;

    10 colonialism and slavery; and equal rights.

    JORDÁN, Miguel Ángel. Jane Austen never wed, but she knew how to play the marriage game. National Geographic. November 17th, 2022. https://www.nationalgeographic.com/history/history-magazine/article/jane-austen-never-wed-but-she-knew-the-rules-of-the-marriage-game. [adapted]

    Based on the text, judge the following items.



    In the fragment “most legal protections” (lines 3 and 4), the word “legal” is a noun.

    Alternativas da questão 3172228
Pular para o conteúdo principal