Questões de Concurso
Sobre advérbios e conjunções | adverbs and conjunctions em inglês
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The word “finally” in “She finally finished her college degree” is a/an:
I. An adverb phrase can be modified by another adverb, as in "quite remarkably," where "quite" functions as a pre-modifier.
II. Post-modification in an adverb phrase is extremely rare but can occur with the adverb "enough," as in "well enough."
III. Adverb phrases function exclusively as adjuncts and can never perform the role of a subject complement in an English sentence.
Which of the following are CORRECT:
(__) Negative adverbials such as "seldom" or "under no circumstances" trigger subject-auxiliary inversion when placed in the initial position of a clause.
(__) Focus adverbs should be placed immediately before the constituent they modify to avoid semantic ambiguity in formal registers.
(__) Adverbs of frequency must be positioned before the auxiliary verb "be" in all indicative sentences regardless of the presence of other modals.
(__) Viewpoint adverbs like "theoretically" function exclusively as adjuncts and are strictly prohibited from appearing in the initial sentence position.
After analysis, choose the alternative that presents the CORRECT sequence:
Disponível em: https://colorindonuvens.com/blog/2012/05/31/hq-monicas-gang-aprenda-ingles-turma-monica/Acesso em: 30 outubro 2025
"The candidate possessed all the necessary technical qualifications for the executive position; nevertheless, he was not selected by the board of directors due to a perceived lack of cultural fit."
“The winds of change may indeed be beneficial for some and a threat to others.”
Analyze the statements.
I) The modal verb “may” expresses possibility rather than certainty.
II) The adverb “indeed” reinforces the speaker’s full commitment to the truth of the statement.
III) The modal construction reflects cautious and evaluative language typical of academic argumentation.
Choose the correct alternative.
I.In questions, the auxiliary verb (do, does, did, have) or a modal verb must generally be placed before the subject, except when the "wh-word" is the subject itself.
II.Connectors such as "however" and "nevertheless" are used to introduce a result that logically follows from the previous sentence, acting as synonyms for "so."
III.The position of adverbs of frequency, such as "always" or "never," is typically before the main verb but after the verb "to be" in simple tenses.
Choose the alternative that presents the CORRECT statement(s):
(__) Advérbios de frequência definidos, como daily e weekly, são geralmente posicionados no final da oração, especialmente quando indicam periodicidade de ações.
(__) O advérbio 'enough' deve ser posicionado antes do adjetivo ou advérbio que ele modifica, como em 'enough good'.
(__) Advérbios de modo terminados em -ly podem ser posicionados na oração, inclusive na posição medial, entre o sujeito e o verbo principal, conforme a estrutura da frase.
(__) A posição inicial é vedada para advérbios de conexão (connecting adverbs) como 'however' e 'furthermore'.
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
(__) O núcleo adverbial pode ser pré-modificado por intensificadores como 'very', 'quite' e 'rather'.
(__) Sintagmas adverbiais funcionam primariamente como adjuntos adverbiais na oração.
(__) É impossível que um sintagma adverbial modifique outro advérbio dentro da mesma oração.
(__) A comparação de advérbios segue regras morfológicas similares às dos adjetivos (er/more).
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
Target meaning: The theory is widely accepted; however, it still fails to explain several anomalies in the data.
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
Daria describes the teachers' approach with the statement: "They genuinely do everything they can to help us adapt." Evaluate the following assertions about the adverb genuinely in this context:
I. The adverb functions as a frequency marker, indicating that the teachers' supportive actions occur on a regular, systematic basis rather than sporadically or inconsistently.
II. The adverb operates as an emphasizing element that intensifies the authenticity of the teachers' commitment, suggesting their efforts are sincere rather than performative.
III. The adverb modifies the entire verb phrase "do everything they can to help us adapt," conveying the speakers' perception of the teachers' genuine investment in student adaptation.
IV. The adverb serves to quantify the degree or extent of assistance provided, measuring the intensity of the teachers' helpful interventions on a scalar continuum.
Which combination exclusively contains linguistically accurate statements?
Text CB2A6
ARPA is considered the biggest conservation program of its kind, successfully leveraging cross-sector support through a financing model that has inspired similar projects around the world, and delivered tangible outcomes on the Amazon forest conservation. The fund guarantees donations over the long term with a clearly defined scope, offering more stability to the implementation of the program.
“Investments indeed translated into a reduction of deforestation and reduction in CO2 emissions resulting from deforestation,” said Britaldo Soares, an associate researcher at the Center for Technology and Innovation at the Federal University of Minas Gerais, and lead author of a paper that analyzes ARPA‘s impact on forest conservation.
Soares and researchers from WWF and FUNBIO found that deforestation between 2008 and 2020 was between 9% and 39% lower in Amazonian protected areas benefiting from ARPA support, and that this helped avoid 104 million metric tons of CO2 emissions.
For Júlio Barbosa, a resident of the Chico Mendes Extractive Reserve, ARPA has been important not just for creating conservation areas and infrastructure to support them, but also for strengthening local organizations, like cooperatives and deliberative councils.
ARPA focuses on traditional communities living within sustainable-use reserves, rather than Indigenous populations on Indigenous land, which are protected under different legislation. But the program also supports Indigenous populations who may live within the protected areas it targets and could even bring indirect benefits to other conservation areas, including Indigenous territories, as it helps maintain forest cover across the Amazon.
The element "Frankly" is functioning as a:
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