Questões de Concurso Sobre adjetivos | adjectives em inglês

Foram encontradas 776 questões

Q2166435 Inglês
Instruction: answer question based on the following text. The highlights throughout the text are cited in the questions.

The Best & Worst Places for Expats in 2022 (Part 1)



*expat: informal for expatriate, someone who does not live in their own country. 
Consider the following statements about the excerpt “Among the most interesting findings are #1 Mexico delights with more than just its food” (l. 03):
I. The excerpt contains both a comparative and a superlative structure. II. To convey the opposite meaning, it would be grammatically correct to replace the superlative structure with “the less interesting” or “the more boring”. III. The word “its” is a possessive adjective. IV. There would be no significative changes in meaning if the word “among” were replaced by “between” because they are always interchangeable.
Which statements are correct?
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Q2163870 Inglês

Julgue o item subsequente. 

The sentence “She is the more beautiful girl in the classroom” is grammatically correct. 
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Q2163866 Inglês

Julgue o item subsequente. 

Na frase “my house is bigger than yours”, o comparativo de superioridade do adjetivo “big” está correto. 
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Q2163865 Inglês

Julgue o item subsequente. 

The plural form of “That kid is a good student” is “Those kids are goods students”. 
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Q2163864 Inglês

Julgue o item subsequente. 

In the phrase “A beautiful big white horse”, the order of the adjectives is correct.
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Q2128613 Inglês


Available at: https://www.synchronybank.com/blog/brief-history-of-money/. Retrieved on: Sept 10, 2022. Adapted.

In the fragment in the seventh paragraph of the text “One of the problems, though, was that counterfeiters had great success with paper bills”, the word in bold is associated with the idea of
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Q2106870 Inglês
Creating Knowledge Base Videos

texto_13 - 19 .png (767×487)

(Available at: https://www.helpscout.com/blog/video-knowledge-base/ – text especially adapted for this test). 
Consider the following excerpt from the text: 
“As customers have greater access to decent broadband internet speeds, video becomes a more practical, appealing, and expected option to get support” (l. 01-02).
The underlined words represent comparative structures. Mark the option below that shows the correct superlative forms of these adjectives, in the order they are presented in the text:
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Q2096131 Inglês

How trade can become a gateway to climate resilience


    Most people don't think about climate change when they lift a café latte to their lips or nibble on a square of chocolate — but this could soon change.

    Based on current trajectories, around a quarter of Brazil’s coffee farms and 37% of Indonesia’s are likely to be lost to climate change. Swathes of Ghana and Côte d’Ivoire — where most of the world’s chocolate is sourced — will become too hot to grow cocoa by 2050.

    Climate-related droughts and deadly heatwaves across the world have coincided with severe storms, cyclones, hurricanes, and, of course, a pandemic. As a consequence of these shocks, millions of people have been left without homes, and a growing number of people now face starvation and a total collapse of livelihoods as growing and exporting staple crops becomes untenable.

    We must immediately rethink the shape of our economies, agricultural systems and consumption patterns. Our priority is to manufacture climate resilience in global economies and societies — and we must do it quickly.

    Trade can kickstart the emergence of climate-resilient economies, especially in the poorest countries. Trade has a multiplier effect on economies by driving production growth and fostering the expansion of export industries. By shifting focus to production and exports that increase climate resilience, there is potential to exponentially increase the land surface and trade processes prepared to withstand the climate crisis.


Adapted from: https://www.weforum.org/agenda/2022/07/trade-can-be-agateway-to-climate-resilience 

The adjective in “the poorest countries” (5th paragraph) is in the same form as
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Q2096126 Inglês

Adding ethics to public finance

    

    Evolutionary moral psychologists point the way to garnering broader support for fiscal policies

    Policy decisions on taxation and public expenditures intrinsically reflect moral choices. How much of your hard-earned money is it fair for the state to collect through taxes? Should the rich pay more? Should the state provide basic public services such as education and health care for free to all citizens? And so on.

    Economists and public finance practitioners have traditionally focused on economic efficiency. When considering distributional issues, they have generally steered clear of moral considerations, perhaps fearing these could be seen as subjective. However, recent work by evolutionary moral psychologists suggests that policies can be better designed and muster broader support if policymakers consider the full range of moral perspectives on public finance. A few pioneering empirical applications of this approach in the field of economics have shown promise.

    For the most part, economists have customarily analyzed redistribution in a way that requires users to provide their own preferences with regard to inequality: Tell economists how much you care about inequality, and they can tell you how much redistribution is appropriate through the tax and benefit system. People (or families or households) have usually been considered as individuals, and the only relevant characteristics for these exercises have been their incomes, wealth, or spending potential.

    There are two — understandable but not fully satisfactory — reasons for this approach. First, economists often wish to be viewed as objective social scientists. Second, most public finance scholars have been educated in a tradition steeped in values of societies that are WEIRD (Western, Educated, Industrialized, Rich, and Democratic). In this context, individuals are at the center of the analysis, and morality is fundamentally about the golden rule — treat other people the way that you would want them to treat you, regardless of who those people are. These are crucial but ultimately insufficient perspectives on how humans make moral choices.

    Evolutionary moral psychologists during the past couple of decades have shown that, faced with a moral dilemma, humans decide quickly what seems right or wrong based on instinct and later justify their decision through more deliberate reasoning. Based on evidence presented by these researchers, our instincts in the moral domain evolved as a way of fostering cooperation within a group, to help ensure survival. This modern perspective harks back to two moral philosophers of the Scottish Enlightenment — David Hume and Adam Smith — who noted that sentiments are integral to people’s views on right and wrong. But most later philosophers in the Western tradition sought to base morality on reason alone.

    Moral psychologists have recently shown that many people draw on moral perspectives that go well beyond the golden rule. Community, authority, divinity, purity, loyalty, and sanctity are important considerations not only in many non-Western countries, but also among politically influential segments of the population in advanced economies, as emphasized by proponents of moral foundations theory.

    Regardless of whether one agrees with those broader moral perspectives, familiarity with them makes it easier to understand the underlying motivations for various groups’ positions in debates on public policies. Such understanding may help in the design of policies that can muster support from a wide range of groups with differing moral values.


Adapted from: https://www.imf.org/en/Publications/fandd/issues/2022/03/Addingethics-to-public-finance-Mauro

The adjective in “is it fair for the state to collect through taxes” (1st paragraph) is equivalent in meaning to
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Q2095726 Inglês
Instruction: answer question based on the following text.


What is Quality Assurance?


Available at: https://www.glassdoor.com/Job-Descriptions/Quality-Assurance.htm
The highlighted words “generally” (line 07) and “excellent” (line 08), in the context presented in the article, can be considered respectively: 
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Q2074621 Inglês

Ten critical actions needed to address four major cybersecurity challenges:



In the sentence “4. Ensure the security of emerging technologies...”, the word emerging functions as 
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Q2066029 Inglês
Analise as palavras e identifique a intrusa.
1. noisy – ugly – terrible – friendly. 2. safe – calm – annoying – quiet. 3. curly – narrow – little – small. 4. street – across – between – in front of.
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Q2066028 Inglês

Escreva as palavras, na ordem correta: 

Black – straight – long – hair. 

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Q2066016 Inglês

Leia a frase e responda a questão subsequente.

He is quite awake. 


Podemos classificar a palavra QUITE como um: 

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Q2064512 Inglês
Leia o fragmento “He sold several patent rights”, considere que há uma sequência de colocação de adjetivos. Assinale a alternativa que siga a mesma ordem de adjetivos.
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Q2064491 Inglês

Analise as sentenças a seguir


1. Neymar Júnior is a ______ soccer player.

2. Lionel Messi is ______ than Neymar Jr.

3. Cristiano Ronaldo is ______ soccer player, and ______ sportsman in the world.


Assinale a alternativa que preencha correta e respectivamente as lacunas.

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Q2064490 Inglês

Analise as sentenças a seguir.


1. Ferrari is ______ car. It costs US$ 17,7 million (expensive).

2. No, Bugatti La Voiture Noire Is ______ Ferrari. It costs US$ 18,7 million (expensive).


Assinale a alternativa que preencha correta e respectivamente as lacunas.

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Q2064479 Inglês

Text V


Language Assessment and the new Literacy Studies

Some Final Remarks


    Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.

    The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.

    Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.

    The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.

    The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.


From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.

The opposite of the adjective in “wider spectrum” (1st paragraph) is
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Q2064456 Inglês

Text I

Nurturing Multimodalism


    […]

   New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

   The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

    Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.


Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT 

In the phrase “collaborative learning partnerships” (1st paragraph), the word “learning” is a(n) 
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Q4197096 Inglês
Consider the sentence below and the following assertives:
"If the cough is still persistent, I suggest you make compresses with basil, cilantro and rosemary".
I.The word "cough" could be translated as "tosse".
II.The word "persistent" is an adjective.
III.The word "basil" could be replaced by "thyme".
Which one(s) is(are) correct?
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Respostas
441: A
442: E
443: C
444: E
445: C
446: E
447: B
448: D
449: E
450: D
451: C
452: D
453: B
454: E
455: A
456: A
457: A
458: A
459: E
460: E