Simulado com questões de Inglês para concursos 2024

1.

(FUNRIO) - When classifying words in terms of their lexical meaning, one should take the following items into consideration:

A) class, formation and denotation

B) stress, intonation and spelling

C) affixation and composition

D) appropriatness, grammar and collocation

E) connotation, polysemes and homonyms, hyponyms and collocation

2.

(UFF/COSEAC) - Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:
I conducting dictations.
II having students brainstorm in groups.
III doing a quick bingo.
IV composing stories together.
V finding collocations on websites or dictionaries.
The alternative that best matches the exercises suggested above with their target language is:

(A) single-items; all of them.

(B) items in context; all of them.

(C) single-items: I, III, V; items in context: II and IV.

(D) single-items: IV and V; items in context: I, II and III.

(E) single-items: I, II, III; items in context: IV and V.

3.

(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.

4.

(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

5.

(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.

6.

(FUNRIO) - When producing reading comprehension exercises, it is always preferable to…

A) deal with the structure and meaning of the sentences

B) start with the overall meaning of the text

C) work on vocabulary first

D) separate reading from the other skills

E) ignore the layout and go straight to the text

7.

(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

8.

(IFMS) - According to Kumaravadivelu (2001), “The postmethod learner is an autonomous learner. The literature on learner autonomy has so far provided two interrelated aspects of autonomy: academic autonomy and social autonomy”.
Choose the alternative that corresponds to the author’s idea of autonomy:

A) Students should not be encouraged to organize their learning based on aspects that are considered myths by neuroscience, such as learning styles. Autonomy goes beyond the concept of identifying how we can learn better.

B) Standardized tests have been discredited by the concept of autonomy. Students ought to be led to discuss their own realities, focusing on problems they face in their own communities. Therefore, these tests go against the idea of autonomy defended by Kumaravadivelu.

C) Students should avoid their teachers’ interventions. Autonomy is a process that needs to be encouraged by activities focused on the development of self-learning.

D) According to the author of ‘The post method…’, social autonomy is mostly intrapersonal, which is why students who acquire it tend to make better decisions about their learning strategies, thus being able to help their peers.

E) Learners can be encouraged to reflect on their learning styles and strategies in order to achieve autonomy. Moreover, they can incorporate styles and strategies used by successful learners as a complement to their own learning process.

9.

(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.

10.

(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.

11.

(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.

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.