Questões de Inglês - Advérbios de: lugar, modo, tempo e freqüência | Adverbs of: place, manner, time and frequency para Concurso
Foram encontradas 88 questões
( 1 ) MANNER ( 2 ) TIME ( 3 ) PLACE ( 4 ) FREQUENCY ( 5 ) DEGREE ( 6 ) CONJUNCTIVE
( ) Very, absolutely, totally, rather, quite, really, completely, extremely, fairly
( ) There, here, somewhere, everywhere, nowhere, anywhere, abroad, northwards.
( ) Also, however, otherwise, indeed, finally, furthermore, nonetheless, in fact.
( ) Usually, sometimes, never, often, always, rarely, occasionally, seldom.
( ) Soon, early, now, today, tomorrow, yesterday, then, now, lately, next.
( ) Quickly, slowly, easily, fast, well, carefully, correctly, noisily, silently.
Text 3
Digital habits across generations
Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.
Sheila, aged 59, says, ‘I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.’ Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones.
Chloe, aged 15, even sleeps with her phone. ‘It’s my alarm clock so I have to,’ she says. ‘I look at it before I go to sleep and as soon as I wake up.’ Unlike her grandmother’s generation, Chloe’s age group is spending so much time on their phones at home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard from in forty years. ‘We use Facebook to arrange to meet all over the country,’ she says. ‘It’s changed my social life completely.’ Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. ‘I was always connected and I felt like I was always working,’ he says. ‘How could I tell my kids to get off their phones if I was always in front of a screen myself?’ So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. ‘I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.’ Is it only a matter of time until the generation above and below Peter catches up with the new trend for a less digital life?
Source: https://learnenglish.britishcouncil.org
Analyze the sentences from text 3 below according to structure and grammar use.
1. The phrasal verb in: Unlike her grandmother’s generation, Chloe’s age group is spending so much time on their phones at home that they are missing out on spending time with their friends in real life. means in its context that they are not be able to experience an opportunity or chance.
2. The word Ironically, in bold in the second paragraph is being used as an adverb to express irony.
3. The reference words in bold in the first paragraph their and they, create cohesion that
precedes coherence.
4. In the following sentence from the third paragraph: Unlike her grandmother’s generation, Chloe’s age group is spending so… the (‘s) in grandmother’s and Chloe’s indicates the short form of the verb to be in the present tense.
5. The conjunctive adverb Unlike in bold in the third paragraph, is used to introduce a statement that contrasts with a previous statement.
Choose the alternative which contains the correct
sentences.
In text I, the suffix ‑ly was added to the adjectives wide, current and global so they could turn into adverbs of manner.
(Available in: https://www.france24.com/en/europe/20240114-denmark-s-frederik-x-to-become-king-afterqueen-margrethe-s-abdication – text especially adapted for this test).
Read Text I and answer the fourteen questions that follow it
Text I The “literacy turn” in education: reexamining
what it means to be literate
In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.
Within the NLG’s pedagogy of multiliteracies, language and
other modes of communication are viewed as dynamic resources
for meaning making that undergo constant changes in the
dynamics of language use as learners attempt to achieve their
own purposes. Within this broader view of literacy and literacy
teaching, learners are no longer “users as decoders of language”
but rather “designers of meaning.” Meaning is not viewed as
something that resides in texts; rather, deriving meaning is
considered an active and dynamic process in which learners
combine and creatively apply both linguistic and other semiotic
resources (e.g., visual, gesture, sound, etc.) with an awareness of
“the sets of conventions connected with semiotic activity [...] in a
given social space” (NLG, 1996, p. 74).
Grounded within the view that learning develops in social,
cultural, and material contexts as a result of collaborative
interactions, NLG argued that instantiating literacy-based
teaching in classrooms calls on the complex integration and
interaction of four pedagogical components that are neither
hierarchical nor linear and can at times overlap: situated practice,
overt instruction, critical framing, and transformed practice. […]
Although the NLG’s pedagogy of multiliteracies was
conceived as a “statement of general principle” (1996, p. 89) for
schools, the group’s call for educators to recognize the diversity
and social situatedness of literacy has had a lasting impact on
foreign language (FL) teaching and learning. The reception of the
group’s work along with that of other scholars from critical
pedagogy appeared at a time when the field was becoming less
solidly anchored in theories of L2 acquisition and more interested
in the social practice of FL education itself. In the section that
follows, we describe the current state of FL literacy studies as it
has developed in recent years, before finally turning to some very
recent emerging trends that we are likely to see develop going
forward.
(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)