Questões de Concursos Professor de Inglês

Resolva Questões de Concursos Professor de Inglês Grátis. Exercícios com Perguntas e Respostas Online com Gabarito.

  • Questão 47651.   Português - Interpretação de Textos - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • Texto anexado à questão Texto anexado à questão
  • O sentido figurado é uma comprovação de que as palavras não têm significação fixa, mas ampliada por novos conceitos advindos de associações. E em qual dos períodos abaixo, extraídos do texto, confirma-se o sentido figurado?
  • Questão 28455.   Pedagogia - Nível Superior - Professor de Inglês - Prefeitura de Aroeiras PB - ACAPLAM - 2010
  • Um professor não pode justificar o fracasso dos alunos pela falta de base anterior.

    O suprimento das condições prévias de aprendizagem deve ser:
  • Questão 47664.   Matemática - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • Seja n o maior número inteiro que satisfaz a inequação -x2 + 8x - 7 > 0. Considere ainda o seguinte problema: Vilma é representante comercial e possui um ganho mensal fixo no valor de R$ 930,00, acrescidos de n% sobre o valor total de suas vendas. Determine o salário de Vilma, em um mês que suas vendas renderam um total de R$ 40. 000,00.
  • Questão 28454.   Pedagogia - Nível Superior - Professor de Inglês - Prefeitura de Aroeiras PB - ACAPLAM - 2010
  • A primeira condição para o planejamento de ensino diz respeito as convicções acerca do processo educativo na nossa sociedade, ou seja, que papel destacamos para:
  • Questão 47672.   Inglês - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • Communicative approach

    The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
    Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.
    In the classroom Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.

    Based on the text Communicative Approach, with the application of this approach, what is necessary to have the expected results?
  • Questão 47678.   Inglês - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • English as a Global Language

    For more than half a century, immigrants from the Indian subcontinent and the West Indies have added variety and diversity to the rich patchwork of accents and dialects spoken in the UK. British colonisers originally exported the language to all four corners of the globe and migration in the 1950s brought altered forms of English back to these shores. ___________(1) that time, especially in urban areas, speakers of Asian and Caribbean descent have blended their mother tongue speech patterns with existing local dialects producing wonderful new varieties of English, ___________(2) London Jamaican or Bradford Asian English. Standard British English has also been enriched by an explosion of new terms, such as balti (a dish invented in the West Midlands and defined by a word that would refer to a "bucket" rather than food to most South Asians outside the UK) and bhangra (traditional Punjabi music mixed with reggae and hiphop).
    The recordings on this site of speakers from minority ethnic backgrounds include a range of speakers. You can hear speakers whose speech is heavily influenced by their racial background, alongside those whose speech reveals nothing of their family background and some who are ranged somewhere in between. There are also a set of audio clips that shed light on some of the more recognisable features of Asian English and Caribbean English.
    As with the Anglo-Saxon and Norman settlers of centuries past, the languages spoken by today’s ethnic communities have begun to have an impact on the everyday spoken English of other communities. For instance, many young people, regardless of their ethnic background, now use the black slang terms, nang (‘cool,’) and diss (‘insult’ — from ‘disrespecting’) or words derived from Hindi and Urdu, such as chuddies (‘underpants’) or desi (‘typically Asian’). Many also use the all-purpose tag-question, innit — as in statements such as you’re weird, innit. This feature has been variously ascribed to the British Caribbean community or the British Asian community, although it is also part of a more native British tradition - in dialects in the West Country and Wales, for instance — which might explain why it appears to have spread so rapidly among young speakers everywhere.
    Original influences from overseas
    The English Language can be traced back to the mixture of Anglo-Saxon dialects that came to these shores 1500 years ago. Since then it has been played with, altered and transported around the world in many different forms. The language we now recognise as English first became the dominant language in Great Britain during the Middle Ages, and in Ireland during the eighteenth and nineteenth centuries. From there it has been exported in the mouths of colonists and settlers to all four corners of the globe. ‘International English’, ‘World English’ or ‘Global English’ are terms used to describe a type of ‘General English’ that has, over the course of the twentieth century, become a worldwide means of communication. 
    American English 
    The first permanent English-speaking colony was established in North America in the early 1600s. The Americans soon developed a form of English that differed in a number of ways from the language spoken back in The British Isles. In some cases older forms were retained — the way most Americans pronounce the sound after a vowel in words like start, north, nurse and letter is probably very similar to pronunciation in 17th century England. Similarly, the distinction between past tense got and past participle gotten still exists in American English but has been lost in most dialects of the UK. 
    But the Americans also invented many new words to describe landscapes, wildlife, vegetation, food and lifestyles. Different pronunciations of existing words emerged as new settlers arrived from various parts of the UK and established settlements scattered along the East Coast and further inland. After the USA achieved independence from Great Britain in 1776 any sense of who ‘owned’ and set the ‘correct rules’ for the English Language became increasingly blurred. Different forces operating in the UK and in the USA influenced the emerging concept of a Standard English. The differences are perhaps first officially promoted in the spelling conventions proposed by Noah Webster in The American Spelling Book (1786) and subsequently adopted in his later work, An American Dictionary of the English Language (1828). Both of these publications were enormously successful and established spellings such as center and color and were therefore major steps towards scholarly acceptance that British English and American English were becoming distinct entities.
    Influence of Empire
    Meanwhile, elsewhere, the British Empire was expanding dramatically, and during the 1700s British English established footholds in parts of Africa, in India, Australia and New Zealand. The colonisation process in these countries varied. In Australia and New Zealand, European settlers quickly outnumbered the indigenous population and so English was established as the dominant language. In India and Africa, however, centuries of colonial rule saw English imposed as an administrative language, spoken as a mother tongue by colonial settlers from the UK, but in most cases as a second language by the local population.
    English around the world
    Like American English, English in Australia, New Zealand and South Africa has evolved such that they are distinct from British English. However, cultural and political ties have meant that until relatively recently British English has acted as the benchmark for representing ‘standardised’ English — spelling tends to adhere to British English conventions, for instance. Elsewhere in Africa and on the Indian subcontinent, English is still used as an official language in several countries, even though these countries are independent of British rule. However, English remains very much a second language for most people, used in administration, education and government and as a means of communicating between speakers of diverse languages. As with most of the Commonwealth, British English is the model on which, for instance, Indian English or Nigerian English is based. In the Caribbean and especially in Canada, however, historical links with the UK compete with geographical, cultural and economic ties with the USA, so that some aspects of the local varieties of English follow British norms and others reflect US usage. 
    An international language
    English is also hugely important as an international language and plays an important part even in countries where the UK has historically had little influence. It is learnt as the principal foreign language in most schools in Western Europe. It is also an essential part of the curriculum in far-flung places like Japan and South Korea, and is increasingly seen as desirable by millions of speakers in China. Prior to WWII, most teaching of English as a foreign language used British English as its model, and textbooks and other educational resources were produced here in the UK for use overseas. This reflected the UK"s cultural dominance and its perceived ‘ownership’ of the English Language. Since 1945, however, the increasing economic power of the USA and its unrivalled influence in popular culture has meant that American English has become the reference point for learners of English in places like Japan and even to a certain extent in some European countries. British English remains the model in most Commonwealth countries where English is learnt as a second language. However, as the history of English has shown, this situation may not last indefinitely. The increasing commercial and economic power of countries like India, for instance, might mean that Indian English will one day begin to have an impact beyond its own borders. 

    Which of the terms below is NOT a term used to refer to English language and its status of an international language nowadays. 
  • Questão 47648.   Português - Interpretação de Textos - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • Texto anexado à questão Texto anexado à questão
  • “A gente” é uma expressão muito marcante no texto em análise. E com a repetição dessa expressão, confirma-se que:
  • Questão 47655.   Português - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • Em se tratando de conjugação verbal:

    “Júlia, __________ pelo menos a gentileza de organizar a mesa para o café? Depois, quero que você __________ ao meu quarto com a lista de compras para o supermercado. Entretanto, não _____________ de ficar atenta aos recados deixados na secretária-eletrônica. _____________, por favor, delicada ao atender todas as ligações telefônicas.”

    Considere, nas alternativas seguintes, aquela que completa corretamente as lacunas do texto acima.
  • Questão 47649.   Português - Interpretação de Textos - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • Texto anexado à questão Texto anexado à questão
  • Todo texto utiliza-se de recursos para enfatizar a intenção (ou intenções) de quem o escreve. Portanto, quanto à “função de linguagem” predominante nesse texto, temos:
  • Questão 47662.   Matemática - Nível Superior - Professor de Inglês - Prefeitura de Biguaçu SC - UNISUL - 2016
  • Em relação aos conjuntos numéricos, considere asproposições: 

    I.4,999... = 5
    II. Se r e s são números racionais, então rs podenão ser um número racional.
    III. Os números - 1/2, 4,5888... e π pertencem ao conjunto dos números racionais.
    IV. Se r e s são números inteiros, então os números r + s, r-s e r .s são também número inteiros.

    Está(ão) correta(s) à(s) proposição(ões):