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Questões de Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)


ID
121123
Banca
FCC
Órgão
AL-SP
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Old Tray, New Tricks: Windows 7's Taskbar and window
management tweaks are nice. But its changes to the
System Tray - aka the Notification Area - have a huge
positive effect.

Changes in Windows 7 transform the System Tray from
an intrusive eyesore (in Windows Vista) into a useful set of
shortcuts and other controls.
In the past, no feature of Windows packed more
frustration per square inch than the System Tray. It quickly grew
dense with applets that users did not want in the first place, and
many of the uninvited guests employed word balloons and
other intrusive methods to alert users to uninteresting facts at
inopportune moments. At their worst, System Tray applets
behaved like belligerent squatters, and Windows did little to put
users [PARTICLE] in charge.
In Windows 7, applets can't pester you unbidden
because software installers can't dump them into the System
Tray. Instead, applets land in a holding pen that appears only
when you click it, a much-improved version of the overflow area
used in previous incarnations of the Tray. Applets in the pen
can't float word balloons at you unless you permit them to do so.
In Windows 7, applets can't pester you unbidden
because software installers can't dump them into the System
Tray. Instead, applets land in a holding pen that appears only
when you click it, a much-improved version of the overflow area
used in previous incarnations of the Tray. Applets in the pen
can't float word balloons at you unless you permit them to do so.

It's a cinch to drag them into the System Tray or out of it again,
so you enjoy complete control over which applets reside there.
More good news: Windows 7 largely dispenses with the
onslaught of word-balloon warnings from the OS about
troubleshooting issues, potential security problems, and the like.
A new area called Action Center - a revamped version of Vista's
Security Center - queues up such alerts so you can deal with
them at your convenience. Action Center does issue
notifications of its own from the System Tray, but you can shut
these off if you don't want them pestering you.
All of this helps make Windows 7 the least distracting,
least intrusive Microsoft OS in a very long time. It's a giant step
forward from the days when Windows thought nothing of
interrupting your work to inform you that it had detected unused
icons on your desktop.

(Adapted from
http://www.pcworld.com/article/172602/windows_7_review.html)

The words in the groups below have either a positive or a negative meaning, according to their usage in the text. Check the alternative in which the group is NOT formed ONLY by either positive OR negative words.

Alternativas
Comentários
  •  a) eyesore - frustrating - uninteresting. (monstruosidade - frustrante - sem interesse)

     b) squatters - pester - unbidden. (invasor - aquele que incomoda - sem ser solicitado)

     c) onslaught - troubleshooting - revamped. (embaraçoso - solução de problemas - reformulado) [GABARITO = C]

     d) inopportune - overflow - distracting. (inoportuno - o que extrapola - distraindo)

     e) intrusive - dense - belligerent. (intrusivo - estúpido - agressivo)

  • c-

    onslaught- charging attack, tearaway, rampaging strike

    troubleshooting - working out a technical issue, typical of an operating system environment but can also be used in other venues

    revamped - having undergone a renewal process, restored


ID
527350
Banca
Exército
Órgão
EsFCEx
Ano
2009
Provas
Disciplina
Inglês
Assuntos

Which of the following words can take the suffix “ive”?

Alternativas
Comentários
  • Reductive.

    B


ID
734533
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Which of the alternatives below completes the sentence correctly?

"Because he was driving so ____(1) he was________  (2) hurt in the accident . "

Alternativas
Comentários
  • Fast é uma das exceções do inglês em que o advérbio é da mesma forma que o adjetivo. Somente com essa informação já daria pra matar a questão, haja vista quickly indicar agilidade e não velocidade.

    Alternativa C)


ID
737254
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Choose the alternative with the prefixes that correctly form the opposite of the words below:

dependent-able-patient

Alternativas
Comentários
  • independent - unable - impatient.


ID
801640
Banca
Exército
Órgão
EsFCEx
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Choose the alternative in which all the words make opposites with the same preffix:

Alternativas
Comentários
  • able -> unable

    possible -> impossible

    logical -> illogical

  • indecisive – incorrect – incapable


ID
1192603
Banca
UEG
Órgão
UEG
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Are You Addicted to Sports?

Sports addictions are real and do conflict with relationships. As with anything that can be addictive there is a threshold where something healthy becomes unhealthy. Addiction is defined as "the state of being enslaved to a habit or practice or to something that is psychologically or physically habit-forming". An addiction to sports is not always a bad thing, but can be. Often this addiction comes along with another addiction whether it be cigarettes, alcohol, or gambling.

If you or someone you love is addicted to sports make sure you approach it in a proper manner. If this is your spouse and it is coming between you and him/her then you may want to seek counseling. If you personally are addicted to sports then try picking up another hobby because you may just have too much free time. Get out of the house once in a while and enjoy life. Don't let the athletic ability of others control your life.
Signs of sports addiction: mood swings during events; outcome ruins your day or even week; sports gambling; fantasy sports; attending an excess number of events; excessive merchandise; arguments and fights.

Considerando os aspectos estruturais do texto, percebe-se que:

Alternativas

ID
1733869
Banca
VUNESP
Órgão
UNESP
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Instrução: Leia o texto para responder à questão.

      I started to run because I felt desperately unfit. But the biggest pay-off for me was – and still is – the deep relaxation that I achieve by taking exercise. It tires me out but I find that it does calm me down. When I started running seven years ago, I could manage only 400 meters before I had to stop. Breathless and aching, I walked the next quarter of a mile, alternating these two activities for a couple of kilometers.

      When I started to jog I never dreamt of running in a marathon, but a few years later I realized that if I trained for it, the London Marathon, one of the biggest British sporting events, would be within my reach. My story shows that an unfit 39-year-old, as I was when I started running, who had taken no serious exercise for twenty years, can do the marathon – and that this is a sport in which women can beat men. But is it crazy to do it? Does it make sense to run in the expectation of becoming healthier?

      My advice is: if you are under forty, healthy and feel well, you can begin as I did by jogging gently until you are out of breath, then walking, and alternating the two for about three kilometers. Build up the jogging in stages until you can do the whole distance comfortably.

                                          (Headway Intermediate – Student’s Book. Oxford University Press. Adaptado.)

No texto, as expressões pay-off (1.º parágrafo), a couple of (1.º parágrafo), my reach (2.° parágrafo) e becoming healthier (2.° parágrafo) significam, respectivamente,

Alternativas

ID
1733872
Banca
VUNESP
Órgão
UNESP
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Instrução: Leia o texto para responder à questão.

      I started to run because I felt desperately unfit. But the biggest pay-off for me was – and still is – the deep relaxation that I achieve by taking exercise. It tires me out but I find that it does calm me down. When I started running seven years ago, I could manage only 400 meters before I had to stop. Breathless and aching, I walked the next quarter of a mile, alternating these two activities for a couple of kilometers.

      When I started to jog I never dreamt of running in a marathon, but a few years later I realized that if I trained for it, the London Marathon, one of the biggest British sporting events, would be within my reach. My story shows that an unfit 39-year-old, as I was when I started running, who had taken no serious exercise for twenty years, can do the marathon – and that this is a sport in which women can beat men. But is it crazy to do it? Does it make sense to run in the expectation of becoming healthier?

      My advice is: if you are under forty, healthy and feel well, you can begin as I did by jogging gently until you are out of breath, then walking, and alternating the two for about three kilometers. Build up the jogging in stages until you can do the whole distance comfortably.

                                          (Headway Intermediate – Student’s Book. Oxford University Press. Adaptado.)

Indique a alternativa em que quatro adjetivos e um advérbio foram formados por sufixação.

Alternativas

ID
1828171
Banca
Quadrix
Órgão
SERPRO
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Everyone keeps data. Big organizations spend millions to look after their payroll, customer and transaction data. The penalties for getting it wrong are severe: businesses may collapse, shareholders and customers lose money, and for many organizations (airlines, health boards, energy companies), it is not exaggerating to say that even personal safety may be put at risk. And then there are the lawsuits. The problems in successfully designing, installing, and maintaining such large databases are the subject of numerous books on data management and software engineering. However, many small databases are used within large organizations and also for small businesses, clubs, and private concerns. When these go wrong, it doesn't make the front page of the papers; but the costs, often hidden, can be just as serious.

 Where do we find these smaller electronic databases? Sports clubs will have membership information and match results; small businesses might maintain their own customer data. Within large organizations, there will also be a number of small projects to maintain data information that isn't easily or conveniently managed by the large system-wide databases. Researchers may keep their own experiment and survey results; groups will want to manage their own rosters or keep track of equipment; departments may keep their own detailed accounts and submit just a summary to the organization's financial software.

Most of these small databases are set up by end users. These are people whose main job is something other than that of a Computer professional. They will typically be scientists, administrators, technicians, accountants, or teachers, and many will have only modest skills when it comes to spreadsheet or database software. 

The resulting databases often do not live up to expectations. Time and energy is expended to set up a few tables in a database product such as Microsoft Access, or in setting up a spreadsheet in a product such as Excel. Even more time is spent collecting and keying in data. But invariably (often within a short time frame) there is a problem producing what seems to be a quite simple report or query. Often this is because the way the tables have been set up makes the required result very awkward, if not impossible, to achieve. 

A database that does not fulfill expectations becomes a costly exercise in more ways than one. We clearly have the cost of the time and effort expended on setting up an unsatisfactory application. However, a much more serious problem is the unability to make the best use of valuable data. This is especially so for research data. Scientific and social researchers may spend considerable money and many years designing experiments, hiring assistants and collecting and analyzing data, but often very little thought goes into storing it in an appropriately designed database. Unfortunately, some quite simple mistakes in design can mean that much of the potential information is lost. The immediate objective may be satisfied, but unforeseen uses of the data may be seriously compromised. Next year's grant opportunities are lost.

In the last paragraph, the line in bold, there is a word not correctly written. It is:

Alternativas
Comentários
  • INABILITY = incapacidade

  • a) nao existe unability. o correto é inability. 

    b) a ortografia correta é serious

    c) valuable - adjective. valuably - adverb

    d) valuable - adjective (noun in its plural form: valuables), value - noun.

  • Letra A – Certa. O termo “unability” não existe. O texto tentou confundir o candidato com a palavra “unable” (incapaz; impossibilitado), mas a palavra correta é “inability” (incapacidade; impossibilidade).

    A database that does not fulfill expectations becomes a costly exercise in more ways than one. We clearly have the cost of the time and effort expended on setting up an unsatisfactory application. However, a much more serious problem is the unability to make the best use of valuable data.

    Um banco de dados que não atende às expectativas se torna uma atividade cara em todos os sentidos. Nós temos claramente o custo do tempo e esforço gastos no estabelecimento de uma utilização insatisfatória. No entanto, um problema muito mais sério é a incapacidade de fazer o melhor uso de dados importantes.

    Letra B – Errada. A palavra “serius” não existe. O adjetivo correto é “serious” (sério; grave).

    Letra C – Errada. A palavra “valuable” (valioso; importante) está escrita corretamente. O advérbio “valuably” (valiosamente) também está correto, mas não se aplica ao contexto.

    Letra D – Errada. A palavra “value” (valor) está escrita de maneira correta, mas não é adequada ao contexto.

    Letra E – Errada. Conforme já mencionado, o termo “unability” não existe. O termo “disability” (deficiência; incapacidade; invalidez) não está de acordo com o contexto.

    Gabarito: A


ID
1935487
Banca
Marinha
Órgão
EFOMM
Ano
2009
Provas
Disciplina
Inglês
Assuntos

                           NATO ships, helicopters hunt down 7 pirates

      NAIROBI, Kenya - NATO warships and helicopters pursued Somali pirates for seven hours after they attacked a Norwegian tanker, NATO spokesmen said Sunday, and the high-speed chase only ended when warning shots were fired at the pirates' skiff. Seven pirates attempted to attack the Norwegian-flagged MV Front Ardenne late Saturday but fled after crew took evasive maneuvers and alerted warships in the area, said Portuguese Lt. Cmdr. Alexandre Santos Fernandes, aboard a warship in the Gulf of Aden, and Cmdr. Chris Davies, of NATais maritime headquarters in England.

      "How the attack was thwarted is unclear, it appears to have been the actions of the tanker," Davies said. Fernandes said no shots were fired at the tanker.

      Davies said the pirates sailed into the path of the Canadian warship Winnipeg, which was escorting a World Food Program delivery ship through the Gulf of Aden. The American ship USS Halyburton was also in the area and joined the chase. 

      "There was a lengthy pursuit, over seven hours," Davies said. The pirates hurled weapons into the dark seas as the Canadian and U.S. warships closed in. The ships are part of NATais anti-piracy mission.

      "The skiff abandoned the scene and tried to escape to Somali territory," Fernandes said. "It was heading toward Bossaso but we managed to track them. Warning shots have been made after several attempts to stop the vessel."

      Both ships deployed helicopters, and naval officers hailed the pirates over loudspeakers and finally fired warning shots to stop them, Fernandes said, but not before the pirates had dumped most of their weapons overboard. NATO forces boarded the skiff, where they found a rocketpropelled grenade, and interrogated, disarmed and released the pirates.

      The pirates cannot be prosecuted under Canadian law because they did not attack Canadian citizens or interests and the crime was not committed on Canadian territory.

      "When a ship is part of NATO, the detention of a person is a matter for the national authorities," Fernandes said. "It stops being a NATO issue and starts being a national issue." 

      The pirates' release underscores the difficulties navies have in fighting rampant piracy off the coast of lawless Somalia. Most of the time, foreign navies simply disarm and release the pirates they catch due to legal complications and logistical difficulties in transporting pirates and witnesses to court.

      Pirates have attacked more than 80 boats this year alone, four times the number assaulted in 2003, according to the Kuala Lumpur-based International Maritime Bureau. They now hold at least 18 ships - including a Belgian tanker seized Saturday with 10 crew aboard - and over 310 crew hostage, according to an Associated Press count.

                                                                                 (Adapted from: www.ap.org, 04/19/09) 

In the sentence "There was a 1engthy pursuit, over seven hours", there is a word formed by the suffix "y". In which option below the word is formed by the same suffix?

Alternativas
Comentários
  • lengthy - adj

    ------

    lately - adv

    mostly - adv

    fury - subst

    ally - subst

    healthy - adj (resposta)


ID
1935520
Banca
Marinha
Órgão
EFOMM
Ano
2009
Provas
Disciplina
Inglês
Assuntos

                           NATO ships, helicopters hunt down 7 pirates

      NAIROBI, Kenya - NATO warships and helicopters pursued Somali pirates for seven hours after they attacked a Norwegian tanker, NATO spokesmen said Sunday, and the high-speed chase only ended when warning shots were fired at the pirates' skiff. Seven pirates attempted to attack the Norwegian-flagged MV Front Ardenne late Saturday but fled after crew took evasive maneuvers and alerted warships in the area, said Portuguese Lt. Cmdr. Alexandre Santos Fernandes, aboard a warship in the Gulf of Aden, and Cmdr. Chris Davies, of NATais maritime headquarters in England.

      "How the attack was thwarted is unclear, it appears to have been the actions of the tanker," Davies said. Fernandes said no shots were fired at the tanker.

      Davies said the pirates sailed into the path of the Canadian warship Winnipeg, which was escorting a World Food Program delivery ship through the Gulf of Aden. The American ship USS Halyburton was also in the area and joined the chase. 

      "There was a lengthy pursuit, over seven hours," Davies said. The pirates hurled weapons into the dark seas as the Canadian and U.S. warships closed in. The ships are part of NATais anti-piracy mission.

      "The skiff abandoned the scene and tried to escape to Somali territory," Fernandes said. "It was heading toward Bossaso but we managed to track them. Warning shots have been made after several attempts to stop the vessel."

      Both ships deployed helicopters, and naval officers hailed the pirates over loudspeakers and finally fired warning shots to stop them, Fernandes said, but not before the pirates had dumped most of their weapons overboard. NATO forces boarded the skiff, where they found a rocketpropelled grenade, and interrogated, disarmed and released the pirates.

      The pirates cannot be prosecuted under Canadian law because they did not attack Canadian citizens or interests and the crime was not committed on Canadian territory.

      "When a ship is part of NATO, the detention of a person is a matter for the national authorities," Fernandes said. "It stops being a NATO issue and starts being a national issue." 

      The pirates' release underscores the difficulties navies have in fighting rampant piracy off the coast of lawless Somalia. Most of the time, foreign navies simply disarm and release the pirates they catch due to legal complications and logistical difficulties in transporting pirates and witnesses to court.

      Pirates have attacked more than 80 boats this year alone, four times the number assaulted in 2003, according to the Kuala Lumpur-based International Maritime Bureau. They now hold at least 18 ships - including a Belgian tanker seized Saturday with 10 crew aboard - and over 310 crew hostage, according to an Associated Press count.

                                                                                 (Adapted from: www.ap.org, 04/19/09) 

The suffix "ly" forms adverbs of manner from adjectives as, for example, in: caIm (adjective) caImIy (adverb of manner) .Which of the adjectives below DOES NOT follow this rule?

Alternativas

ID
1935946
Banca
Marinha
Órgão
EFOMM
Ano
2010
Provas
Disciplina
Inglês
Assuntos

In which option all the suffixes are correctly used?

Alternativas

ID
2010226
Banca
Aeronáutica
Órgão
EEAR
Ano
2010
Provas
Disciplina
Inglês
Assuntos

A terrible thing happened to teacher Emma Rodriguez last year. Her little son, Edgar, drank some floor cleaner. She took him to the hospital. Edgar was OK and out of danger. But Emma decided that she wanted to make her home safer and happier. 

In “teacher”, underlined in the paragraph, the suffix –“er” has the same function as the one in

Alternativas
Comentários
  • O sufixo ER tem duas funções:

    formar profissões: teacher ( prof) cleaner (limpador)

    fazer comparações: happier ( mais feliz ) safer ( mais seguro )

    GAB C 

    rumo à eear

  • cleaaner

    cleaner than comparativo ta errado


ID
2190220
Banca
NUCEPE
Órgão
Prefeitura de Teresina - PI
Ano
2016
Provas
Disciplina
Inglês
Assuntos

TEXT 06
The (in)appropriate speaker model?
"Anyone working in the field of English as a Lingua Franca (henceforth ELF) has to face sooner rather than later a serious contradiction: that despite the widespread acceptance of the extensive role of English as an international lingua franca and its increasing number of functions in this respect, there is still an almost equally widespread resistance to this lingua franca’s forms. Given the well-established sociolinguistic fact that languages are shaped by their users, and that nowadays “native speakers are in a minority for [English] language use” (Brumfit 2001, 116), it would make sense for English language teaching to move away from its almost exclusive focus on native varieties of English. This suggestion always meets, however, with strong resistance from many quarters, and this is particularly so in the case of accent. The result is that two particular native speaker English accents, Received Pronunciation (RP) and General American (GA), continue to command special status around the English speaking world including international/lingua franca communication contexts where sociolinguistic common sense indicates that they are inappropriate and irrelevant." 
Source: adapted from: JENKINS, J. (Un)pleasant? (In)correct? (Un)Intelligible? ELF Speakers' perceptions of their accents. In: MAURANEN, Anna and RANTA, Elina (Ed.).English as a Lingua Franca:Studies and Findings. Newcastle upon Tyne: Cambridge Scholars Publishing, 2009, p.10-35.  

 The word "resistance" (line 07) in the text 06, is formed by resist + the suffix – ance. Another word that can be formed with the suffx -ance is

Alternativas
Comentários
  • attendance

    particularity

    preference

    interference

    occupancy

     

    Gabarito: a)

  • a-


     Words ending in -ence:


    absence
    affluence
    audience
    coherence
    conference
    confidence
    conscience
    consequence
    consistence
    correspondence
    dependence
    diligence
    evidence
    existence
    influence
    obedience
    occurrence
    patience
    persistence
    preference
    reference

     

     

    Words ending in -ance:


    acquaintance
    allowance
    ambulance
    annoyance
    appearance
    appliance
    arrogance

    attendance
    disturbance
    dominance
    extravagance
    grievance
    guidance
    ignorance
    instance
    nuisance
    relevance
    remittance
    resistance
    significance
    substance
    tolerance


ID
2430019
Banca
IF-PE
Órgão
IF-PE
Ano
2016
Provas
Disciplina
Inglês
Assuntos

TEXT 1  

WHY MILLENIALS WILL SAVE US ALL  

By Joel Stein

I am about to do what old people have done throughout history: call those younger than me lazy, entitled, selfish and shallow. But I have studies! I have statistics! I have quotes from respected academics! Unlike my parents, my grandparents and my great-grandparents, I have proof.

Here’s the code, hard data: the incident of narcissistic personality disorder in nearly three times as high for people in their 20s as for the generation that’s now 65 or older, according to the National Institutes of Health; 58% more college students scored higher on a narcissism scale in 2009 than in 1982. Millennials got so many participation trophies growing up that a recent study showed that 40% believe they should be promoted every two years, regardless of performance. They are fame obsessed: three times as many middle school girls want to grow up to be a personal assistant to a famous person as want to be a senator, according to a 2007 survey; four time as many would pick the assistant job over CEO of a major corporation. They’re so convinced of their own greatness that the National Study of Youth and Religion found the guiding morality of 60% of millennials in any situation as that they’ll just be able to feel what’s right. Their development is stunted: more people ages 18 to 29 live with their parents than with a spouse, according to the 2012 Clarck University Poll of Emerging Adults. And they are lazy. In 1992, the non-profit Families and Work Institute reported that 80% of people under 23 wanted to one day have a job with greater responsibility; 10 years later, only 60% did.

Millennials consist, depending on whom you ask, of people born from 1980 to 2000. To put it more simply for them, since they grew up not having to do a lot of math in their heads, thanks to computers, the group is made up mostly of teens and 20-somethings. At 80 million strong, they are the biggest age grouping in American history. Each country’s millennials are different, but because of globalization, social media, the export of Western culture and the speed of change, millennials worldwide are more similar to one another than to old generations within their nations. Even in China, where family history is more important than any individual, the internet, urbanization and the onechild policy have created a generation as overconfident and self-involved as the Western one. And these aren’t just rich-kid problems: poor millennials have even higher rates of narcissism, materialism and technology addiction in their ghetto-fabulous lives.

They are the most threatening and exciting generation since the baby boomers brought about social revolution, not because they’re trying to take over the Establishment but because they’re growing up without one. The Industrial Revolution made individuals far more powerful - they could move to a city, start a business, read and form organizations. The information revolution has further empowered individuals by handing them the technology to compete against huge organizations: hackers vs. corporations, bloggers vs. newspapers, terrorists vs. Nation-states, YouTube directors vs. studios, app-makers vs. entire industries. Millennials don’t need us. That’s why we’re scared of them.

In the U.S, millennials are the children of baby boomers, who are also known as the Me Generation, who then produced the Me Me Me Generation, whose selfishness technology has only exarcebated. Whereas in the 1950s families displayed a wedding photo, a school photo and maybe a military photo in their homes, the average middle-class American family today walks amid 85 pictures of themselves and their pets. Millennials have come of age in the era of the quantified self, recording their daily steps on FitBit, their whereabouts every hour of every day on PlaceMe and their genetic data on 23 and Me. They have less civic engagement and lower political participation than any previous group. This is a generation that would have made Walt Whitman wonder if maybe they should try singing a song of someone else.

They got this way partly because in the 1970s, people wanted to improve kids’ chances of success by instilling self-esteem. It turns out that self-esteem is great for getting a job or hooking up at a bar but not so great for keeping a job or a relationship. “It was an honest mistake,” says Roy Baumeister, a psychology professor at Florida State University and the editor of Self-Esteem: The puzzle of Low Self-Regard. “The early findings showed that, indeed, kids with high self-esteem did better in school and were less likely to be in various kinds of trouble. It’s just that we’ve learned latter that self-esteem is a result, not a cause.” The problem is that when people try to boost self-esteem, they accidentally boost narcissism instead. “Just tell your kids you love them. It’s a better message,” says Jean Twenge, a psychology professor at San Diego State University, who wrote Generation Me and The Narcissism Epidemic. “When they’re little it seems cute to tell them they’re special or a princess or a rock star or whatever their T-shirt says. When they’re 14 it’s no longer cute.” All that self-esteem leads them to be disappointed when the world refuses to affirm how great they know they are. “This generation has the highest likelihood of having unmet expectations with respect to their careers and the lowest levels of satisfaction with their careers at the stage that they’re at,” says Sean Lyons, co-editor of Managing the New Workforce: International Perspectives on the Millennial Generation. “It is sort of a crisis of unmet expectations.”

What millennials are most famous for, besides narcissism is its effect: entitlement. If you want to sell seminars to middle managers, make them about how to deal with young employees who email the CEO directly and beg off projects they find boring. English teacher David McCullough Jr.’s address last year to Wellesley High School’s graduating class, a 12-minute reality check titled “You Are Not Special,” has nearly 2 million hits on YouTube. “Climb the mountain so you can see the world, not so the world can see you,” McCullough told the graduates. He says nearly all the response to the video has been positive, especially from millennials themselves; the video has 57 likes for every dislike. Though they’re cocky about their place in the world, millennials are also stunted, having prolonged a life stage between teenager and adult that this magazine once called twixters and will now use once again in an attempt to get that term to catch on. The idea of the teenager started in the 1920s; in 1910, only a tiny percentage of kids went to high school, so most people’s social interactions were with adults in their families or in the workplace. Now that cell phones allow kids to socialize at every hour – they send and receive an average of 88 texts a day, according to Pew – they’re living under the constant influence of their friends. “Peer pressure is anti-intellectual. It is anti-historical. It is anti-eloquence,” says Mark Bauerlein, an English professor at Emory, who wrote The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (or, Don’t Trust Anyone Under 30). “Never before in history have people been able to grow up and reach age 23 so dominated by peers. To develop intellectually you’ve got to relate to older people, older things: 17-year-olds never grow up if they’re just hanging around other 17-year-olds.” Of all the objections to Obamacare, not a lot of people argued against parents’ need to cover their kids’ health insurance until they’re 26.

Millennials are interacting all day but almost entirely through a screen. You’ve seen them at bars, sitting next to one another and texting. They might look calm, but they’re deeply anxious about missing out on something better. Seventy percent of them check their phones every hour, and many experience phantom pocket-vibration syndrome. “They’re doing a behavior to reduce their anxiety,” says Larry Rosen, a psychology professor at California State University at Dominguez Hills and the author of iDisorder. That constant search of a hit of dopamine (“Someone liked my status update!”) reduces creativity. From 1966, when the Torrance Tests of Creativity Thinking were first administered, through the mid-1980s, creativity scores in children increased. Then they dropped, falling sharply in 1998. Scores on tests of empathy similarly fell sharply, starting in 2000, likely because of both a lack to face-to-face time and higher degrees of narcissism. Not do only millennials lack the kind of empathy that allows them to feel concerned for others, but they also have trouble even intellectually understanding others’ points of view.

So, yes, we have all that data about narcissism and laziness and entitlement. But a generation’s greatness isn’t determined by data; it’s determined by how they react to the challenges that befall them. And, just as important, by how we react to them. Whether you think millennials are the new greatest generation of optimistic entrepreneurs or a group of 80 million people about to implode in a dwarf star of tears when their expectations are unmet depends largely on how you view change. Me, I choose to believe in the children. God knows they do.

Source: Time. Available at http://time.com/247/millennials-the-me-me-me-generation/ Accessed on October 24, 2016.  

In “this generation has the highest likelihood of having unmet expectations (...)” (paragraph 6), the prefix un means

Alternativas
Comentários
  • c-

    O prefixo -un pode significar 'not' e 'lack of' , dependendo do radical:

    not-

    unannounced — not being announced

    uneducated — not educated

    unattractive — not attractive

    lack (para saber se -un denota 'lack', reescreva a palavra com less).

    ungrace - lack of grace (graceless).

    unhope - despair (hopeless).


ID
2833273
Banca
SELECON
Órgão
Prefeitura de Cuiabá - MT
Ano
2018
Provas
Disciplina
Inglês
Assuntos

                                       TEXTO II


      It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.

      Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S). 

      (...) 

      Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].

RAJAGOPALAN, K. The concept of ‘World English’ and its implications for ELT. ELT Journal Volume S8I2 April 2004.

Afixos (sufixos e prefixos) são elementos que modificam as palavras e atribuem a elas determinadas classes morfológicas. Os sufixos -ly em “succinctly” (1° Parágrafo) e -ing em “saying” ( 3° Parágrafo) atribuem aos termos 'succinct” e “say”, respectivamente, as seguintes classes:

Alternativas
Comentários
  • Gabarito A. Advérbio e Verbo.

  • Gabarito A


    succinct = sucinto (adjetivo)

    succinctly = sucintamente (advérbio)


    say = dizer (verbo), mas pode significar palavra (substantivo)

    saying = dizendo (verbo gerúndio)

  • a-

    sufixo -ly é equivalente a -mente e forma adverbios de modo a aprtir do adjetivo.

    -ing coloca o verbo na forma continua (present participle). say- saying


ID
2848105
Banca
UFPR
Órgão
PM-PR
Ano
2018
Provas
Disciplina
Inglês
Assuntos

O texto a seguir é referência para a questão.

More than 100 South African gold miners treated for smoke inhalation

    JOHANNESBURG (Reuters) – Hundreds of South African gold mine workers were rescued and over 100 treated for smoke inhalation after an underground fire, the National Union of Mineworkers (NUM) said on Thursday.
    Safety is a huge issue in South Africa’s dangerous deep-level mines and a focus for investors. A spate of deaths at SibanyeStillwater’s gold operations, including a seismic event that killed seven miners in early May, has highlighted the risks.
    In the latest incident, more than 600 miners were initially trapped after a fire broke out at a mine east of Johannesburg operated by unlisted Gold One, NUM said.
    This comes almost two weeks after five miners died in an underground fire at a South African copper mine operated by unlisted Palabora Mining Company in Limpopo.
    Company officials could not immediately be reached for comment.
    “As the NUM, we vehemently condemn this kind of incident as it is becoming a trend”, the union said in a statement.

(Disponível em: <https://www.reuters.com/article/us-safrica-mining-fire/more-than-100-south-african-gold-miners-treated-for-smoke-inhalation-idUS KBN1KG294>.)

Gold One and Palabora Mining Company operate South African mines. Both companies have one aspect in common: they are unlisted. This means that these companies:

Alternativas
Comentários
  • A Gold One e a Palabora Mining Company operam minas sul-africanas. Ambas as empresas têm um ponto em comum: elas não são listadas. Isso significa que essas empresas:
    A) não estão na lista oficial de uma bolsa de valores específica, então as pessoas não podem comprar ou vender suas ações.
    B) não são confiáveis por causa de seus últimos incidentes nas minas de ouro e cobre da África do Sul.
    C) não foram inspecionadas por investidores e, consequentemente, seus trabalhadores estão em constante perigo.
    D) não concordam com os recentes acontecimentos que massacraram os trabalhadores das minas.
    E) não possuem funcionários que considerem os perigos que os mineiros devem enfrentar na África do Sul.
    In the latest incident, more than 600 miners were initially trapped after a fire broke out at a mine east of Johannesburg operated by unlisted Gold One.
    Tradução: No último incidente, mais de 600 mineiros foram presos depois de um incêndio em uma mina a leste de Joanesburgo, operada pela Gold One não listada.
    Empresas listadas são aquelas que emitem ações que são cotadas e negociadas em bolsa.
    Portanto, empresas não listadas não estão na lista oficial de uma bolsa de valores específica, então as pessoas não podem comprar ou vender suas ações.
    Gabarito do Professor: A

ID
3029326
Banca
FADESP
Órgão
IF-PA
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Texto 01

Going Mobile, Going Further!

By Anderson Francisco Guimarães Maia – October 28, 2016


So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.

The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.

One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.

Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.

        (Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)

The following is an example of word formation by verb to adjective conversion:

Alternativas

ID
3029338
Banca
FADESP
Órgão
IF-PA
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Texto 02

Standard Englishes and World Englishes: Living with a Polymorph Business Language

By Jeanette Gilsdorf


Many who teach business communication observe gradual changes in Standard English. As do other languages, English changes through contact with other languages and through several other wellunderstood avenues of language evolution, such as compounding, adding affixes, functional shift, coinage, and so on. As the third millennium begins, new factors are converging to influence Standard English: U.S. work environments are becoming more richly intercultural, newcomers to the United States are increasing their fluency in English, and international business is using English increasingly as a global language of business. Throughout these remarks, my perspective is that of a native-born Anglo-American speaker of English. Speakers of other Englishes will have different but comparable perspectives.

Helping my English as Second Language (L2) students gradually master English, I’ve seen my practical understanding of L2 learning grow, along with my respect for the major language task these students have taken on. I’ve also sensed Americans’ unmerited good luck that English has become the language of international business. Yet the internationality of English is to us a mixed blessing because of our presumptions about what comes with it. As Dennett says, “English may be the language of the global village but the villagers are far from agreement on what is good use of the language” (1992, p. 13). Many communicators mistakenly assume a commonality of understanding when both speakers use the same English words. We know that even two speakers born to the same language experience only approximate commonality of meaning; yet we routinely forget to compensate for that fact and end up with cases of bypassing. Internationally, the commonality of understanding can be far more sketchy, and the contextual issues much more complex, than most of us realize.

A truism says that staying with good Standard English will hold problems to a minimum. But what is Standard English, and what is the place of Standard English in teaching business communication in contexts that are more and more international? How, as teachers, do we make our peace with the multiple, competing standards and values affecting what is “acceptable English”? These questions trouble us in part because business persons approve of others’ use of English—or disparage it— depending on their view of what English is and what it’s supposed to be used for. Most U.S. business persons say that they expect people who work for them to be highly competent in Standard English. It seems a simple issue to these business persons. To teachers it is far from simple.

[…]

(Disponível em http://web.csulb.edu/~gilsdorf/st%20eng%20world%20eng%20jbc.htm / Journal of Business Communication, volume 39, number 3, July 2002, pages 364-378).

The following is an example of word formation by compounding:

Alternativas
Comentários
  • Compounding = two roots to form a word


ID
3029341
Banca
FADESP
Órgão
IF-PA
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Texto 02

Standard Englishes and World Englishes: Living with a Polymorph Business Language

By Jeanette Gilsdorf


Many who teach business communication observe gradual changes in Standard English. As do other languages, English changes through contact with other languages and through several other wellunderstood avenues of language evolution, such as compounding, adding affixes, functional shift, coinage, and so on. As the third millennium begins, new factors are converging to influence Standard English: U.S. work environments are becoming more richly intercultural, newcomers to the United States are increasing their fluency in English, and international business is using English increasingly as a global language of business. Throughout these remarks, my perspective is that of a native-born Anglo-American speaker of English. Speakers of other Englishes will have different but comparable perspectives.

Helping my English as Second Language (L2) students gradually master English, I’ve seen my practical understanding of L2 learning grow, along with my respect for the major language task these students have taken on. I’ve also sensed Americans’ unmerited good luck that English has become the language of international business. Yet the internationality of English is to us a mixed blessing because of our presumptions about what comes with it. As Dennett says, “English may be the language of the global village but the villagers are far from agreement on what is good use of the language” (1992, p. 13). Many communicators mistakenly assume a commonality of understanding when both speakers use the same English words. We know that even two speakers born to the same language experience only approximate commonality of meaning; yet we routinely forget to compensate for that fact and end up with cases of bypassing. Internationally, the commonality of understanding can be far more sketchy, and the contextual issues much more complex, than most of us realize.

A truism says that staying with good Standard English will hold problems to a minimum. But what is Standard English, and what is the place of Standard English in teaching business communication in contexts that are more and more international? How, as teachers, do we make our peace with the multiple, competing standards and values affecting what is “acceptable English”? These questions trouble us in part because business persons approve of others’ use of English—or disparage it— depending on their view of what English is and what it’s supposed to be used for. Most U.S. business persons say that they expect people who work for them to be highly competent in Standard English. It seems a simple issue to these business persons. To teachers it is far from simple.

[…]

(Disponível em http://web.csulb.edu/~gilsdorf/st%20eng%20world%20eng%20jbc.htm / Journal of Business Communication, volume 39, number 3, July 2002, pages 364-378).

The following is an example of word formation by prefixation:

Alternativas
Comentários
  • GAB: E

    COMENTÁRIO DA LETRA A:

    ·        ACHO QUE NÃO É PREFIXAÇÃO, E SIM : Compounding (composta): Refere-se à junção de duas palavras para formar uma terceira.

                        Ex:

    tea (CHÁ) + pot (POTE, PANELA) = teapot (BULE)

    ESTOU CERTA?


ID
3029377
Banca
FADESP
Órgão
IF-PA
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Texto 04

Gottman, John. The Relationship Cure. New York: Three Rivers Press.


                                    Strengthening Relationships at Work


There is a number of things managers can do to strengthen relationships with workers. Strengthening connections with workers can lead to a win-win situation, in that workers may feel respected and valued, and can become much more engaged and productive in their work. And, managers may find that it is much easier to deal with a worker’s negative emotions or psychological health struggles when the foundation of their relationship with the worker is strong.

We can effectively build connections with workers by verbally or nonverbally seeking contact with them (i.e., making what psychologist Dr. John Gottman calls “connection bids”). A connection bid is an attempt to create connections between two people, and is essential for building, maintaining and improving relationships. A connection bid can be anything that we do to seek contact with another person:

- Asking for information: e.g., asking a worker how to solve a work problem. “Would you mind helping me with interpreting this spreadsheet? I’m struggling to get my head around the numbers.”

- Showing interest: e.g., asking workers about their hobbies or recent holidays. “Have you been doing any hiking lately?

- Expressing affirmation and approval: e.g., complimenting a worker on his latest accomplishment. “Your presentation yesterday was excellent!

- Expressing caring or support: e.g., demonstrating concern about a worker’s health condition. “Your cough sounds awful. You should think about going home to recover.”

- Offering assistance: e.g., offering support to a worker who is overloaded with tasks. “Would you like me to ask Jocelyn to help you with that project?

- Making a humorous comment: e.g., lighthearted joking with a worker about a mistake you made. “Sometimes the hurrier I go, the behinder I get!

- Sending non-verbal signals: e.g., a smile, a wink, a wave, a pat on the back or a thumbs up.

[…]

The way we respond to workers has a sizable impact on the nature of the relationships that result. If we repeatedly turn against or turn away from workers, they may eventually stop reaching out. On the contrary, if we turn toward a person as often as we can, the relationship can be strengthened and become more positive and supportive.

                       (Disponível em: www.workplacestrategiesformentalhealth.com/mmhm)

In “Strengthening connections with workers can lead to a win-win situation” (paragraph 1, line 2), the word win-win is an example of:

Alternativas

ID
3029386
Banca
FADESP
Órgão
IF-PA
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Texto 04

Gottman, John. The Relationship Cure. New York: Three Rivers Press.


                                    Strengthening Relationships at Work


There is a number of things managers can do to strengthen relationships with workers. Strengthening connections with workers can lead to a win-win situation, in that workers may feel respected and valued, and can become much more engaged and productive in their work. And, managers may find that it is much easier to deal with a worker’s negative emotions or psychological health struggles when the foundation of their relationship with the worker is strong.

We can effectively build connections with workers by verbally or nonverbally seeking contact with them (i.e., making what psychologist Dr. John Gottman calls “connection bids”). A connection bid is an attempt to create connections between two people, and is essential for building, maintaining and improving relationships. A connection bid can be anything that we do to seek contact with another person:

- Asking for information: e.g., asking a worker how to solve a work problem. “Would you mind helping me with interpreting this spreadsheet? I’m struggling to get my head around the numbers.”

- Showing interest: e.g., asking workers about their hobbies or recent holidays. “Have you been doing any hiking lately?

- Expressing affirmation and approval: e.g., complimenting a worker on his latest accomplishment. “Your presentation yesterday was excellent!

- Expressing caring or support: e.g., demonstrating concern about a worker’s health condition. “Your cough sounds awful. You should think about going home to recover.”

- Offering assistance: e.g., offering support to a worker who is overloaded with tasks. “Would you like me to ask Jocelyn to help you with that project?

- Making a humorous comment: e.g., lighthearted joking with a worker about a mistake you made. “Sometimes the hurrier I go, the behinder I get!

- Sending non-verbal signals: e.g., a smile, a wink, a wave, a pat on the back or a thumbs up.

[…]

The way we respond to workers has a sizable impact on the nature of the relationships that result. If we repeatedly turn against or turn away from workers, they may eventually stop reaching out. On the contrary, if we turn toward a person as often as we can, the relationship can be strengthened and become more positive and supportive.

                       (Disponível em: www.workplacestrategiesformentalhealth.com/mmhm)

The word overloaded is formed by:

Alternativas
Comentários
  • GABARITO: LETRA B

    overLOADed

    Over -> Prefixo

    Ed -> Sufixo


ID
3029389
Banca
FADESP
Órgão
IF-PA
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Texto 04

Gottman, John. The Relationship Cure. New York: Three Rivers Press.


                                    Strengthening Relationships at Work


There is a number of things managers can do to strengthen relationships with workers. Strengthening connections with workers can lead to a win-win situation, in that workers may feel respected and valued, and can become much more engaged and productive in their work. And, managers may find that it is much easier to deal with a worker’s negative emotions or psychological health struggles when the foundation of their relationship with the worker is strong.

We can effectively build connections with workers by verbally or nonverbally seeking contact with them (i.e., making what psychologist Dr. John Gottman calls “connection bids”). A connection bid is an attempt to create connections between two people, and is essential for building, maintaining and improving relationships. A connection bid can be anything that we do to seek contact with another person:

- Asking for information: e.g., asking a worker how to solve a work problem. “Would you mind helping me with interpreting this spreadsheet? I’m struggling to get my head around the numbers.”

- Showing interest: e.g., asking workers about their hobbies or recent holidays. “Have you been doing any hiking lately?

- Expressing affirmation and approval: e.g., complimenting a worker on his latest accomplishment. “Your presentation yesterday was excellent!

- Expressing caring or support: e.g., demonstrating concern about a worker’s health condition. “Your cough sounds awful. You should think about going home to recover.”

- Offering assistance: e.g., offering support to a worker who is overloaded with tasks. “Would you like me to ask Jocelyn to help you with that project?

- Making a humorous comment: e.g., lighthearted joking with a worker about a mistake you made. “Sometimes the hurrier I go, the behinder I get!

- Sending non-verbal signals: e.g., a smile, a wink, a wave, a pat on the back or a thumbs up.

[…]

The way we respond to workers has a sizable impact on the nature of the relationships that result. If we repeatedly turn against or turn away from workers, they may eventually stop reaching out. On the contrary, if we turn toward a person as often as we can, the relationship can be strengthened and become more positive and supportive.

                       (Disponível em: www.workplacestrategiesformentalhealth.com/mmhm)

The word lighthearted is formed by:

Alternativas
Comentários
  • ACHO QUE É ASSIM:

    light = leve, claro, luz (adjetivo), acender, iluminar (verbo), luz, iluminação (subst) = CONVERSÃO

    light + heart = Compounding

    -ed (adjetivo)= prefixo usado p/ sentimentos  = SUFIXAÇÃO

  • Conversion não significa empregar a palavra SEM qualquer alteração?? Nesse caso houve a junção das duas palavras..


ID
3045154
Banca
IDECAN
Órgão
Colégio Pedro II
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Text II

                               Reading Comprehension Instruction


      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

Indicate the item whose underlined word in the excerpt taken from the text IS NOT an instance of nominalization:

Alternativas
Comentários
  • d-

    If we want to use a verb after a preposition, it must be in its present participle form (aka its -ing form). It is not possible to use an infinitive after a preposition.


ID
3045175
Banca
IDECAN
Órgão
Colégio Pedro II
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Text IV

                       Identity and Interaction: a sociocultural linguistic approach


      Different research traditions within sociocultural linguistics have particular strengths in analyzing the varied dimensions of identity outlined in this article. The method of analysis selected by the researcher makes salient which aspect of identity comes into view, and such 'partial accounts' contribute to the broader understanding of identity that we advocate here. Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths  ‒  including the microanalysis of conversation, the macroanalysis of ideological processes, the quantitative and qualitative analysis of linguistic structures, and the ethnographic focus on local cultural practices and social groupings  ‒  calls attention to the fact that identity in all its complexity can never be contained within a single analysis. For this reason, it is necessary to conceive of sociocultural linguistics broadly and inclusively. The five principles proposed here  ‒  Emergence, Positionality, Indexicality, Relationality, and Partialness  ‒ represent the varied ways in which different kinds of scholars currently approach the question of identity. Even researchers whose primary goals lie elsewhere can contribute to this project by providing sophisticated conceptualizations of how human dynamics unfold in discourse, along with rigorous analytic tools for discovering how such processes work. While identity has been a widely circulating notion in sociocultural linguistic research for some time, few scholars have explicitly theorized the concept. The present article offers one way of understanding this body of work by anchoring identity in interaction. By positing, in keeping with recent scholarship, that identity is emergent in discourse and does not precede it, we are able to locate identity as an intersubjectively achieved social and cultural phenomenon. This discursive approach further allows us to incorporate within identity not only the broad sociological categories most commonly associated with the concept, but also more local positionings, both ethnographic and interactional. The linguistic resources that indexically produce identity at all these levels are therefore necessarily broad and flexible, including labels, implicatures, stances, styles, and entire languages and varieties. Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment. Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

      It is no overstatement to assert that the age of identity is upon us, not only in sociocultural linguistics but also in the human and social sciences more generally. Scholars of language use are particularly well equipped to provide an empirically viable account of the complexities of identity as a social, cultural, and ‒ most fundamentally ‒ interactional phenomenon. The recognition of the loose coalition of approaches that we call sociocultural linguistics is a necessary step in advancing this goal, for it is only by understanding our diverse theories and methods as complementary, not competing, that we can meaningfully interpret this crucial dimension of contemporary social life.

(BUCHOLTZ, M.; HALL, K. Identity and interaction: a sociocultural approach. In: Discourse Studies, vol 7 (4‐5). London: SAGE, 2005. pp. 585‐614.)

The alternative that shows the same process of word formation as in INTERACTIONAL ‒ APPROACH – SOCIOCULTURAL is, respectively:

Alternativas
Comentários
  • b-

    interactional/ scholarship - noun + suffix

    approach/further - used as a verb. originally a different speech part

    sociocultural/elsewhere - two distinct morphemes combining to form a new unit of meaning

    Compounds are made of bound roots. Compounds borrowed from Latin and Greek morphemes preserve this characteristic, as in interactional, photograph, iatrogenic and scores of other classical words. Compounds can also combine different parts of speech. Common couplings include adjective-noun (dry run, blackberry, roughhouse), verb-noun (pick-pocket, cutthroat, dry cleaners) and verb-particle (where 'particle' is a word designating spatial expression to complete a literal or metaphorical path), as in run-over, passer-through. At times these compounds may differ in the part of speech of the whole compound vice the part of speech of its components.

  • There is a variety of word formation processes, of which the mostly important are:

    Rhyming compounds - from two rhyming words. associated with child talk and called hypocoristic language:e.g.: lovey-dovey, easy-peasy

    Derivation - word creation by modification of a root without adding other roots, often changing a part of speech. Affixation is the most common type.

    Blending - the merge of two words based on sound structure. It usually combines roots or affixes along their edges: one morpheme ends before the next one starts. e.g.:mockumentary (mock + documentary); yurp (yawn + burp); hangry (hungry + angry); smog (smoke + fog)

    Clipping - abbreviation of a word that had one part cut off the rest. Classical example: cinema for cinematograph

    Acronyms - a word formed from the initial letters of a phrase. e.g.: Scuba - self-contained underwater breathing apparatus. Laser - light aplification by simulated emission ofg radioation. Radar - radio detecting and ranging

    Reanalysis - unconsciously changing the morphological boundaries of a word, rendering an old morph unrecognisable. e.g.: Hamburger, originally steak chopped in the Hamburh style

    Analogy - taking an existing word as a stem and form other words from its morphemes, changing one of them while maintaining its overall meaning. e.g.: carjack and hijack, whose meaning evolves around 'jack'

    Novel creation - a made-up word. This word formation process is often assigned to words without a known etymological origin. e.g.: blimp, freelance etc

    Creative respelling - spelling change to relate the speaker to the root word. often used in advertising, marketing and character naming. e.g.: Plak Attak, slytherin, Kruncha

    Coinage - word formation process where a new word is created either deliberately or accidentally from seemingly nothing. e.g.: aspirin, escalator, heroin.


ID
3128593
Banca
VUNESP
Órgão
Prefeitura de Itapevi - SP
Ano
2019
Provas
Disciplina
Inglês
Assuntos

      Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.

      With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.

                                      (Harmer, J. The practice of English language teaching. 2007)

In the excerpt, “…there is a far greater feeling of equality than when the teacher stays out at the front”, the words in bold have received the addition of the suffix -er for the same reasons that which pair of words respectively?

Alternativas
Comentários
  • A questão trata do conhecimento de formação de palavras, especificamente do conhecimento dos “sufixos" . O enunciado destaca dois vocábulos que receberam o sufixo “-er": greater e teacher. O candidato deve identificar a razão do uso do sufixo e selecionar a opção cujas palavras receberam o sufixo -er pelos mesmos motivos.

    Em “greater", o adjetivo “great" recebe o sufixo -er para formar o grau comparativo do adjetivo; no caso, um maior sentimento de igualdade. Enquanto em “teacher", o verbo “teach" recebe o sufixo -er para formar o substantivo que indica aquele (ou aquilo) que pratica a ação; no caso, aquele que leciona, professor.

    A alternativa correta, portanto, trará, nesta ordem, um adjetivo no grau comparativo e um substantivo formado a partir de um verbo, expressando aquele que pratica a ação.

    Vejamos as alternativa:

    Alternativa A.
    ERRADA. Tanto “lighter" (mais claro ou mais leve), quanto “brighter" (mais brilhante) representam o grau comparativo dos adjetivos “light" e “bright".

    Alternativa B.
    ERRADA. Tanto “swimmer" (nadador), quanto “manager" (administrador), receberam o sufixo -er para formar os substantivos que representam aquele que executa a ação descrita pelos verbos que os originou, no caso “swim" (nadar) e “manage" (gerir).

    Alternativa C.
    ERRADA. "Carer" significa cuidador(a), ou seja, é um substantivo formado a partir da ação “to care" (cuidar). E “answer" não é uma palavra formada pela sufixação, trata-se de palavra derivada de “andswaru" (substantivo) do inglês antigo.

    Alternativa D.
    ERRADA. “Controller" é um substantivo usado para indicar a pessoa que controla algo, “air-traffic controller" por exemplo. Enquanto “anger" é um substantivo que significa raiva e deriva das palavras da língua nórdica “angra" (irritar) e “angr" (tristeza/luto).

    Alternativa E.
    CORRETA. Formado a partir da junção do sufixo -er ao adjetivo “strong" (forte), “stronger" é um adjetivo no grau comparativo e significa mais forte. “Designer", por sua vez, é um substantivo formado pela adição do sufixo -er ao verbo “design" que nomeia aquele que imagina como algo pode ser feito e concebe um projeto ou modelo.


    GABARITO DO PROFESSOR: LETRA E.

ID
3222697
Banca
FURB
Órgão
Prefeitura de Blumenau - SC
Ano
2019
Provas
Disciplina
Inglês
Assuntos

The words below include examples of which lexical or phonological items?

unhappy and incorrect
hole and whole
vehicle: car, bicycle
fit and feet

Alternativas

ID
3260011
Banca
Colégio Pedro II
Órgão
Colégio Pedro II
Ano
2019
Provas
Disciplina
Inglês
Assuntos

TEXT 4


“It must be fairly obvious from the discussion in the foregoing paragraphs that the very concept of ‘World Englishes’ throws a number of challenges at all those of us who are in one way or another involved in it. For ELT professionals all over the world, it means, among other things, having to take a fresh look at many of the things that have been taken for granted for long.

Consider, for instance, the following. World English is not the mother-tongue of anyone – and this includes even those who used to rejoice in their status as the ‘native-speakers’ of their own varieties of English. This is so because World English is a language that is in the making and, from the looks of it is bound to remain so for the foreseeable future. Incidentally, any temptation to consider World English a pidgin would be totally misguided in that it is not a make-shift language, nor one that is progressing towards a full-fledged language in its own right. Nor, for that matter, is it gathering a new generation of native speakers. Rather, it is resistant to the very terminology that the linguists resort to in describing conventional ‘natural’ languages.”

RAJAGOPALAN, K. The identity of "World English”: New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p.104. 

Considering the word formation process, the prefix FORE in the words “foregoing” and “foreseeable”, used in the text, carries the same meaning as the prefixes in the following words:

Alternativas
Comentários
  • letra c foreword, predict, antenuptial

  • c-

    fore as a prefix means "before" (in space, time, condition, etc.), “front,” “superior,” etc.: forehead; forecastle; forecast; foretell; foreman.

    https://www.dictionary.com/browse/fore-


ID
3324199
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Uberlândia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

INSTRUCTIONS: Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

TEXT III
The cab had arrived ten minutes late, then had got stuck in a monumental traffic jam on Charing Cross Road. ‘Sorry, love, nothing doing,’ the driver had said. Joanna had looked at her watch, chucked a ten-pound note at him and jumped out of the cab. As she’d hared through the streets towards Covent Garden, her chest laboring and her nose streaming, she’d wondered whether life could get any worse.
Joanna was snapped out of her reverie as the congregation suddenly ceased their chatter. She opened her eyes and turned round as Sir James Harrison’s family members began to file into the church.
Leading the party was Charles Harrison, Sir James’s only child, now well into his sixties. He lived in Los Angeles, and was an acclaimed director of big-budget action films filled with special effects. She vaguely remembered that he had won an Oscar some time ago, but his films weren’t the kind she usually went to see.
By Charles Harrison’s side was Zoe Harrison, his daughter. As Alec had hoped, Zoe looked stunning in a fitted black suit with a short skirt that showed her long legs, and her hair was pulled back in a sleek chignon that set off her classic English-rose beauty to perfection. She was an actress, whose film career was on the rise, and Matthew had been mad about her. He always said Zoe reminded him of Grace Kelly his dream woman, apparently – leading Joanna to wonder why Matthew was going out with a dark-eyed, gangly brunette such as herself. She swallowed a lump in her throat, betting that Winnie the Pooh hot-water bottle that his ‘Samantha” was a petite blonde.
Holding Zoe Harrison’s hand was a young boy of around nine or ten, looking uncomfortable in a black suit and tie: Zoe’s son Jamie Harrison, named after his great-grandfather. Zoe had given birth to Jamie when she was only nineteen and still refused to name the father. Sir
James had loyally defended his granddaughter and her decision to both have the baby and to remain silent about Jamie’s paternity.
Joanna thought how alike Jamie and his mother were: the same fine features, a milk and rose complexion, and huge blue eyes. Zoe Harrison kept him away from the cameras as much as possible – if Steve had got a shot of mother and son together, it would probably make the front page tomorrow morning.
Behind them came Marcus Harrison, Zoe’s brother. Joanna watched him as he drew level with her pew. Even with her thoughts still on Matthew, she had to admit Marcus Harrison was a serious ‘hottie’, as her fellow reporter Alice would say. Joanna recognised him from the gossip columns – most recently squiring a blonde British socialite with a triple-barreled surname. As dark as his sister was fair, but sharing the same blue eyes, Marcus carried himself with louche confidence. His hair almost touched his shoulders and, wearing a crumpled black jacket and a white shirt unbuttoned at the neck, he oozed charisma. Joanna dragged her gaze away from him. Next time, she thought firmly, I’m going for a middle-aged man who likes bird watching and stamp collecting. She struggled to recall what Marcus Harrison did for a living – a fledgling film producer, she thought. Well, he certainly looked the part.
‘Good morning, ladies and gentlemen’. The vicar spoke from the pulpit, a large picture of Sir James Harrison in front of him, surrounded with wreaths of white roses. ‘Sir James’s family welcomes you all here and thanks you for coming to pay tribute to a friend, a colleague, a father, grandfather and great-grandfather, and perhaps the finest actor of this century. For those of us who had the good fortune to know him well, it will not come as a surprise that Sir James was adamant that this was not to be a sombre occasion, but a celebration. Both his family and I have honoured his wishes. Therefore, we start with Sir James’s favourite hymn “I Vow to Thee My Country”. Please stand’.
RILEY, Lucinda. The Love Letter. London: Pan Books, 2018, p. 13-15. 

Mark the letter which corresponds to the word which is not an adverb formed with the suffix ly

Alternativas
Comentários
  • Answer (B)

    The question is asking about an adverb.

    Suddenly -> Adverb;

    Family -> Substantive;

    Vaguely -> Adverb

    Recently -> Adverb

    ʕ•́ᴥ•̀ʔっ INSS 2020/21.

  • kkkkkkkkk gente, sério isso? omg

    podiam ser todas assim (joking, of course)


ID
3329899
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de São João del Rei - MG
Ano
2018
Provas
Disciplina
Inglês
Assuntos

INSTRUCTION: Now read carefully the next text; then mark the alternatives that answer the questions or complete the sentences in the question.

As it turned out, there were more than enough strawberries for supper. Julie didn’t come back.
The dinner, though delicious, could hardly be said to be festive. It was as if all the accumulated tensions of the last days had gathered that evening at the dining-table, building slowly up like the thunderheads that stood steadily on the horizon outside.
Con had come in early, rather quiet, with watchful eyes, and lines from nostril to chin that I hadn’t noticed before. Grandfather seemed to have recruited his energies with his afternoon rest: his eyes were bright and a little malicious as he glanced round the table, and marked the taut air of waiting that hung over the meal. It was his moment of power, and he knew it.
If it had needed anything to bring the tensions to snapping-point, Julie’s absence provided it. At first it was only assumed that she was late, but, as the meal wore through, and it became apparent that she wasn’t coming, Grandfather started making irritatingly frequent remarks about the forgetfulness and ingratitude of young people, that were intended to sound pathetic, but only managed to sound thoroughly bad-tempered.
Con ate more or less in silence, but a silence so unrelaxed as to be almost aggressive. It was apparent that Grandfather thought so, for he kept casting bright, hard looks under his brows, and once or twice seemed on the verge of the sort of edged and provocative remark with which he had been prodding his great-nephew for days.
I drew what fire I could, chattering shamelessly, and had the dubious satisfaction of attracting most of the old man’s attention to myself, some of it so obviously affectionate – pointedly so – that I saw, once or twice, Con’s glance cross mine like the flicker of blue steel. Afterwards, I thought, when he knows, when that restless, torturing ambition is settled at last, it will be all right …
As Grandfather had predicted, Donald’s presence saved the day. He seconded my efforts with great gallantry, making several remarks at least three sentences long; but he, too, was unable to keep his eyes from the clock, while Lisa, presiding over a magnificent pair of ducklings à la Rouennaise, and the strawberries hastily assembled into whipped cream Chantilly, merely sat unhelpfully silent and worried, and, in consequence, looking sour.
The end of the meal came, and the coffee, and still no Julie. We all left the dining-room together.
STEWART, Mary. The Ivy Tree.
Great Britain: Coronet Edition, 1987 (Adapted).

The word unhelpfully found in the 7th paragraph is made of

Alternativas
Comentários
  • UNhelpFUL/LY. Uma questão que exige atenção, pois além de um prefixo, a palavra possui DOIS sufixos: Ful e Ly.

    Portanto, gabarito: Letra D.


ID
3355114
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Pará de Minas - MG
Ano
2018
Provas
Disciplina
Inglês
Assuntos

INSTRUCTIONS: This test comprises fifteen questions taken from the text below. Read the text carefully and then mark the alternatives that answer the questions or complete the sentences presented after it.

The whole affair began so very quietly. When I wrote, that summer, and asked my friend Louise if she would come with me on a car trip to Provence, I had no idea that I might be issuing an invitation to danger. And when we arrived one afternoon, after a hot but leisurely journey, at the enchanting little walled city of Avignon, we felt in that mood of pleasant weariness mingled with anticipation which marks, I believe, the beginning of every normal holiday.

I even sang to myself as I put the car away, and when I found they had given me a room with a balcony. And when, later on, the cat jumped on to my balcony, there was still nothing to indicate that this was the beginning of the whole strange, uneasy, tangled business. Or rather, not the beginning, but my own cue, the point where I came in. And, though the part I was to play in the tragedy was to break and re-form the pattern of my whole life, yet it was a very minor part, little more than a walk on in the last act. For most of the play had been played already; there had been love and lust and revenge and fear and murder – all the blood-tragedy – and now the killer, with blood enough on his hands, was waiting in the wings for the lights to go up again, on the last kill that would bring the final curtain down.

Louise is tall and fair and plump, with long legs, a pleasant voice, and beautiful hands. She is an artist, has no temperament to speak of, and is unutterably and incurably lazy. Before my marriage to Johnny Selbourne, I had taught at the Alice Private School for Girls in the West Midlands. Louise was still Art Mistress there, and owed her continued health and sanity to the habit of removing herself out of the trouble zone. 

When Louise had gone to her own room, I washed, changed into a white frock with a wide blue belt, and did my face and hair very slowly. It was still hot, and the late sun’s rays fell obliquely across the balcony, through the half-opened shutter, in a shaft of copper-gold. Motionless, the shadows of the thin leaves traced a pattern across it as delicate and precise as a Chinese painting on silk, the image of the tree, brushed in like that by the sun, had a grace that the tree itself gave no hint of, for it was merely one of the nameless spindly affairs, parched and dustladen, that struggled up towards the sky from their pots in the hotel out below. 

The courtyard was empty: people were still resting, or changing, or, if they were the mad English, walking out in the afternoon sun. A white-painted trellis wall separated the court on one side from the street, and beyond it people, mules, cars, occasionally even buses, moved about their business up and down the narrow thoroughfare. But inside the vine-covered trellis it was very still and peaceful.

Then fate took a hand. The first cue I had of it was the violent shaking of the shadows on the balcony. Then the ginger cat shot on to my balcony and sent down on her assailant the look to end all looks, and sat calmly down to wash. From below a rush and a volley of barking explained everything.

Then came a crash, and the sound of running feet.

The courtyard, formerly so empty and peaceful, seemed all of a sudden remarkably full of a boy and a large, nondescript dog. The latter, with his earnest gaze still on the balcony, was leaping futilely up and down, pouring out rage, hatred and excitement, while the boy tried with one hand to catch and quell him and with the other to lift one of the tables which had been knocked on to its side. It was, luckily, not one of those which had been set for dinner.

The boy looked up and saw me. He straightened, pushed his hair back from his forehead, and grinned.

“My French isn’t terribly good,” I said. “Do you speak English?”

He looked immensely pleased.

“Well, as a matter of fact, I am English,” he admitted. ”My name’s David,” he said. “David Shelley.”

Well, I was into the play.

I judged him to be about thirteen – who was lucky enough to be enjoying a holiday in the South of France.

Before I could speak again we were interrupted by a woman who came in through the vine-trellis, from the street. She was, I guessed, thirty-five. She was also blonde, tall, and quite the most beautiful woman I had ever seen. The simple cream dress she wore must have been one of Dior’s favourite dreams, and the bill for it her husband’s nightmare.

She did not see me at all, which again was perfectly natural. She paused a moment when she saw the boy and the dog, then came forward with a kind of eyecompelling glance which would have turned heads in Piccadilly on a wet Monday morning.

She paused and spoke. Her voice was pleasant, her English perfect, but her accent was that of a Frenchwoman.

              “David.”
No reply.
      “Mon fils... “

Her son? He did not glance up. “Don’t you know what time it is? Hurry up and change. It’s nearly dinner time.”

Without a word the boy went into the hotel, trailing a somewhat subdued dog after him on the end of a string. His mother stared after him for a moment, with an expression half puzzled, half exasperated. Then she gave a smiling little shrug of the shoulders and went into the hotel after the boy.

I picked my bag up and went downstairs for a drink.

STEWART, Mary. Madam, will you talk?. Hodder and
Stoughton: Coronet Books, 1977, p. 5-14 (Edited).

Mark the alternative in which the word is NOT formed with a suffix:

Alternativas
Comentários
  • letra a

    balcony


ID
3643348
Banca
FUNDEPES
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.


I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism. And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial,
HarperCollins, 2002 (Edited).

In the sentence “I attended to their needs in my normal irresponsible and slapdash fashion”, taken from the text, it is incorrect to say that the word ‘irresponsible’

Alternativas

ID
3696931
Banca
Instituto Excelência
Órgão
Prefeitura de Canoinhas - SC
Ano
2015
Disciplina
Inglês
Assuntos

It is possible to find adjectives with ED suffix and ING suffix (e.g. bored and boring). What is the difference between them? 

Alternativas

ID
3701680
Banca
FADESP
Órgão
Prefeitura de Cachoeira do Piriá - PA
Ano
2015
Disciplina
Inglês
Assuntos

Our Kids Don’t Belong in School

By Bridget Samburg | Boston Magazine | September 2015

When Milva McDonald sent her oldest daughter to Newton public school kindergarten in 1990, she was disturbed by what she saw. The kids were being tracked, even at that young age. And then there were the endless hours the small children spent sitting at their desks. It felt unnatural. In the real world, you wouldn’t be stuck in a room with people all the same ages with one person directing them, she thought.

During that single year her daughter was in the school system, McDonald saw enough to convince her that she could do better on her own. That would be no small feat: Newton’s public schools have long been rated as among the best in the state (in our Greater Boston rankings this year, they’re 10th.). But she’d always worked part time—she’s now an online editor—and she was fortunate that she could maintain a flexible schedule. So she yanked her daughter out of school, and over the next two decades homeschooled all four of her children—including her youngest, Abigail Dickson, who’s now 16.

McDonald’s first homeschool rule was to throw out the book and let her children guide their learning, at their own pace. In lieu of a curriculum or published guides, McDonald improvised, taking advantage of the homeschooling village that had sprouted up around her. One mother ran a theater group, a dad ran a math group, and McDonald oversaw a creative-writing club. Their children took supplementary classes at the Harvard Extension School and Bunker Hill Community College. “I wanted them to be in charge of their own education and decide what they were interested in, and not have someone else telling them what to do and what they were good at,” she says.

And by any measure, it’s working. McDonald’s daughter Claire—the third of her four children to be homeschooled—will enter Harvard College as a freshman this fall.

Back in the ’90s, McDonald was considered a homeschooling pioneer; now she’s joined by a growing movement of parents who are abstaining from traditional schooling, not on religious grounds but because of another strong belief: that they can educate their kids better than the system can. Though far from mainstream (an estimated 2.2 million students are home-educated in the U.S.), secular homeschooling is trending up. Last year, 277 children were homeschooled in Boston, more than double the total from 2004; in Cambridge the number was 46. (In surrounding towns, the numbers are growing, too: During the 2013–2014 school year, Arlington had 55; Somerville, 36; Winthrop, 5; Brookline, 11; Natick, 36; Newton, 33; and Watertown, 24.)

There’s enough momentum that major cultural institutions—from the Franklin Park Zoo and the New England Aquarium to the Museum of Fine Arts and MIT’s Edgerton Center—now regularly offer classes for homeschoolers. Tellingly, even public school systems are becoming more accommodating. In Cambridge, for example, homeschoolers have the option to attend individual classes in the district’s schools. Some take math or science classes and participate in sports—last year, one homeschooler took music and piano lessons. Carolyn Turk, deputy superintendent for teaching and learning at Cambridge Public Schools, says she’s seeing more of this “hybrid” approach than in the past. “In Cambridge we look at homeschooling as a choice,” she says. “Cambridge is a city of choice.”

The Boston Public Schools, meanwhile, have begun to view homeschooling as one of the many laboratories in which it can explore new teaching methods. “These people are looking to do instructive, nontraditional education. It’s all different types of people from all incomes,” says Freddie Fuentes, the executive director of educational options for Boston Public Schools. Fuentes, who personally helps parents with academic plans, finds that many homeschooling parents want “very deep, expeditionary learning” for their children. “A lot of them are looking at innovative ways of learning,” he says. “We as a school system need to think about innovation and the cutting edge.”

In other words, homeschooling is arriving here in a very Boston-like way: It’s aspirational, intellectual, entrepreneurial, and innovative.

(http://www.bostonmagazine.com/news/article/2015/08/25/homeschooling-in-boston/)

Check the alternative in which the underlined word contains the same kind of derivational suffix as the one in the underlined word in “now she’s joined by a growing movement of parents who are abstaining from traditional schooling” (5ᵗʰ paragraph).

Alternativas
Comentários
  • You have to find the alternative with an adjective.


ID
3795523
Banca
IFF
Órgão
IFF
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Texto 2

THE NEXT ERA OF DRONES WILL BE DEFINED BY ‘SWARMS’

[ …]

Drones are becoming smaller, cheaper to make, can zoom around on their own, and gather in groups of hundreds, even thousands, to fly like a flock of birds. They’re called swarms – get enough of them together, and they could save your life, or they could be a deadly collaborative force on the battlefield.

[ …]

Plus there is no leader (1) or commander in a swarm; the swarm is a self-organising system in which allows drones to fly together without colliding. And only one operator (2) is needed to control the whole swarm.

Swarms are tough. One missile can bring down an aircraft, but a swarm can lose dozens of members and keep going. Air defences with a limited (3) supply (4) of missiles can be overwhelmed by enough opponents.

But drones will soon be swarming in many other situations too, from rock concerts to barnyards. In fact, you probably already have seen swarms of drones in everyday life. Chinese company eHang claimed the record for the biggest swarm, in a spectacular New Year show in which 1,000 drones formed a map of China and the Chinese character for 'blessings' (5). 

Drone swarms may even have a place on the farm. They can spot plant disease and help manage water use, or spray pesticides and herbicides only in the exact spot needed, all working cooperatively to cover the area and fill in gaps.

So, what does the future hold for swarming (6) drones? Swarming drone technology is still very much in their infancy. But it’s evolving fast. In fact, they could one day live alongside us.

Fonte: adapted from: <http://www.bbc.com/future/story/20170425-were-entering-the-next-era-of-drones>.

Acesso em: 02 maio 2017.  

Marque a opção em que a indicação sobre o uso dos sufixos no texto 2 está correta.

Alternativas

ID
3798355
Banca
FATEC
Órgão
FATEC
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Leia o texto para responder a questão. 

Technology brought us fake news — and it will help us kill it

     “Fake news” - websites disseminating news stories that are false but are believed to be true – was a major feature of the U.S. election season. Some observers believe that it determined the outcome of the election, although there is no way to definitively ascertain its effect on voting.
     Fake news is news that affects the digital universe profoundly. Fake news grew because of the ease of creating and disseminating websites and stories that look and read as credible as real news sites (at least to many people). It is disseminated on social media platforms just because dissemination of information without vetting has always been a feature of those platforms. This was designed to facilitate communication - no one removes a negative comment about a restaurant on Facebook. 
      On the positive side, this means that everyone’s opinion can be disseminated. The awareness of fake news, though, reveals a downside – or perhaps a loophole – of the freedom to post. And fake news may beget1 fake news. Facebook is not the only media company to be an inadvertent host for fake news, but it is by far the largest, with roughly 2 billion users each month.
    Forbes  indicates that the fallout2 from fake news during the election cycle may cause advertisers to pull back from Facebook, as it is less “brand safe” than formerly. If unchecked, fake news could impact the perceived credibility of online sites where fake news runs. Since the election, Facebook has announced plans to refine and increase automated detection of fake news and to make reporting of suspected stories easier for Facebook users. It has also indicated that the current ad system will be changed, to interfere with fake news sites receiving revenue from Facebook.
<https://tinyurl.com/y8jfq2t4> Acesso em: 07.11.2017. Adaptado

Glossário
beget ¹: gerar, criar, produzir.
fallout² efeitos negativos.

A palavra unchecked, presente no quarto parágrafo, é formada por meio da adição do prefixo un- ao termo checked. A alternativa que apresenta uma palavra gramaticalmente correta e formada pelo processo de prefixação, tal como unchecked, é

Alternativas

ID
3827338
Banca
CPCON
Órgão
UEPB
Ano
2010
Provas
Disciplina
Inglês
Assuntos

TEXT A

All things bright and beautiful,

All creatures great and small,

All things wise and wonderful,

The Lord God made them all.

Each little flower that opens,

Each little bird that sings,

He made their glowing colours,

He made their tiny wings.

He gave us eyes to see them,

And lips that we might tell,

How great is God Almighty,

Who has made all things well.


by Cecil F. Alexander 

Which of the following groups of words from text A is formed by affixation:

Alternativas

ID
3839701
Banca
UECE-CEV
Órgão
UECE
Ano
2013
Provas
Disciplina
Inglês
Assuntos

TEXT

     BRASÍLIA — Brazil’s highest court has long viewed itself as a bastion of manners and formality. Justices call one another “Your Excellency,” dress in billowing robes and wrap each utterance in grandiloquence, as if little had changed from the era when marquises and dukes held sway from their vast plantations.
     In one televised feud, Mr. Barbosa questioned another justice about whether he would even be on the court had he not been appointed by his cousin, a former president impeached in 1992. With another justice, Mr. Barbosa rebuked him over what the chief justice considered his condescending tone, telling him he was not his “capanga,” a term describing a hired thug. 
      In one of his most scathing comments, Mr. Barbosa, the high court’s first and only black justice, took on the entire legal system of Brazil — where it is still remarkably rare for politicians to ever spend time in prison, even after being convicted of crimes — contending that the mentality of judges was “conservative, pro-status-quo and pro-impunity.”
     “I have a temperament that doesn’t adapt well to politics,” Mr. Barbosa, 58, said in a recent interview in his quarters here in the Supreme Federal Tribunal, a modernist landmark designed by the architect Oscar Niemeyer. “It’s because I speak my mind so much.” 
     His acknowledged lack of tact notwithstanding, he is the driving force behind a series of socially liberal and establishment-shaking rulings, turning Brazil’s highest court — and him in particular — into a newfound political power and the subject of popular fascination. 
   The court’s recent rulings include a unanimous decision upholding the University of Brasília’s admissions policies aimed at increasing the number of black and indigenous students, opening the way for one of the Western Hemisphere’s most sweeping affirmative action laws for higher education. 
     In another move, Mr. Barbosa used his sway as chief justice and president of the panel overseeing Brazil’s judiciary to effectively legalize same-sex marriage across the country. And in an anticorruption crusade, he is overseeing the precedent-setting trial of senior political figures in the governing Workers Party for their roles in a vast vote-buying scheme.
   Ascending to Brazil’s high court, much less pushing the institution to assert its independence, long seemed out of reach for Mr. Barbosa, the eldest of eight children raised in Paracatu, an impoverished city in Minas Gerais State, where his father worked as a bricklayer.  
    But his prominence — not just on the court, but in the streets as well — is so well established that masks with his face were sold for Carnival, amateur musicians have composed songs about his handling of the corruption trial and posted them on YouTube, and demonstrators during the huge street protests that shook the nation this year told pollsters that Mr. Barbosa was one of their top choices for president in next year’s elections.
     While the protests have subsided since their height in June, the political tumult they set off persists. The race for president, once considered a shoo-in for the incumbent, Dilma Rousseff, is now up in the air, with Mr. Barbosa — who is now so much in the public eye that gossip columnists are following his romance with a woman in her 20s — repeatedly saying he will not run. “I’m not a candidate for anything,” he says. 
     But the same public glare that has turned him into a celebrity has singed him as well. While he has won widespread admiration for his guidance of the high court, Mr. Barbosa, like almost every other prominent political figure in Brazil, has recently come under scrutiny. And for someone accustomed to criticizing the so-called supersalaries awarded to some members of Brazil’s legal system, the revelations have put Mr. Barbosa on the defensive. 
     One report in the Brazilian news media described how he received about $180,000 in payments for untaken leaves of absence during his 19 years as a public prosecutor. (Such payments are common in some areas of Brazil’s large public bureaucracy.) Another noted that he bought an apartment in Miami through a limited liability company, suggesting an effort to pay less taxes on the property. In statements, Mr. Barbosa contends that he has done nothing wrong. 
     In a country where a majority of people now define themselves as black or of mixed race — but where blacks remain remarkably rare in the highest echelons of political institutions and corporations — Mr. Barbosa’s trajectory and abrupt manner have elicited both widespread admiration and a fair amount of resistance. 
     As a teenager, Mr. Barbosa moved to the capital, Brasília, finding work as a janitor in a courtroom. Against the odds, he got into the University of Brasília, the only black student in its law program at the time. Wanting to see the world, he later won admission into Brazil’s diplomatic service, which promptly sent him to Helsinki, the Finnish capital on the shore of the Baltic Sea. 
     Sensing that he would not advance much in the diplomatic service, which he has called “one of the most discriminatory institutions of Brazil,” Mr. Barbosa opted for a career as a prosecutor. He alternated between legal investigations in Brazil and studies abroad, gaining fluency in English, French and German, and earning a doctorate in law at Pantheon-Assas University in Paris. 
   Fascinated by the legal systems of other countries, Mr. Barbosa wrote a book on affirmative action in the United States. He still voices his admiration for figures like Thurgood Marshall, the first black Supreme Court justice in the United States, and William J. Brennan Jr., who for years embodied the court’s liberal vision, clearly drawing inspiration from them as he pushed Brazil’s high court toward socially liberal rulings.
    Still, no decision has thrust Mr. Barbosa into Brazil’s public imagination as much as his handling of the trial of political operatives, legislators and bankers found guilty in a labyrinthine corruption scandal called the mensalão, or big monthly allowance, after the regular payments made to lawmakers in exchange for their votes. 
    Last November, at Mr. Barbosa’s urging, the high court sentenced some of the most powerful figures in the governing Workers Party to years in prison for their crimes in the scheme, including bribery and unlawful conspiracy, jolting a political system in which impunity for politicians has been the norm.  
     Now the mensalão trial is entering what could be its final phases, and Mr. Barbosa has at times been visibly exasperated that defendants who have already been found guilty and sentenced have managed to avoid hard jail time. He has clashed with other justices over their consideration of a rare legal procedure in which appeals over close votes at the high court are examined. 
     Losing his patience with one prominent justice, Ricardo Lewandowski, who tried to absolve some defendants of certain crimes, Mr. Barbosa publicly accused him this month of “chicanery” by using legalese to prop up certain positions. An outcry ensued among some who could not stomach Mr. Barbosa’s talking to a fellow justice like that. “Who does Justice Joaquim Barbosa think he is?” asked Ricardo Noblat, a columnist for the newspaper O Globo, questioning whether Mr. Barbosa was qualified to preside over the court. “What powers does he think he has just because he’s sitting in the chair of the chief justice of the Supreme Federal Tribunal?” 
      Mr. Barbosa did not apologize. In the interview, he said some tension was necessary for the court to function properly. “It was always like this,” he said, contending that arguments are now just easier to see because the court’s proceedings are televised. 
     Linking the court’s work to the recent wave of protests, he explained that he strongly disagreed with the violence of some demonstrators, but he also said he believed that the street movements were “a sign of democracy’s exuberance.” 
     “People don’t want to passively stand by and observe these arrangements of the elite, which were always the Brazilian tradition,” he said. 

In the phrases “his condescending tone,” “contending that arguments,” and “the court’s proceedings,” the –ING words function, respectively, as:

Alternativas

ID
3862852
Banca
MetroCapital Soluções
Órgão
Prefeitura de Biritiba-Mirim - SP
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Choose the correct option to complete the sentences with the prefixes:

1. My brother is so ___mature
2. Unfortunately, we ___agree.
3. It’s ___possible to finish the task till the end of the week.
4. The time of the meeting can be really ___convenient for some people.

Alternativas

ID
3874978
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Santa Luzia - MG
Ano
2019
Provas
Disciplina
Inglês
Assuntos

While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.

I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.

At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.

It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.

On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.

Oh, shallowness, thy name is Clare.

But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.

“Can I have my stake very rare?” asked one of the men.

“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.

I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism.And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.

Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.

“Who owns this book?” I asked abruptly, interrupting the order placing.

The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!

“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.

I maintained that we fell in love immediately.

He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.

First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.

KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).

In the sentence “I might have noticed that one of them (yes, James, of course) was very handsome, in a blackhaired, green-eyed, five-foottenish kind of way.”, the suffix -ish in ‘five-foottenish’ indicates

Alternativas

ID
3928312
Banca
Crescer Consultorias
Órgão
Prefeitura de Conceição do Canindé - PI
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Which set of words contain both a prefix and a suffix? Choose the CORRECT answer.

Alternativas

ID
4029073
Banca
IBADE
Órgão
Prefeitura de Manaus - AM
Ano
2018
Provas
Disciplina
Inglês
Assuntos

 News trom China


Outcry as Chinese school makes iPads compulsory


Apple produets are incredibly popular in China, but not everyone can afford them A school in northern China has been criticised for enforcing iPad learning as part of its new curriculum, it's reported.


According to China Economic Daily, the Danfeng High School in Shaanxi province recently issued a notice saying that, “as part of a teaching requirement, students are required to bring their own iPad” when they start the new school year in September. Stafftold the paper that using an iPad would “improve classroom efficiency”, and that the school would manage an internet firewall, so that parents would not have to worry about students using the device for other means.

However, China Economic Daily says that after criticism from parents, who felt that it would be an “unnecessary financial burden”, headmaster Yao Hushan said that having an iPad was no longer a mandatory requirement. Mr Yao added that children who don't have a device could still enrol, but that he recommended students bring an iPad as part of a “process of promoting the digital classroom”.

The incident led to lively discussion on the Sina Weibo social media platform. “Those parents that can't afford one will have to sell a kidney!” one user quipped.

Others expressed concerns about the health implications of long-term electronic device use. “I worry about their Vision,” one user said, and another said they would all become “short-sighted and have to wear glasses.”

But others felt that it was a good move in line with new modem ways of teaching. “They are affordable for the average family,” one said, “they don't necessarily need to buy the latest model.”

Reporting by KerryAllen

Taken from: www.bbc.com/news/blogs-news-from-elsewhere

The word 'unnecessary' in “it would be an unnecessary financial burden” is formed by the prefix -un.


The prefix -un has been added to the words below.

Choose the only correct word;

Alternativas
Comentários
  • a) ineffective

    b) impatient

    c) impolite/rude

    GABARITO: D

  • A part of a written word that adds meaning to the word is called an element

    An element that cannot stand free as a word and that goes at the front of words is called a prefix. This lesson focuses on the prefix un-.

    There are actually two different prefixes spelled <un>. The first un- means “not, opposite”; the second means “reverse, remove.”

    Note that a stem that can stand free as a word is called a free stem.

    The following words all have the prefix un-: 

    Divide each of these six words into its prefix and free stem.

    Word= Prefix+ Free Stem1. unable=+2. unfinished=+3. unclear=+4. unworried=+5. unfriendly=+6. untruth=+7. unoriginal=+8. undecided=+

    9. Think about what the word unable means. Then think about what the word able means. What do you think the prefix un- must mean in unable: “not,” “again,” “yesterday,” “more than one”? ______ Does un- seem to mean this same thing in the other five words in the Examples section? ______.

    Now look at these seven words:

    10. What is the prefix in these words? ______

    11. Does the prefix have the same meaning in these words that it has in words like unreal? ______

    12. What does it seem to mean in these seven words: “again,” “more than one,” “yesterday,” or “reverse?” ______

    Divide each of these words into prefix, free stem, and suffix. Show any  or final <e> deletion.

    Word= Prefix+ Free Stem+ Suffix13. unannounced= unannounce

    ed14. undecided=++15. unlocking=++16. unlined=++17. uncolored=++18. undoing=++19. unmixed=++20. unbuttoned=++21. untouched=++22. unwrapping=++23. unbarred=++24. unfolding=++

    25. The prefixes spelled <un> mean two different things: ________________________ and ____________________________.

    Word Find. The ‘UN’-shaped Find below contains the following thirty-two words, all of which begin with a prefix un-.


ID
4066552
Banca
CPCON
Órgão
UEPB
Ano
2011
Provas
Disciplina
Inglês
Assuntos

TEXT A


All things bright and beautiful,
All creatures great and small,
All things wise and wonderful,
The Lord God made them all.
Each little flower that opens,
Each little bird that sings,
He made their glowing colours,
He made their tiny wings.
He gave us eyes to see them,
And lips that we might tell,
How great is God Almighty,
Who has made all things well.

by Cecil F. Alexander

Which of the following groups of words from text A is formed by affixation:

Alternativas
Comentários
  • O gabarito é a D. Não confunda os alunos.

  • O gabarito é a D. Não confunda os alunos.


ID
4122910
Banca
VUNESP
Órgão
Prefeitura de São José dos Campos - SP
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Leia o texto e responda à questão.


The birth of a nation


     The most memorable writing in eighteenth-century America was done by the founding fathers, the men who led the American Revolution of 1775-1783 and wrote the constitution of 1989. But none of them were writers of fiction. Rather, they were practical philosophers, and their most typical product was the political pamphlet. They shared the European Enlightenment belief that human reason could understand both nature and man. Unlike the Puritans – who saw man as a sinful failure – the Enlightenment men were sure man could improve himself. They wanted to create a happy society based on justice and freedom.

     The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.

     Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:

     Lost time is never found again.

     God helps those who help themselves.

     In 1757 Franklin collected together the best of his sayings and published The Way to Wealth. This little book became one of the best-sellers of the Western World and was translated into many languages.

(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)

O sufixo -ing adquire função de adjetivo na alternativa

Alternativas
Comentários
  • Almanacs were often the only reading matter in Colonial households.

    Tradução: Almanaques costumavam ser o único material de leitura nas famílias coloniais.

    Temos o termo "reading" precedendo o substantivo "matter", qualificando o substantivo. Logo trata-se de um adjetivo.

    Gabarito: A

  • A questão cobra conhecimento gramatical, especificamente sobre formação de palavras (prefixos e sufixos).


    O enunciado nos pergunta em qual alternativa o sufixo -ING adquire função de adjetivo.


    O sufixo ING assume inúmeras funções em Inglês. Pode caracterizar um verbo no gerúndio, pode caracterizar um adjetivo, pode caracterizar um substantivo, pode caracterizar um verbo no infinitivo, entre outros.
    Veja alguns exemplos:

    She is working at the moment. = Ela está trabalhando no momento.  (ING caracterizando verbo no gerúndio)

    The best sayings talk about philosophical questions. = Os melhores ditados falam sobre questões filosóficas. (ING caracterizando substantivo)

    She is an interesting person. = Ela é uma pessoa interessante. (ING caracterizando adjetivo)

    Driving fast at night can be dangerous. = Dirigir rápido à noite pode ser perigoso. (ING caracterizando verbo no infinitivo)


    Analisando as alternativas teremos:


    A) CORRETO - Almanacs were often the only reading matter in Colonial households. = Os almanaques eram freqüentemente o único material de leitura nas famílias coloniais.
    ING caracterizando adjetivo


    B) ERRADO - Franklin felt that writing should always have a practical purpose. = Franklin sentia que escrever deve sempre ter um propósito prático.
    ING caracterizando verbo no infinitivo


    C) ERRADO - Franklin collected together the best of his sayings in a book called The Way to Wealth. = Franklin reuniu o melhor de seus ditados em um livro chamado The Way to Wealth.
    ING caracterizando substantivo


    D) ERRADO - Franklin made his Almanac relevant by creating the character “Little Richard". = Franklin tornou seu Almanac relevante criando o personagem “Little Richard".
    ING caracterizando verbo no gerúndio


    E) ERRADO - Benjamin Franklin had no liking for poetry. = Benjamin Franklin não tinha gosto por poesia.
    ING caracterizando substantivo



    Gabarito do Professor: Letra A.

  • ADJETIVO......dá qualidade às coisas

    Reading matter


ID
4186735
Banca
UEG
Órgão
UEG
Ano
2017
Provas
Disciplina
Inglês
Assuntos

The true potential of technology to change behavior


    Technology could successfully change behaviours where decades of campaigns and legislation have failed. With the quantified self already walking among us and the internet of things within easy reach, digital technology is creating unprecedented opportunities to encourage, enable and empower more sustainable behaviours.

     If we are to unlock the power of technology we must be more ambitious than simply digitising analogue strategies or creating another communications channel.

    The true potential of technology lies in its ability to do things that nothing else can do. In behaviour change terms, the potential to succeed where decades of education programmes, awareness campaigns and product innovation have failed; to make a difference where government policy and legislation has had limited impact.

    Using behavioural insights, it is possible to highlight the bottlenecks, drop out points and achilles heels of traditional behaviour change efforts — the reasons why we have failed in the past — and apply the unique possibilities of technology to these specific challenges.

    Overcoming our limitations

    Luckily, the history of the human race is almost defined by its ability to invent stuff that bolsters its feeble capabilities. That stuff is, of course, what we generically refer to as 'technology'. And in the same way that the internal combustion engine and the light bulb allow us to overcome our relatively feeble powers of motion and perception, so digital technology can be directed to overcoming our relatively feeble powers of reasoning, selfcontrol, motivation, self-awareness and agency—the factors that make behaviour change so difficult.

    Herein lies the true potential of technology: not in the laboratory or the workshop, but in an understanding of the behavioural dynamics that define the human condition, both generally and within the context of a specific user-group, market segment or community.

Fonte: JOHNSON, Steven. Recognising the true potential of technology to change behaviour. Disponível em:<https://www.theguardian.com/sustainablebusiness/behavioural-insights/true-potential-technology-change-behaviour> . Acesso em: 23 ago. 2017. (Adaptado). 

Analisando-se aspectos linguísticos e estruturais do texto, constata-se que

Alternativas
Comentários
  • a. Successfully não é formado prefixação e sim sufixação.

    b. CORRETA.

    c. "has" está errado.

    d. could=poderia que é diferente de should=deveria

    e. "that" está na função de pronome relativo.


ID
4939414
Banca
FAU
Órgão
IF-PR
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Choose the option where the negative prefixes are correctly applied:

Alternativas
Comentários
  • O correto na letra A seria Demotivated.


ID
5047579
Banca
OMNI
Órgão
Prefeitura de São João Batista - SC
Ano
2021
Provas
Disciplina
Inglês
Assuntos

Analise a sentença a seguir:


The text was misspelled, she should rewrite it.


As palavras destacadas possuem algo em comum, pois elas são exemplos de:

Alternativas
Comentários
  • Cadê as palavras destacadas???

  • A questão cobra conhecimento de vocabulário, especificamente sobre formação de palavras (prefixos e sufixos).

    A questão nos pede para analisar as palavras destacadas na sentença e verificar o que elas têm em comum. Embora não haja palavras destacadas na sentença, pelas alternativas pode-se deduzir quais são. Vou destacá-las abaixo:

    The text was misspelled, she should rewrite it.

    Trata-se de uma questão sobre prefixação. Vamos relembrar. Veja abaixo alguns dos prefixos mais usados na língua inglesa, seus significados e exemplos:

    Un = remover, reverter, não. Exemplos: unpack, undo, unhappy (desempacotar, desfazer, infeliz)

    In, Im, Il, Ir = não. Exemplos: insecure, impossible, ilegal, irregular (inseguro,impossível,ilegal,irregular)

    Dis = remover, reverter, não. Exemplos: disagree, displeasure, disqualify (discordar, desprazer, desqualificar)

    Re = novamente. Exemplos: reconsider, redo, rewrite (reconsiderar, refazer, reescrever)

    Over = demais, super, sobre. Exemplos: overcook, overload, overestimate (cozinhar demais, sobrecarregar, superestimar)

    Under = menos que, sub. Exemplos: underestimate, undercook (subestimar, cozinhar menos que o ponto certo)

    Non = não. Exemplos: non-smoking área (área para não fumantes)

    Mis = incorretamente, mal. Exemplos: misunderstand, misplace (entender mal, colocar no lugar errado)

    Voltando à questão, o verbo "spell" significa soletrar, escrever e com o prefixo "mispell" significa escrever  incorretamente. O verbo "write" significa escrever e com o prefixo "rewrite" significa escrever novamente.


    Portanto a sentença pode ser traduzida como "O texto estava escrito incorretamente, ela deveria reescrevê-lo."


    Gabarito do Professor: Letra D.

  • Cadê as palavras onde estão????

  • As palavras não estão grifadas, mas dá para perceber quais são: misspelled e rewrite.


ID
5068591
Banca
CESPE / CEBRASPE
Órgão
SEED-PR
Ano
2021
Provas
Disciplina
Inglês
Assuntos

Text 3A3-II

Why Joe Biden Saw Mixed Success With Latinos 

    Democrats' long-term hopes for electoral success have long cited the growing Latino population in the country. But former Vice President Joe Biden's performance in heavily Latino areas of key states has concerned members of his party — and may have cost him Electoral College votes, according to groups and activists working to mobilize Latino voters.
     Nationally, Biden appears to have gotten support from roughly twice as many Latino voters as President Trump, but that support looked very different depending on where you looked in three key states with large Latino populations.
     Democrats were pleased with their performance in Arizona, where The Associated Press awarded Biden the state's 11 electoral votes early Wednesday morning, while anxiety ran high about the results in Florida, where President Trump's strength with conservative Cuban American voters helped secure him that state's 29 electoral votes, according to AP. And while Texas was a long shot for Biden, Democrats had seen opportunity in the explosive growth in the state's Latino population.
     During a post-election virtual press conference on Wednesday, leaders from groups aimed at mobilizing Latino voters expressed frustration that the votes of Latinos were not more aggressively pursued, even as they cheered record levels of turnout among Latinos in some key states.

Internet: <www.npr.org> (adapted)

In English, a lot of nouns are formed by a verb and a suffix. One example of a noun derived from a verb is

Alternativas
Comentários
  • A questão basicamente pediu para marcar qual palavra derivou de um verbo.

    Todas as alternativas, com exceção da (D) - To lose, derivam de Substantivos/Adjetivos ou Advérbio (dependendo do contexto, no caso de Long).

  • Enunciado: In English, a lot of nouns are formed by a verb and a suffix. One example of a noun derived from a verb is

    Em inglês, muitos substantivos são formados de verbos e sufixos. Um exemplo de um substantivo derivado de um verbo é:

    A - member. - membro (é um substantivo)

    B - darker. - escuro (é um adjetivo)

    C - manner. - maneiras (é um substantivo)

    D - loser. - perdedor (é a única palavra que deriva de um verbo: perder "to lose")

    E - longer. - longo (é originalmente um advérbio de )

  • A questão requer conhecimento dos sufixos, em especial do sufixo "er". 
    Em inglês, muitos substantivos são formados por um verbo e um sufixo. Um exemplo de substantivo derivado de um verbo é:
    A) membro.
    B) mais escuro.
    C) maneira.
    D) perdedor.
    E) mais longo.
    O sufixo "er" foi adicionado à algumas palavras, como:  "dark" -adjetivo - (escuro) - "darker" - comparativo de superioridade ( mais escuro). "Long" - adjetivo - (longo) - "longer" comparativo de superioridade (mais longo). "Lose"verbo-  (perder), "loser" (perdedor).
    "Member" e "manner" não tiveram acréscimo de sufixo. São substantivos e significam respectivamente ( membro e maneiras).

    O exemplo de um verbo seguido de um sufixo é "Lose" - verbo-  (perder), "loser" (perdedor).

    Gabarito do Professor: Letra D.







  • A questão requer conhecimento dos sufixos, em especial do sufixo "er". 
    Em inglês, muitos substantivos são formados por um verbo e um sufixo. Um exemplo de substantivo derivado de um verbo é

    O sufixo "er" foi adicionado à algumas palavras, como:  "dark" -adjetivo - (escuro) - "darker" - comparativo de superioridade ( mais escuro). "Long" - adjetivo - (longo) - "longer" comparativo de superioridade (mais longo). "Lose"verbo-  (perder), "loser" (perdedor).
    "Member" e "manner" são substantivos e significam respectivamente ( membro e maneiras).

    Gabarito do Professor: D







  • Loser não seria adjetivo ?


ID
5086402
Banca
Marinha
Órgão
EFOMM
Ano
2020
Provas
Disciplina
Inglês
Assuntos

Choose the option with the correct prefixes to complete the sentences below.


I. Computing systems often deliberately _____ classify sensitive information.

II. Since then, every time I felt stressed, _____ aligned, or dissatisfied, I would refer back to them to get the source of my frustration." ·

III. My son-in-law was talking and acting in an ____ appropriate manner at the party.

IV. Crooks sometimes ____ run the police.

V. She had difficulty in writing anything but scribbles because she was ____ patient.

VI. Her latest article is quite ____ similar from the previous one.

Alternativas
Comentários
  • Escolha a opção com os prefixos corretos para completar as frases abaixo.


    Prefixo é uma forma de afixo (affix), ou seja, partículas que são adicionadas às palavras para modificá-las. Alguns com um significado particular e outros com um significado compartilhado. Alguns dão a ideia contra (antivirusantibiotic), outros de oposto (dislike, disable) etc...Para aprendê-los, devemos conhecer as estruturas gramaticais, bem como a extensão do seu vocabulário. Conhecendo a função e a ideia de cada um, fica mais fácil empregá-lo à palavra. 

    I. Computing systems often deliberately declassify sensitive information. (Os sistemas de computação muitas vezes desclassificam deliberadamente informações confidenciais.)

    II. Since then, every time I felt stressed, disaligned, or dissatisfied, I would refer back to them to get the source of my frustration." (Desde então, toda vez que me sentia estressado, desalinhado ou insatisfeito, consultava-os novamente para obter a fonte da minha frustração. ")

    III. My son-in-law was talking and acting in an inappropriate manner at the party. (Meu genro estava falando e agindo de maneira inadequada na festa.)

    IV. Crooks sometimes outrun the police. (Bandidos às vezes fogem da polícia.)

    V. She had difficulty in writing anything but scribbles because she was impatient. (Ela tinha dificuldade em escrever qualquer coisa além de rabiscos porque estava impaciente.)

    VI. Her latest article is quite dissimilar from the previous one. (Seu último artigo é bem diferente do anterior. )

    Gabarito do Professor: Letra A.


ID
5157727
Banca
IPEFAE
Órgão
Prefeitura de Campos do Jordão - SP
Ano
2019
Provas
Disciplina
Inglês
Assuntos

What’s the best option for the prefix word below.

What she is trying to do is totally _______ logical.

Alternativas
Comentários
  • ALTERNATIVA B

    "IL"


ID
5206579
Banca
NUCEPE
Órgão
Prefeitura de Timon - MA
Ano
2020
Provas
Disciplina
Inglês
Assuntos

Answers the question according to the text below.

TEXT I


The time to embrace change in education is right now! In fact, it’s long overdue. Did you know that the model for modern-day public education was created by the need for on-time mechanical workers during the industrial revolution? That was certainly a technological disruption, but it happened 250 years ago. It’s what we call the front-lead method, and it’s not the best model for addressing the learning needs of many students: divergent thinkers, neurodiverse minds, creatives, scientists, and the list goes on. Which brings us to our next point: it’s time for the next wave of disruption. Luckily for us, it’s here. And it’s been here since 1989, when Tim Berners-Lee — a British scientist from CERT — invented the World Wide Web. We know, you use the internet every day, and it’s great, but maybe you’re skeptical that it can revolutionize education. Well, if you didn’t know, it already is. A large body of evidence-based, peer reviewed work points to the web as one of the central hubs for positive educational change today. It’s our connection to others, our access to a world of educational resources, it’s a format that works for many learners, it’s at the heart of countless services (that don’t work in an unconnected world), and it’s driving access to education. 

https://www.early-childhood-education-degrees.com/features/editors-choice-best-books-on-technology-in-education/  

Choose the alternative where all words are formed by the AFFIXATION PROCESS.

Alternativas
Comentários
  • B

    disruption; luckily; countless


ID
5219833
Banca
FURB
Órgão
Prefeitura de Guabiruba - SC
Ano
2019
Provas
Disciplina
Inglês
Assuntos

The group of words “rock hard”, “soft boiled”, “melting point” are examples of:

Alternativas
Comentários
  • b-

    In lexical semantics, opposites are words lying in an inherently incompatible binary relationship. For example, something that is male entails that it is not female. It is referred to as a 'binary' relationship because there are two members in a set of opposites. The relationship between opposites is known as opposition. A member of a pair of opposites can generally be determined by the question What is the opposite of X ?

    The term antonym (and the related antonymy) is commonly taken to be synonymous with opposite, but antonym also has other more restricted meanings. Graded (or gradable) antonyms are word pairs whose meanings are opposite and which lie on a continuous spectrum (hot, cold). Complementary antonyms are word pairs whose meanings are opposite but whose meanings do not lie on a continuous spectrum (push, pull). Relational antonyms are word pairs where opposite makes sense only in the context of the relationship between the two meanings (teacher, pupil).

    https://en.wikipedia.org/wiki/Opposite_(semantics)


ID
5226040
Banca
FURB
Órgão
FURB - SC
Ano
2020
Provas
Disciplina
Inglês
Assuntos

The words below include examples of which lexical or phonological items?


unhappy and incorrect

hole and whole

vehicle: car, bicycle

fit and feet

Alternativas
Comentários
  • A lexical set is a group of words with the same topic function or form.

    minimal pair is two words that vary by only a single sound, usually meaning sounds that may confuse English learners, like the /f/ and /v/ in fan and van, or the /e/ and /ɪ/ in desk and disk.

    .

    unhappy and incorrect: prefixes 

    hole and whole: homophones

    vehicle: car, bicycle: lexical sets 

    fit and feet: minimal pairs

    .

    Gabarito: Letra D


ID
5372524
Banca
CEV-URCA
Órgão
URCA
Ano
2017
Provas
Disciplina
Inglês
Assuntos

IS A VEGAN DIET HEALTHY?


By Mary Lynch


    As a registered nutritionist, the question “Is the vegan diet healthy?” is one I get all the time, especially at this time of year.

    Frustratingly, the answer is that it depends as much on what you eat as with any other diet. Someone living purely on ready salted crisps or chips, for example, would be technically following a vegan diet, but it would in no way be healthy.

    However, research shows that there are potential benefits to a vegan diet. A recent study indicated that the average vegan diet is higher in vitamin C and fibre, and lower in saturated fat than one containing meat. In addition, statistics show that vegans have a lower BMI (height-to-weight ratio) than meat eaters – in other words, they are skinnier.

    You see, a diet without any meat or dairy products is likely to contain a lot less saturated fat, which is related to increased cholesterol levels and increased risk of heart disease. We also know that fat contains more calories per gram than other foods, and so vegans may consume fewer calories as a result. Finally, a vegan diet is generally thought to contain more cereals, fruits, vegetables, nuts and seeds than a non¬vegan diet.

    Sounds   great   right?   Not   quite.   In   terms   of   micronutrients,   a   vegan   diet   is   actually   more susceptible to being nutritionally poor. A vegan diet is naturally low in calcium, vitamin D, iron, vitamin B12, zinc and omega-3 fatty acids. Therefore, if you follow a vegan diet it is essential that you get enough of these nutrients through specific vegan food sources – and may even need to take additional supplements. We have many recipes suitable for vegans that can help, just check out our vegan section. In our features we also have this traditional hummus recipe, which contains tahini – a good source of calcium, zinc and iron, which are all micronutrients hard to get a hold of on a vegan diet.

    So there you have it: going vegan does not necessarily mean you are going to be healthier. In fact, I think that much of the improvement in diets among vegans is a result of education rather than going meat free. In other words, if someone chooses to go vegan they are more likely to care about what they are eating and therefore are more likely to educate themselves on the types of foods they should and should not be eating.


From: https://goo.gl/AwDYY7. Accessed on 03/22/2017.

The suffix –y in the words healthy (1st paragraph) and fatty (5th paragraph) gives the idea of:

Alternativas

ID
5462554
Banca
AEVSF/FACAPE
Órgão
Prefeitura de Petrolina - PE
Ano
2021
Provas
Disciplina
Inglês
Assuntos

Que palavra abaixo não contém sufixo?

Alternativas
Comentários
  • Happier.