SóProvas



Questões de Substantivos e compostos | Nouns and compounds


ID
224719
Banca
FCC
Órgão
METRÔ-SP
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Subways: The New Urban Status Symbol
Business Week - December 5, 2007
by Jennifer Fishbein

It seems like everywhere you turn these days, a new
high-speed train is whisking more passengers across longer
distances faster than ever before. A [NOUN] to Paris from
London is quicker than flying; Japanese bullet trains traverse the
320 miles from Tokyo to Osaka in two and a half hours; and
magnetic levitating trains in Shanghai cut through the city at 268
miles per hour. But while high-speed trains may grab all the
glamour, the more mundane business of subway construction is
what's driving the biggest growth for transportation companies.
Indeed, the world is seeing an unprecedented boom in new
subways and expansion to existing systems. Thanks to surging
economic growth and urban populations, demand for subways is
soaring in China and India. Lots of other places around the
world also are building new lines, from Dubai to Santo Domingo,
capital of the Dominican Republic. And many European and
American cities ? including even such improbable locales as Los
Angeles and Phoenix ? have caught the transit bug.

Problem-Solving and Prestige

Some cities build out of necessity. Rising prosperity
prompted Dubai residents to buy so many cars that they realized
they could [ADVERB] longer drive these cars because they
were stuck in traffic. Others are keen on the environmental
benefits of metros, which produce far less pollution and
encourage drivers to leave cars at home. Some places, mainly
in the Middle East, are looking to diversify their oil-dependent
economies. And others, to be honest, are chasing an urban
status symbol. Building a metro won't turn any old town into
Paris or London, but it does tell the world that you've arrived.

"You have in some cases a prestige issue, which is more
the case in young cities in need of an image," says Jean-Noël
Debroise, vice-president for product and strategy at Alstom
(ALSO.PA), the French transport company that has built a
quarter of the world's metros.

Rennes is an example of the new trend. The city of about
212,000 people in northwestern France was looking to raise its profile when it installed a metro in 2002. It raised the bar by
opting for a driverless system made by Siemens ? just like the
shiny new No. 14 line in Paris ? protecting passengers from the
French penchant for transit strikes. Turin, Italy, did the same to
help win its bid for the 2006 Winter Olympics; its driverless
system opened just before the games. Even the Spanish island
of Mallorca inaugurated a short metro line in April in hopes of
luring even more tourists to its capital, Palma. Alas, it closed
indefinitely in September due to flooding, amid charges of
mismanagement.

A Boon for Transit Builders

The world's three largest metro manufacturers, Montrealbased
Bombardier (BBDB.TO), Alstom, and Munich-based
Siemens (SI) report high demand for mass transit, including
tramways and light-rail systems that run both under and
[PREPOSITION] ground. The global subway market was worth
9.3 billion dollars in 2005 and is projected to grow at a rate of
2.7% per year until 2015, according to a 2007 study by the
European Railway Industry Assn. Subway lines [TO BUILD] or
extended in 20 European cities and five Middle Eastern ones,
and dozens of towns are constructing light-rail systems, reports
the Brussels-based International Association of Public
Transport.

The size of a city determines its need for a metro system.
Cities of a few million people ? or those anticipating huge
population growth ? really can't do without a mass transit
system. But cities of one or two million inhabitants can choose
between a subway and a surface tramway, which costs far less
but also runs more slowly. [CONJUNCTION] funding is an issue,
cities usually will spring for a subway, says Debroise. "The
tramway has a very old image of the 19th century, with horses in
the streets," he says.


(Adapted from http://www.businessweek.com/globalbiz/
content/dec2007/gb2007125_600001.htm?chan=top+news_
top+news+index_global+business)

The word that best replaces [NOUN] in the text is

Alternativas
Comentários
  • A [NOUN] to Paris from London is quicker than flying; Japanese bullet trains traverse the 320 miles from Tokyo to Osaka in two and a half hours;
      a)viagem.
      b) montar.(como verbo) , mas como substantivo é CARONA
      c) conduzir.
      d) passear.
      e) o vôo.

ID
263254
Banca
COPEVE-UFAL
Órgão
UFAL
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Cada item abaixo é uma definição de uma etapa de um projeto.

I. A multilevel, multi-sectored package of measures, requiring multilevel planning and structuring, leading towards an overall goal.

II. One or more processes in which an individual or group takes part in specific decision-making and action, and over which they may exercise specific controls.

III. Result of a project relative to its objective that are sufficient and necessary to achieve the objective and are generated by its respective partner’s output.

IV. The intended physical, financial, institutional, social, environmental, educational or other goals which a project is expected to achieve and which lies in its own sphere of influence.

Associe cada definição com um substantivo que a sinteza:

Alternativas
Comentários
  • Pessoal,

    só traduzi, mas alguém sabe onde podemos tirar a fundamentação teórica dessa questão?


    I - Um pacote multinível, multi-setorial de medidas, exigindo planejamento e estruturação multinível, que conduzem a um objetivo geral. (PROGRAMA - programme)


    II - Um ou mais processos em que um indivíduo ou grupo participa na tomada de específicas decisões  e ações, e sobre os quais não podem exercer controles específicos. (PARTICIPAÇÃO - participation)


    III - Resultado de um projeto em relação ao seu objetivo que é suficiente e necessário para alcançar o objetivo e são geradas pela saída de seu respectivo parceiro. (RESULTADO - Outcome)


    IV - As metas físicas, financeiras, institucionais, sociais, ambientais, educacionais ou outros objetivos os quais se espere que um projeto possa alcançar e que reside na sua própria esfera de influência. (OBJETIVO - objective)

  • Bem criativa a questão. Ela pode te levar a errar pela modo diferente de perguntar, mas se fizer ela com bastante calma verá que ela é uma questão até simples.

  • a-

    a questão relaciona um pouco de project management com definições de admnistracao comum:

    A multilevel, multi-sectored package of measures - programme - conj de projetos semelhantes.

    One or more processes in which an individual or group takes part - take part - participar

    Result - output

    goal - objective


ID
610084
Banca
CONSULPLAN
Órgão
Chesf
Ano
2007
Provas
Disciplina
Inglês
Assuntos

            Paulo César Nóbrega is one of 40 milion people living with HIV/AIDS. This is story:
       Like most young people of my generation, I started using drugs as an adolescent. By the time I was 16, I was taking cannabis, hallucinogens and injecting drugs. Soon, my addiction led me to drug trafficking. Between 1985 and 1993, I was imprisoned in the city of São Paulo, Brazil, where I was diagnosed HIV-positive.
       Initially, I was shocked. But I didn't really know what HIV or AIDS were, which is why I continued using drugs and sharing needles with other inmates. We received no guidance or preventive care.
In prison, AIDS first manifested itself through tuberculosis, an illness I suffered from three times. Although I was eventually given anti-retroviral medicines, I continued taking drugs and only restarted the treatment in earnest after abandoning drugs for good in 1999.
       At that time, I was a member of a support group in my hometown, the coastal city of São Vicente, and was close to other HIV-positive people. We soon decided to establish the Hipupiara NGO to promote a sense of unity among people living with HIV and to improve their quality of life.
       Unfortunately, I suffered a lot of prejudice for being HIV-positive, including from members of my family. I was also denied jobs. Then, in 2001, I started working as a fisherman, a job I retired from in 2005, at 50, due to poor health.
       Today, I am free of drugs and am sticking to the treatment. I work as a volunteer for Hipupiara, contacting drug users in the city and referring them to treatment and assistance services.
       Thanks to all the information I have accumulated about HIV/AIDS, I can now face and beat prejudice. People infected with HIV and drug users should not close up or avoid talking about their problems; we should help each other so that we can all lead a better life.


(Available in: < http://www.unodc.org/newsletter/200601/page005.htm...>; Acess in: Mar. 6, 2006.)

“Addiction/ better/itself/among”. The following words can be classified as:

Alternativas
Comentários
  • Addiction/ better/itself/among =>Dependência / melhor / se / entre => SUBSTANTIVO/ADJETIVO/PRONOME/PREPOSICAO => e) Noun/adjective/pronoun/preposition.

ID
720376
Banca
UDESC
Órgão
UDESC
Ano
2007
Provas
Disciplina
Inglês
Assuntos

          Text 1
01     There, in the pasture greenery,
         Sun mottling Nature's breast,
         It was the summer wind's song
         That filled me with its crest.
05     Emotion running rampant--
         Rivers to the sea--
         I could not even fathom the flood of you and me.

         But take me in your arms again
         And do not talk of time.
10     Let flesh rub flesh to parchment--
         Pale flowers crushed--
         And grind more mortar for my soul's room . . .
         Paint mirrors for my mind.

(Michela Curtis: www.poetry.com)


According to Text 1, answer the questions below:


The words: its (in line 4), even (in line 7) and rampant (in line 5), are used in the text as:

Alternativas
Comentários
  •  a) Pronoun, adverb, adjective.


ID
720394
Banca
UDESC
Órgão
UDESC
Ano
2007
Provas
Disciplina
Inglês
Assuntos

        Text 2

01    Take a dive with hundreds of tropical fish, colorful coral and the world's biggest fish, the
        whale shark, at unspoilt Ningaloo Reef.
        The reef on Western Australia's mid north coast, has gained an impressive reputation as
        one of Earth's last ocean paradise.
05    It's one of the largest fringing reefs in the world and unlike many others; you can get to it
        just by stepping off the beach.
        The marine park stretches 260 kilometers from Bundegi Reef near the town of Exmouth to
        Amherst Point near Coral Bay in the south.
        It reaches nearly 20 kilometers seaward, encompassing a massive 5,000 square
10    kilometers of ocean with 500 species of tropical fish and 220 species of coral in all.
        Nothing can compare to the thrill of swimming beside a whale shark. These docile
        creatures visit the reef each year between April and June.
        Rare turtle species hatch here in late January and February. Watch this amazing natural
        phenomenon on special guided, eco-interactive trails.
15    Accommodation in the area is comfortable and ranges from camping and backpacker style
        to chalets, motels, eco-retreats and self catering apartments.
        It's not all about the water at Ningaloo - go four wheel driving to Cape Range National
        Park to see amazing red rock canyons and gorges.
        Getting there is easy - take a two hour flight north of Perth, or give yourself two days to
        drive there from the capital.
        (www.westernaustralia.com)

According to Text 2, answer the questions below:




According to the text:

...four wheel, in ... four wheel driving ... (line 17); ... two hour; in ... two hour flight ... (line 19); are:

Alternativas

ID
737263
Banca
Exército
Órgão
EsFCEx
Ano
2010
Provas
Disciplina
Inglês
Assuntos

How many nouns are in the sentence below?

João and Maria live with their mother and father.

Alternativas
Comentários
  • São 4

    João-1

    Maria-2

    Mother-3

    Father-4


ID
791092
Banca
ACAPLAM
Órgão
Prefeitura de Aroeiras - PB
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Entre os substantivos seguintes, identifique aquele que forma o plural como POTATO – POTATOES; TOMATO – TOMATOES.

Alternativas
Comentários
  • a) avocado- avocados
    b) zoo - zoos
    c) shampoo - shampoos
    d) embryo - embryos
    e) hero - heroes
  • e) hero


    Plural de Nouns


    º Acrescenta- se S em palavras estrangeiras ou abreviadas terminadas em O.

    Exemplos:

    photoS, kiloS, pianoS, egoS, avocadoS, embryoS, zooS, shampoS.


    º Acrescenta- se ES aos substantivos terminados em S, SS, SH, CH, X, Z e O.

    Exemplos:

    virusES, classES, washES, watchES, boxES, buzzES, tomatoES, potatoES, heroES.


  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE


ID
978172
Banca
Exército
Órgão
IME
Ano
2011
Provas
Disciplina
Inglês
Assuntos

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:

Alternativas
Comentários
  • Alguém explica pfv?

  • Brand funciona como adjetivo, portanto fica invariável.

  • Brand é um substantivo incontável, não pode ser adicionado os S, sempre no singular.


ID
1255390
Banca
FUNIVERSA
Órgão
SEAP-DF
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Among the words listed below, the only one which forms the plural by adding an “s” is

Alternativas
Comentários
  • Resposta EMPLOYEE, todas as outras palavras não possuem a forma plural no inglês.


ID
1267837
Banca
FUNCAB
Órgão
PRODAM-AM
Ano
2014
Provas
Disciplina
Inglês
Assuntos

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)

The word PURCHASE in “congratulations on your new purchase” and PURCHASED in “contact the store from which you purchased the product” are, respectively:

Alternativas
Comentários
  • vamos lá your new(novo,adj) purchase(provavelmente um sujeito,substantivo)

    purchased(acrescentou ed, ou seja verbo no passado, agora só correr pro abraço. Gab A


  • a-

    your new purchase - sua nova compra (subst - noun)

    purchased - comprou (verb)


ID
1267840
Banca
FUNCAB
Órgão
PRODAM-AM
Ano
2014
Provas
Disciplina
Inglês
Assuntos

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:

Alternativas
Comentários
  • Neste caso, apenas tome cuidado com as palavras terminadas em y. 

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE


ID
1268062
Banca
IESES
Órgão
GasBrasiliano
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Which word is not plural?

Alternativas
Comentários
  • A palavra "news" significa novidade, notícia, informação e é terminada em "s", sem que isso signifique estar no plural. Um exemplo em português é a palavra "lápis", que se refere a apenas um objeto e é terminada em "s". De acordo com o dicionário Michaelis:

    news 
    n pl 1 notícia, nova. 2 informação. 3 Radio, TV noticiário. 4 novidade. a news item notícia. a piece of news notícia. what is the news? o que há de novo?

  • nao entendi essa

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • a-

    series is a plural noun that denotes a number of objects arranged in succession.

    people is the plural of person

    species is a group of related organisms. according to information found online, they are capable of interbreeding and producing fertile offspring, which means that the term is applied to beings of the same famly type.

    news is an unaccountable noun. it can't be quatified, which means that it doesn't entail a plural meaning

  • Questão básica de conhecimento de vocabulário e flexão de número de substantivos.

    Qual palavra não é plural?

    A) Correta - News - notícias - nesse caso trata-se de uma palavra no singular, pois a palavra "new" para significar "novos" não é flexionada. Exemplo: I bought new clothes - Eu comprei roupas novas

    B) Incorreta - Series - série ou séries - mesmo caso da alternativa anterior, pode ser singular ou plural.

    C) Incorrreta - species - pode significar espécie ou espécies, ou seja, tanto plural quanto singular, por isso não é a alternativa correta.

    D) Incorreta - People = pessoas. Palavra no plural

    Gabarito: A


ID
1409596
Banca
FUNCAB
Órgão
SEE-AC
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Read the text below and answer the questions that follow:

Text 2:

English for Adults & Seniors!

Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.

When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;

Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.

Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year

The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.

(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)

The capitalized words in “When you JOIN a course at one of the INTERNATIONAL SCHOOLS” can be classified, respectively, as:

Alternativas
Comentários
  • As palavras maiúsculas em "Quando você se inscrever em um curso em uma ESCOLA INTERNACIONAL" podem ser classificadas, respectivamente, como:


ID
1425349
Banca
IESES
Órgão
APSFS
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Qual das palavras a seguir NÃO está no plural?

Alternativas
Comentários
  • foot = pé

    feet = pés

  • 10 substantivos com plural irregular:

    man/men

    woman/women

    child/children

    tooth/teeth

    Foot/feet

    goose/geese

    mouse/mice

    louse/lice

    ox/oxen

    die/dice


  • Por que "sheep" ta no plural??
  • deveria ser anulada

     

  • Alguns substantivos têm a mesma forma para singular e plural.

    Aircraft    Meansc    Deer   Species    Sheep

    Series   Fish   Shrimp

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • O plural de foot é feet (verbo irregular)
  • Essa questão cobra o conhecimento do plural de substantivos. Existem os regulares, que são flexionados para o plural apenas adicionando o S ao final e os irregulares, que mudam totalmente de forma ou permanecem inalteradas.

    Qual das palavras a seguir NÃO está no plural?

    A) Incorreta - teeth (dentes) - plural irregular do substantivo tooth (dente).

    B) Correta - foot (pé) - a forma plural irregular seria feet (pés).

    C) Incorreta - sheep (ovelha) - é um dos substantivos que as formas singular e plural são as mesmas.

    D) Incorreta - mice (ratos) - plural irregular de mouse (rato).

    Gabarito: B


ID
1451503
Banca
CETRO
Órgão
AEB
Ano
2014
Provas
Disciplina
Inglês
Assuntos

                        Gravity, review: “heartachingly tender”

            Starring Sandra Bullock and George Clooney as astronauts adrift in
                  space, Alfonso Cuarón’s astonishing thriller is one of the films of
                                           the year, says Robbie Collin


      Watch an astronaut drifting through space for long enough and eventually you notice how much they look like a newborn baby. The oxygen helmet makes their head bigger, rounder and cuter; their hands grasp eagerly at whatever happens to be passing; their limbs are made fat and their movements simple by the spacesuit’s cuddly bulk. They tumble head-over-heels like tripping toddlers or simply bob there in amniotic suspension. Even the lifeline that keeps them tethered to their ship has a pulsing, umbilical aspect.
      Gravity, the new Alfonso Cuarón picture, is a heart- achingly tender film about the miracle of motherhood, and the billion-to-one odds against any of us being here, astronauts or not. It’s also a totally absorbing, often overpowering spectacle - a $100 million 3D action movie in which Sandra Bullock and George Clooney play two Hollywood-handsome spacefarers, fighting for their lives 375 miles above the Earth’s crust.
      A series of captions over the opening titles reminds us that this is a dead zone: no oxygen or air pressure, and nothing to carry sound. “Life in space is impossible,” the final message tells us, as the cinema shakes with Steven Price’s resonant score, and then suddenly falls quiet.
      For Dr. Ryan Stone (Bullock), a mission specialist in orbit for the first time, the lack of noise is welcome. She’s a medical engineer called up by NASA to install new software on to the Hubble Telescope, but also a mother in mourning for her four- year-old daughter, whom she lost in a senseless accident, and the silence enfolds her like a comfort blanket.

                                                            Available in: http://www.telegraph.co.uk


Considering the text, read the sentence below and choose the alternative that presents the grammar function of the underlined words, respectively.

“The oxygen helmet makes their1 head bigger2 , rounder and cuter; their hands3 grasp eagerly at whatever happens to be passing; their limbs are made fat and their movements simple by the spacesuit’s cuddly bulk.”

Alternativas
Comentários
  • possessive pronouns:

    my

    your

    his

    her

    its

    our

    their

    big - adjective - superlative

    hands - noun


    resposta : E

  • A questão está erradíssima!!! Houve um enorme equívoco da banca, pois "their" NUNCA será um "Possessive Pronoum".

    Todos os "Possessive Pronoum" terminam com "s", com exceção do "mine".

    O  "Possessive Pronoum" NUNCA estará antes de um substantivo ("head"). Na verdade os pronomes possessivos devem ser usados com o intuito de substituir o substantivo na frase.

    "Their" é um exemplo de " "Possessive Adjective".

    Tire suas dúvidas em:

    http://brasilescola.uol.com.br/ingles/possessive-pronouns.htm

     

  • e-

    possessive pronoun modifying the noun head in order to establish possession relationship with the textual entities shown in the passage

     

    bigger is the comparative form of big, which bestows a degree of superiority in a direct comparison between 2 beings in a sentence.

     

    noun is a particle which, along with the main verb, makes up the most important structure in a sentence. It's a word that functions to name a specific entity of collective thereof. 

  • Claro que seria, possessivo adjetivo, com s é possessivo subst


ID
1548085
Banca
UniCEUB
Órgão
UniCEUB
Ano
2014
Provas
Disciplina
Inglês
Assuntos

TEXT 2

                    Gabriel García Márquez was a Literary Giant
                               With a Passion for Journalism

                      By Karla Zabludovsky Friday, April 18,2014

      The late Gabriel García Márquez holds a special place in the hearts of journalists.
      Like Charles Dickens, Mark Twain and Ernest Hemingway — or contemporaries like Pete Hamill and Tom Wolfe — García Márquez, a titan of 20th century literature, honed his writing skills as a reporter
before he became a celebrated novelist.
      Even as his literary star rose, García Márquez, known colloquially across Latin America as Gabo, spoke proudly, tenderly and frequently about journalism.
      “Those who are self-taught are avid and quick, and during those bygone times, we were that to a great extent in order to keep paving the way for the best profession in the world… as we ourselves called
it," said García Márquez during a speech about journalism at the 52nd Assembly of the Inter American Press Association in 1996.

                                                                                                                                             Newsweek Magazine

The underlined words in the passage are

Alternativas

ID
1557436
Banca
CETRO
Órgão
MDS
Ano
2015
Provas
Disciplina
Inglês
Assuntos

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”.

Alternativas
Comentários
  • Gabarito: C


    Tooth - Teeth


    No mais, artigos e adjetivos não possuem plural em inglês.


  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE


ID
1613941
Banca
NUCEPE
Órgão
SEDUC-PI
Ano
2015
Provas
Disciplina
Inglês
Assuntos

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:

Alternativas
Comentários
  • Alternativa correta B: Por somente admitir acrescentar o “s” (Grief-Griefs)

    Em alguns substantivos terminados em “f”ou “fe” pode-se seguir a regra geral, acrescentar o “s” ou trocar  o f/fe por “Ves”, que é o caso das opções:

    A)   Dwarf (Dwarfs ou Dwarves)

    C) Hoofs (Hoofs ou Hooves)

    D) Staff (Staffs ou Staves)

    Em outros casos mais limitados admite-se somente acrescentar o “Ves”, que é o caso da alternativa E (Sheaf-Sheaves)

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE


ID
1629430
Banca
Marinha
Órgão
EFOMM
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Choose the correct alternative.

Alternativas
Comentários
  • O plural dos substantivos possui como regra geral o acréscimo de “s".
    Car (carro) – cars (carros)
    Existem, no entanto, algumas exceções:
    Se o substantivo terminar em “y", precedido de consoante, tira-se o “y" e acrescenta-se “ies".
    Baby  – babies 
    Na maioria dos substantivos terminados em “f" ou “fe", no singular, troca-se o “f" ou “fe" por “v" ou “ve" no plural e acrescenta-se “s".
    Life – lives 
    Nos substantivos terminados em “s, sh, ch, x, z, o", acrescenta-se “es" para formar o plural.
    Glass – glasses 
    Brush – brushes 
    Tomato – tomatoes 
    São exceções desta regra:
    Kilo  – kilos 
    Monarch  – monarchs 
    Volcano  - volcanos  
    Há substantivos que são irregulares
     Child  – Children 
    Ox  – oxen 
    Mouse  – mice 
    O plural de "penny" - pennies. Usa-se "pence" como plural. Ele é 
    utilizado como uma unidade de moeda.

    De acordo com as regras acima, a alternativa D está correta.



  • A) self/selfies; half/halfs; species/species; man/men 

    Self- Selves

    Half- Halves

    B) calf/calfs; photo/photos; child/children; lady/ladies 

    Calf-Calves

    C) church/churches; box/boxes; negro/negros; bus/buses 

    D) penny/pence; louse/lice; tornado/tornadoes; volcano/volcanos (pode também volcanoes)

    E) ox/oxen; goose/geese; child/children; tomato/tomatos 

    Tomato- Tomatoes

  • Terminou em vogal + o > acrescenta s

    Terminou em consoante + o (exceto coisas artísticas e instrumentos musicais) > adiciona es


ID
1629442
Banca
Marinha
Órgão
EFOMM
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Choose the option that contains only nouns.

Alternativas
Comentários
  • A) Ausentes, artesanato, dourado, confusão
    B) Assistente, simpatia, bondade, gelado
    C) adesiva, consciente, para trás, lentamente
    D)  sabedoria, perplexidade, munição, crueldade
    E) Heróica, de madeira, poético, no sentido horário
    Segundo tradução das palavras, as alternativas apresentam adjetivos e substantivos, com exceção da alternativa D.
  • A-) Absentee, craftsmanship, golden, confusion Gold é ouro, golden fica dourado que é um ADJETIVO

    B-) Assistant, friendliness, kindness, frosty Frost é congelamento ou geada, Frosty se torna uma palavra derivada, que é um Adjetivo nesse caso

    C-) Adhesive, mindful, backwards, slowly Slow é devagar, slowly (lembra que o ly pode representar advérbios?) é lentamente, visto que é o Advérbio do Slow.

    D-) Wisdom, amazement, ammunition, cruelty Nesse caso o Cruelty não pode ser adjetivo pq é crueldade, é parecido com o português, só pensar (NESSE CASO) cruel é adjetivo, crueldade é Substantivo. Nesse caso você pode perceber isso, sendo cruelty um substantivo, não confundam em!

    E-) Heroic, wooden, poetic, clockwise Heroico é um adjetivo, só lembrar do português: Heroe= Herói, Heroic = heroico

    GABARITO: D


ID
1809496
Banca
FGV
Órgão
MRE
Ano
2016
Provas
Disciplina
Inglês
Assuntos

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:

Alternativas
Comentários
  • No latim, palavras com singular ...UM ou ....ON fazem plural em ....A (curriculum---> curricula)


    A) agenda----> agendas

    B) nucleus----> nuclei

    C) formula---->  formulae/formulas

    D) CORRETA

    E) paralysis----> paralyses


  • Plural dos substantivos: 
    ES - depois de O, CH, SH, SS, X e Z; 
    S - Abreviados ou estrangeiros terminados em O; 
    IES - Terminados em Y precedidos de uma consoante; 
    FES/VES - Salvo as exceções que troca-se FES por VES, todos terminados em F/FE acrescenta-se o S.

    *Substantivos compostos: S somente no primeiro: brotherS-in-law; 
    *Estrangeiros DE ORIGEM GREGA ou LATINA: usa o plural ORIGINAL: criterion (criteria); 
    *Há os plurais IRREGULARES; e 
    *Formas que possuem SINGULAR E PLURAL IGUAIS: homework, series, fruit, bread, etc.

    **Na questão, FORA é plural de FORUM, que é latino. Logo, a alternativa que se pluraliza tal qual é criterion (criteria), alternativa (D)

  • A palavra que forma o plural da mesma maneira que "fora" (forum - sing. / fora - pl.) em "Os Estados Unidos e Brasil também estão avançando em questões de direitos humanos em foruns bilaterais e multilaterais" é:

    A) agenda - pl.: agendas
    B) nucleus - pl.: nuclei/nucleuses
    C) formula - pl.: formulas/formulae
    D) criterion - pl.: criteria/criterions
    E) paralysis - pl.: paralyses

    GABARITO: D
  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • Pensei em foro - forA - foruM (que é traduzido mais menos como local)

    Daí achei q a parecida era o criteriA = criterioN

    Foi o raciocínio q eu tive depois de ja ter errado essa questão 1x, mas não sei se está certo...


ID
1870594
Banca
IF-SE
Órgão
IF-SE
Ano
2016
Provas
Disciplina
Inglês
Assuntos

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.

Alternativas
Comentários
  • a)  citizens   - Cidadões

     

    b) children   - Crianças

     

    c) dictators -  Ditadores

  • Target no texto está na condição de verbo.

  • "Cidadões", cansei, eu não li isso!

     

    CIDADÃOS

  • d-

    . By censoring certain types of images and videos, society can prevent offensive or vulgar material from offending those that it targets.

     

    targets -> 3° pessoa do singular no presente do indicativo recebe -s

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE


ID
1934038
Banca
Marinha
Órgão
EFOMM
Ano
2013
Provas
Disciplina
Inglês
Assuntos

All the following statements are grammatically correct EXCEPT:

Alternativas
Comentários
  • Resumo de como utilizar (much, many e lot of). As três servem para dizer que é ``muito``,entretanto,

    -much é usado quando o substantivo é incontável(não pode usar ele no plural).

    -many é usado quando o substantivo é contável sem necessidade de uma unidade de medida ou referência.

    -lot of é usado em ambas situações e OBS: forma informal dela é lots of

    lembre-se sempre de colocar

    of em seguida do lot.

    Sendo assim a alternativa incorreta é a letra C

  • A forma correta é There is not much meat left. Usa-se much e many em frases negativas

ID
1935925
Banca
Marinha
Órgão
EFOMM
Ano
2010
Provas
Disciplina
Inglês
Assuntos

Respectively, the plural forms of “hero”, ”louse”, “ox” and “cactus” are:

Alternativas
Comentários
  • A primeira é bem fácil

    Heroe-Heroes

    As outras pessoal,infelizmente não tenho muito a dizer... é puro vocabulário!

    Mas tentem saber o máximo que puderem para essas questões

    o correto é letra E

  • Caramba isso é questão da EFOMM mesmo?kk

  • Caramba isso é questão da EFOMM mesmo?kk


ID
1936078
Banca
Marinha
Órgão
EFOMM
Ano
2011
Provas
Disciplina
Inglês
Assuntos

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:

Alternativas
Comentários
  • Uncountable nouns: Subantivos que não podemos contar através de números.

    advice, information, music, progress, luck, fun, work, water, bread  rice, cement, gold, milk, weather, thunder, lightning, rain, snow, furniture, equipment, rubbish, luggageaccommodation, baggage, homework, knowledge, money, permission, research, traffic, travel.

     

    Notas:

    1) Só apresentam a forma singular.

    2) Não aceitam o artigo indefinido (An/A). 

    3) Usa-se some. Ex: some money, some advice, some time. 

    4) Usa-se Much para incontáveis. Ex: much money

     

    Observações:  

    1) Meus profs sempre falam que ''news'', ''music'' e ''advice'' são substantivos incontável. Vou considerar assim…

    2) Plural de illness é illnesses. Exemplo: Four million hours were lost last year through stress-related illnesses.

                                          Cheguei nessa resposta por eliminações. 

     

    LETRA A

  • Não pode ser letra B, sendo que advice é incontável

  • advice e music são incontáveis, Gabarito da efomm e letra E

  • "paper" é incontável!

  • Não entendi pq o gabarito dessa questão é A, já que news e bread são incontáveis

  • ou o q concurso botou o gab errado ou a efomm deu mais uma mancada!

  • O gabarito está errado. A resposta é a letra E. "Paper" significando jornal, derivada da palavra "newspaper" é um substantivo contável, assim como "illness", cujo plural é "ilnesses".

  • “Vocabulary” e “illness”

    Ambos têm significados contáveis ​​e incontáveis, mas se eu tivesse que escolher, escolheria a letra d) vocabulary / baggage. Como o "vocabulário" no sentido (2) pode ser C ou U, há mais possibilidade de usá-lo como contável do que a outra palavra.

    Outros escolherão e) paper / illness (pode ser pluralizado

    também

    ==========================

    Então, as alternativas D e E são possíveis para o meu pensamento.

    Eu já encontrei perguntas de múltipla escolha que aceitavam duas opções, de qualquer forma, não é a regra, mas a exceção. Por enquanto, a meu ver, a questão não estava bem elaborada.

    Eu posso estar enganada.

    Nota: Algumas das outras palavras fornecidas (da pergunta) podem ter um sentido incontável e contável, dependendo também do contexto.

    Não fiz uma incursão nesse aspecto para não confundir mais as coisas.

  • Gabarito completamente equivocado.Tanto news como bread são incontáveis.

  • Alguns substantivos são contáveis em outros idiomas, mas incontáveis em inglês. Nesses casos, eles devem seguir as regras dos substantivos incontáveis. Os mais comuns são:

    accommodation, advice, baggage, behavior, bread, furniture, information, luggage, news, progress, traffic, travel, trouble, weather, work.

    Com esse bizu- iriamos ficar com a Letra E

  • essa questao foi muito polemica pelo motivo de paper ser uncontable

  • GAB CERTO E LETRA E, ele quer os nouns contavel e nao os incontavel

  • Gabarito corrigido! (E)

    Bons estudos!


ID
1940872
Banca
Marinha
Órgão
ESCOLA NAVAL
Ano
2014
Provas
Disciplina
Inglês
Assuntos

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.

Alternativas
Comentários
  • Como information (algo geral) é incontável, não se permite o uso de "a, an, the, numerais" antes dele, somente o any/some.

  • A

  • VOCE PODERIA ME DA ALGUMAS INFORMAÇOES?? MANEIRA CORRETA


ID
1992157
Banca
Aeronáutica
Órgão
EEAR
Ano
2011
Provas
Disciplina
Inglês
Assuntos

Split Rock Resort is open to the public. Hours vary and the park is closed Tuesday - Thursday except the week of President’s Day. Purchase online and save $2 per ticket. Split Rock also offers lodging and water park specials. Tel 800-255-7625

                                                                                    (From Recreation News)

GLOSSARY lodging – casa, hospedaria 

“Thursday” comes

Alternativas
Comentários
  • Letra C (Before = antes / After = depois)

    Thursday = quinta-feira

  • #TBT só lembrar disso

  • de graça


ID
2003932
Banca
Aeronáutica
Órgão
EEAR
Ano
2012
Provas
Disciplina
Inglês
Assuntos

All words below are countable nouns, except:

Alternativas
Comentários
  • reposta b

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • COUNTABLE NOUNS ---

    Possuem plural

    Usa A/AN

    Pode ser quantificado por número

    -------------------------------

    NEWS = NOTÍCIA (não pode ser quantificado por número)

    RESPOSTA > B

  • Sheep não é incontável?

  • SHEEP é ovelha em inglês, e o seu plural é da mesma maneira que o singular. (esta palavra é contável!)

  • news - uncontable

  • NEWS = NOTÍCIA (NÃO PODE SER QUANTIFICADO POR NÚMERO)

    SHEEP- OVELHA(PODEMOS CONTAR AS OVELHAS)

    CHILDREN(PODEMOS CONTAR AS CRIANÇAS)

    MICE(PODEMOS CONTAR OS RATOS)

    RESPOSTA =B

  • Coloque um número na frente e veja se é contável ou não , valendo-se semanticamente

    LETRA B

    APMBB


ID
2003956
Banca
Aeronáutica
Órgão
EEAR
Ano
2012
Provas
Disciplina
Inglês
Assuntos

Mother to small son: “Be sure to wash your arms before you put on your new shirt.”

Small son: “Should I wash for long or short sleeves?” 

All words below describe male family members, except:

Alternativas
Comentários
  • se fosse facil assim todas :D

  • Famosa "para não zerar na prova" kkk

  • All words below describe male family members, except:

    TODAS

    Todas as palavras abaixo descrevem membros da família do sexo masculino, exceto:

  • Todas as palavras se referem ao sexo masculino exceto:

    son(filho) - feminino(daughter)

    uncle(tio) - feminino (aunt)

    mother(mãe)

    grandfather(avô) - feminino(grandmother)

    LETRA (C)


ID
2028751
Banca
Aeronáutica
Órgão
CIAAR
Ano
2009
Provas
Disciplina
Inglês
Assuntos

                                                          TEXTO I

           THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING

      Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.

      Most teachers would probably agree on how:

•        Respecting learners` particular needs and learning habits increases their learning potential;

•        Learner self-esteem and involvement foster learning efficiency; and

•        The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.

      Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.

      ‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)

      At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).

      Teachers become freer to use their time more efficiently by devoting their time to:

•           Facilitating communicative oral activities;

•           Assisting those learners who need their support most; and

•           Discussing effective learning strategies.

      Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.

      These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.

      Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.

Philip Shawcross is Director of Training Curriculum at AES.

                * ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements 

The words

diminishing , sentence 1, paragraph 1;

learning habits, sentence 2, paragraph 2;

listening, sentence 4, paragraph 2;

learning how to perform, sentence 2, paragraph 9.

are grammatically and respectively used as

Alternativas
Comentários
  • Depois de preposições o verbo deve receber -ing. Letra A)

  • Infinitivo sem (to) nao pode gente

ID
2037928
Banca
Aeronáutica
Órgão
EEAR
Ano
2015
Provas
Disciplina
Inglês
Assuntos

In the sentence: The steward is arriving in the airport now. The feminine of the word in bold type is

Alternativas
Comentários
  • O gênero dos substantivos, no inglês, normalmente podem ser definidos por palavras diferentes ou terminações diferentes da mesma palavra no masculino e feminino.

    Há três gêneros:

    Neutro: boat, person, lawyer...

    Maculino: boy, man, waiter...

    Feminino: girl, sister, aunt...

    Nas terminações diferentes temos como exemplo:

    actor --> actress

    waiter --> waitress

    steward --> stewaedess

    ...

    Além da opção D ser a única diferente das demais, não fazemos a diferenciação de masculino para feminino colocando woman ou female.

    Gab: D

  • Como saber o gênero específico de uma palavra, já que não tem regra nenhuma para classificá-la


ID
2116513
Banca
UECE-CEV
Órgão
UECE
Ano
2015
Provas
Disciplina
Inglês
Assuntos

TEXT

    A library tradition is being refashioned to emphasize early literacy and better prepare young children for school, and drawing many new fans in the process.

    Among parents of the under-5 set, spots for story time have become as coveted as seats for a hot Broadway show like “Hamilton.” Lines stretch down the block at some branches, with tickets given out on a first-come-first-served basis because there is not enough room to accommodate all of the children who show up.

    Workers at the 67th Street Library on the Upper East Side of Manhattan turn away at least 10 people from every reading. They have been so overwhelmed by the rush at story time — held in the branch’s largest room, on the third floor — that once the space is full, they close the door and shut down the elevator. “It is so crowded and so popular, it’s insane,” Jacqueline Schector, a librarian, said.

    Story time is drawing capacity crowds at public libraries across New York and across the country at a time when, more than ever, educators are emphasizing the importance of early literacy in preparing children for school and for developing critical thinking skills. The demand crosses economic lines, with parents at all income levels vying to get in.

    Many libraries have refashioned the traditional readings to include enrichment activities such as counting numbers and naming colors, as well as music and dance. And many parents have made story time a fixture in their family routines alongside school pickups and playground outings — and, for those who employ nannies, a nonnegotiable requirement of the job.

    In New York, demand for story time has surged across the city’s three library systems — the New York Public Library, the Brooklyn Public Library, and the Queens Library — and has posed logistical challenges for some branches, particularly those in small or cramped buildings. Citywide, story time attendance rose to 510,367 people in fiscal year 2015, up nearly 28 percent from 399,751 in fiscal 2013.

    “The secret’s out,” said Lucy Yates, 44, an opera coach with two sons who goes to story time at the Fort Washington Library every week.

    Stroller-pushing parents and nannies begin to line up for story time outside some branches an hour before doors open. To prevent overcrowding, tickets are given out at the New Amsterdam and Webster branches, both in Manhattan, the Parkchester branch in the Bronx, and a half-dozen branches in Brooklyn, including in Park Slope, Kensington and Bay Ridge.

    The 67th Street branch keeps adding story times — there are now six a week — and holds sessions outdoors in the summer, when crowds can swell to 200 people.

    In Queens, 41 library branches are scheduled to add weekend hours this month, and many will undoubtedly include weekend story times. As Joanne King, a spokeswoman for the library explained, parents have been begging for them and “every story time is full, every time we have one.”

    Long a library staple, story time has typically been an informal reading to a small group of boys and girls sitting in a circle. Today’s story times involve carefully planned lessons by specially trained librarians that emphasize education as much as entertainment, and often include suggestions for parents and caregivers about how to reinforce what children have learned, library officials said.

    Libraries around the country have expanded story time and other children’s programs in recent years, attracting a new generation of patrons in an age when online offerings sometimes make trips to the book stacks unnecessary. Sari Feldman, president of the American Library Association, said such early-literacy efforts are part of a larger transformation libraries are undergoing to become active learning centers for their communities by offering services like classes in English as a second language, computer skills and career counseling.

    Ms. Feldman said the increased demand for story time was a product, in part, of more than a decade of work by the library association and others to encourage libraries to play a larger role in preparing young children for school. In 2004, as part of that effort, the association developed a curriculum, “Every Child Ready to Read,” that she said is now used by thousands of libraries.

    The New York Public Library is adding 45 children’s librarians to support story time and other programs, some of which are run in partnership with the city government. It has also designated 20 of its 88 neighborhood branches, including the Fort Washington Library, as “enhanced literary sites.” As such, they will double their story time sessions, to an average of four a week, and distribute 15,000 “family literacy kits” that include a book and a schedule of story times.

    “It is clear that reading and being exposed to books early in life are critical factors in student success,” Anthony W. Marx, president of the New York Public Library, said. “The library is playing an increasingly important role in strengthening early literacy in this city, expanding efforts to bring reading to children and their families through quality, free story times, curated literacy programs, after-school programs and more.”

    For its part, the Queens Library plans to expand a “Kick Off to Kindergarten” program that attracted more than 180 families for a series of workshops last year. Library officials said that more than three-quarters of the children who enrolled, many of whom spoke a language other than English at home, developed measurable classroom skills.

From: www.nytimes.com/2015/11/02

In “Story time is drawing capacity crowds...”, “...an informal reading to a small group...”, and “...to prevent overcrowding...”, the -ING words are, respectively,

Alternativas
Comentários
  • Only to know that  "drawing" is verb to  settle  question


ID
2157463
Banca
UNISUL
Órgão
Prefeitura de Biguaçu - SC
Ano
2016
Provas
Disciplina
Inglês
Assuntos

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

In the excerpt : “For instance, many young people, regardless of their ethnic background, now use the black slang terms, nang (‘cool,’) and diss (‘insult’ — from ‘disrespecting’) or words derived from Hindi and Urdu, such as chuddies (‘underpants’) or desi (‘typically Asian’)” which of the words below could replace the underlined word without changing its meaning. 

Alternativas
Comentários
  •  

    No excerto: "Por exemplo, muitos jovens, independentemente de sua origem étnica, agora usam os termos de gírias pretas, nang ('cool') e diss ('insult' - de 'desrespeitante') ou palavras derivadas de Hindi e Urdu, como chuddies ("underpants") ou desi ("tipicamente asiático") "qual das palavras abaixo pode substituir a palavra sublinhada sem alterar o seu significado.   A) Para nós.   B) Tais como.   C) Para obter ajuda.   D) Por exemplo.   E) assim.

     

  • d-

    for instance - namely, such as, for example


ID
2173837
Banca
Aeronáutica
Órgão
EEAR
Ano
2016
Provas
Disciplina
Inglês
Assuntos

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.

Alternativas
Comentários
  • Análise das alternativas:

    Letters A, B and D are not correct because only the words  salt, butter, chocolate and vanilla are uncountable. The words cake, egg, walnut, cake tin and ice cream are countable. So these alternatives do not list all the words with the same class.

    Letras A, B e D não estão corretas pois apenas as palavras salt (sal), butter (manteiga), chocolate (chocolate) vanilla (baunilha) são incontáveis. As palavras cake (bolo), egg (ovo), walnut (noz), cake tin (forma de bolo)ice cream (sorvete) são contáveis. Logo essas alternativas não possuem todas as palavras com a mesma classificação.

    Gabarito do professor: Letra C

    This answer is correct because the words flour, baking powder and sugar are all uncountable, having the requirement of the question.

    Está resposta está correta pois as palavras flour (farinha), baking powder (fermento em pó) e sugar (açúcar) são todas incontáveis, atendendo ao requisito da pergunta.







  • c) flour – baking powder – sugar

  • Alternativa :C

    A) SAL - BOLO - OVO

    B) CHOCOLATE - MANTEGA - NOZ

    C) FARINHA - FERMENTO - AÇÚCAR

    D) BAUNILHA - FORMA DE FORNO - SORVETE

  • Bizu, coisas que são normalmente difíceis de contar são chamadas de incontáveis, veja bem.

    Como vamos contar a quantidade de massa-flour

    ou a quantidade de fermento em pó- baking powder

    ou ainda açucar-sugar

    imagine os grão de cada um.

    GABARITO:C

  • Farinha, fermento em pó e açúcar. Essa é a receita pra ter bucho

  • liquido, grao e pó são incontáveis


ID
2173870
Banca
Aeronáutica
Órgão
EEAR
Ano
2016
Provas
Disciplina
Inglês
Assuntos

Read the text and answer the question.

Olympic Sports

    The first modern Olympic Games took place in Athens, Greece, in the year 1896. Athletes from only 13 countries participated in the Games that year. They competed in 43 different events in just 9 sports (track and field, swimming, cycling, fencing, gymnastics, shooting, tennis, weight lifting, and wrestling). In 2004, the Olympic Games took place once again in Athens. This time athletes from 202 countries competed in 300 events in 28 sports. Only five sports have been in every Olympic Games.

Fonte: adapted from Thoughts and Notions.

The words, in bold type, in the text are

Alternativas
Comentários
  • São substantivos (Nouns), pois são os nomes dos esportes. Letra "b"

  • Análise das alternativas:

    Letters A, C and D are not correct because the words in bold are not verbs, pronouns or adjectives.

    As alternativas A, C e D não estão corretas pois as palavras em negrito não são verbos, pronomes ou adjetivos.

    Gabarito do professor: Letra B

    Letter B is correct because the words track and field, swimming, cycling, fencing, gymnastics, shooting, tennis, weight lifting and wrestling  are nouns.

    A letra B está correta pois as palavras track and field (atletismo), swimming (natação), cycling (ciclismo), fencing (esgrima), gymnastics (ginástica), shooting (tiro), tennis (tênis), weight lifting (levantamento de peso) e wrestling (luta livre) são substantivos.









  • Substantivos:são palavras que nomeiam pessoas, animais, lugares ou coisas.

    Ou seja, deu nome aos esportes. Letra B


ID
2190127
Banca
NUCEPE
Órgão
Prefeitura de Teresina - PI
Ano
2016
Provas
Disciplina
Inglês
Assuntos

Identify the alternative in which the plural form is INCORRECT.

Alternativas
Comentários
  • d-

     

    Latin Plural Endings

     

    a endings:

     

    alga: algae or algas
    antenna: antennas or antennae (only antennae is correct for the sensory organs on animals; antennas in more common in other contexts)
    formula: formulas or formulae
    larva: larvae or larvas
    vertebra: vertebrae or vertebras.

     

    ex:


    apex: apexes or apices
    index: indexes or indices
    vortex: vortices or vortexes

     

    is:


    analysis: analyses
    axis: axes
    basis: bases
    crisis: crises
    diagnosis: diagnoses
    ellipsis: ellipses
    hypothesis: hypotheses
    oasis: oases
    paralysis: paralyses
    parenthesis: parentheses
    synopsis: synopses
    synthesis: syntheses
    thesis: theses

  • Há uma exceção a essa regra. Se o final -ch for pronunciado com um som de “k”, adiciona-se -s em vez de -es. Logo, Epoch fica Epochs e não Epoches...

  • ALLUMINUS - ALUMINNI


ID
2190178
Banca
NUCEPE
Órgão
Prefeitura de Teresina - PI
Ano
2016
Provas
Disciplina
Inglês
Assuntos

TEXT 04
__________________________________
     As (1) ______ result of the new information technologies and computer-mediated communications, contemporary communication has become highly multimodal moving, particularly, towards the extensive use of (2) _______image, while meaning is inevitably derived from ways that are multimodal. Nowadays, almost all texts consist of visual elements, which in combination with language hold a prominent role in conveying the essential information. In this context, people, especially youths, are exposed to (3) _______ variety of multimodal texts, such as video games, websites, picture books, school textbooks, magazine articles, advertisements, and graphic novels - that involve a complex interplay of written text, visual images, graphics, and design elements.
    As a consequence of (4) _______ above social changes, the field of education, in particular, the teaching and learning of languages has been influenced, as the traditional literacy pedagogy, which emphasizes language as a central means of meaning, has been challenged to expand beyond the skills of encoding and decoding texts. In this way, educators should draw on the Multiliteracies framework and reconsider their instructional approaches in order to familiarize students, especially, foreign language learners, with the multimodal approach by accentuating the interplay of language and image that are present in conventional and electronic texts.
Source: adapted from https://www.academia.edu/6247350/Strategic_re ading_in_multimodal_EFL_texts. Access: March 24th , 2016.

Considering the context of use in the text 04, the words "teaching" and "learning" (line 22) in the second paragraph are

Alternativas
Comentários
  • b

    "line 22" - As a consequence of (4) _______ above social changes, the field of education, in particular, the teaching and learning of languages has been 

     

    The ing ending on a verb to derive a noun results in a verbal noun. They may also be used as count nouns and take a plural form. They can also be called deverbal nouns.

  • The field of education, in particular, the teaching and learning ...

    O campo da educação, em particular, o ensino (substantivo / noun) e o aprendizado ( substantivo / noun) ... 

     

     

    Calm down! I'm here!

  • Os artigos estão substantivando as palavras, the teaching and learning ...


ID
2301535
Banca
Prefeitura do Rio de Janeiro - RJ
Órgão
Prefeitura de Rio de Janeiro - RJ
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Read the following article and answer question based on the text.

Faced with the unprecedented stream of migrants fleeing war and trauma in the Middle East and North Africa, Europe needs to take clear-sighted action.

        For its part, the UK has agreed to take 20,000 refugees, a significant portion of whom will likely be children and orphans according to report. One key aspect in ensuring their smooth settlement in the UK will be providing these refugees with language training.

       Many Syrians are well-educated and many speak fluent English. Others, however, do not speak English well enough to function professionally within the UK. The issue of language is so fundamental to our lives that we often overlook it. Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier. All the goodwill, financial backing, and technical expertise to deliver needed medical, economic, military,engineering, or navigational training may be present; but unless there is a shared language in which to impart that knowledge, little will be accomplished.

        One of the biggest misconceptions about language is that if you “just go to the country,” you’ll pick it up. Many people believe that immersion will guarantee fluency; yet you may well know several immigrants who have been in this country for years and still only speak broken English. You might also know dozens of expats in various countries across the world who have failed to pick up the local languages of their host countries. Training and effort are both necessary.

        Though not a guarantee of fluency, immersion is a wonderful opportunity. The first issue we need to address with respect to refugees is ensuring that those who come will actually be immersed. That is, that they will be welcomed as part of larger communities, and not simply join communities of other refugees. On the other hand, immersion is just an opportunity, and in order to take full advantage of it, training and education are required. In terms of refugees, we need to consider options for the provision of language training, whether by self-study, classroom instruction, private tuition, or some combination of the three.        

       The array of needs is staggering. In truth, every language learner has a different set of learning objectives, and will require different training to meet those objectives. Coordinating the actual needs with providers in different regions and accounting for different personal schedules and start dates is a significant challenge. It is, however, a challenge that must be addressed immediately, as proficiency in English will be a key enabler of success for refugees in this country.

(Adapted from Aaron Ralby http://www.blogs.jbs.cam.ac.uk/ socialinnovation/2015/11/16/)

Compound nouns can be formed by a combination of two nouns. This pattern can be observed in the following pair of compounds:

Alternativas
Comentários
  • Fui na intuição e acertei.

ID
2398306
Banca
IESES
Órgão
GasBrasiliano
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Assinale a alternativa em que o uso do singular ou do plural está INCORRETO:

Alternativas
Comentários
  • Na minha opinião a letra E também está errada pois em inglês quando se fala Police refere-se à coorporação, eles não usam Police referindo-se a policiais.

  • For standard english police is actually only used in plural, it's only used singular in informal english or as an adjective.

  • Gymnastics é uma palavra incontável. 

  • Simone, certas vezes você pode usar o "COP" ou "OFFICER" para o sujeito policial com quem ou qual se fala. 

  • O verbo "want" da alternativa A, deveria estar na terceira pessoa do singular, ou seja: The government  wants to increase taxes.

     

  • A alternativa INCORRETA é a letra B. Apesar de "Gymnastics" ser uma palavra que termina com "s" ela não é uma palavra no plural e consequentemente o verbo depois dela deve vir no singular. O correto seria: Gymnastics is my favourite sport.


    GABARITO: B.
  • Gabarito B

     

    a) The Government want to increase taxes. O Governo quer aumentar impostos

     

    b) Gymnastics are my favourite sport. Ginástica são meu esporte favorito

     

    c) They are nice people. Eles são boa gente

     

    d) The police are investigating the murder. Aqui podia gerar dúvida, a polícia enquanto corporação é tratada no plural.

  • Na verdade, "Gymnastics" é substantivo (singular), enquanto "gymnastic" (sem o s) é adjetivo, e a frase ficaria sem sentido com o adjetivo. Assim, o correto é  "Gymnastics is my (...)". "Government", assim como "Police", aceita as duas formas. Isso é pegadinha.

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • Que viagem é essa?


ID
2398456
Banca
IESES
Órgão
GasBrasiliano
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Assinale a alternativa em que o uso do singular ou do plural está INCORRETO:

Alternativas
Comentários
  • police = plural form

  • GABARITO D (PEDE A INCORRETA)

     

    GYMNASTICS IS MY FAVOURITE SPORT.

  • A opcao D é a incorreta, mas a C também não deveria ser escrita com S no final do verbo? >> The Government wants to increase taxes

     

  • sobre letra A

    The word "police" is rather special: It has no singular noun form. Something like that police over there is securing the scene would be incorrect. One would always construct sentences in the plural form like so:

    The police are out in force today.

    Anything done by the police will reflect on them.
    Other words that take no singular form would include pants, trousers, scissors, and clothes.

    Confusion arises because "police" is also used as an adjective. Consider these sentences:

    A police department is housed in that building.

    The police chief was highly visible at the town meeting.
    In these two sentences, we are not speaking of "a police". You could easily remove the word from both sentences and they would make sense semantically and grammatically. Instead, the word describes the department or chief. It gives us context.

    "Police" also has a verb form. You may encounter it like this:

    The Boy Scout troop must police the area before they leave to remove any trash.
    The verb means "to investigate, to search, to clean up". This certainly does fit in with a subset of the duties of a police department.

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • Questão de conhecimento de flexão de substantivos para o plural e de vocabulário, vamos às alternativas para identificar qual é alternativa em que o uso do singular ou do plural está INCORRETO

    A) Incorreta - The police are investigating the murder.

    Os policiais estão investigando o assassinato.

    Nessa alternativa, apesar de parecer estar errada, está certa, pois o substantivo "police" não muda quando colocado no plural, por isso o uso do verbo no plural (are) não torna a frase incorreta.

    B) Incorreta - They are nice people.

    Eles são pessoas legais

    Frase corretamente escrita

    C) Incorreta - The Government want to increase taxes.

    O governo quer aumentar as taxas

    O sujeito "the government" pode ser substituído por "eles", por isso a concordância do verbo no plural pode ser o want mesmo.

    D) Correta - Gymnastics are my favourite sport.

    Ginástica é meu esporte favorito.

    Aqui, o correto seria: Gymnastics is my favorite sport, pois Gymnastics, apesar de terminar com s, é uma palavra no singular (ginástica) por isso deveria ser usado o verbo no singular (is) para concordar.

    Gabarito: D


ID
2399035
Banca
IESES
Órgão
GasBrasiliano
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Assinale a alternativa em que o uso do singular ou do plural está INCORRETO:

Alternativas
Comentários
  • GABARITO A

     

     Gymnastics IS my favourite sport. 

  • Gymnastics = ginástica = IT

  • Gabarito A

    a) Gymnastics - apesar do S é um singular 

    b) Police - eles tratam como polícia a corporação, por isso usam o plural 

    c) They = eles = plural

    d) Government - O Governo é plural pra eles

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • Questão de conhecimento de flexão de substantivos para o plural e de vocabulário, vamos às alternativas para identificar qual é alternativa em que o uso do singular ou do plural está INCORRETO:

     A) Correta - Gymnastics are my favourite sport.

    Ginástica é meu esporte favorito.

    Aqui, o correto seria: Gymnastics is my favorite sport, pois Gymnastics, apesar de terminar com s, é uma palavra no singular (ginástica) por isso deveria ser usado o verbo no singular (is) para concordar.

     B) Incorreta - The police are investigating the murder.

    Os policiais estão investigando o assassinato.

    Nessa alternativa, apesar de parecer estar errada, está certa, pois o substantivo "police" não muda quando colocado no plural, por isso o uso do verbo no plural (are) não torna a frase incorreta.

    C) Incorreta - They are nice people.

    Eles são pessoas legais

    Frase corretamente escrita

     D) Incorreta - The Government want to increase taxes.

    O governo quer aumentar as taxas

    O sujeito "the government" pode ser substituído por "eles", por isso a concordância do verbo no plural pode ser o want mesmo.

    Gabarito: A


ID
2400199
Banca
IESES
Órgão
GasBrasiliano
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Assinale a alternativa em que o uso do singular ou do plural está INCORRETO:

Alternativas
Comentários
  • Alguns nomes terminados em -ICS, como por exemplo: athletics; gymnastics; mathematics or maths; physics; electronics; economics; politics não são considerados plural, devendo o verbo ser conjugado no SINGULAR.

    Na "B", o verbo deve ser usado no PLURAL com a palavra "police".

    Correta: A

  • "the goventment want" isso ta certo mesmo? Sempre li "the government wantS"... ALguem pode comentar?

     

  • Olá, pessoal.

    Eu tenho um canal no youtube "Teacher Rafael"

    Acabei de fazer um vídeo ensinando Plural em Inglês!!!

    Corre lá

    https://www.youtube.com/watch?v=kUDykUsGGiE

  • Acredito que deveria ser "The Government wants..."

  • Questão de conhecimento de flexão de substantivos para o plural e de vocabulário, vamos às alternativas para identificar qual é alternativa em que o uso do singular ou do plural está INCORRETO:

    A) Correta - Gymnastics are my favourite sport.

    Ginástica é meu esporte favorito.

    Aqui, o correto seria: Gymnastics is my favorite sport, pois Gymnastics, apesar de terminar com s, é uma palavra no singular (ginástica) por isso deveria ser usado o verbo no singular (is) para concordar.

    B) Incorreta - The police are investigating the murder.

    Os policiais estão investigando o assassinato.

    Nessa alternativa, apesar de parecer estar errada, está certa, pois o substantivo "police" não muda quando colocado no plural, por isso o uso do verbo no plural (are) não torna a frase incorreta.

    C) Incorreta - The Government want to increase taxes.

    O governo quer aumentar as taxas

    O sujeito "the government" pode ser substituído por "eles", por isso a concordância do verbo no plural pode ser o want mesmo.

    D) Incorreta - They are nice people.

    Eles são pessoas legais

    Frase corretamente escrita

    Gabarito: A


ID
2449729
Banca
Aeronáutica
Órgão
EEAR
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Choose the best alternative that shows the irregular plural form:

Alternativas
Comentários
  • GABARITO B

     

    Plural de mouse = MICE (Elimina C)

    Plural de child = CHILDREN (Elimina D)

    Plural de goose = GEESE (Elimina A)

     

  • Escolha a melhor alternativa que mostra a forma de plural irregular:

    mouse (rato) - mice (ratos)
    child (criança) - children (crianças)
    goose (ganso) - geese (gansos)
    woman (mulher) - women (mulheres)

    Gabarito: B







  • Principais plurais irregulares

    Singular x Plural

    Mouse - Mice

    Goose - Geese

    Foot - Feet

    Tooth - Teeth

    Ox - Oxen

    Penny - Pence/Pennies

    Man - Men

    Woman - Women

    Louse - Lice

    Person - People

    Child - Children

  • Escolha a melhor alternativa que mostra a forma de plural irregular:

    mouse (rato) - mice (ratos)

    child (criança) - children (crianças)

    goose (ganso) - geese (gansos)

    woman (mulher) - women (mulheres)

  • "mouse" --> mice

    "child" --> children

    "goose" --> geese

    "woman" --> women

    Letra b)

  • FAZENDO AS QUESTOES E ESCUTANDO JOAO GOMES, XAU BRIGADO

  • SUBSTANTIVOS IRREGULARES

    child – children

    goose – geese

    man – men

    woman – women

    tooth – teeth

    foot – feet

    mouse – mice

    person – people 

  • SUBSTANTIVOS IRREGULARES

    child – children

    goose – geese

    man – men

    woman – women

    tooth – teeth

    foot – feet

    mouse – mice

    person – people 


ID
2458474
Banca
IESES
Órgão
GasBrasiliano
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Which word is not plural?

Alternativas
Comentários
  • people = pessoas

    new = novo

    news = notícia

  • a) pessoas

    b) espécies

    c) séries

    d) notícia

  • Rafael Silva, você não acha que agregaria mais se respondesse à questão e em seguida divulgasse seu canal? Só fazer propaganda é tenso, professor.

  • Concordo contigo, Ravi Pin. Às vezes, eu venho seco ver os comentários achando que é alguma explicação acerca da questão, mas, na verdade, é propaganda do professor. Acho que esse tipo de divulgação gera um efeito contrário.

  • e o site continua deixando ele flodar!!! fica complicado...

  • d-

    people - plural (singular: person). obs.: "people", como singular, significa "povo"

    species - plural & singular

    series - plural & singular

    news - por ser uncountable noun, so existe no singular!

  • Questão básica de conhecimento de vocabulário e flexão de número de substantivos.

    Qual palavra não é plural?

    A) Incorreta - People = pessoas. Palavra no plural

    B) Incorrreta - species - pode significar espécie ou espécies, ou seja, tanto plural quanto singular, por isso não é a alternativa correta.

    C) Incorreta - Series - série ou séries - mesmo caso da alternativa anterior, pode ser singular ou plural.

    D) Correta - News - notícias - nesse caso trata-se de uma palavra no singular, pois a palavra "new" para significar "novos" não é flexionada. Exemplo: I bought new clothes - Eu comprei roupas novas

    Gabarito: D


ID
2459416
Banca
Marinha
Órgão
COLÉGIO NAVAL
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Read the sentences below.

I- Can you give me some information ,please?

II- Those women are my teachers.

III- He doesn't have much money.

IV- Life is great!

Choose the option which defines the underlined nouns as U (uncountable) or C (countable).

Alternativas
Comentários

  • I- Can you give me some information, please?
    II- Those women are my teachers.
    III- He doesn't have much money.
    IV- Life is great!

    Escolha a opção que define os substantivos sublinhados como U (incontáveis) ou C (contáveis).

    information - é uma palavra incontável (U) e tem a mesma forma para plural e singular. Quando queremos dizer em português, "informações" será da seguinte forma: 
    I need more information before I make a decision. (Preciso de mais informações antes de tomar uma decisão.)
    For further information, call the number below. (Para mais informações, ligue para o número abaixo.)

    woman - é uma palavra contável (C) e utilizaremos o plural irregular - women
    There are a lot women downstairs. (Há muitas mulheres lá embaixo.)

    money - é uma palavra incontável. (U)
    She really has a lot of money. ( Ela realmente tem muito dinheiro.)

    life - O plural de live é lives.

    Na frase "Life is great!", life está sendo usado no sentido geral, sendo um substantivo abstrato,  portanto é incontável.(U)


    Gabarito do Professor: A





  • Logo vemos que: informação não se conta ; mulheres são contáveis ; vida e dinheiro não se conta logo será gabarito letra (a)

  • Por mais que o Heitor tenha explicado acima, continuo sem entender, na minha cabeça seria C-C-C-U.

  • Jhonathan, dinheiro a gente não conta, nós contamos a moeda:

    3 reais

    4 dólares

    Não falamos 3 dinheiros.

    Já referente a informações é questão de conceito mesmo, acredito que temos essa confusão devido utilizarmos erroneamente a palavra informação como algo contável na oralidade.

  • Observação sobre "information":

    In English, the word information is uncountable (there is no plural form of it).

    > correct: I don’t have enough information. / wrong: I don’t have enough informations.

    Uncountability of the word “information” also implies that you can’t say “an information”. If you want to express that you are speaking about “one information”, you can use the expression “a piece of information”.

    > correct: That’s an interesting piece of information. / correct: That’s interesting information. (notice no “an”) / wrong: That’s an interesting information.

    And, of course, since information is a singular noun, we use singular verb forms after it (such as “is”, “does”, “has”):

    > correct: The information is not correct. / wrong: The information are not correct.

    Fonte: Jakub Marian's language learning, science & art.

    Observação sobre "life":

    Life as a general concept is uncountable. This is the case of the sentence "life is great!".

    If the sentence gives an example of a person's life, then you can treat "life" as countable.

    > correct: People develop courage with close friends in their lives. / wrong: People develop courage with close friends in their life.


ID
2499037
Banca
IBFC
Órgão
CBM-BA
Ano
2017
Provas
Disciplina
Inglês
Assuntos

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.

Alternativas
Comentários
  • Activity > Activities (terminou em cons.+ y) substitui o y por ies.

    Person > People (Plural Irregular)

    Student > Students (Regra Geral)

    Gab.: D

  • meu deus alguém bane esse rafael silva, cara chato, não responde nenhuma questão e fica só divulgando

  • Breve resumo:a maioria dos substantivos tem no plural a adição do -s.

    Todavia quando a terminação é por -ss,-sh,-ch e x. adicionaremos -es.

    Ademais quando a terminação é com y+consoante então troca o y por -ies.

    Se for terminação y+vogal então é só colocar -s.

    com isso chegaremos no gabarito:D

  • words - learners - classes - stories; students - activities - seminars - debates - interviews; People - puzzles - games - investigations - mysteries

    Regra geral= S

    Pen= Pens

    Book= Books

    S,SH,CH,X, Z= Acrescenta o ES

    Bus= Buses

    Dress= Dresses

    Watch= Watches

    Box= Boxes

    Vogal + y= Acrescenta o S

    Boy=Boys

    Play=Plays

    Consoante + y = -Y= IES

    Story= Stories

    Baby= Babies

    Vogal + O= Acrescenta o S

    Radio= Radios

    Studio= Studios

    Consoante + o= Acrescenta o ES

    Tomato= Tomatoes

    Potato= Potatoes

    Terminam em F ou FE= Acrescenta o VES

    Knife= Knives

    Wolf= Wolves

    Self= Selves

    Exceção:

    Roof= Roofs

    Chief= Chiefs

    Griefs

    Many= Plural

    Handkerchief= Handkerchiefs

    Plural com Apostrofe +s= Depois de letras + depois de anos + depois de abreviações.

    R´S AND V´S

    THE 80´S AND 90´S

    CD´S

    Termos musicais e artistas= Acrescenta o S

    Palavras gregas ou latim= Não mudam seus plurais

    Criterion= Critria

    Lactus= Lacti/ Lactuses

    Stimulus= Stimuli

    Formula= Formulas

    Analysis= Analyses

    Basis= Bases

    Vertebra= Vertebrae

    Phenomenon= Phenomena

    Mesmo caso para plural mais singular

    Series

    Fowl

    Shep

    Fish

    Species

    Scientist

    Report

    Deer

    Dice/ Die

    Moose/ Elk

  • Como assim o plural de person é persons? Que eu saiba é people, não entendi isso

  • words - learners - classes - stories; students - activities - seminars - debates - interviews; People - puzzles - games - investigations - mysteries

  •  To make regular nouns plural, add ‑s to the end.

    cat – cats

    house – houses

     If the singular noun ends in ‑s, -ss, -sh, -ch, -x, or -z, add ‑es to the end to make it plural.

    truss – trusses

    bus – buses

    marsh – marshes

    lunch – lunches

    tax – taxes

    blitz – blitzes

     In some cases, singular nouns ending in -s or -z, require that you double the -s or -z prior to adding the -es for pluralization.

    fez – fezzes

    gas –gasses

     If the noun ends with ‑f or ‑fe, the f is often changed to ‑ve before adding the -s to form the plural version.

    wife – wives

    wolf – wolves

    Exceptions:

    roof – roofs

    belief – beliefs

    chef – chefs

    chief – chiefs

     If a singular noun ends in ‑y and the letter before the -y is a consonant, change the ending to ‑ies to make the noun plural.

    city – cities

    puppy – puppies

     If the singular noun ends in -y and the letter before the -y is a vowel, simply add an -s to make it plural.

    ray – rays

    boy – boys

     If the singular noun ends in ‑o, add ‑es to make it plural.

    potato – potatoes

    tomato – tomatoes

    Exceptions:

    photo – photos

    piano – pianos

    halo – halos

    With the unique word volcano, you can apply the standard pluralization for words that end in -o or not. It’s your choice! Both of the following are correct:

    volcanoes

    volcanos

     If the singular noun ends in ‑us, the plural ending is frequently ‑i.

    cactus – cacti

    focus – foci

     If the singular noun ends in ‑is, the plural ending is ‑es.

    analysis – analyses

    ellipsis – ellipses

     If the singular noun ends in ‑on, the plural ending is ‑a.

    phenomenon – phenomena

    criterion – criteria

    Some nouns don’t change at all when they’re pluralized.

    sheep – sheep

    series – series

    species – species

    deer –deer


ID
2577418
Banca
IBFC
Órgão
SEE-MG
Ano
2015
Provas
Disciplina
Inglês
Assuntos

A recent study, performed with children aged 2 months to 10 years, produced clinicai evidence delineating the stages a child goes through in developing a self-image. It involved exposing the child to his reflection in both a true mirror and then one that was convexly distorted. Children from 9 to 10 months old were highly responsive to both the true and the distorted mirror images. Their excitement, attention, and activity seemed to be unaffected by the distortion, indicating they had no self-image. Slightly older children, aged 10 to 11 months, made rhythmic circular movements when exposed to their distorted image as though attempting to correct the distortion. This change in response indicates the child may have some idea of his image and perhaps recognizes the distorted image is wrong. Amarked change in response changes when a child reaches 18 to 22 months of age. The child avoids both images, having begun to develop a self-image which does not match the mirror image. From 2 to 5 years, the child has developed a definite self-image which is recognizable in the mirror, since the child literally flees the distorted image. Children ages 7 to 10 had reached a levei of cognitive development which allowed them to laugh at the distorted images, play with the mirror and observe the changes they could effect.

                                                                                                                       Crescer magazine 1992

The word “literally” in “since the child Iiterailv flees the distorted image” is:

Alternativas
Comentários
  • A palavra "literalmente" em "uma vez que a criança literalmente foge da imagem destorcida" é:

    A) Um substantivo.
    B) Um advérbio.
    C) Um verbo.
    D) Um artigo.

    Um advérbio é uma palavra que modifica um verbo, um adjetivo ou um outro advérbio. Aqui, o advérbio "literalmente" está modificando o verbo "fugir".

    Observar que no enunciado da questão a palavra "literally" está escrita de maneira incorreta na segunda vez que aparece, dentro da frase.

    Gabarito: B
  •  

    Literally (adverb) - used for showing that what you are saying is really true and is not just an impressive way of describing something

  • Olá, pessoal
    Eu tenho um canal no youtube que dou algumas dicas de Inglês!!!
    Esse vídeo aqui é sobre Artigos 
    ​https://youtu.be/6XCI8FVkC5w

  • Só uma observação. A palavra é "distorcida".

  • Estas duas palavras existem na língua portuguesa e estão corretas. Porém, os seus significados são diferentes e devem ser usadas em situações diferentes.

    verbo distorcer se refere, principalmente, ao ato de desvirtuar o sentido de algo. É o mais utilizado pelos falantes.

    verbo destorcer se refere, principalmente, ao ato de endireitar algo. É menos usado pelos falantes.

    https://duvidas.dicio.com.br/distorcer-ou-destorcer/

  • literally -> literalmente -> advérbio de modo

  • Em geral.

    SERIOUS É SUBSTANTIVO "NOUN"

    SERIOUSLY É ADVÉRBIO.


ID
2586610
Banca
Aeronáutica
Órgão
EEAR
Ano
2017
Provas
Disciplina
Inglês
Assuntos

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: 

Alternativas
Comentários
  • Leia o texto e responda à pergunta

    Bom dia! Meu nome é Sheila. Eu sou de Melbourne, Austrália. Meu marido é de Montreal, Canadá. Nós moramos em Sydney. Muitas pessoas que vivem na Austrália vem de outros países.

    marido = husband
    pessoas = people
    países = countries

    Gabarito: B
  •  b) husband – people – countries 

  • Letra B. People já está no plural
  • Person- Pessoa People- Pessoas Peoples - Povos
  • Person > pessoa

    pipou > pesoas

  • Leia o texto e responda à pergunta

    Bom dia! Meu nome é Sheila. Eu sou de Melbourne, Austrália. Meu marido é de Montreal, Canadá. Nós moramos em Sydney. Muitas pessoas que vivem na Austrália vem de outros países.

    marido = husband

    pessoas = people

    países = countries

  •  To make regular nouns plural, add ‑s to the end.

    cat – cats

    house – houses

     If the singular noun ends in ‑s, -ss, -sh, -ch, -x, or -z, add ‑es to the end to make it plural.

    truss – trusses

    bus – buses

    marsh – marshes

    lunch – lunches

    tax – taxes

    blitz – blitzes

     In some cases, singular nouns ending in -s or -z, require that you double the -s or -z prior to adding the -es for pluralization.

    fez – fezzes

    gas –gasses

     If the noun ends with ‑f or ‑fe, the f is often changed to ‑ve before adding the -s to form the plural version.

    wife – wives

    wolf – wolves

    Exceptions:

    roof – roofs

    belief – beliefs

    chef – chefs

    chief – chiefs

     If a singular noun ends in ‑y and the letter before the -y is a consonant, change the ending to ‑ies to make the noun plural.

    city – cities

    puppy – puppies

     If the singular noun ends in -y and the letter before the -y is a vowel, simply add an -s to make it plural.

    ray – rays

    boy – boys

     If the singular noun ends in ‑o, add ‑es to make it plural.

    potato – potatoes

    tomato – tomatoes

    Exceptions:

    photo – photos

    piano – pianos

    halo – halos

    With the unique word volcano, you can apply the standard pluralization for words that end in -o or not. It’s your choice! Both of the following are correct:

    volcanoes

    volcanos

     If the singular noun ends in ‑us, the plural ending is frequently ‑i.

    cactus – cacti

    focus – foci

     If the singular noun ends in ‑is, the plural ending is ‑es.

    analysis – analyses

    ellipsis – ellipses

     If the singular noun ends in ‑on, the plural ending is ‑a.

    phenomenon – phenomena

    criterion – criteria

    Some nouns don’t change at all when they’re pluralized.

    sheep – sheep

    series – series

    species – species

    deer –deer

    Gab:B

    HUSBAND- VAI PELA ANÁLISE, ELA TEM APENAS UM MARIDO.

    PERSON-PEOPLE

    COUNTRY-COUNTRIES/ CONSOANTE ANTES DE Y, ACRESCENTA "IES"

    VOGAL ANTES DE Y, ACRESCENTA "S"

  • peolples existe, mas em sentido específico de denominar povos ou nações..como não é o caso, people

ID
2773684
Banca
INSTITUTO AOCP
Órgão
UEMG
Ano
2018
Provas
Disciplina
Inglês
Assuntos

            Brazil must legalise drugs – its existing policy just destroys lives


      For decades, guns and imprisonment have been the hallmarks of Brazil’s war against the drug trafficking. But the only way to beat the gangs is to stop creating criminals, says a top Brazilian judge

      “The war raging in Rocinha, Latin America’s largest favela, has already been lost. Rooted in a dispute between gangs for control of drug trafficking, it has disrupted the daily life of the community in Rio de Janeiro since mid-September. With the sound of shots coming from all sides, schools and shops are constantly forced to close. Recently, a stray bullet killed a Spanish tourist. The war is not the only thing being lost.

      For decades, Brazil has had the same drug policy approach. Police, weapons and numerous arrests. It does not take an expert to conclude the obvious: the strategy has failed. Drug trafficking and consumption have only increased. […]

      In a case still before the Brazilian supreme court, I voted for decriminalising the possession of marijuana for private consumption. […] 

      Drugs are an issue that has a profound impact on the criminal justice system, and it is legitimate for the supreme court to participate in the public debate. So here are the reasons for my views.

      First, drugs are bad and it is therefore the role of the state and society to discourage consumption, treat dependents and repress trafficking. The rationale behind legalisation is rooted in the belief that it will help in achieving these goals.

      Second, the war on drugs has failed. Since the 1970s, under the influence and leadership of the US, the world has tackled this problem with the use of police forces, armies, and armaments. The tragic reality is that 40 years, billions of dollars, hundreds of thousands of prisoners and thousands of deaths later, things are worse. At least in countries like Brazil.

      Third, as the American economist Milton Friedman argued, the only result of criminalisation is ensuring the trafficker’s monopoly. 

      With these points in mind, what would legalisation achieve?

      In most countries in North America and Europe, the greatest concern of the authorities is users and the impact drugs have on their lives and on society. These are all important considerations. In Brazil, however, the principal focus must be ending the dominance drug dealers exercise over poor communities. Gangs have become the main political and economic power in thousands of modest neighbourhoods in Brazil. This scenario prevents a family of honest and hard-working people from educating their children away from the influence of criminal factions, who intimidate, co-opt and exercise an unfair advantage over any lawful activity. Crucially, this power of trafficking comes from illegality.

       Another benefit of legalisation would be to prevent the mass incarceration of impoverished young people with no criminal record who are arrested for trafficking because they are caught in possession of negligible amounts of marijuana. A third of detainees in Brazil are imprisoned for drug trafficking. Once arrested, young prisoners will have to join one of the factions that control the penitentiaries – and on that day, they become dangerous.

      […]

      We cannot be certain that a progressive and cautious policy of decriminalisation and legalisation will be successful. What we can affirm is that the existing policy of criminalisation has failed. We must take chances; otherwise, we risk simply accepting a terrible situation. As the Brazilian navigator Amyr Klink said: “The worst shipwreck is not setting off at all.” 

Disponível em: <https://www.theguardian.com/global-development/2017/nov/15/brazil-must-legalise-drugs-existing-policy-destroys-lives-luis-roberto-barroso-supreme-court-judge> . Acesso em: 14 nov. 2017.

Consider the following excerpt: “Since the 1970s, under the influence and leadership of the US, the world has tackled this problem with the use of police forces, armies, and armaments.” Mark the option which best describes the use of some words in the excerpt.

Alternativas
Comentários
  • 5 articles(artigos)THE (artigo definido o,a)

    já mataria a questão!


ID
2773687
Banca
INSTITUTO AOCP
Órgão
UEMG
Ano
2018
Provas
Disciplina
Inglês
Assuntos

            Brazil must legalise drugs – its existing policy just destroys lives


      For decades, guns and imprisonment have been the hallmarks of Brazil’s war against the drug trafficking. But the only way to beat the gangs is to stop creating criminals, says a top Brazilian judge

      “The war raging in Rocinha, Latin America’s largest favela, has already been lost. Rooted in a dispute between gangs for control of drug trafficking, it has disrupted the daily life of the community in Rio de Janeiro since mid-September. With the sound of shots coming from all sides, schools and shops are constantly forced to close. Recently, a stray bullet killed a Spanish tourist. The war is not the only thing being lost.

      For decades, Brazil has had the same drug policy approach. Police, weapons and numerous arrests. It does not take an expert to conclude the obvious: the strategy has failed. Drug trafficking and consumption have only increased. […]

      In a case still before the Brazilian supreme court, I voted for decriminalising the possession of marijuana for private consumption. […] 

      Drugs are an issue that has a profound impact on the criminal justice system, and it is legitimate for the supreme court to participate in the public debate. So here are the reasons for my views.

      First, drugs are bad and it is therefore the role of the state and society to discourage consumption, treat dependents and repress trafficking. The rationale behind legalisation is rooted in the belief that it will help in achieving these goals.

      Second, the war on drugs has failed. Since the 1970s, under the influence and leadership of the US, the world has tackled this problem with the use of police forces, armies, and armaments. The tragic reality is that 40 years, billions of dollars, hundreds of thousands of prisoners and thousands of deaths later, things are worse. At least in countries like Brazil.

      Third, as the American economist Milton Friedman argued, the only result of criminalisation is ensuring the trafficker’s monopoly. 

      With these points in mind, what would legalisation achieve?

      In most countries in North America and Europe, the greatest concern of the authorities is users and the impact drugs have on their lives and on society. These are all important considerations. In Brazil, however, the principal focus must be ending the dominance drug dealers exercise over poor communities. Gangs have become the main political and economic power in thousands of modest neighbourhoods in Brazil. This scenario prevents a family of honest and hard-working people from educating their children away from the influence of criminal factions, who intimidate, co-opt and exercise an unfair advantage over any lawful activity. Crucially, this power of trafficking comes from illegality.

       Another benefit of legalisation would be to prevent the mass incarceration of impoverished young people with no criminal record who are arrested for trafficking because they are caught in possession of negligible amounts of marijuana. A third of detainees in Brazil are imprisoned for drug trafficking. Once arrested, young prisoners will have to join one of the factions that control the penitentiaries – and on that day, they become dangerous.

      […]

      We cannot be certain that a progressive and cautious policy of decriminalisation and legalisation will be successful. What we can affirm is that the existing policy of criminalisation has failed. We must take chances; otherwise, we risk simply accepting a terrible situation. As the Brazilian navigator Amyr Klink said: “The worst shipwreck is not setting off at all.” 

Disponível em: <https://www.theguardian.com/global-development/2017/nov/15/brazil-must-legalise-drugs-existing-policy-destroys-lives-luis-roberto-barroso-supreme-court-judge> . Acesso em: 14 nov. 2017.

In the excerpt “Recently, a stray bullet killed a Spanish tourist”, the expression “stray bullet” is

Alternativas
Comentários
  • Formed by an adjective and a noun and it means “a random shot”.

    random shot : equivale substantivo e adjetivo


ID
2841313
Banca
FEPESE
Órgão
CIASC
Ano
2017
Provas
Disciplina
Inglês
Assuntos

Cow Threat


Cows are walking machines. They transform materials (grass, hay, water, and feed) into finished products (milk, beef, leather, and so on).

As any factory, cows produce waste. Solid waste is eliminated through the rear end of these ‘complex machines’, and it is used as fertilizer.

The fermentation process in their four stomachs produces gas. These walking machines have two chimneys: one in the front end, and other in the rear end. Gaseous emissions through the front end chimney are called burps. Cows burp a lot. Every minute and half these burps release methane gas. Methane is dangerous to the planet because it contributes to the greenhouse effect.

The world population is growing very fast. That means there are more people eating beef. Consequently, there is more cattle – more walking machines – producing more methane gas.

This is the problem, but very few people want to change their eating habits. What about you? 

Analyze these sentences:


1. The words people and cattle are being used in the text as nouns in the singular form.

2. In “…and it is used as fertilizer.”, the underlined word is an example of the comparative of equality.

3. The word in bold in “Consequently, there is more cattle” can be replaced by therefore without changing its meaning.


Choose the alternative which presents the correct ones.

Alternativas
Comentários
  • therefore=assim sendo

  • Resposta- c

    1- Incorreta - (coletivo - plural)

    2- Incorreta- (as - como finalidade, não comparação).

    3- Correta - (therefore - assim sendo, portanto)

  • c-

    consequently entails outcome of a cause or premise. It follows that its meaning is tantamount to other words of a similar bent such as thus, heretofore, hence, henceforth, thereby, therefore


ID
2852122
Banca
Aeronáutica
Órgão
EEAR
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Read the text and answer questions


Ursula! I whispered

Yes, my darling, she said, without __________ her eyes.

What have you got in your basket? I asked. She opened her eyes, startled, and looked at me.

What do you mean? she said defensively.

There is something moving in your basket, I said.

Oh, it’s nothing. It’s just a present for somebody. She said.


Adapted from, FERGUSON, Kenneth. Read for Meaning, Comprehension tests for First Certificate. Ed. Evans Brothers, first Published 1975.

The word “darling”, line 2, in the text refers to

Alternativas
Comentários
  • O pronome possessivo adjetivo sempre vem acompanhado de SUBSTANTIVO , logo Darling é substantivo pois acompanha um pronome possessivo adjetivo.

  • Yes, my darling, (Sim, minha querida,)

    A palavra "Darling" na linha 2 do texto refere-se a um substantivo(noun). Se viesse seguida por um substantivo, ela seria um adjetivo, o que não é o caso. 

    Gabarito do Professor: C


  • GAB:C

  • The word “darling”, line 2, in the text refers to: (A palavra "querida", linha 2, no texto refere-se a:)

    Yes, my darling, she said, without darling her eyes

    Um pronome possessivo adjetivo sempre vem acompanhado de substantivo

  • Cuidado, pois nem todas as palavras que terminam em -ing são verbo. A banca quis pegar os apressadinhos. Observem sempre o contexto!

    Bons estudos!


ID
2856403
Banca
COSEAC
Órgão
Prefeitura de Maricá - RJ
Ano
2018
Provas
Disciplina
Inglês
Assuntos

TEXT 1 below, retrieved and adapted from https://chroniclingamerica. loc.gov/lccn/sn83035487/1851-06-21/ed-1/seq-4/ on July 9th, 2018.


Text 1 


                    Women’s rights convention – Sojourner Truth


      One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those only can appreciate it who saw her powerful form, her whole-souled, earnest gesture, and listened to her strong and truthful tones. She came forward to the platform and addressing the President said with great simplicity:

      "May I say a few words?" Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. I am a woman's rights. I have as much muscle as any man and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can't she have her little pint full? You need not be afraid to give us our rights for fear we will take too much; -- for we can't take more than our pint will hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. I can't read, but I can hear. I have heard the bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.


Reference: Robinson, M. (1851, June 21). Women’s rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6 no. 41, Page 160.

Question must be answered by looking at the following sentence from Text 1:

“One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave.”


The word “whole-souled” in the clause “her whole-souled, earnest gesture” can be defined as:

Alternativas
Comentários
  • The answer is letter b: 

    A positive attributive adjective - whole-souled (generoso, sincero, de alma inteira; tradução livre)

    A brief explanation: the difference between attributive and predicative adjectives
    Most adjectives can be used in two positions. When they are used before the noun they describe, they are called attributive: a black cat; 
    When they are used after a verb such as be, become, grow, look or seem, they're called predicative: The cat was black


ID
2856409
Banca
COSEAC
Órgão
Prefeitura de Maricá - RJ
Ano
2018
Provas
Disciplina
Inglês
Assuntos

TEXT 1 below, retrieved and adapted from https://chroniclingamerica. loc.gov/lccn/sn83035487/1851-06-21/ed-1/seq-4/ on July 9th, 2018.


Text 1 


                    Women’s rights convention – Sojourner Truth


      One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those only can appreciate it who saw her powerful form, her whole-souled, earnest gesture, and listened to her strong and truthful tones. She came forward to the platform and addressing the President said with great simplicity:

      "May I say a few words?" Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. I am a woman's rights. I have as much muscle as any man and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can't she have her little pint full? You need not be afraid to give us our rights for fear we will take too much; -- for we can't take more than our pint will hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. I can't read, but I can hear. I have heard the bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.


Reference: Robinson, M. (1851, June 21). Women’s rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6 no. 41, Page 160.

This question must be answered by looking at the following sentence from Text 1:


“May I say a few words?”


We may keep the sentence grammatically correct by substituting “words” for:

Alternativas
Comentários
  • LETRA C

    "things; because it’s a countable noun in the plural, just like “words”."


ID
2897644
Banca
INSTITUTO AOCP
Órgão
PM-SC
Ano
2018
Provas
Disciplina
Inglês
Assuntos

                        From Nail bars to car washes: how big

                             is the UK’s slavery problem?

                                                                                                  by Annie Kelly


      Does slavery exist in the UK?

      More than 250 years since the end of the transatlantic slave trade, there are close to 41 million people still trapped in some form of slavery across the world today. Yet nobody really knows the scale and how many victims or perpetrators of this crime there are in Britain.

      The data that has been released is inconsistent. The government believes there are about 13,000 victims of slavery in the UK, while earlier this year the Global Slavery Index released a much higher estimate of 136,000.

      Statistics on slavery from the National Crime Agency note the number of people passed on to the government’s national referral mechanism (NRM), the process by which victims of slavery are identified and granted statutory support. While this data gives a good snapshot of what kinds of slavery are most prevalent and who is falling victim to exploiters, it doesn’t paint the whole picture. For every victim identified by the police, there will be many others who are not found and remain under the control of traffickers, pimps and gangmasters.

      There are also many potential victims who don’t agree to go through the mechanism because they don’t trust the authorities, or are too scared to report their traffickers. Between 1 November 2015 and 30 June 2018, the government received notifications of 3,306 potential victims of modern slavery in England and Wales who were not referred to the NRM.

      […]

      The police recorded 3,773 modern slavery offences between June 2017 and June 2018.

      […]

(Source: https://www.theguardian.com/global-development/2018/ oct/18/nail-bars-car-washes-uk-slavery-problem-anti-slavery-day. Access: 20/10/2018)

In the following excerpt: “(…) the government received notifications of 3,306 potential victims of modern slavery in England and Wales (…)”, the underlined words are, respectively: 

Alternativas
Comentários
  • opção C

    An adjective; a noun; an adjective; a noun.

  • Velho macete da garota bonita...

  • "potential victims of modern slavery"

    An adjective; a noun; an adjective; a noun.

    GAB C

  • In the following excerpt: “(…) the government received notifications of 3,306 potential victims of modern slavery in England and Wales (…)”, the underlined words are, respectively:

    Obs.: Em inglês os adjetivos vêm antes dos substantivos

    Ex.:

    A funny (adjetivo) girl (substantivo) Uma menina (substantivo) engraçada (adjetivo)

    potential (adjetivo) victims (substantivo) vitimas (substantivo) potenciais (adjetivo)

    modern (adjetivo) slavery (substantivo) escravidão (substantivo) moderna (adjetivo)

    adjective = adjetivo

    noun = substantivo

    (C) An adjective; a noun; an adjective; a noun.

    GAB. C

  • A questão cobra conhecimento gramatical, especificamente sobre a classificação gramatical das palavras ou análise morfológica.

    Vamos analisar o enunciado:

    In the following excerpt: “(…) the government received notifications of 3,306 potential victims of modern slavery in England and Wales (…)", the underlined words are, respectively:
    Tradução -No trecho a seguir: “(...) o governo recebeu notificações de 3.306 vítimas potenciais da escravidão moderna na Inglaterra e no País de Gales (...)", as palavras sublinhadas são, respectivamente:


    Analisando as palavras respectiva e morfologicamente da forma em que aparecem no trecho (e não na tradução!) teremos:

    • potenciais - adjetivo
    • vítimas - substantivo
    • moderna - adjetivo
    • escravidão - substantivo


    Considere nas alternativas que "noun" significa substantivo e "adjective" significa adjetivo:

    A) Incorreto - A noun; an adjective; a noun; an adjective. 

    B) Incorreto - An adjective; an adjective; a noun; a noun. 

    C) Correto - An adjective; a noun; an adjective; a noun. 

    D) Incorreto - A noun; a noun; an adjective; an adjective.

    E) Incorreto - An adjective; a noun; a noun; a noun.



    Gabarito do Professor: Letra C.


ID
3019042
Banca
NUCEPE
Órgão
Prefeitura de Teresina - PI
Ano
2019
Provas
Disciplina
Inglês
Assuntos

The plural form of brother-in-law, foot and candy is

Alternativas

ID
3019057
Banca
NUCEPE
Órgão
Prefeitura de Teresina - PI
Ano
2019
Provas
Disciplina
Inglês
Assuntos

The sequence that shows only countable nouns is

Alternativas
Comentários
  • Exemplos de substantivos incontáveis: tea, sugar, water, air, rice, knowledge (conhecimento), beauty (beleza), anger (raiva), fear (medo), love, money, research (pesquisa), safety (segurança), evidence.

    Alguns substantivos são contáveis em outros idiomas, mas incontáveis em inglês. Nesses casos, eles devem seguir as regras dos substantivos incontáveis. Os mais comuns são:

    accommodation, advice, baggage, behavior, bread, furniture, information, luggage, news, progress, traffic, travel, trouble, weather, work. (acomodações, conselhos, bagagem, comportamento, pão, móveis, informações, bagagem, notícias, progresso, tráfego, viagens, problemas, clima, trabalho).

  • LETRA D

    eggplant, pantyhose, truck, wolf.

  • Pão= bread.  Alguns substantivos são contáveis em outros idiomas, mas incontáveis em inglês. Nesses casos, eles devem seguir as regras dos substantivos incontáveis


ID
3023512
Banca
SELECON
Órgão
Prefeitura de Cuiabá - MT
Ano
2018
Provas
Disciplina
Inglês
Assuntos

                                                    TEXTO I

                                   English for Specific Purposes


      English for specific purposes (ESP) refers to language research and instruction that focuses on the specific communicative needs and practices of particular social groups. Emerging out of Halliday, Macintosh, and Strevens’ (1964) groundbreaking work nearly 40 years ago, ESP started life as a branch of English language teaching, promising a stronger descriptive foundation for pedagogic materials. In the years since, ESP has consistently been at the cutting-edge of both theory development and innovative practice in applied linguistics, making a significant contribution to our understanding of the varied ways language is used in particular communities. Drawing on a range of interdisciplinary influences for its research methods, theory, and practices, ESP has consistently provided grounded insights into the structures and meanings of texts, the demands placed by academic or workplace contexts on communicative behaviors, and the pedagogic practices by which these behaviors can be developed.

HYLAND, K. “English for specific purposes: some influences and impacts”. In: Cummins, J. and Davison, C., (eds.) The International Handbook of English language education. Springer: Norwell, Mass, 2006.

Afixos (sufixos e prefixos) são elementos que modificam as palavras e atribuem a elas determinadas classes morfológicas. O sufixo -ly, em “nearly” e “consistently”, atribui a esses termos a classe de:

Alternativas
Comentários
  • Item B.

    Os advérbios são palavras que modificam um verbo, um adjetivo ou outro advérbio.

    Quando são derivados de adjetivos, os advérbios são, na maioria dos casos, formados pelo acréscimo do sufixo -ly (-mente, em português) a um adjetivo.

  • Uma das formas de se derivar uma palavra de outra é através da adição de um prefixo (prefix)sufixo (suffix) ou ambos. Tanto o prefixo quanto o sufixo são também chamados afixos (affixes).

    Alguns exemplos são: 
    fortunate = feliz, afortunado  fortunately = felizmente, afortunadamente
    O -ly  é um sufixo colocado no final de uma palavra para assim formar uma nova palavra. No caso aqui um advérbio. 

    Exemplos 
    happily – felizmente
    carefully – cuidadosamente
    fluently – fluentemente
    simply – simplesmente
    Portanto o sufixo "ly"  (-mente, em português) acrescentado aos adjetivos "near" e "constant" fará com que esses adjetivos se tornem advérbios.
    Gabarito do Professor: B
  • Adverbs of manner: ADV+LY


ID
3045160
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)

In relation to word building, young readers will be better off learning early the morphemes forming plural nouns. To read and speak appropriately, a child should identify a number of irregular and foreign plural forms, namely:

Alternativas
Comentários
  • Plural irregular dos substantivos é marcado pela ausência do "-s".

  • Os plurais regulares são formados acrescentando-se "es" ou apenas "s" ao final da palavra no singular. Os plurais irregulares não seguem essa regra.

    geese (gansos) => plural de goose (ganso)

    mice (ratos) => plural de mouse (rato)

    children (crianças) => Plural de child (criança)

    syllabi (programas de estudo/ resumos / sumários) => plural de syllabus (programa de estudo / resumo / sumário)

  • b-

    geese - goose

    mice - mouse

    hildren - child

    syllabi - syllabus

  • O item B é o único que não traz plural regular (uso de "S")

  • oxen, criteria, boxes (regular), loaves

    geese, mice, children, syllabi

    meanings, dice, strategies (regular), teeth

    spectra, matches (regular), bacteria, analyses


ID
3071632
Banca
IF-RR
Órgão
IF-RR
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Text I


CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas (e.g., vocabulary, grammar, etc.), and particular learning tasks that determine a curriculum. 


These choices are tightly linked to questions about what it means to ―know‖ a language, to be proficient in a language, and what communicative abilities entail. While the literature on language teaching has attempted to provide answers to such questions, there are no universally accepted standards. The proficiency and standards movements have attempted to provide some guidelines, but they often remain broad in learner performance descriptions. This ultimately makes assessment of individual learners‘ communicative ability challenging, and it essentially leaves judgment of learner progress up to the teachers. 


Communicative abilities cannot be simply categorized as speaking, listening, reading, or writing skills, as it was done in a traditional four skills approach. For example, when two people talk to each other, the process normally involves speaking and listening skills as well as active communicative strategies such as asking for clarification and adjusting language to make each other understood. The endeavor to teach languages in a way that encompasses all skills, based on an interactive view of language behavior, has posed many challenges on how to go about integrating the four skills effectively in a daily and long-term curriculum. 


The teaching of proficiency and communicative-based skills raises the question not only about content but also about the choice of learning tasks or best teaching practices. CLT does not promote one standardized method or curriculum, but is eclectic in its approach. Being eclectic means it promotes the best or most effective techniques or methodologies. At the same time, the choice of techniques and learning tasks is not an arbitrary decision, but is firmly grounded in principles of learning as they are motivated by research in second language acquisition (SLA) and educational psychology. Learning what constitutes effective ways of learning and teaching initially requires intensive training and in the long run staying in touch with current SLA research findings. 


As a last point, the quality of CLT also often depends on the quality of teaching materials. Unfortunately, only in the most commonly taught languages—such as English, Spanish, French, and German—does an abundance of materials exist to support the development of communicative language abilities over a wide range of skills.

(Source: <http://www.pearsonhighered.com/samplechapter/0131579061.pdf> )

The word formed by the suffix " -ing" in:

Alternativas

ID
3157705
Banca
FEPESE
Órgão
Prefeitura de Fraiburgo - SC
Ano
2019
Provas
Disciplina
Inglês
Assuntos

The Disappearing Honeybee


  • Honeybees do more than just make honey. They fly around and pollinate flowers, plants, and trees. Our fruits, nuts, and vegetables rely.....................these pollinators. One third.....................America’s food supply is pollinated.....................the honeybee.


Have you seen or heard a honeybee lately? Bees are mysteriously disappearing in many parts of the world. Most people don’t know about this problem. It is called “colony collapse disorder” (CCD). Some North American beekeepers lost 80% of their hives from 2006-2008. Bees in Italy and Australia are disappearing too.


The disappearance of the honeybee is a serious problem. Can you imagine never eating another blueberry? What about almonds and cherries? Without honeybees food prices will skyrocket. The poorest people always suffer the worst when there is a lack of food.


This problem affects other foods besides fresh produce. Imagine losing your favourite ice cream! Haagen Daaz is a famous ice cream company. Many of their flavours rely on the hard working honeybee. In 2008, Haagen Daaz began raising money for CCD. They also funded a garden at the University of California called The Haven. This garden helps raise awareness about the disappearing honeybee and teaches visitors how to plant for pollinators.


Donating money to research is the most important thing humans can do to save the honeybee. Some scientists blame CCD on climate change. Others think pesticides are killing the bees. Commercial bee migration may also cause CCD. Beekeepers transport their hives from place to place in order to pollinate plants year round.


https://www.englishclub.com/reading/environment/honeybee.htm

Analyze the sentences according to structure and grammar use.


1. The underlined words in the following sentence: “ The poorest people always suffer the worst when there is a lack of food.”, are examples of adjectives in the comparative of superiority degree.

2. In the sentence:” Imagine losing your favourite ice cream!”, the underlined word is a noun.

3. The words in bold in the text: ‘they’ and ‘our’ are pronouns.

4. The word ‘hives’ has the following definition: a container for housing honeybees.


Choose the alternative which contains all the correct affirmatives:

Alternativas
Comentários
  • Não entendi, onde está o erro da 3?

  • Bárbara, pronome possessivo (não precisa de substantivo) é diferente de adjetivo possessivo (precisa de substantivo)

  • 2. In the sentence:” Imagine losing your favourite ice cream!”, the underlined word is a noun.

    'Losing' como substantivo?

  • onde está o erro da 3?

  • alguem explica ?

  • Quando tem o "ING" pode ser considerado noum "Imagine "isso" "losing". Agora o 3 eu nao sei pq n ta certo

  • Hang loss( muito usado por brasileiro : uma griff e sinais na mão).

  • imagino que a 3 esteja errada por they ser sujeito da oração e our sim atua como pronome.


ID
3181708
Banca
Instituto Excelência
Órgão
Prefeitura de Catanduvas - PR
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Analise as palavras abaixo e assinale a alternativa que apresenta o plural corretamente:

Alternativas
Comentários
  • A) wish — wishes

    B) tooth — teeth

    C) Leaf — leaves

    Resposta correta: B


ID
3224836
Banca
AMEOSC
Órgão
Prefeitura de São José do Cedro - SC
Ano
2019
Provas
Disciplina
Inglês
Assuntos

Plaid Cymru leader Adam Price said he was "horrified" at abuse aimed on womenin his party.


In the bold item above, there is a mistake related to:

Alternativas
Comentários
  • Gabarito A.

    Verbo aim + preposição AT ou TO; Preposição on desconheço

  • Gabarito: A

    at abuse aimed on women in his party - na frase do enunciado está faltando a preposição "in".

  • não esta faltanto o ..in

  • a palavra "women" está com o "in" (womenin) errei por causa que women é um substantivo e ele estava errado
  • Acho que o erro está relacionado a AIM ON.. "Aim on" existe, mas todo exemplo que encontro está relacionado a meta e não a mira. Quanto à mira, caso em tela, seria aim at.


ID
3226204
Banca
INSTITUTO AOCP
Órgão
PRODEB
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Considere o seguinte texto para responder a questão.

Advanced Merging in GIT

    Merging in Git is typically fairly easy. Since Git makes it easy to merge another branch multiple times, it means that you can have a very long lived branch but you can keep it up to date as you go, solving small conflicts often, rather than being surprised by one enormous conflict at the end of the series. 

     However, sometimes tricky conflicts do occur. Unlike some other version control systems, Git does not try to be overly clever about merge conflict resolution. Git’s philosophy is to be smart about determining when a merge resolution is unambiguous, but if there is a conflict, it does not try to be clever about automatically resolving it. Therefore, if you wait too long to merge two branches that diverge quickly, you can run into some issues.

Scott Chacon and Ben Straub - Pro GIT – Everything you need to
know about GIT. Apress, 2018 -Page 267.

The first word of the second paragraph is grammatically defined as a conjunction, which is also known as:

Alternativas
Comentários
  • c-

    linking words join different clauses in a sentence so as to make the relationship between ideas possible


ID
3260032
Banca
Colégio Pedro II
Órgão
Colégio Pedro II
Ano
2019
Provas
Disciplina
Inglês
Assuntos

TEXT 8


“As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.”

ALMEIDA, R. L. T. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, n. 2, 2012, p. 347. 

The same word may belong to different word classes. In text 8, for example, the word "alien" is an adjective, but it could also be a noun in another context.


Select the group of words below in which there is ONE element that belongs to only one word class.

Alternativas
Comentários
  • d-

    Rationale is the only noun that can't double as an adjective, verb etc. It means rationalisation or inner justification for carrying on an action


ID
3286957
Banca
VUNESP
Órgão
Prefeitura de Serrana - SP
Ano
2018
Provas
Disciplina
Inglês
Assuntos

A questão parte de breves excertos do livro The practice of English language teaching, de J. Harmer, 4th ed., Longman, 2007 (adaptado).

Leia o texto e responda à questão.

    Within word classes, there are a number of restrictions. Knowledge of these allows competent speakers to produce well-formed sentences. Speakers of British English might say There isn’t any furniture in the room, but would not say There aren’t any furnitures in the room because furniture is almost always an uncountable noun.

An example of a well-formed sentence with an uncountable noun is: 

Alternativas
Comentários
  • gabarito: A

  • A questão cobra conhecimento gramatical, especificamente sobre substantivos contáveis e incontáveis.

    Vamos analisar o enunciado:

    An example of a well-formed sentence with an uncountable noun is... = Um exemplo de uma frase bem formada com um substantivo incontável é ...

    Veja só que interessante o texto dessa questão:
    Within word classes, there are a number of restrictions. Knowledge of these allows competent speakers to produce well-formed sentences. Speakers of British English might say There isn't any furniture in the room, but would not say There aren't any furnitures in the room because furniture is almost always an uncountable noun. = Dentro das classes de palavras, existem várias restrições. O conhecimento deles permite que falantes competentes produzam sentenças bem formadas. Falantes do inglês britânico podem dizer "Não há mobília na sala, mas não diriam  "Não há mobílias na sala" porque mobília é quase sempre um substantivo incontável.

    De fato, diferentemente do Português, há várias palavras em Inglês que não admitem a forma plural.
    Por exemplo:

    PORTUGUÊS                              EM INGLÊS, APENAS NO SINGULAR
    conselhos                                     advice
    equipamentos                              equipment
    pães                                             bread
    carnes                                          meat
    informações                                 information
    papéis                                          paper


    Analisando as alternativas, teremos:

    A) CORRETO - Bad news never makes people happy. = Más notícias nunca deixam as pessoas felizes. Por mais estranho que possa parecer a palavra "news", embora tenha um "s" é incontável e se apresenta sempre com o verbo no singular, como em "The news is good".

    B) ERRADO - I frequently give my students many advices about adequate study habits. = Frequentemente dou a meus alunos muitos conselhos sobre hábitos de estudo adequados. Errado, pois a palavra "advice" não admite plural.

    C) ERRADO - He seems to be in a very good health now. = Ele parece estar com uma saúde muito boa agora. Errado, pois a palavra "health" é incontável e portanto não admite o artigo "uma".

    D) ERRADO - The informations I received were completely incorrect. = As informações que recebi estavam totalmente incorretas. Errado, pois a palavra "information" não admite plural.

    E) ERRADO - I gave students papers so they could copy the lesson I was dictating. = Dei papéis aos alunos para que pudessem copiar a aula que eu estava ditando. Errado, pois a palavra "paper" não admite plural."Paper", em outro contexto, também pode significar "trabalho escolar" e nesta acepção, a palavra admite plural. Porém, não é o caso desta alternativa.


    GABARITO DO PROFESSOR: ALTERNATIVA A
  • Vamos analisar, se eu estiver errada por favor me corrijam :)

    ----> Bad news never makes people happy.

    The word “news” in English is considered singular and uncountable. So we use the singular forms of verbs, like is and was: the news is on channel 5, the news was surprising. Don’t use are or were.

    ****But a more common mistake is saying “a news.” With uncountable nouns, we never use a or an. So don’t say, “I heard a good news” – this might be possible in your native language, but in English you should say “I heard some good news.”

    -----> I frequently give my students many advices about adequate study habits.

    Slightly surprisingly, “advice” is an uncountable (mass) noun in English (like “water” or “sand”), and as such it has no plural form:

    correct : His advice was very helpful.

    wrong: His advices were very helpful.

    Thus, we speak about the amount of advice, not the “number of advices”:

    correct: I didn’t receive much advice.

    wrong: I didn’t receive many advices.

    Since it is uncountable, we cannot say “an advice”. We would usually say just “advice” (without an article), or, if it is necessary to emphasize that we think about it as about one piece of information, we use “piece of advice”:

    correct: This was good advice.

    correct: This was a good piece of advice.

    wrong: This was a good advice.

    ---> He seems to be in a very good health now.

    Correct: He seems to be very healthy now.

    Health - saúde! Uncountable noun.

    ---> The informations I received were completely incorrect.

    RIGHT --The information I received is completely incorrect.

    In English the word “information” is an uncountable noun. You can never, ever, for any reason whatsoever, say “an information” or “informations”. [Actually, this is not quite true.] Instead, if you need to use the word in the singular, you can say “a piece / an item of information”. But usually we simply use “information” for both singular and plural.

    ---> I gave students papers so they could copy the lesson I was dictating.

    I gave students some paper so they could copy the lesson...

  • Gab.: A

    News (notícias)= incontável.

    Mais exemplos de incontáveis:

    -Líquidoscoffee (café), juice (suco), oil (óleo), rain (chuva), tea (chá), water (água), wine (vinho)

    -Certas comidas: bread (pão), butter (manteiga), flour (farinha), fruit (fruta), garlic (alho), meat (carne), rice (arroz), salt (sal), sugar (açúcar)

    -Materiais / elementos naturaisair (ar), earth (terra), sand (areia), snow (neve), wood (madeira)

    -Conjuntos subentendidosfurniture (mobília), news (notícias), homework (lição de casa), housework (trabalho do lar), equipment (equipamento), information (informação)

    -Conceitos abstratosanger (raiva), beauty (beleza), knowledge (conhecimento), love (amor), safety (segurança)


ID
3324205
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. 

Look at the following sentence, found in the text: “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.”
All of the words or phrases underlined in the sentence are

Alternativas
Comentários
  • Na gramática, um modificador é um elemento opcional na estrutura da frase ou estrutura da cláusula. Um modificador é chamado porque é dito que ele modifica outro elemento na estrutura da qual depende.

  • GAB: C

    modifiers.

  • Qual a diferença entre modificador e adjetivo?

  • um modificador seria tipo uma locução adjetiva adaptada para o Inglês?


ID
3328507
Banca
FUNDEP (Gestão de Concursos)
Órgão
Prefeitura de Ibirité - MG
Ano
2016
Provas
Disciplina
Inglês
Assuntos

INSTRUCTIONS: Read the following text and answer question.

It has been estimated that some 60 percent of today’sworld population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.

As the status of Latin diminished from that of a living language to that of an “occasional” subject in the school curriculum, the study of Latin took on a different function. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries. Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984). Once basic proficiency was established, students were introduced to the advanced study of grammar and rhetoric. School learning must have been a deadening experience for children, for lapses in knowledge were often met with brutal punishment. There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century and Comenius and John Locke in the seventeenth century, for example, had made specific proposals for curriculum reform and for changes in the way Latin was taught (Kelly 1969; Howatt 1984), but since Latin (and, to a lesser extent, Greek) had for so long been regarded as the classical and therefore most ideal form of language, it was not surprising that ideas about the role of language study in the curriculum reflected the long-established status of Latin.

The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.

Source: RICHARDS, J.C.; RODGERS, T. S. Approaches

and Methods in Language Teaching. Cambridge: Cambridge

University Press, 1999 (1st edition 1986). pp. 1-2.

Analyze the following sentence from the text:

Children entering “grammar school” in the sixteenth, seventeenth, and eighteenth centuries in England were initially given a rigorous introduction to Latin grammar, which was taught through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences, sometimes with the use of parallel bilingual texts and dialogue (Kelly 1969; Howatt 1984).

In this example, the word “which” is a relative pronoun. It links a noun phrase to a relative clause. Choose the following alternative that presents the noun phrase linked by “which” to a relative clause.

Alternativas
Comentários
  • as crianças que ingressaram na escola de gramatica da Inglaterra receberam inicialmente uma introdução rigorosa à gramatica latina , ensinada através do aprendizado de regras de gramatica ( latin grammar )


ID
3351046
Banca
IDECAN
Órgão
Prefeitura de Cariacica - ES
Ano
2016
Provas
Disciplina
Inglês
Assuntos

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):

Alternativas
Comentários
  • Represents the plural of medium.

  • Caso termine em "UM" coloca "A" no final. Há outras regras para nomes em latim.

  • Esse gabarito não está certo. Media não é plural de Medium


ID
3384217
Banca
IBADE
Órgão
Prefeitura de Ji-Paraná - RO
Ano
2018
Provas
Disciplina
Inglês
Assuntos

Read the text below and answer the questions that follow:
Text 1:

The Digital Divide

A recent survey has shown that the number of people in the United Kingdom who do not intend to get Internet access has risen. These people, who are known as 'net refuseniks', make up 44% of UK households, or 11.2 million people in total.

The research also showed that more than 70 percent of these people said that they were not interested in getting connected to the Internet. This number has risen from just over 50% in 2005, with most giving lack of computer skills as a reason for not getting Internet access, though some also said it was because of the cost.

More and more people are getting broadband and high speed net is available almost everywhere in the UK, but there are still a significant number of people who refuse to take the first step.

The cost of getting online is going down and Internet speeds are increasing, so many see the main challenge to be explaining the relevance of the Internet to this group. This would encourage them to get connected before they are left too far behind. The gap between those who have access to and use the Internet and those who don't is the digital divide, and if the gap continues to widen, those without access will get left behind and miss out on many opportunities, especially in their careers.
Adapted from:
www.usingenglish.com/comprehension

Choose the only sentence below in which the word INFORMATION is correctly used.

Alternativas
Comentários
  • Gabarito E.

    Não se tem plural para "information". Logo, elimina-se as letras A, C e D.

    Fica-se entre as alternativas B e E.

    Como a palavra information é "uncountable noun", ou seja, um substantivo não contável, não se pode usar "an" antes, já que este antecede substantivos contáveis. Logo, o correto seria "some information".

    Segundo a gramatica de Murphy, a piece of + uncountabel noun é uma construção correta. Daí letra E.


ID
3441622
Banca
IBADE
Órgão
Prefeitura de Vila Velha - ES
Ano
2020
Provas
Disciplina
Inglês
Assuntos

Text 2:


Bad teaching habits: too much TTT


No teacher is perfect and all teachers have bad habits. Being a good teacher means reflecting (1) the following habits and trying to reduce them as much as possible. 


TTT stands (2) teacher talking time. Obviously, during the course of the class, it is necessary for the teacher to explain rules, give advice and talk about instructions, among other things. However, teachers should attempt to limit the amount of time that they spend speaking to the class in order to maximize the opportunity that the students have to speak. A good rule (3) thumb is aiming for around 30% of teacher talk to 70% of student talk. This means planning out what you will say, when and how.


Adapted from: www.bbc.co.uk/learningenglish

According to text 2, teachers should give students advice. Choose the only sentence below in which the noun ADVICE is used correctly.

Alternativas
Comentários
  • A) Could you please give me some further advice on how to minimize the TTT in the classroom?

    B) I need some more advices about how to reduce the TTT in the classroom.

    C) Can you give me an advice about managing the TTT in the classroom?

    D) I would like some pieces of advices concerning the amount of TTT in the class.

    E)Can you advice me on how to minimize the TTT in the classroom?

  • Gabarito A.

    A primeira coisa a ter em mente: ADVICE é um SUBSTANTIVO, significa conselho / conselhos.

    O verbo é ADVISE é VERBO significa aconselhar.

    A palavra advice vai ser usada tanto para “conselho”, quanto para “conselhos” , já que ela é uma palavra que não é usada no plural.

    Logo, com essa informação já se eliminam as letras B e D (tais alternativas trazem advices em seu texto).

    Quanto às preposições usadas após advice, podemos usar com o significado de "sobre" em termos como "dar conselho sobre", "pedir conselho sobre", "seguir um conselho sobre". Em inglês usaremos on com mais frequência, mas o about também pode ser usado. Porém na questão imagino que ele considerou "advice about" errado, uma vez que a letra C está errada.

    Sobre a letra E,

    está errada pois ADVICE é um substantivo, significando conselho, como dito acima.

    O verbo é ADVISE, que significa aconselhar. Logo, a correção da frase é : Can you ADVISE me on how to minimize the TTT in the classroom?

    Abraços.

  • Qual o erro da letra C?

  • Larissa, acredito que advice é incontável, logo não pode ser an advice.


ID
3448414
Banca
CONSULPLAN
Órgão
Prefeitura de Patos de Minas - MG
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Read the text to answer 


The nature of approaches and methods in language teaching


        Although specific theories of the language may provide the basis for a particular teaching method, other methods derive primarily from a theory of language learning. A learning theory underlying an approach or method responds to two questions: (a) What are the psycholinguistic and cognitive processes involved in language learning? and (b) What are the conditions that need to be met in order for these learning processes to be activated? Learning theories associated with a method at the level of approach may emphasize either one or both of these dimensions. Process‐ oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing, and generalization. Condition‐oriented theories emphasize the nature of the human and physical context in which language learning takes place.  

        Stephen D. Krashen’s Monitor Model of second language development (1981) is an example of a learning theory on which a method (the Natural Approach) has been built. At the level of process, Krashen distinguishes between acquisition and learning. Acquisition refers to the natural assimilation of language rules through using language for communication. Learning refers to the formal study of language rules and is a conscious process. Krashen’s theory also addresses the conditions necessary for the process of “acquisition” to take place. He describes these in terms of the type of “input” the learner receives. Input must be comprehensible, slightly above the learner’s present level of competence, interesting or relevant, not grammatically sequenced, in sufficient quantity, and experience in low‐anxiety contexts.

         Tracy Terrell’s Natural Approach (1977) is an example of a method derived primarily from a learning theory rather than from a particular view of language. Although the Natural approach is based on a learning theory that specifies both processes and conditions, the learning theory underlying such methods as Counseling‐Learning and the Silent Way addresses primarily the conditions held to be necessary for learning to take place without specifying what the learning processes themselves are presumed to be.

          Charles A. Curran in his writings on the Counseling‐Learning (1972), for example, focuses on the conditions necessary for successful learning. James Asher’s Total Physical Response (Asher 1977) is likewise a method that derives from a learning theory. Caleb Gattemo’s Silent Way (1972, 1976) is built around a theory of the conditions necessary for successful learning to be realized. Many of the techniques used in the method are designed to train learners to consciously use their intelligence to heighten learning potencial.


(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, 2004. P. 22‐23. Adapted.)

The noun whose plural form follows the same pattern of “approaches” is:

Alternativas

ID
3453322
Banca
INSTITUTO AOCP
Órgão
Prefeitura de Cariacica - ES
Ano
2020
Provas
Disciplina
Inglês
Assuntos

                     Read the following article and answer question


Can Allergies Cause Coughing — Or Is It Just A Cold?

Important q: Is it phlegmy or dry?

BY CASSIE SHORTSLEEVE


No matter why it's happening, a cough is always annoying—it's loud, it's uncomfortable, and it never fails to garner unwanted attention.

But what's really behind that cough? Can allergies cause coughing — or do you just have an annoying cold?

Well, turns out, there are some pretty distinct differences between allergy coughs and cold coughs...

Just curious: Why do we cough, anyway? "The purpose of a cough is to help us," says Monica Lee, MD, an otolaryngologist at Massachusetts Eye and Ear. It’s your body’s way of trying to expel something it perceives as a threat in the airway, she says.

Those perceived threats can be a bunch of different things: a piece of food stuck in your throat, pollen, air pollution, or swelling or drainage from extra mucus in your throat. All those things irritate the sensory fibers in your airway, which then stimulate a cough.

As for what exactly happens in your body during a cough? It's kind of complex, says Dr. Lee. Basically, your vocal chords close briefly to generate pressure in the lungs. Once enough pressure is built up, your vocal chords open back up, and air flows quickly through your voice box, which generates that coughing sound. Kinda cool, huh?

7So...can allergies cause coughing? Give it to me straight. In short, yes. Usually, allergies create dry coughs (it’s a direct reaction to something you’re sensitive or allergic to in the airways). If that's the case, you’ll likely have other symptoms (think: itchy, watery eyes; a runny nose; an itchy throat; and sneezing, says Dr. Lee). Headaches and wheezing often come with allergies, too, according to the American College of Allergy, Asthma, and Immunology.


Remind Me: When Is Allergy Season?


Timing's also a factor. If you're allergic to pollen (or your BFF's new adorable kitten), for example, you’ll likely notice symptoms (including your cough) almost immediately, or within an hour of being exposed. And those symptoms could last for hours after you've been exposed — even after the allergen isn't nearby anymore.

Coughs related to allergies are also dependent on patterns, so doctors always try to look at the big picture. Say you get a cough every single March. That could be a sign you're actually suffering from allergies, instead of the common cold. "You need to look at everything that's going on," says Paul Bryson, MD, an otolaryngologist at the Cleveland Clinic.

Your best defense for a cough from allergies? Antihistamines like Allegra, Claritin, and Zyrtec, which are all available over-the-counter. Other options include steroid nasal sprays and immunotherapy shots, which can work to regulate your body's response to allergens, instead of just relieving the symptoms.


How do I know my cough is from a cold?


You know how allergy coughs are typically on the drier side? Coughs from colds (or the flu) tend to be on the wetter side (that "wetness" is actually mucus your body which is trying to move out of your body, says Dr. Lee).

Coughs that come along with a cold usually come along with stuffiness, along with postnasal drip (a.k.a., mucus running down the back of your throat), which can cause a sore throat or chest discomfort. A low-grade fever may also signal a cold instead of allergies.

Colds aren't as immediate as allergies. Instead, they tend to develop over the course of a few days, says Dr. Bryson.

You can try a few different things to help relieve a cough. Decongestants can work for, well, congestion. And ingredients like dextromethorphan (found in many multi-symptom products like Vicks NyQuil Cold & Flu Nighttime Relief) can help ease the coughing itself. Just make sure you take any products as-directed. It should be said, however, that a dry cough isn't always allergies, just like a wet cough isn't always a cold. Allergies can plague your nose, for example, causing post-nasal drip (a wet cough), while mild colds might not leave you stuffed up enough to produce any phlegm.


Do I ever need to worry about a cough?


Something important to remember: A cough — no matter its cause — shouldn’t be your norm. Colds usually run their course within a couple of weeks, which means a cough associated with a cold should go away in about three weeks time (though some can linger on for as long as eight weeks), according to the U.S. National Library of Medicine. The length of an allergy-related cough will vary depending on how (if) you're treating it. But if you notice you’re still barking after two months of symptoms, see your doc. You could either be dealing with an allergy you’re not aware of (this is where an allergy test could come into play) or potentially suffering from another issue such as asthma (especially if you notice shortness of breath with any of your symptoms), reflux, pneumonia, or bronchitis, says Dr. Bryson. And if something (allergies or a pesky cold) is bothering you enough to disrupt your life, don't put off getting it checked out. If nothing else, seeing a doc will give you peace of mind and maybe even speed up your recovery time.


SOURCE:https://www.womenshealthmag.com/health/a26289646/co ughing-from-allergies-or-cold/. Access: 02/12/2019

Match the columns according to the meanings for the words in the article and mark the option which contains the correct sequence:


I. Garner

II. Briefly

III. Wheezing

IV. Itchy


(  ) noun – whistling sound produced by difficulty to breathe

(  ) adjective – irritating cutaneous sensation

(  ) adverb – lasting for a short time

(  ) verb – to call; to gather

Alternativas
Comentários
  • LETRA A

    Questão autoexplicativa

    ( ) noun – whistling sound produced by difficulty to breathe

    ( ) adjective – irritating cutaneous sensation

    ( ) adverb – lasting for a short time

    ( ) verb – to call; to gather

  • fãs de Pokémon acertam essa

ID
3478186
Banca
VUNESP
Órgão
Prefeitura de Cerquilho - SP
Ano
2019
Provas
Disciplina
Inglês
Assuntos

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)

The word “millennia”, in the first sentence of the text, is the irregular plural form for the Latin-origin word “millenium”. Mark the alternative containing an English singular word followed by its correct irregular plural form.

Alternativas
Comentários
  • Gabarito: D

    Singular ----------- Plural

    Child ------------------ Children

    Date ------------------- Dates

    Chief ------------------ Chiefs

    Phenomenon ------ Phenomena

    Base ------------------ Bases

    Se meu comentário estiver equivocado, por favor me avise por mensagem para que eu o corrija e evite assim prejudicar os demais colegas.

  • A questão cobra conhecimento gramatical, especificamente sobre plurais irregulares.

    Vamos analisar o enunciado:

    The word “millennia", in the first sentence of the text, is the irregular plural form for the Latin-origin word “millenium". Mark the alternative containing an English singular word followed by its correct irregular plural form. = A palavra “millennia", na primeira frase do texto, é a forma plural irregular da palavra de origem latina “millenium". Marque a alternativa contendo uma palavra no singular inglês seguida por sua forma correta de plural irregular.

    Analisando as alternativas teremos:

    A) ERRADO - child – childrens. O plural de "child" é "children".

    B) ERRADO - date – data.  O plural de "date" é "dates". "Data" é o plural de "datum".

    C) ERRADO - chief – chieves. O plural de "chief" é "chiefs".

    D) CORRETO - phenomenon – phenomena.

    E) ERRADO - base – basis.  O plural de "base" é "bases"  e o plural de "basis" também é "bases".


    GABARITO DO PROFESSOR: ALTERNATIVA D.

ID
3547030
Banca
IMA
Órgão
Prefeitura de São Bernardo - MA
Ano
2017
Disciplina
Inglês
Assuntos

Which one of the alternatives below is not correct? 

Alternativas

ID
3565279
Banca
AOCP
Órgão
IF-BA
Ano
2016
Disciplina
Inglês
Assuntos

Dear Mayor Estrosi, Mayor Vivoni, Prime Minister Manuel Valls, Former President Nicolas Sarkozy, and other French officials who have supported France’s burkini ban:

   
My name is Amara Majeed, and I am a 19-yearold Muslim Sri Lankan American. I am a student at Brown University, studying cognitive neuroscience and public policy.

When I look at the photo circulating of a woman in Nice being surrounded by armed police officers as she is coerced into removing her clothing, because French officials deemed the burkini to be inappropriate beach attire, I see infringement on a woman’s right to choose what she puts on her body by a group of white males. I see the scapegoating, ostracization, and criminalization of Muslims in the aftermath of the Nice terror attacks. I am a woman who wears the hijab, and I see an affront to the rights and civil liberties of women like me.

Deputy Mayor of Nice, Christian Estrosi: You have stated that you support this ban on “inappropriate clothing” in the wake of the Nice terror attacks. Mayor Vivoni, you have described the burkini ban as a necessary measure to “protect the population.” Former French president Nicolas Sarkozy, you have labeled the burkini as a symbol of extremism.

Let me respond to all of you by saying this: any conflation of the burkini with terrorism is invalid, virulent, and discriminatory. Tell me, in what way does our way of dress pose a threat to France’s national security? In what way does the burkini propagate hateful, violent ideologies? How is it that our way of dress poses a national security threat, yet some wetsuits, which take on strikingly similar designs to the burkini, aren’t? While France’s highest administrative court has now overturned the ban, the damage has already been done — this attack on the Muslim way of dress only serves as fodder to the already existing rising anti-Muslim sentiment and stigmatization of Muslims in France. If this institutionalized Islamophobia and fearmongering is being perpetrated by French officials and authorities, I fear how the general public’s poor treatment of hijab-clad women may be exacerbated in the coming weeks. We’re all well aware that hate crimes and violence targeting Muslim women wearing the hijab is not a new phenomenon in France.

As one burkini-clad woman who was forced to leave the beach states, “Because people who have nothing to do with my religion have killed, I no longer have the right to go to the beach.” In the eyes of many authority figures, our religious identity in and of itself is incriminating. Our way of dress is incriminating. Our sheer existence is incriminating.

Many of you have called the hijab an emblem of oppression. In April, France’s Minister for Women’s Rights equated women who choose to wear the hijab with “Negroes who were in favor of slavery.” More recently, France’s prime minister stated that the burkini is a tool of “enslavement,” and former French President Sarkozy insinuated that hijabclad women are imprisoned.

I am genuinely tired of individuals like you imposing your brand of colonial feminism on us and telling us that we are oppressed, that we have been indoctrinated, that this was not our choice, and that we need to be unshackled. Instead of continuing to pursue these offensive and failing attempts at liberating us, I implore you to liberate yourselves from this white savior complex and recognize that we don’t need your saving. The hijab does not oppress me. For me, the hijab is a symbol of feminism and freedom of expression — so who are you to invalidate my experiences, to invalidate a fundamental, inextricable aspect of my identity, and to label me as enslaved, as imprisoned, as oppressed? By depriving us of our rights to dress the way we want, by making public spaces inaccessible to us, by publicly humiliating us and coercing us to remove some of our clothing while we are trying to enjoy a day at the beach — you are oppressing us.

My news feed has been saturated with people posting photos of a Muslim woman at a beach being forced to strip, captioned with outrage and vitriol towards this form of discrimination. While your support of our rights is appreciated, I ask that you refrain from doing a disservice to this individual by circulating this photo. It may not seem like you are violating a woman’s privacy and liberties by sharing a picture revealing her arms or shoulders, but it is incumbent upon us to understand that she did not freely choose to show those parts of her body in public. Even if the intent is to excoriate the burkini ban while circulating these photos, I implore you to not be complicit, whether directly or indirectly, in systems of oppression that are stripping women, literally, of their right to choose what they wear.
Yours truly,

Amara Majeed – a muslin woman (Source: http://www.bustle.com/articles/180721-an-open-letter-tofrench-officials-who-support-the-burkini-ban-from-a-muslim-woman)

Observe the following excerpt: “In the eyes of many authority figures, our religious identity in and of itself is incriminating. Our way of dress is incriminating. Our sheer existence is incriminating”. Considering the sentences above, mark the alternative that best describes the usage of the word “sheer” in the context above. 

Alternativas

ID
3572983
Banca
IMA
Órgão
Prefeitura de Raposa - MA
Ano
2018
Disciplina
Inglês
Assuntos

All the nouns below have their correct plural form, EXCEPT for one set. Choose the INCORRECT set. 

Alternativas
Comentários
  • terminado em y antecedido por consoante, substituimos o y por ies

    logo, city no plural é cities

  • CONSOANTE + Y+ -Y+IES

    Bbay- babies

    candy-candies

    City- Cities

    GABARITO LETRA A

  • quando termina com CH não adiciona o "es"?

  • essa questão deveria ser anulada, pois o plural de city é cities, regra - (consoante + y), retira-se o y e acrescenta-se o ies e o plural de "monarch", pela regra é acrescentado o "es'', entao seria "monarches" e nao "monarchs".

    duplo gabarito.


ID
3580063
Banca
FUNDATEC
Órgão
Prefeitura de Coronel Bicaco - RS
Ano
2019
Disciplina
Inglês
Assuntos

Consider the following statements:

I. The spaces in lines 04 and 12 should be filled in by many. 
 
BECAUSE
 
II. They are followed by uncoutable plural nouns. 
 
Considering the sentences above:

Alternativas

ID
3634996
Banca
CESGRANRIO
Órgão
SEARH - RN
Ano
2011
Disciplina
Inglês
Assuntos

The pair “country – nationality” is NOT right in

Alternativas
Comentários
  • Nationality: "Ethiopian"


ID
3659092
Banca
AOCP
Órgão
Prefeitura de Seropédica - RJ
Ano
2013
Disciplina
Inglês
Assuntos

Why Bilinguals Are Smarter (By YUDHIJIT BHATTACHARJEE)

1. SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

2. This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 

3. They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. (…) 

4. The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving. (…) 

5. The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of Pompeu Fabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. (…) 

6. Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset. 

7. Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

(Source: http://www.nytimes.com/2012/03/18/opinion/sunday/thebenefits-of-bilingualism.html?_r=0. Acesso: 04/02/2013)

The words globalized (paragraph 01), considered (paragraph 02), blessing (paragraph 03), and like (paragraph 04), are respectively presented in text as:

Alternativas

ID
3678718
Banca
IMA
Órgão
Prefeitura de Rio Grande do Piauí - PI
Ano
2016
Disciplina
Inglês
Assuntos

“Maturity is being able to have your opinions and __________ challenged, without feeling personally challenged or attacked.” Fill the gap with the correct term: 

Alternativas

ID
3684769
Banca
IMA
Órgão
Prefeitura de Caxias - MA
Ano
2018
Disciplina
Inglês
Assuntos

Which noun does not have the correct spelling on its plural form? Choose the INCORRECT answer. (Countable and Uncountable Nouns

Alternativas
Comentários
  • Wife - wives

  • ERRADA não entendi o erro?????

    Wife  esposa -

    wives  esposas.


ID
3690178
Banca
FUNDEPES
Órgão
Prefeitura de Lagoa Santa - MG
Ano
2018
Disciplina
Inglês
Assuntos

TEXT 2

The taxi, an old Rover smelling of old cigarette smoke, trundled along the empty, country road at an unhurried pace. It was early afternoon at the very end of February, a magic winter day of bitter cold, frost, and pale, cloudless skies. The sun shone, sending long shadows, but there was little warmth in it, and the ploughed fields lay hard as iron. From the chimneys of scattered farmhouses and small stone cottages, smoke rose, straight as columns, up into the still air, and flocks of sheep, heavy with wool and incipient pregnancy, gathered around feeding troughs, stuffed with hay.
Sitting in the back of the taxi, gazing through the dusty window, Penelope Keeling decided that she had never seen the familiar countryside look so beautiful.
The road curved steeply; ahead stood the wooden signpost marking the lane that led to Temple Pudley. The driver slowed and with a painful change of gear, turned, bumping downhill between high and blinding hedges. Moments later they were in the village, with its golden Cotswold stone houses, newsagent butcher, the Sudeley Arms, and the church – set back from the street behind an ancient graveyard and the dark foliage of some suitably gloomy yews. There were few people about. The children were all in school, and the bitter weather kept others indoors. Only an old man, mittened and scarved, walked his ancient dog.
“Which house is it?” the taxi driver inquired over his shoulder.
She leaned forward, ridiculously excited and expectant. “Just a little way on. Through the village. The white gates on the right. They’re open. There! Here we are.”
He turned in through the gates and the car drew up at the back of the house.
She opened the door and got out, drawing her dark blue cape around her against the cold. She opened her bag and found her key, went to unlock the door. Behind her, the taxi driver manhandled open the boot of the car and lifted out her small suitcase. She turned to take it from him, but he held on to it, somewhat concerned.
“is there nobody here to meet you?”
“No. Nobody. I live alone, and everybody thinks I’m still in the hospital.”
“Be all right, will you?”
She smiled into his kindly face. He was quite young, with fair bushy hair. “Of course.”
He hesitated, not wishing to presume. ‘If you want, I’ll carry the case in. Carry it upstairs, if needs be.’
“Oh, that’s kind of you. But I can easily manage…”
“No bother.” He told her, and followed her into the kitchen. She opened the door, and led him up the narrow, cottage stairs. Everything smelt clinically clean. Mrs. Plackett, bless her heart, had not been wasting time during the few days of Penelope’s absence. She quite liked it when Penelope went away, because then she could do things like wash the white paint of the bannisters, and boil dusters, and buff up the brass and silver.
Her bedroom door stood ajar. She went in, and the young man followed her, setting her case on the floor.
“Anything else I can do?” he asked.
“Not a thing. Now, how much do I owe you?”
He told her, looking shamefaced, as though it were an embarrassment to him. She paid him, and told him to keep the change. He thanked her, and they went back down the stairs.
But still he hung about, seeming reluctant to leave. He probably, she told herself, had some old granny, of his own, for whom he felt the same sort of responsibility.
“You’ll be all right, then?”
“I promise you. And tomorrow my friend Mrs. Plackett will come. So then I won’t be alone anymore.”
This, for some reason, reassured him. “I’ll be off then.’”
“No trouble.”
PILCHER, Rosamund. The shell seekers. London: Coronet Books, Hodder and Stoughton,1989. p. 9-11.

In the sentence “The taxi, an old Rover smelling of old cigarette smoke, trundled along the empty, country road at an unhurried pace”, the words “empty” and “country” are used as

Alternativas

ID
3690409
Banca
FUNDEPES
Órgão
Prefeitura de Lagoa Santa - MG
Ano
2018
Disciplina
Inglês
Assuntos

TEXT 2

The taxi, an old Rover smelling of old cigarette smoke, trundled along the empty, country road at an unhurried pace. It was early afternoon at the very end of February, a magic winter day of bitter cold, frost, and pale, cloudless skies. The sun shone, sending long shadows, but there was little warmth in it, and the ploughed fields lay hard as iron. From the chimneys of scattered farmhouses and small stone cottages, smoke rose, straight as columns, up into the still air, and flocks of sheep, heavy with wool and incipient pregnancy, gathered around feeding troughs, stuffed with hay.
Sitting in the back of the taxi, gazing through the dusty window, Penelope Keeling decided that she had never seen the familiar countryside look so beautiful.
The road curved steeply; ahead stood the wooden signpost marking the lane that led to Temple Pudley. The driver slowed and with a painful change of gear, turned, bumping downhill between high and blinding hedges. Moments later they were in the village, with its golden Cotswold stone houses, newsagent butcher, the Sudeley Arms, and the church – set back from the street behind an ancient graveyard and the dark foliage of some suitably gloomy yews. There were few people about. The children were all in school, and the bitter weather kept others indoors. Only an old man, mittened and scarved, walked his ancient dog.
“Which house is it?” the taxi driver inquired over his shoulder.
She leaned forward, ridiculously excited and expectant. “Just a little way on. Through the village. The white gates on the right. They’re open. There! Here we are.”
He turned in through the gates and the car drew up at the back of the house.
She opened the door and got out, drawing her dark blue cape around her against the cold. She opened her bag and found her key, went to unlock the door. Behind her, the taxi driver manhandled open the boot of the car and lifted out her small suitcase. She turned to take it from him, but he held on to it, somewhat concerned.
“is there nobody here to meet you?”
“No. Nobody. I live alone, and everybody thinks I’m still in the hospital.”
“Be all right, will you?”
She smiled into his kindly face. He was quite young, with fair bushy hair. “Of course.”
He hesitated, not wishing to presume. ‘If you want, I’ll carry the case in. Carry it upstairs, if needs be.’
“Oh, that’s kind of you. But I can easily manage…”
“No bother.” He told her, and followed her into the kitchen. She opened the door, and led him up the narrow, cottage stairs. Everything smelt clinically clean. Mrs. Plackett, bless her heart, had not been wasting time during the few days of Penelope’s absence. She quite liked it when Penelope went away, because then she could do things like wash the white paint of the bannisters, and boil dusters, and buff up the brass and silver.
Her bedroom door stood ajar. She went in, and the young man followed her, setting her case on the floor.
“Anything else I can do?” he asked.
“Not a thing. Now, how much do I owe you?”
He told her, looking shamefaced, as though it were an embarrassment to him. She paid him, and told him to keep the change. He thanked her, and they went back down the stairs.
But still he hung about, seeming reluctant to leave. He probably, she told herself, had some old granny, of his own, for whom he felt the same sort of responsibility.
“You’ll be all right, then?”
“I promise you. And tomorrow my friend Mrs. Plackett will come. So then I won’t be alone anymore.”
This, for some reason, reassured him. “I’ll be off then.’”
“No trouble.”
PILCHER, Rosamund. The shell seekers. London: Coronet Books, Hodder and Stoughton,1989. p. 9-11.

In the phrase “Only an old man, mittened and scarved”, the two words “mittened” and “scarved” are

Alternativas

ID
3785497
Banca
UECE-CEV
Órgão
UECE
Ano
2013
Provas
Disciplina
Inglês
Assuntos

TEXT
   
   HARVARD BUSINESS REVIEW calls data science “the sexiest job in the 21st century,” and by most accounts this hot new field promises to revolutionize industries from business to government, health care to academia. 
   The field has been spawned by the enormous amounts of data that modern technologies create — be it the online behavior of Facebook users, tissue samples of cancer patients, purchasing habits of grocery shoppers or crime statistics of cities. Data scientists are the magicians of the Big Data era. They crunch the data, use mathematical models to analyze it and create narratives or visualizations to explain it, then suggest how to use the information to make decisions. 
     In the last few years, dozens of programs under a variety of names have sprung up in response to the excitement about Big Data, not to mention the six-figure salaries for some recent graduates. In the fall, Columbia will offer new master’s and certificate programs heavy on data. The University of San Francisco will soon graduate its charter class of students with a master’s in analytics.
      Rachel Schutt, a senior research scientist at Johnson Research Labs, taught “Introduction to Data Science” last semester at Columbia (its first course with “data science” in the title). She described the data scientist this way: “a hybrid computer scientist software engineer statistician.” And added: “The best tend to be really curious people, thinkers who ask good questions and are O.K. dealing with unstructured situations and trying to find structure in them.”
      Eurry Kim, a 30-year-old “wannabe data scientist,” is studying at Columbia for a master’s in quantitative methods in the social sciences and plans to use her degree for government service. She discovered the possibilities while working as a corporate tax analyst at the Internal Revenue Service. She might, for example, analyze tax return data to develop algorithms that flag fraudulent filings, or cull national security databases to spot suspicious activity.
     Some of her classmates are hoping to apply their skills to e-commerce, where data about users’ browsing history is gold.
     “This is a generation of kids that grew up with data science around them — Netflix telling them what movies they should watch, Amazon telling them what books they should read — so this is an academic interest with real-world applications,” said Chris Wiggins, a professor of applied mathematics at Columbia who is involved in its new Institute for Data Sciences and Engineering. “And,” he added, “they know it will make them employable.”
  Universities can hardly turn out data scientists fast enough. To meet demand from employers, the United States will need to increase the number of graduates with skills handling large amounts of data by as much as 60 percent, according to a report by McKinsey Global Institute. There will be almost half a million jobs in five years, and a shortage of up to 190,000 qualified data scientists, plus a need for 1.5 million executives and support staff who have an understanding of data.
      Because data science is so new, universities are scrambling to define it and develop curriculums. As an academic field, it cuts across disciplines, with courses in statistics, analytics, computer science and math, coupled with the specialty a student wants to analyze, from patterns in marine life to historical texts.
    With the sheer volume, variety and speed of data today, as well as developing technologies, programs are more than a repackaging of existing courses. “Data science is emerging as an academic discipline, defined not by a mere amalgamation of interdisciplinary fields but as a body of knowledge, a set of professional practices, a professional organization and a set of ethical responsibilities,” said Christopher Starr, chairman of the computer science department at the College of Charleston, one of a few institutions offering data science at the undergraduate level.
     Most master’s degree programs in data science require basic programming skills. They start with what Ms. Schutt describes as the “boring” part — scraping and cleaning raw data and “getting it into a nice table where you can actually analyze it.” Many use data sets provided by businesses or government, and pass back their results. Some host competitions to see which student can come up with the best solution to a company’s problem.
     Studying a Web user’s data has privacy implications. Using data to decide someone’s eligibility for a line of credit or health insurance, or even recommending who they friend on Facebook, can affect their lives. “We’re building these models that have impact on human life,” Ms. Schutt said. “How can we do that carefully?” Ethics classes address these questions.
       Finally, students have to learn to communicate their findings, visually and orally, and they need business know-how, perhaps to develop new products.

From: www.nytimes.com

The functions of the words purchasing, dealing, filings, programming and recommending in the text are respectively

Alternativas

ID
3822838
Banca
IF-RR
Órgão
IF-RR
Ano
2016
Provas
Disciplina
Inglês
Assuntos

Facebook and Google Are Going To War Against Hate Speech
Offending posts will be deleted within 24 hours

   Facebook, Twitter, Google, and Microsoft have agreed to work with European officials to crack down on hateful speech published on their respective platforms. Each company has agreed to review potentially problematic posts and remove offending content within 24 hours. 
   “The recent terror attacks have reminded us of the urgent need to address illegal online hate speech,” Vĕra Jourová, EU Commissioner for Justice, Consumers and Gender Equality, said in a joint statement from the European Commission and the participating companies. “Social media is unfortunately one of the tools that terrorist groups use to radicalize young people and racist use to spread violence and hatred.”
     The new partnership comes after Facebook, Twitter, and Google agreed to erase hate speech from their platforms within 24 hours in Germany, an attempt to address racism following the refugee crisis. That agreement, which Reuters reported last year, also made it easier for individual users to report hateful speech.
     Under the new code of conduct, technology companies will have clear rules in place for reviewing content that may be deemed malicious or hateful. The document also says the companies should be responsible for educating their users on the types of content that are disallowed.
      Tech companies assure that the recently announced code of conduct won’t interfere with freedom of speech. “We remain committed to letting the Tweets flow,” Karen White, Twitter’s head of public policy for Europe, said in the statement. “However, there is a clear distinction between freedom of expression and conduct that incites violence and hate.”
(Time Magazine, May 31, 2016)

Glossary: hate speech – discurso de ódio; to agree: concordar; to erase: apagar; partnership – parceria. 

Assinale a expressão que se encontra no plural.

Alternativas

ID
3832363
Banca
UECE-CEV
Órgão
UECE
Ano
2012
Provas
Disciplina
Inglês
Assuntos

TEXT


The need to constantly adapt is the new reality for many workers, well beyond the information technology business. Car mechanics, librarians, doctors, Hollywood special effects designers — virtually everyone whose job is touched by computing — are being forced to find new, more efficient ways to learn as retooling becomes increasingly important not just to change careers, but simply to stay competitive on their chosen path.

Going back to school for months or years is not realistic for many workers, who are often left to figure out for themselves what new skills will make them more valuable, or just keep them from obsolescence. In their quest to occupy a useful niche, they are turning to bite-size instructional videos, peer-to-peer forums and virtual college courses.

Lynda Gratton, a professor of management practice at the London Business School, has coined a term for this necessity: “serial mastery.”

“You can’t expect that what you’ve become a master in will keep you valuable throughout the whole of your career, and you want to add to that the fact that most people are now going to be working into their 70s,” she said, adding that workers must try to choose specialties that cannot be outsourced or automated. “Being a generalist is, in my view, very unwise. Your major competitor is Wikipedia or Google.”

Businesses have responded by pouring more money into training, even in the current economic doldrums, according to several measures. They have experimented by paying employees to share their expertise in internal social networks, creating video games that teach and, human resources consultants say, enticing employees with tuition help even if they leave the company.

Individuals have also shouldered a lot of responsibility for their own upgrades. Lynda.com, which charges $25 a month for access to training videos on topics like the latest version of Photoshop, says its base of individual customers has been growing 42 percent a year since 2008. Online universities like Udacity and Coursera are on pace to double in size in a year, according to Josh Bersin of Bersin & Associates, a consulting firm that specializes in learning and talent management. The number of doctors participating in continuing education programs has more than doubled in the last decade, with the vast majority of the growth stemming from the increased popularity of Internet-based activities, according to the Accreditation Council for Continuing Medical Education in Chicago.

The struggle is not just to keep up, but to anticipate a future of rapid change. When the AshevilleBuncombe Technical Community College in North Carolina wanted to start a program for developing smartphone and tablet apps, the faculty had to consider the name carefully. “We had this title Mobile Applications, and then we realized that it may not be apps in two years, it may be something else,” said Pamela Silvers, the chairwoman of the business computer technologies department. “So we changed it to Mobile Development.”

As the metadata and digital archivist at Emory University, Elizabeth Russey Roke, 35, has had to keep up with evolving standards that help different databases share information, learn how to archive “born digital” materials, and use computers to bring literary and social connections among different collections to life. The bulk of her learning has been on the job, supplemented by the occasional course or videos on Lynda.com.

“For me, it’s easier to learn something in the classroom than it is on my own,” she said. “But I can’t exactly afford another three years of library school.”

Rapid change is a challenge for traditional universities; textbooks and even journals often lag too far behind the curve to be of help, said Kunal Mehta, a Ph.D. student in bioengineering at Stanford University. His field is so new, and changing so rapidly, he said, that there is little consensus on established practices or necessary skills. “It’s more difficult to know what we should learn,” he said. “We have advisers that we work with, but a lot of times they don’t know any better than us what’s going to happen in the future.” 

Instead, Mr. Mehta, 26, spends a lot of time comparing notes with others in his field, just as many professionals turn to their peers to help them stay current. The International Automotive Technicians Network, where mechanics pay $15 a month to trade tips on repairs, has more than 75,000 active users today, up from 48,000 in 2006, said Scott Brown, the president. 

In an economy where new, specialized knowledge is worth so much, it may seem anticompetitive to share expertise. But many professionals say they don’t see it that way. 

“We’re scattered all over the country, Australia, New Zealand, the U.K., so it never really bothered us that we were sharing the secrets of what we do,” said Bill Moss, whose repair shop in Warrenton, Va., specializes in European cars, and who is a frequent user of peer-to-peer forums. 

Mr. Moss, 55, said technological advances and proprietary diagnostic tools had forced many garages to specialize. Ten years ago, if his business had hit a slow patch, he said, he would have been quicker to broaden his repertory. “I might have looked at other brands and said, ‘These cars aren’t so bad.’ That’s much harder to do now, based on technology and equipment requirements.” His training budget is about $4,000 a year for each repair technician. 

Learning curves are not always driven by technology. Managers have to deal with different cultures, different time zones and different generations as well as changing attitudes. As medical director of the Reproductive Science Center of New England, Dr. Samuel C. Pang has used patient focus groups and sensitivity training to help the staff adjust to treating lesbian couples, gay male couples, and transgendered couples who want to have children. This has given the clinic a competitive advantage. 

“We have had several male couples and lesbian couples come to our program from our competitors’ program because they said they didn’t feel comfortable there,” Dr. Pang said. 

On top of that, he has to master constantly evolving technology. “The amount of information that I learned in medical school is minuscule,” he said, “compared to what is out there now.” 

 http://www.nytimes.com/2012/09/22

In questions, sentences from the text may have been modified/adapted to fit certain grammatical structures.


In the text, the function of the words retooling, turning, training, consulting, and stemming is respectively

Alternativas

ID
3836452
Banca
UECE-CEV
Órgão
UECE
Ano
2012
Provas
Disciplina
Inglês
Assuntos

T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 

The functions of the words improving, understanding, blessing, conflicting and performing in the text are respectively

Alternativas

ID
3837097
Banca
UECE-CEV
Órgão
UECE
Ano
2014
Provas
Disciplina
Inglês
Assuntos

TEXT

    Clifford the Big Red Dog looks fabulous on an iPad. He sounds good, too — tap the screen and hear him pant as a blue truck roars into the frame. “Go, truck, go!” cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children’s books, just like all the other ones, migrate to digital media.

   

     For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables.

   

     On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. 

   

     At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? 

   

     The answer, researchers say, is not yet entirely clear. “We know how children learn to read,” said Kyle Snow, the applied research director at the National Association for the Education of Young Children. “But we don’t know how that process will be affected by digital technology.” 

   

     Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning.

   

     Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. “We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age,” she said. “And there isn’t any data, really, on e-books.”

   

    But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. “There’s a lot of interaction when you’re reading a book with your child,” Dr. High said. “You’re turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you’re using an e-book.”

   

     In a 2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusion shared by at least two other studies).

 

     “Parents were literally putting their hands over the kids’ hands and saying, ‘Wait, don’t press the button yet. Finish this up first,’ ” said Dr. Julia Parish-Morris, a developmental psychologist at Children’s Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call “dialogic reading,” the sort of back-and-forth discussion of the story and its relation to the child’s life that research has shown are key to a child’s linguistic development.

   

     Complicating matters is that fewer and fewer children’s e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. “What we’re really after in reading to our children is behavior that sparks a conversation,” said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. “But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it’s not offering you the same advantages as an old-fashioned book.”

   

     Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles — Clifford’s bark, the sleepy narration of “Goodnight Moon,” the appearance of the word “ham” when a child taps the ham in the Green Eggs and Ham app — help the child pick up language, they say.

   

     There is some evidence to bear out those claims, at least in relation to other technologies. A study by the University of Wisconsin in 2013 found that 2-year-olds learned words faster with an interactive app as opposed to one that required no action.

   

     But when it comes to learning language, researchers say, no piece of technology can substitute for a live instructor — even if the child appears to be paying close attention.

 

     Patricia K. Kuhl, a director of the Institute for Learning and Brain Sciences at the University of Washington, led a study in 2003 that compared a group of 9-month-old babies who were addressed in Mandarin by a live instructor with a group addressed in Mandarin by an instructor on a DVD. Children in a third group were exposed only to English.

 

    “The way the kids were staring at the screen, it seemed obvious they would learn better from the DVDs,” she said. But brain scans and language testing revealed that the DVD group “learned absolutely nothing,” Dr. Kuhl said. “Their brain measures looked just like the control group that had just been exposed to English. 

   

     The only group that learned was the live social interaction group.” In other words, “it’s being talked with, not being talked at,” that teaches children language, Dr. Hirsh-Pasek said. 

   

     Similarly, perhaps the biggest threat posed by e-books that read themselves to children, or engage them with games, is that they could lull parents into abdicating their educational responsibilities, said Mr. Snow of the National Association for the Education of Young Children. 

 

    “There’s the possibility for e-books to become the TV babysitters of this generation,” he said. “We don’t want parents to say, ‘There’s no reason for me to sit here and turn pages and tell my child how to read the word, because my iPad can do it.’ ” 

   

     But parents may find it difficult to avoid resorting to tablets. Even literacy advocates say the guidelines can be hard to follow, and that allowing limited screen time is not high on the list of parental missteps. “You might have an infant and think you’re down with the A.A.P. guidelines, and you don’t want your baby in front of a screen, but then you have a grandparent on Skype,” Mr. Snow said. “Should you really be tearing yourself apart? Maybe it’s not the world’s worst thing.” 

   

     “The issue is when you’re in the other room and Skyping with the baby cause he likes it,” he said. Even if screen time is here to stay as a part of American childhood, good old-fashioned books seem unlikely to disappear anytime soon. Parents note that there is an emotional component to paper-andink storybooks that, so far, does not seem to extend to their electronic counterparts, however engaging. 

From: www.nytimes.com, OCT. 11, 2014 

The word READING in the sentences “At a time when reading increasingly means swiping pages on a device (...), But a handful of new studies suggest that reading to a child from an electronic device (...), and (...) whose parents read to them from an electronic book had lower reading comprehension (...)” functions, respectively, as

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
3856324
Banca
UECE-CEV
Órgão
UECE
Ano
2014
Provas
Disciplina
Inglês
Assuntos

     Brazil plowed billions of dollars into building a railroad across arid backlands, only for the longdelayed project to fall prey to metal scavengers. Curvaceous new public buildings designed by the famed architect Oscar Niemeyer were abandoned right after being constructed. There was even an illfated U.F.O. museum built with federal funds. Its skeletal remains now sit like a lost ship among the weeds.
     As Brazil sprints to get ready for the World Cup in June, it has run up against a catalog of delays, some caused by deadly construction accidents at stadiums, and cost overruns. It is building bus and rail systems for spectators that will not be finished until long after the games are done. But the World Cup projects are just a part of a bigger national problem casting a pall over Brazil’s grand ambitions: an array of lavish projects conceived when economic growth was surging that now stand abandoned, stalled or wildly over budget. 
    Some economists say the troubled projects reveal a crippling bureaucracy, irresponsible allocation of resources and bastions of corruption.
    Huge street protests have been aimed at costly new stadiums being built in cities like Manaus and Brasília, whose paltry fan bases are almost sure to leave a sea of empty seats after the World Cup events are finished, adding to concerns that even more white elephants will emerge from the tournament. 
   “The fiascos are multiplying, revealing disarray that is regrettably systemic,” said Gil Castello Branco, director of Contas Abertas, a Brazilian watchdog group that scrutinizes public budgets. “We’re waking up to the reality that immense resources have been wasted on extravagant projects when our public schools are still a mess and raw sewage is still in our streets.” 
     The growing list of troubled development projects includes a $3.4 billion network of concrete canals in the drought-plagued hinterland of northeast Brazil — which was supposed to be finished in 2010 — as well as dozens of new wind farms idled by a lack of transmission lines and unfinished luxury hotels blighting Rio de Janeiro’s skyline.
     Economists surveyed by the nation’s central bank see Brazil’s economy growing just 1.63 percent this year, down from 7.5 percent in 2010, making 2014 the fourth straight year of slow growth. 
     President Dilma Rousseff’s supporters contend that the public spending has worked, helping to keep unemployment at historical lows and preventing what would have been a much worse economic slowdown had the government not pumped its considerable resources into infrastructure development.
    Still, a growing chorus of critics argues that the inability to finish big infrastructure projects reveals weaknesses in Brazil’s model of state capitalism. First, they say, Brazil gives extraordinary influence to a web of state-controlled companies, banks and pension funds to invest in ill-advised projects. Then other bastions of the vast public bureaucracy cripple projects with audits and lawsuits.
     “Some ventures never deserved public money in the first place,” said Sérgio Lazzarini, an economist at Insper, a São Paulo business school, pointing to the millions in state financing for the overhaul of the Glória hotel in Rio, owned until recently by a mining tycoon, Eike Batista. The project was left unfinished, unable to open for the World Cup, when Mr. Batista’s business empire crumbled last year. “For infrastructure projects which deserve state support and get it,” Mr. Lazzarini continued, “there’s the daunting task of dealing with the risks that the state itself creates.” 
     The Transnordestina, a railroad begun in 2006 here in northeast Brazil, illustrates some of the pitfalls plaguing projects big and small. Scheduled to be finished in 2010 at a cost of about $1.8 billion, the railroad, designed to stretch more than 1,000 miles, is now expected to cost at least $3.2 billion, with most financing from state banks. Officials say it should be completed around 2016. But with work sites abandoned because of audits and other setbacks months ago in and around Paulistana, a town in Piauí, one of Brazil’s poorest states, even that timeline seems optimistic. Long stretches where freight trains were already supposed to be running stand deserted. Wiry vaqueiros, or cowboys, herd cattle in the shadow of ghostly railroad bridges that tower 150 feet above parched valleys. “Thieves are pillaging metal from the work sites,” said Adailton Vieira da Silva, 42, an electrician who labored with thousands of others before work halted last year. “Now there are just these bridges left in the middle of nowhere.” 
     Brazil’s transportation minister, César Borges, expressed exasperation with the delays in finishing the railroad, which is needed to transport soybean harvests to port. He listed the bureaucracies that delay projects like the Transnordestina: the Federal Court of Accounts; the Office of the Comptroller General; an environmental protection agency; an institute protecting archaeological patrimony; agencies protecting the rights of indigenous peoples and descendants of escaped slaves; and the Public Ministry, a body of independent prosecutors. Still, Mr. Borges insisted, “Projects get delayed in countries around the world, not just Brazil.”
    Some economists contend that the way Brazil is investing may be hampering growth instead of supporting it. The authorities encouraged energy companies to build wind farms, but dozens cannot operate because they lack transmission lines to connect to the electricity grid. Meanwhile, manufacturers worry over potential electricity rationing as reservoirs at hydroelectric dams run dry amid a drought.
     Then there is the extraterrestrial museum in Varginha, a city in southeast Brazil where residents claimed to have seen an alien in 1996. Officials secured federal money to build the museum, but now all that remains of the unfinished project is the rusting carcass of what looks like a flying saucer. “That museum,” said Roberto Macedo, an economist at the University of São Paulo, “is an insult to both extraterrestrials and the terrestrial beings like ourselves who foot the bill for yet another project failing to deliver.”

Adapted from www.nytimes.com/April 12, 2014.

The –ING words in “withering criticism”, “wasteful spending” and “daunting task” are, respectively,

Alternativas

ID
4020301
Banca
UERR
Órgão
UERR
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Text 2

Green sea turtle

    Green sea turtles spend most of their lives underwater, where they can rest for up to five hours at a time before coming up for air. When active, they typically alternate between being underwater for a few minutes and coming up to the surface to breathe air for a few seconds. Green sea turtles are also known to sunbathe on land.Unlike most other sea turtles, adult green sea turtles eat a primarily plant-based diet consisting of seaweed and sea grass. Scientists believe these green foods give the sea turtle’s fat its green color. The shell of the green sea turtle is usually shades of a brown or olive color.


(Excerpt from the site: http://kids.nationalgeographic.com/animals/green-seaturtle/#green-sea-turtle-closeup-underwater.jpg. Researched on: October 2015)

In the sentence “Scientists believe these green foods give the sea turtle’s fat its green color” the underlined words have respectively the grammatical functions of:

Alternativas

ID
4029013
Banca
IBADE
Órgão
Prefeitura de Manaus - AM
Ano
2018
Provas
Disciplina
Inglês
Assuntos

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.

Alternativas
Comentários
  • A) fishes / oxes / louses - oxen

    B) calls / deers / geese - deer (não acrescenta "s")

    D) cattles / lice / wolfs - cattle (não acrescenta "s") e wolves

    GABARITO: C

  • owls = corujas

    mice = ratos

    oxen = bois


ID
4057339
Banca
Esamc
Órgão
Esamc
Ano
2014
Provas
Disciplina
Inglês
Assuntos

Considere o texto abaixo para responder à questão.


    Can Audio or Digital Books Improve Learning Outcomes?

    Children with learning disabilities (LD), like dyslexia, have trouble understanding words they read. Causes are unclear, but we now know that LD is not due to a lack of intelligence or a desire to learn.

     While dyslexia is a life-long condition, early identification, support from a parent or teacher, and access to digital or audio books and other learning materials may help your child to improve their learning outcomes and be better prepared to successfully work around their LD.

    Research now demonstrates that when children with LD are given accessible instructional materials (often referred to as AIM) — textbooks or learning materials that are delivered in audio and/or digital formats — they can excel in school and also learn to enjoy reading.
    Reading with digital (or e-books) and audio books can enrich a user's learning experience by engaging them in the content in multi-sensory ways.
(National Center for Learning Disabilities. . p. 23. - acesso em 08/04/2014 The Dyslexia Toolkit )

Considere o primeiro parágrafo do texto. As palavras learning, like, read e desire aparecem no trecho, respectivamente, como

Alternativas

ID
4059322
Banca
Esamc
Órgão
Esamc
Ano
2015
Provas
Disciplina
Inglês
Assuntos

Considere o excerto a seguir, retirado do site do jornal britânico The Guardian, para responder à questão.


    Homeopaths believe that illness-causing substances can, in minute doses, treat people who are unwell. By diluting these substances in water or alcohol, homeopaths claim the resulting mixture retains a “memory” of the original substance that triggers a healing response in the body.

    These claims have been widely disproven by multiple studies, but the National Health and Medical Research Council (NHMRC) has for the first time thoroughly reviewed 225 research papers on homeopathy to come up with its position statement, released on Wednesday: Homeopathy is not effective for treating any health condition.

(Adaptado de www.theguardian.com - acesso em 12/03/2015)

Considere o segundo parágrafo do texto. As palavras claims, studies, thoroughly, effective são classificadas, respectivamente, como

Alternativas

ID
4122865
Banca
VUNESP
Órgão
Prefeitura de São José dos Campos - SP
Ano
2019
Provas
Disciplina
Inglês
Assuntos

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)

“Phenomenon”, in the second paragraph, and “basis” in the third, are pluralized as “phenomena” and “bases”, respectively. A number of other English words also have irregular plurals.

Mark the alternative in which a singular noun is correctly followed by its plural form.

Alternativas
Comentários
  • A questão cobra conhecimento gramatical e de vocabulário, especificamente sobre plurais irregulares.


    Vamos analisar o enunciado:


    Mark the alternative in which a singular noun is correctly followed by its plural form. = Marque a alternativa em que um substantivo no singular é seguido corretamente por sua forma plural.

    Em Inglês há várias palavras cujo plural é irregular, ou seja, não é formado apenas com o acréscimo de "s" ou "es". Por exemplo:

    O plural de person é people. - pessoa-pessoas
    O plural de mouse é mice. - rato-ratos
    O plural de child é children. - criança - crianças
    O plural de man é men. - homem - homens
    O plural de foot é feet. - pé - pés


    Analisando as alternativas teremos:


    A) ERRADO - specie – species. (espécie)
    As formas singular e plural são iguais: species


    B) ERRADO - sheep – sheepies. (ovelha)
    As formas singular e plural são iguais: sheep


    C) ERRADO - people – peoples. (pessoa)
    A forma singular é person.


    D) CORRETO - datum – data. (dado, informação)
    Palavras latinas utilizadas na Língua Inglesa.


    E) ERRADO - crises – crisis. (crise)
    A forma singular é crisis e a forma plural é crises


    Pensando em seu crescimento enquanto candidato e também em seus conhecimentos gerais, eu não poderia deixar de acrescentar um comentário: Embora o uso esmagador da palavra PEOPLE seja como "pessoas", plural de PERSON, existe a palavra PEOPLE significando "um povo" e neste caso o substantivo é contável e admite o plural PEOPLES (povos). Portanto, se fôssemos ser extremamente criteriosos, essa questão deveria ser anulada por conter 2 respostas corretas. Porém, são poucas as pessoas que têm conhecimento deste segundo uso da palavra PEOPLE.


    Gabarito do professor: Letra D, com ressalvas.



  • Alguém sabe dizer se ambas as alternativas "a" e "d" estão corretas?

  • colocando cambrigde dictionary vc entende as diferenças, https://dictionary.cambridge.org/pt/dicionario/ingles/species

  • In both the original Latin and in English “species” is the spelling of both the singular and plural forms. Amphiprion ocellaris is one species of clownfish. Many species of fish are endangered by overfishing.

    Specie is a technical term referring to the physical form of money, particularly coins.

    fonte - Common Errors in English Usage - 3rd ed.

    Já na letra C, eu acredito que caberia recurso... Existe sim o plural de PEOPLE, que significaria POVOS...

    When you refer to the people of a single ethnic group or nationality, always use the word people.

    The people of China no longer need to abide by the one-child policy.Emmanuel Macron was elected by the people of France on May 7, 2017.

    “We here highly resolve that government of the people, for the people, and by the people will not perish from the earth.” (Abraham Lincoln)

    Peoples is only used in cases when it is necessary to distinguish between ethnic groups within the same geographical or cultural context.

    The Israeli and Palestinian peoples have long been at war.The peoples of the world practice a wide variety of religions.

  • Gabarito D - datum – data.

  • species é singular e plural

    já povo...povos... "peoples" existe sim, e é plural de people!

    people é o plural de person, mas você só vai usar peoples quando tiver MAIS de um people rs


ID
4122901
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 texto é rico em adjetivos, como memorable, practical, sinful, realist, e literary. Está correto o par substantivo- -adjetivo na alternativa

Alternativas
Comentários
  • GABARITO: E

    moment – momentary.

    momento - momentâneo

  • A questão cobra conhecimento de vocabulário, especificamente sobre derivados, formação de adjetivos a partir do substantivo.

    A questão nos pede para identificar o par correto : substantivo- -adjetivo

    Analisando as alternativas teremos:

    A) ERRADO - pleasure – pleasable.
    "pleasure" está correto e significa "prazer", porém o adjetivo correspondente correto é "pleasant"

    B) ERRADO - arrive – arrival.
    "arrive" é um verbo, e não um substantivo.

    C) ERRADO - great – greatful.
    "great" é um adjetivo e não um substantivo. Além disso, a palavra "greatful" não existe.

    D) ERRADO - motor – motorist.
    Ambas as palavras são substantivos.

    E) CORRETO - moment – momentary.
    "moment" está correto e significa "momento" e "momentary" está correto e significa "momentâneo"

    Gabarito do professor: Letra E.



  • great – greatful (correto: grateful)

    pleasure – pleasable (correto: pleasurable)

    Fonte: https://www.lexico.com/


ID
4160677
Banca
Inatel
Órgão
Inatel
Ano
2019
Provas
Disciplina
Inglês
Assuntos

[…] “whereas our bees can collect data for hours […] (Singular Form)

Alternativas
Comentários
  • Dautum é a forma singular do do plural da palavra Data

    Sim! É estranha mas é a vida kkkkk e lembre Data significa dados, informações e não Data propriamente dita


ID
4184971
Banca
INSTITUTO AOCP
Órgão
IF-BA
Ano
2016
Provas
Disciplina
Inglês
Assuntos

TEXT 

Dear Mayor Estrosi, Mayor Vivoni, Prime Minister

Manuel Valls, Former President Nicolas Sarkozy,

and other French officials who have supported

France’s burkini ban:


    My name is Amara Majeed, and I am a 19-yearold Muslim Sri Lankan American. I am a student at Brown University, studying cognitive neuroscience and public policy.

    When I look at the photo circulating of a woman in Nice being surrounded by armed police officers as she is coerced into removing her clothing, because French officials deemed the burkini to be inappropriate beach attire, I see infringement on a woman’s right to choose what she puts on her body by a group of white males. I see the scapegoating, ostracization, and criminalization of Muslims in the aftermath of the Nice terror attacks. I am a woman who wears the hijab, and I see an affront to the rights and civil liberties of women like me.

    Deputy Mayor of Nice, Christian Estrosi: You have stated that you support this ban on “inappropriate clothing” in the wake of the Nice terror attacks. Mayor Vivoni, you have described the burkini ban as a necessary measure to “protect the population.” Former French president Nicolas Sarkozy, you have labeled the burkini as a symbol of extremism.

    Let me respond to all of you by saying this: any conflation of the burkini with terrorism is invalid, virulent, and discriminatory. Tell me, in what way does our way of dress pose a threat to France’s national security? In what way does the burkini propagate hateful, violent ideologies? How is it that our way of dress poses a national security threat, yet some wetsuits, which take on strikingly similar designs to the burkini, aren’t? While France’s highest administrative court has now overturned the ban, the damage has already been done — this attack on the Muslim way of dress only serves as fodder to the already existing rising anti-Muslim sentiment and stigmatization of Muslims in France. If this institutionalized Islamophobia and fearmongering is being perpetrated by French officials and authorities, I fear how the general public’s poor treatment of hijab-clad women may be exacerbated in the coming weeks. We’re all well aware that hate crimes and violence targeting Muslim women wearing the hijab is not a new phenomenon in France.

    As one burkini-clad woman who was forced to leave the beach states, “Because people who have nothing to do with my religion have killed, I no longer have the right to go to the beach.” In the eyes of many authority figures, our religious identity in and of itself is incriminating. Our way of dress is incriminating. Our sheer existence is incriminating.

    Many of you have called the hijab an emblem of oppression. In April, France’s Minister for Women’s Rights equated women who choose to wear the hijab with “Negroes who were in favor of slavery.” More recently, France’s prime minister stated that the burkini is a tool of “enslavement,” and former French President Sarkozy insinuated that hijabclad women are imprisoned.

    I am genuinely tired of individuals like you imposing your brand of colonial feminism on us and telling us that we are oppressed, that we have been indoctrinated, that this was not our choice, and that we need to be unshackled. Instead of continuing to pursue these offensive and failing attempts at liberating us, I implore you to liberate yourselves from this white savior complex and recognize that we don’t need your saving. The hijab does not oppress me. For me, the hijab is a symbol of feminism and freedom of expression — so who are you to invalidate my experiences, to invalidate a fundamental, inextricable aspect of my identity, and to label me as enslaved, as imprisoned, as oppressed? By depriving us of our rights to dress the way we want, by making public spaces inaccessible to us, by publicly humiliating us and coercing us to remove some of our clothing while we are trying to enjoy a day at the beach — you are oppressing us.

    My news feed has been saturated with people posting photos of a Muslim woman at a beach being forced to strip, captioned with outrage and vitriol towards this form of discrimination. While your support of our rights is appreciated, I ask that you refrain from doing a disservice to this individual by circulating this photo. It may not seem like you are violating a woman’s privacy and liberties by sharing a picture revealing her arms or shoulders, but it is incumbent upon us to understand that she did not freely choose to show those parts of her body in public. Even if the intent is to excoriate the burkini ban while circulating these photos, I implore you to not be complicit, whether directly or indirectly, in systems of oppression that are stripping women, literally, of their right to choose what they wear.

    

Yours truly,

    

Amara Majeed – a muslin woman

(Source: http://www.bustle.com/articles/180721-an-open-letter-to-french-officials-who-support-the-burkini-ban-from-a-muslim-wo-man)

There is a reading strategy which postulates the reader needs to understand key words out of the context as much as possible. Observing the excerpt taken from TEXT : “French officials deemed the burkini to be inappropriate beach attire”, mark the alternative that describes and define the two words underlined in the given context.

Alternativas
Comentários
  • a-

    deem- to judge, find, regard, consider

    attire - clothes, garments, get-up, apparel, garb, outfit, raiment, duds, togs, particular clothing (indumentária)


ID
4832083
Banca
INSTITUTO AOCP
Órgão
MJSP
Ano
2020
Provas
Disciplina
Inglês
Assuntos

In English, a noun is a word used to name a person, place, thing, or idea. In this sense, choose the alternative that shows the right definition of abstract nouns.

Alternativas
Comentários
  • what fuc....

  • c-

    Abstract nouns contrast to concrete nouns and the common definition is that they cannot be detected by our senses - no touching, smelling, seeing, hearing or taste it. they usually refer to a quality, an emotion, an idea or a fact.

  • Concrete you can experience or detect with our 5 senses. Ex: flavor, smile, cake, etc.

    Abstract is about our feelings, ideas and qualities. Ex: love, beauty, dream, etc.

  • marquei a d bem feliz da vida kkkk