Simulado com questões de Inglês para concursos 2024

1.

(UFF/COSEAC) - Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately” and she goes on to say that “the complexity is partly captured by the fact that form is only one of three dimensions, all of which play a
part in grammaring”. The other two dimensions she refers to are:

(A) tense and aspect, which refer to verbs and their conjugations in general.

(B) time and space, which refer to circumstances and context.

(C) reception and production, which refer to the other four skills – listening, reading, writing and speaking.

(D) meaning and use, which refer to semantics and pragmatics, respectively.

(E) writing and speaking, which refer to graphology and phonology, respectively.

2.

(IFMS) - In his attempt to find a definition for a postmethod pedagogy, Kumaravadivelu (2001) states that an option is to look at the term and consider it a “pedagogy of particularity, practicality, and possibility”. Which of the alternatives below represents the author’s idea of practicality?

A) Teachers need to be better prepared by the university in order to learn how to select a method which will make teaching more practical to students, allowing them to use the language based on the models that have been used successfully worldwide.

B) This dimension refers to the necessity of combining theory and practice. Teachers play a very important role in the selection of material, thus they are led to adopt materials that were designed to approach language in a global way, focusing, in his practice, on the context of native speakers.

C) Practicality, according to Kumaravadivelu, is deeply rooted in Paulo Freire’s theories. Teachers should encourage students to put everything they learn into practice in a contextualized way. In order to do so, teachers need to be able to reproduce a method they have learned and that they consider appropriate. For him, practice and theory are constantly together.

D) Practicality comprehends a whole new set of activities that can be designed by the teacher to promote a more practical use of the language. Among the techniques discussed by Kumaravadivelu in his text, providing spaces for students to discuss issues related to the countries where the target language is spoken seems to be the most effective one.

E) Kumaravadivelu defends the idea that teachers are entitled to developing their own theories, considering that each context demands a different approach, which means students can discuss their own contexts when learning the target language. For him, there is no theory without practice.

3.

(UFF/COSEAC) - According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes:

(A) pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, as they will be learning a lot of new words.

(B) pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which (de)(re)contextualize texts.

(C) a lot of graded written homework so students may copy as many text types as possible for the teacher to mark later.

(D) activities that do not refer to students’ own human, social and economic condition or deals with language as having a mediating role in social life.

(E) critical reading and writing activities, by giving students a certain text type and asking questions about the grammar in it.

4.

(FURB) - Leia as orações a seguir:
1. Preciso comprar outro mouse, pois este já está estragado.
2. Por gentileza, gostaria de dois hambúrgueres da promoção.
3. Vamos dar um up nos projetos nesta semana.
4. Não esqueça de deletar a pasta quando terminar a tarefa no computador
Pode-se afirmar que:
I Há nos enunciados um tipo de estrangeirismo chamado galicismo, no qual palavras de origem inglesa são empregadas com grande frequência na língua portuguesa.
II Pode-se afirmar que apenas 1 e 2 sofreram o que se pode chamar de aportuguesamento’, isto é, quando a palavra inglesa sofre uma espécie de adaptação de grafia e de pronúncia para o Português.
III Em 4, há a adaptação de um verbo em Inglês para o Português, em primeira conjugação, como todos os outros verbos que passam por esse mesmo processo.
Está CORRETO o apresentado em:

A) I, II e III.

B) I e II, apenas

C) II e III, apenas.

D) I, apenas.

E) III, apenas.

5.

(UFF/COSEAC) - Thinking of teacher development, it’s good practice for any L2 teacher to:

(A) show up to work on time and not to get too involved with students because that would be unprofessional pedagogic practice.

(B) prepare classes as well as correct exercises based on answer keys and teach students top-down, knowing teachers have nothing to learn in class from students.

(C) engage in a critical reflexive process in order to understand their pedagogic practice better, being able to describe, inform, act, confront and reconstruct it.

(D) not to allow anything to prevent them from teaching the grammar / vocabulary point they have to, no matter what happens in class.

(E) see their pedagogic practices as detached from social and cultural aspects and nurture the thought that the relations in class are always impartial and equal.

6.

(UFF/COSEAC) - In her book “Teaching Community” (2003), bell hooks claims that educators must work “so that the classroom is not a site where domination (on the basis of race, class, gender, nationality, sexual preference, religion) is perpetuated” and that it should be “a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teacher and students together work in partnership”. This is in agreement with the Parâmetros Curriculares Nacionais (PCN) because it promotes the classroom as:

(A) a place that is completely isolated from the community and therefore should not allow for social life issues to be discussed in class.

(B) a site where teachers and students create community and discuss social life issues, except for issues of race, class, gender, nationality, sexual preference and/ or religion.

(C) a place where the majority should authoritatively rule over the minority because dialogue should not be used as a way of mediating conflicts and taking collective decisions.

(D) a site that promotes attitudes of solidarity, cooperation and aversion to injustice, including in regard to issues of race, class, gender, nationality, sexual preference and/ or religion.

(E) a site of hope because teachers and students may learn from each other by eliminating any possibility of having students position themselves critically, responsibly and/ or constructively.

7.

(FUNRIO) - Choose the correct matching.

A) jazz chants and tongue twisters t improving pronunciation

B) dictation and translation t vocabulary presentation

C) associated ideas and collocations t syntax

D) meaningful drills and free discourse t grammar practise

E) roleplays and simulations t listening comprehension

8.

(IFMS) - Identifying connectors can be a very useful reading strategy when using an ESP approach. As cohesion devices, they link ideas within sentences and between them. Analyze the alternatives and choose the one that is grammatically correct.

A) We all have a very important decision to make today. Our sales have dropped dramatically ever since we decided to maintain the strategies we had been using before we decided to expand the services of the company. Nonetheless, we must find alternatives to recover from our big losses immediately. Nonetheless can be used to show result or consequence.

B) However he tried, it was very difficult for him to speak in public. He has been through hard times trying to do it since he was a kid at school, and that is why he decided to look for professional help. He cannot lose any more opportunities because of his inability to communicate. However can be used meaning ‘no matter how’.

C) The crime shocked the whole community. People still cannot understand how a human being can do something so terrible against another person. The judge listened to the lawyers and the witnesses all day long. She was able to make her decision thereupon. Thereupon indicates constrast.

D) When I first came to this city, I was amazed by how organized it can be, and I decided that I wanted to live here at that moment. Hence, I have changed my mind. I believe I had a very wrong impression because I felt I needed to leave my hometown at that moment. Hence is used to add ideas.

E) Patricia is always very prepared for her classes. She brings extremely interesting topics for us to discuss at the beginning. Nonetheless, she usually concludes with a written production, which makes the learning process very meaningful. Nonetheless is used to indicate that one event occurs after the other.

9.

(FUNRIO) - Listening is one of the four language skills and it involves understanding spoken language. Choose the set that describes some of the features of the listening process.

A) speaker visibility and repetition

B) direct speaker-listener interaction

C) non-repetition and detecting mistakes

D) noise, redundancy and brevity of chunks

E) paralinguistic features and note-taking

10.

(FURB) - Considerando o que se entende acerca dos dispostos nos Parâmetros Curriculares Nacionais do 3º e 4º ciclos do ensino fundamental – Língua Estrangeira – sobre o conceito de “parceiro mais competente”, assinale a alternativa CORRETA:

A) A estratégia de se considerar um outro aluno como par mais competente é adequada, pois a organização dos alunos em duplas, grupos ou em círculos são mais produtivas para o envolvimento dos alunos na interação, já que, pedagogicamente, a disposição dos arranjos espaciais em sala de aula influencia muito na aprendizagem e é suficiente para que essa interação ocorra.

B) A estratégia de se considerar um outro aluno como par mais competente é adequada, pois, mesmo que esse par seja um colega de classe, isto é, uma criança, assim como o menos competente, haverá interação comunicativa entre os pares e a troca de experiências.

C) A estratégia de se considerar um outro aluno como par mais competente é adequada, pois, assim foca-se na aprendizagem e no aluno, tal como propõe o referido documento acerca do ensino-aprendizagem de língua estrangeira.

D) Se o parceiro for um outro aluno, haverá, certamente, maior interação social, mas corre-se o risco de não haver avanço na comunicação, porque, de acordo com o referido documento, são os enunciados do professor que ajudam na construção do significado e no uso da língua.

E) O professor pode optar por ser ele mesmo o parceiro mais competente ou permitir aos alunos que escolham um colega da classe, o que promoveria entre esses alunos maior interação social, mas que, de certo modo, que poderia salientar as diferenças de níveis de conhecimento existentes entre eles, o que atrapalharia a interação comunicativa.

11.

(FURB) - Considerando os elementos morfossintáticos, mais especificamente os prefixos de negação nos adjetivos em língua inglesa, pode-se afirmar que algo que não é lógico é:

A) disllogical.

B) unllogical.

C) inllogical.

D) allogical.

E) illogical.

12.

(UFF/COSEAC) - In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student.
Using the Passive Voice as mere example, LarsenFreeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all
passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to:

(A) have students copy a few sentences from the board and sort out their similarities and differences so as to measure students’ awareness and only then start a possible sentence transformation exercise.

(B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João.

(C) do a three dimensional analysis of the language item and think about where the long term learning challenge lies, which in many cases may be in when / why one should choose this or that language structure.

(D) take a grammar book to class and have students memorize the rules until they know them by heart and then have them orally transform sentences back and forth, according to the language item.

(E) do a three dimensional analysis of the language item and think about ways to contrast it with other similar ones so students can focus on how they may put the parts of the sentences together.

Simulado com questões de Inglês para concursos.