Entre os substantivos seguintes, identifique aquele que forma o plural como POTATO – POTATOES; TOMATO – TOMATOES.
Para as questões de 26 a 30, encontram-se em destaque cinco termos ou expressões. Assinale a alternativa correspondente ao termo cujo emprego está INCORRETO.
Delhi, Kolkata and Mumbai are home to three brands new chapters as part of the expanding Imperial College Teachers’ Association:
Among the words listed below, the only one which forms the plural by adding an “s” is
WELCOME!
And congratulations on your new purchase. You’re now entitled to an unsurpassed service and a number of benefits as part of the Ericsson warranty and service program. Your Ericsson mobile phone was designed to offer you the ultimate in quality, convenience and performance. And of course, we guarantee it. From now on, as the new owner of an Ericsson mobile phone, you’ll have access to a number of exclusive advantages such as: a vast network of Ericsson service centers; a limited 1 year warranty and service agreement, and a toll-free customer service hotline.
WARRANTY CONDITIONS
Dear Customer,
If your Ericsson product needs warranty service, you should send the product to any company authorized service facility. For information contact the store from which you purchased the product. The product in all cases must be accompanied by the following items: your name, address, telephone number, warranty card, bill of sale bearing the serial number, date of delivery, or reasonable proof of these dates, and a detailed description of the problem.
Our warranty
This warranty is extended by Ericsson Inc. (“The Company”) to the original purchaser for use only. Ericsson warrants this product to be free of defects in material and workmanship at the time of its original purchase and for the subsequent period of one (1) year. All accessories for the product are covered for a period of one (1) year fromthe date of purchase.
What we will do
If, during the period of warranty, this product proves defective under normal use and service due to improper materials or workmanship, the company will repair or replace the defective item with a new or factory rebuilt replacement.
(Taken from Ericsson - One yearWarranty and ServiceAgreement)
Choose the option that contains the correct plural forms of: company / facility / address / store, respectively:
Which word is not plural?
Qual das palavras a seguir NÃO está no plural?
Read the text below.
What is hunger?
Acute hunger or starvation are often highlighted on TV
screens: hungry mothers too weak to breastfeed their children in
drought-hit Ethiopia, refugees in war-torn Syria queuing for food
rations, helicopters airlifting high energy biscuits to earthquake
victims in Haiti or Pakistan.
These situations are the result of high profile crises like
war or natural disasters, which starve a population of food. Yet
emergencies account for less than eight percent of hunger's
victims.
Daily undernourishment is a less visible form of hunger –
but it affects many more people, from the shanty towns of
Jakarta in Indonesia and the Cambodian capital Phnom Penh to
the mountain villages of Bolivia and Nepal. In these places,
hunger is much more than an empty stomach.
For weeks, even months, its victims must live on
significantly less than the recommended 2,100 kilocalories that
the average person needs to lead a healthy life.
The body compensates for the lack of energy by slowing
down its physical and mental activities. A hungry mind cannot
concentrate, a hungry body does not take initiative, a hungry
child loses all desire to play and study.
Hunger also weakens the immune system. Deprived of the
right nutrition, hungry children are especially vulnerable and become too weak to fight off disease and may die from common
infections like measles and diarrhea. Each year, almost 7 million
children die before reaching the age of five; malnutrition is a key
factor in over a third of these deaths
(Source: Levels and Trends in Child Mortality,
IGME, 2012 in http://www.wfp.org).
Read the following extract, taken from the text, to answer question .
“[_] hungry children are especially vulnerable [...]”.
Choose the noun that has an irregular plural as the word “children”.
SAINT PATRICK'S DAY
Saint Patrick's Day, also known as The Feast of Saint Patrick, is a traditional holiday
celebrated every year on March 17th, the day the patron saint of Ireland, Saint Patrick, died.
Patrick, who was born in the fourth century, lived in the British Isles, a land that had
been invaded and conquered first by the Romans and then by Germanic tribes. At the age of 16,
Patrick was captured and taken as a slave from the British Isles to what is now Ireland. He lived
there for several years herding sheep. He was a religious boy, and he prayed that he would
someday return to his homeland.
Legend has it that one night while he was praying, a voice told him to escape from the
farm, and find a ship that was waiting for him in a harbor two hundred miles aways. Patrick got to
the ship, sailed to Europe, and disembarked in what is now probably France. He ---1--- several of
the ship's crew through a dangerous forest, praying all the time. Neither Patrick nor any member
of his crew was captured. When some of the men were about to die of starvation, wild animals
appeared to them to eat. Events such as these appeared to be miracles and gave rise to later
legends surrounding Patrick.
Finally finding his way home, Patrick felt that he was called by God to perform an important
mission. He believed it was his duty to go back to Ireland and convert the Celtic people to the
Christian Religion.
Patrick arrived in England and became a missionary, traveling from village to village and
talking about his faith. Once, several members of a tribe approached Patrick and told him that they
found it difficult to understand and believe in the Holy Trinity. Patrick thought a moment,
then stooped down and picked one of the plentiful shamrocks growing wild around Ireland.
“Here are three leaves", he said, “yet it is one plant. Imagine the Father, Son and the Holy
Spirit as each of these leaves. Here they are, yet they are one plant." The tribesmen understood,
because Patrick had used a familiar object to explain. From that time on, the shamrock has been a
revered symbol of Ireland.
There are lots of stories about Patrick. One of them is about him forcing snakes out of the
entire country of Ireland. Even though there are many different stories about how he accomplished
such a task, it is probably not true. Patrick died on March 17th, and the Irish people set aside the
day to mourn. He became the patron saint of Ireland. Mourning turned to commemorating him
and celebrating his life.
Because of Saint Patrick, lots of cities around the world with a large population of Irish
have parades. Green is one of the national colors of Ireland. Green stripes are painted on the
streets where the parade will travel. People wear green shirts, ties, hair ribbons, and hats. There
are even pubs which serve green beer on that day.
Saint Patrick's Day was made an official Christian holiday in the early seventeenth century.
It is now observed by the Catholic Church, the Anglican Communion, the Eastern Orthodox Church
and Lutheran Church. The day commemorates Saint Patrick and the arrival of Christianity in
Ireland. Not only that, but it also celebrates the heritage and culture of the Irish in general.
Source: adapted from http://www.inglesnapontadalingua.com.br/2014/03
Na frase, “Here are three leaves”, a palavra destacada constitui o plural de um substantivo parte de um grupo, no qual o plural é feito utilizando-se a substituição da terminação “–f” por “-ves”, essa substituição não poderá ser feita na seguinte palavra:
Choose the correct alternative.
TEXT III
Use of language in diplomacy
What language should one use when speaking to diplomats, or what language should diplomats use? Or, to be more precise, what language/languages should a (young) diplomat try to learn to be more successful in his profession?
The term "language in diplomacy" obviously can be interpreted in several ways. First, as tongue ("mother" tongue or an acquired one), the speech "used by one nation, tribe, or other similar large group of people"; in this sense we can say, for example, that French used to be the predominant diplomatic language in the first half of the 20th century. Second, as a special way of expressing the subtle needs of the diplomatic profession; in this way it can be said, for example, that the delegate of such-andsuch a country spoke of the given subject in totally nondiplomatic language. Also, the term can refer to the particular form, style, manner or tone of expression; such as the minister formulated his conditions in unusually strong language. It may mean as well the verbal or non-verbal expression of thoughts or feelings: sending the gunships is a language that everybody understands.
All of these meanings - and probably several others - can be utilised in both oral and written practice. In any of these senses, the use of language in diplomacy is of major importance, since language is not a simple tool, vehicle for transmission of thoughts, or instrument of communication, but very often the very essence of the diplomatic vocation, and that has been so from the early beginnings of our profession. That is why from early times the first envoys of the Egyptian pharaohs, Roman legates, mediaeval Dubrovnik consuls, etc., had to be educated and trained people, well-spoken and polyglots.
Let us first look into different aspects of diplomatic language in its basic meaning - that of a tongue. Obviously, the first problem to solve is finding a common tongue. Diplomats only exceptionally find themselves in the situation to be able to communicate in one language, common to all participants. This may be done between, for example, Germans and Austrians, or Portuguese and Brazilians, or representatives of different Arab countries, or British and Americans, etc. Not only are such occasions rare, but very often there is a serious difference between the same language used in one country and another.
There are several ways to overcome the problem of communication between people who speak different mother tongues. None of these ways is ideal. One solution, obviously, is that one of the interlocutors speaks the language of the other. Problems may arise: the knowledge of the language may not be adequate, one side is making a concession and the other has an immediate and significant advantage, there are possible political implications, it may be difficult to apply in multilateral diplomacy, etc. A second possibility is that both sides use a third, neutral, language. A potential problem may be that neither side possesses full linguistic knowledge and control, leading to possible bad misunderstandings. Nevertheless, this method is frequently applied in international practice because of its political advantages. A third formula, using interpreters, is also very widely used, particularly in multilateral diplomacy or for negotiations at a very high political level - not only for reasons of equity, but because politicians and statesmen often do not speak foreign languages. This method also has disadvantages: it is time consuming, costly, and sometimes inadequate or straightforwardly incorrect. […] Finally, there is the possibility of using one international synthetic, artificial language, such as Esperanto; this solution would have many advantages, but unfortunately is not likely to be implemented soon, mostly because of the opposition of factors that dominate in the international political - and therefore also cultural and linguistic - scene.
So, which language is the diplomatic one? The answer is not simple at all […].
Words are bricks from which sentences are made. Each sentence should be a wound-up thought. If one wants to be clear, and particularly when using a language which he does not master perfectly, it is better to use short, simple sentences. On the contrary, if one wishes to camouflage his thoughts or even not say anything specific, it can be well achieved by using a more complicated style, complex sentences, digressions, interrupting one's own flow of thought and introducing new topics. One may leave the impression of being a little confused, but the basic purpose of withholding the real answer can be accomplished.
(adapted from http://www.diplomacy.edu/books/language_and_
diplomacy/texts/pdf/nick.PDF)
The word that forms the plural in the same way as “fora” in “The United States and Brazil are also advancing human rights issues in bilateral and multilateral fora” is:
History and Debate of Internet Censorship
Censorship refers to any action taken by a society to control access to ideas and information. Throughout history, many different types of societies, including democracies, have used censorship in various ways. The issue is increasingly important due to the rapid development of new communication technology. As innovators continue to create new ways for people to share information, many people are now arguing over the issue of censorship.
Pros and Cons of the Internet Censorship Debate
For the proponents of censorship, restricting the access of information is something that can provide benefits to society. By censoring pornography on the internet, children are less likely to encounter it. By censoring certain types of images and videos, society can prevent offensive or vulgar material from offending those that it targets. For example, some would argue that society should censor material that is insulting to a particular religion in order to maintain societal harmony. In this way, censorship is viewed as a way to protect society as a whole or certain segments of society from material that is seen as offensive or damaging.
Some argue that censorship is necessary to preserve national security. Without using any kind of censorship, they argue that it is impossible to maintain the secrecy of information necessary for protecting the nation. For this purpose, censorship protects a state's military or security secrets from its enemies who can use that information against the state.
Those who are against censorship argue that the practice limits the freedoms of speech, the press and expression and that these limitations are ultimately a detriment to society. By preventing free access to information, it is argued that society is fostering ignorance in its citizens. Through this ignorance, citizens are more easily controlled by special interest groups, and groups that are able to take power are able to use censorship to maintain themselves. Additionally, they argue that censorship limits a society's ability to advance in its understanding of the world.
Another main issue for those who are against censorship is a history of censorship abuse. Those who argue against censorship can point to a number of examples of dictators who used censorship to create flattering yet untrue images of themselves for the purpose of maintaining control over a society. They argue that people should control the government instead of the government controlling its people.
(SOURCE: http://www.debate.org/internet-censorship/ accessed
on 19/02/16 at 3:10 pm).
Considerando as palavras retiradas do texto, marque a que não se refere ao plural.
Respectively, the plural forms of “hero”, ”louse”, “ox” and “cactus” are:
EXTRACT 1
Japan’s shipyards remain intact after quake
Japan’s major shipyards escaped the full impact of the March 11 earthquake and tsunami that struck the northeastern coast of the country with full force. An official at the Japan Ship Exporters’ Association said the devastating natural disaster “will have no impact on future export ship orders at all”. Although several small shipyards in the quake-hit areas were affected, major Japanese shipyards that build large vessels for exports are concentrated in western Japan and remain intact, the official said. Mitsui Engineering & Shipbuilding sustained “slight material damages” in the company’s Kasai Center and Chiba Works but did not consider such slight damages would cause serious impact on operations. “The rotational schedule of interruption of power supply due to the earthquake may affect our operation at our works and subsidiaries. However, the degree of the impact is not known now,” the company said in a statement. Japanese export ship orders rose for the 15th consecutive month in February o a year-on-year basis. Japanese shipbuilders received orders for 277 export vessels – 259 bulk carriers, 10 oil tankers and eight general cargo vessels – in the April-February period.
(Adapted from: www.australianmerchantnavy.com, March 2011)
EXTRACT 2
Tsnunami Debris Expected on U.S. Shores in 3 Years
The powerful tsunami triggered by the 9.0 Japanese earthquake destroyed coastal towns near Sendai, washing such things as houses and cars into the ocean. Projections of where this debris might head have been made at the international Pacific Research Center, university of Hawaii at Manoa. What their model predicts about the tsunami debris is that they first spread out eastward from the Japan Coast in the North Pacific Subtropical Gyre. In a year, the Papahanaumokuakea Marine National Monument will see pieces washing up on its shores; in two years, the remaining Hawaiian islands will see some effects; in three years, the plume will reach the US West Coast, dumping debris on Californian beaches and the beaches of British Columbia, Alaska, and Baja California. The debris will then drift into the famous floating junk yard, the North Pacific Garbage Patch, where it will wander around and break into smaller and smaller pieces. In five years, Hawaii shores can expect to see another barrage of debris that is stronger and longer-lasting than the first one. Much of the debris leaving the North Pacific Garbage Patch ends up on Hawaii’s reefs and beaches. These model projections will help to guide clean-up and tracking operations.
(Adapted from: www.geog.ucsb.edu, April 2011)
Which pair of words below contains countable nouns:
Which of the alternatives completes the sentence correctly?
If you need ____________about what to remove from your _______ to
avoid problems at check in, this leaflet is for you.
All words below are countable nouns, except:
Read the text and answer question
Traditional American cake bars
Recipe:
100g butter 1tsp. vanilla ½ tsp baking powder
200g sugar ¼ tsp salt 100g chopped walnuts
2 eggs 100g flour 50g chocolate U
Melt _____ chocolate and butter and mix carefully.
Add _____ sugar and mix again until smooth. Leave to cool.
Add _____ eggs and vanilla and mix.
Add _____ flour, baking powder, and salt, and mix until well-combined.
Stir in the walnuts.
Put the mix in a cake tin and cook for 25min at 175°C.
Eat with fruit or ice cream.
Choose the alternative in which all the words are uncountable.
Assinale a alternativa em que o uso do singular ou do plural está INCORRETO:
Assinale a alternativa em que o uso do singular ou do
plural está INCORRETO:
Which word is not plural?
Na Língua Inglesa há regras específicas para a construção do plural dos substantivos.
A seguir, encontra-se um pequeno trecho de um texto sobre inteligências múltiplas cujos substantivos que estão entre parênteses no singular, deverão ser escritos na forma plural.
[...] Linguistic - using ___________ (word) effectively. These ____________ (learner) like reading, taking notes in their ________ (class), making up poetry or ___________(story). Interpersonal - understanding, interacting with others. These ______________ (student) learn through interaction. They like group ___________ (activity), ____________ (seminar), __________ (debate), _________ (interview). Logical-Mathematical - reasoning, calculating. __________ (Person) who excel in this intelligence like to experiment, solve ____________ (puzzle) play with logic __________ (game), read about ___________ (investigation), and solve ___________ (mystery).
Assinale a alternativa que completa correta e respectivamente as lacunas considerando os plurais de substantivos em inglês americano.
Read the text and answer question
Good day! My name is Sheila. I’m from Melbourne, Australia. My ___________ is from Montreal, Canada. We live in Sydney. A lot of ___________ living in Australia come from other ___________.
Choose the best alternative to complete the blanks in the text:
The plural form of brother-in-law, foot and candy is
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)
From interactivity to passivity
Observers have noted that the Internet is moving away from its original model of cooperative communication based on exchange, and tending towards the logic of a mass broadcasting media, resulting in a concentration of producers and the progressive disappearance of interactivity. This tendency towards passivity in the use of the new media can, we believe, be counterbalanced effectively in an approach to FLT which encourages cooperative, collaborative procedures, where teachers abandon traditional roles and act more as guides and mentors, exploring the new media themselves as learners and thus acting as role models for their learners. Case studies show that there is closer interaction between teacher and students when the new media are employed. Language learners who have experienced this kind of approach are most likely to transfer the skills acquired to their daily practice in the use of the new media in the mother tongue. And, above all, this experience should lead to the development of a “user culture”, implying appropriate behaviour, which respects other people as well as the diversity of their opinions.
(Available: http://iite.unesco.org/pics/publications/en/file.)
The word “MEDIA” (L 7):
How monks helped invent sign language
For millennia people with hearing impairments encountered marginalization because it was believed that language could only be learned by hearing the spoken word. Ancient Greek philosopher Aristotle, for example, asserted that “Men that are deaf are in all cases also dumb.” Under Roman law people who were born deaf were denied the right to sign a will as they were “presumed to understand nothing; because it is not possible that they have been able to learn to read or write.”
Pushback against such ideas began in the 16th-century, with the creation of the first formal sign language for the hearing impaired, by Pedro Ponce de León, a Spanish Benedictine monk. His idea to use sign language was not a completely new one. Native Americans used hand gestures to communicate with other tribes and to facilitate trade with Europeans. Benedictine monks had used them to convey messages during their daily periods of silence. Inspired by the latter practice, Ponce de León adapted the gestures used in his monastery to create a method for teaching the deaf to communicate, paving the way for systems now used all over the world.
Building on Ponce de León’s work, another Spanish cleric and linguist, Juan Pablo Bonet, proposed that deaf people learn to pronounce words and progressively construct meaningful phrases. Bonet’s approach combined oralism – using sounds to communicate – with sign language. The system had its challenges, especially when learning the words for abstract terms, or intangible forms such as conjunctions like “for,” “nor,” or “yet.”
In 1755 the French Catholic priest Charles-Michel de l’Épée established a more comprehensive method for educating the deaf, which culminated in the founding of the first public school for deaf children, in Paris. Students came to the institute from all over France, bringing signs they had used to communicate with at home. Insistent that sign language needed to be a complete language, his system was complex enough to express prepositions, conjunctions, and other grammatical elements.
Épée’s standardized sign language quickly spread across Europe and to the United States. In 1814 Thomas Gallaudet went to France to learn Épée’s language system. Three years later, Gallaudet established the American School for the Deaf in his hometown in Connecticut. Students from across the United States attended, and they brought signs they used to communicate with at home.American Sign Language became a combination of these signs and those from French Sign Language.
Thanks to the development of formal sign languages, people with hearing impairment can access spoken language in all its variety. The world’s many modern signing systems have different rules for pronunciation, word order, and grammar. New visual languages can even express regional accents to reflect the complexity and richness of local speech.
(Ines Anton Rayas. www.nationalgeographic.com. 28.05.2019. Adaptado)
Assinale a expressão que se encontra no plural.
Read the text below and answer the question that follow:
Text 1 - News from Japan
Japanese tsunami dog and owner reunited
A dog that was rescued after spending three weeks floating at sea after a huge earthquake and tsunami has been reunited with its owner, who recognized the dog when she saw a TV news report on the rescue on Friday.
The dog was found by a Japan Coast Guard crew on a roof drifting some 1.8km off the coast of one of the worst-hit areas along Japan's north-east coast. The roof that the dog was found on is believed to have broken off the house and been washed out to sea by the retreating waters of the devastating tsunami.
The two-year-old dog called Ban had an emotional reunion with its owner at an animal care center where it had been taken to be looked after. Local media reported that Ban immediately jumped up and was very excited when the owner appeared. “We'll never let go of her,” said the owner, who wished to remain anonymous.
Taken from: https://www.usingenglish.com/comprehension/
The Japanese care center looks after dogs and cats.
Choose the alternative in which all the nouns are written correctly in the plural.
Leia o texto e responda à questão.
For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.
Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.
Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.
(Andrew D.Cohen. Second Language Assessment.
IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign
language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
[…] “whereas our bees can collect data for hours […] (Singular Form)
Leia o texto para responder à questão.
By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:
• Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
• Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
• Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language teaching. Adaptado)
Rude
Magic
Can I have your daughter for the rest of my life? Say yes, say yes
‘Cause I need to know
You say I’ll never get your blessing till the day I die
Tough luck my friend but the answer is no!
Why you gotta be so rude?
Don’t you know I’m human too
Why you gotta be so rude
I’m gonna marry her anyway
(Marry that girl) Marry her anyway
(Marry that girl) Yeah no matter what you say
(Marry that girl) And we’ll be a family
https://www.vagalume.com.br/magic-11/rude.html
What is the correct plural form of the words, in bold type, in the text?
O plural de foot é:
Newly discovered primate 'already facing extinction'
(Adaptado de https://www.bbc.com/news/science-environment-54894681)
Assinale a alternativa que apresenta uma palavra no singular:
According plural of nouns mark (V) for true and (F) for false and check the correct alternative.
( ) Singular: The police arrested the thief. Plural: The police arrested the thiefes.
( ) Singular: I broke my foot. Plural: I broke my feet.
( ) Singular: I wear glasses. Plural: We wear glasses.
( ) Singular: My parents have a baby. Plural: My parents have two babies.
Leia o texto abaixo para responder a questão.
Arecibo Observatory will be demolished
Arecibo’s days are done. After two support cables failed in recent months, the radio observatory’s 305-meter-wide dish is damaged beyond repair, the National Science Foundation announced on November 19. It will be decommissioned and dismantled.
The telescope, famous for appearances in movies like GoldenEye and Contact, consists of a wide dish to collect radio waves from space and focus them into detectors housed in a dome suspended above the dish.
In August, one of the cables that holds up the dome slipped out of a socket and punched a hole in the dish. Then a second cable unexpectedly broke on November 6. If a third cable were to break, it could send the platform holding up the dome swinging, or the whole structure could collapse.
The NSF determined that there was no safe way to repair the telescope.
Adaptado de https://www.sciencenews.org/article/arecibo-telescope-observatory-icon-puerto-rico-science-demolished.
O plural da palavra dish é:
There were 50 __________ (PERSON) in the party.
Chicken - Beef - Fish
“The scientist wrote down his formula.”
In the plural:
THESE are THOSE are used as plural form of demonstrative pronouns. Which alternative contains all words in plural form?
Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language
teaching. Adaptado)
The plural form of the word ‘analysis’, is: