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Q155333 CETREDE - 2021 - Prefeitura de Icapuí - CE - Professor PEB II - Língua Inglesa

Ano: 2021

Órgão: Prefeitura de Icapuí - CE

Banca: CETREDE

Matéria: Inglês

Assunto: Verbos | Verbs

Fill in the blanks with the correct form of the verbs in parentheses. Once upon a time there ____(is) a little prince who _____ (live) on a planet scarcely bigger than himself and who _____(have) a need for a friend. He _____ (find) a fox who ____ (ask) him to be _____ (tame). Select the CORRECT answer.

A was / lived / had / found / asked / tamed.

B is / tame / has / asks / find / tame.

C was / lives / had / found / ask / tamed.

D is / live / has / asks / found / tame.

E is / lives / had / asks / find / tame.

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Q155332 CETREDE - 2021 - Prefeitura de Icapuí - CE - Professor PEB II - Língua Inglesa

Ano: 2021

Órgão: Prefeitura de Icapuí - CE

Banca: CETREDE

Matéria: Inglês

Assunto: Vocabulário | Vocabulary

Fill in the blanks with for or since. I don’t sleep ________ Friday. They didn't drink ________ last night. He didn’t shower _________ days. It has been snowing ______ Wednesday. Select the CORRECT answer.

A since / for / since / since

B for / for / for / since

C since / since / for / since

D since / for / for / since

E for / since / for / for

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Q155331 CETREDE - 2021 - Prefeitura de Icapuí - CE - Professor PEB II - Língua Inglesa

Ano: 2021

Órgão: Prefeitura de Icapuí - CE

Banca: CETREDE

Matéria: Inglês

Assunto: Advérbios e conjunções | Adverbs and conjunctions

Fill in the blanks with many, much, a lot of, a few, a little. ______ people. ______ patience. ______ time. ______ chairs. Select the CORRECT answer.

A Many / A little / A few / Much

B A few / Much / A little / Many

C Many / A few / A little / Much

D Much / A little / A few / Many

E A few / A little / Much / Many

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Q155330 CETREDE - 2021 - Prefeitura de Icapuí - CE - Professor PEB II - Língua Inglesa

Ano: 2021

Órgão: Prefeitura de Icapuí - CE

Banca: CETREDE

Matéria: Inglês

Assunto: Verbos | Verbs

Fill in the blanks with the correct form of the verbs. This is the best vacation we ______ (ever have). I have _______ such a beautiful baby (never see). A great opportunity ______ (have been / miss). Select the CORRECT answer.

A ever had / never saw / have been miss

B ever had / never seen / has been missed

C ever has / never seen / have been miss

D ever had / never saw / have been missed

E ever has / never seen / have been missed

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Q155329 CETREDE - 2021 - Prefeitura de Icapuí - CE - Professor PEB II - Língua Inglesa

Ano: 2021

Órgão: Prefeitura de Icapuí - CE

Banca: CETREDE

Matéria: Inglês

Assunto: Discurso direto e indireto | Reported speech

Analyze the following sentence. Ana says: “I’m going to work until 6 p.m”. Put this sentence in the reported speech.

A Ana said she will be going to work until 6 p.m

B Ana said she was going to work until 6 p.m

C Ana says she will go to work until 6 p.m

D Ana says that she is going to work until 6 p.m

E Ana said that she is going to work until 6 p.m

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Q155328 CETREDE - 2021 - Prefeitura de Icapuí - CE - Professor PEB II - Língua Inglesa

Ano: 2021

Órgão: Prefeitura de Icapuí - CE

Banca: CETREDE

Matéria: Inglês

Assunto: Discurso direto e indireto | Reported speech

Analyze the following sentence. "What is your name?" He asked me. Put this sentence in the reported speech.

A He asked me what my name was.

B He was asking me my name.

C He asked my name

D He asks my name was

E He asked which was my name

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Q152128 Instituto Consulplan - 2021 - HEMOBRÁS - Técnico Industrial e de Gestão Corporativa – Refrigeração (Manhã)

Ano: 2021

Órgão: HEMOBRÁS

Banca: Instituto Consulplan

Matéria: Inglês

Assunto: Interpretação de texto | Reading comprehension

Ao instalar determinado ar condicionado, constatou-se que o equipamento era importado, e o manual técnico se encontrava em inglês. A figura mostra parte do manual com as orientações; observe. De acordo com as informações, analise as afirmativas a seguir. I. Se o ar não liga, pode ser que falte energia na rede. II. Se o ar não liga, possivelmente o fusível pode estar queimado. III. Se a tensão é alta, verifique se o ar está plugado completamente na tomada. IV. Se o aparelho está desplugado, confira a caixa do disjuntor da casa e ligue o disjuntor. V. Se há falta de energia, desligue o controle do ar no modo off e só ligue três minutos depois do retorno da energia. Está correto o que se afirma apenas em

A I e III.

B II e V.

C I, II e V.

D I, IV e V.

E II, III e IV.

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Q151616 IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês

Ano: 2020

Órgão: IF-MT

Banca: IF-MT

Matéria: Inglês

Assunto: Interpretação de texto | Reading comprehension

Hutauruk has based her discussion about selecting vocabulary in ESP on Harmer (1991), Gairns and Redman ( 1986) and Thornbury (2002). According to her,

A To choose the words or terms to be taught, teachers should take into account the cultural reasons and the principles of need and level, the criteria of learnability and teachability, teach at first concrete words and gradually abstract words, and decide what to teach about each naming unit. She concludes pointing that knowledge of a word involves knowing its meaning, form, grammar and usage.

B It is not simple to choose a word to be taught because teachers should take into account many things including cultural context where the word will be taught. So it is advised to choose a theme and prepare the grammar points that will help the students to grasp the language.

C To choose the words or terms to be taught, teachers only should take into account the cultural reasons and the principles of need and level.

D To choose the word to be taught, teachers should take into account only the criteria of learnability and teachability.

E To choose the words or terms to be taught, teachers should not take into account the cultural reasons and the principles of need and level, the criteria of learnability and teachability, teach at first concrete words and gradually abstract words, decide what to teach about each naming unit. She concludes pointing that knowledge of a word involves knowing its meaning, form, grammar and usage.

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Q151615 IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês

Ano: 2020

Órgão: IF-MT

Banca: IF-MT

Matéria: Inglês

Assunto: Interpretação de texto | Reading comprehension

According to the text, Brazilian students

A Don't like to study reading and listening skills because they are considered very hard for mastering.

B Are exposed only to reading and speaking skills that guide them not to learn English well.

C Prefer to learn more receptive than productive skills because the real context of learning a foreign language in Brazil does not enable the four skills to be taught.

D Think their speaking and listening ability is insufficient, so they cite them as the most important abilities to be developed in a course.

E Tended to think that grammar rules should be taught before going in-depth into conversation because grammar stimulates conversation.

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Q151614 IF-MT - 2020 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português e Inglês

Ano: 2020

Órgão: IF-MT

Banca: IF-MT

Matéria: Inglês

Assunto: Ensino da Língua Estrangeira Inglesa

"A method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure." (Richards and Rodgers, 1999, p. 16). So we can say that a method is an umbrella term referring to a broader relationship between theory and practice. Match the elements to their subelements of method according to Richards & Rodgers (1986) in Brown (2000). (1) Approach (2) Design (3 ) Procedure ( ) a theory of native language. ( ) a theory of the nature of language learning. ( ) the general and the specific objectives of a method. ( ) a syllabus model. ( ) types of learning and teaching activities. ( ) learner roles. ( ) teacher roles. ( ) the role of instructional material. ( ) classrooms techniques, practices, and behaviors observed when the method is used. Now choose the correct sequence:

A 1 - 1 - 2 - 2 - 2 - 2 - 2 - 2 - 3

B 2 - 1 - 2 - 1 - 2 - 2 - 3 - 2 - 2

C 2 - 2 - 2 - 1 - 2 - 1 - 3 - 2 - 2

D 2 - 1 - 1 - 2 - 3 - 2 - 2 - 2 - 2

E 3 - 1 - 2 - 1 - 2 - 1 - 2 - 2 - 2

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