Questões de Concurso Sobre advérbios e conjunções | adverbs and conjunctions em inglês

Questões Discursivas

Foram encontradas 773 questões

Q3309552 Inglês
What is the primary function of adverbial clauses in the following sentence: "She went to the store because she needed milk, although it was raining"?
Alternativas
Q3303073 Inglês
Leia o texto para responder à questão.


    Seventeen of 34 types of cancer have become more common in younger generations in the United States, the broadest study of its kind to date has found. The analysis, published in August 2024 in The Lancet Public Health, examined data from 23.7 million people born between 1920 and 1990 and diagnosed with cancer between 2000 and 2019. It found, for example, that people born in 1990 were 2.6 to 3.6 times more likely to develop cancers of the small intestine, kidney, and pancreas than those born in 1955, and 2.6 times more likely to develop endometrial cancer than someone born in 1930. The findings suggest people are increasingly being exposed to carcinogens during early life or young adulthood. However, younger birth cohorts were at the same or lower risk of death from most types of cancer than older ones.


(www.science.org. Agosto de 2024. Adaptado)
No trecho do texto – However, younger birth cohorts were at the same or lower risk... –, o termo destacado em negrito pode ser substituído, sem alteração de sentido, por:
Alternativas
Q3303071 Inglês
Leia o texto para responder à questão.


     In a study of more than 100,000 people, researchers found that those with less healthy lifestyles were more likely to reduce their risk of colorectal cancer with regular aspirin use than those with healthier behaviors (JAMA Oncol 2024 Aug 1). Regular aspirin use was defined as two or more 325 mg tablets a week or a daily 81 mg dose; less healthy lifestyles were characterized by higher body mass index, smoking, greater alcohol consumption, less physical activity, and poorer diet. Those with the unhealthiest lifestyles had a 3.4% chance of developing colorectal cancer if they didn’t take aspirin regularly, whereas those who did had a 2.1% chance of developing the disease. In contrast, people with the healthiest lifestyles had a 1.5% chance of developing colorectal cancer if they took aspirin regularly and a 1.6% chance if they didn’t. This result suggests that physicians can pursue a nuanced approach when prescribing aspirin for disease prevention.


(https://aacrjournals.org. 26 de julho a 01 de agosto 2024. Adaptado) 
No trecho do texto – ... whereas those who did had a 2.1% chance of developing the disease... –, o termo destacado em negrito, no contexto, expressa
Alternativas
Q3276859 Inglês

Read the text to answer question.


We were on a flight to Tokyo, and we’d been flying for about five hours. I was reading a book, and my wife was watching a film when suddenly we heard a very loud noise. It sounded as if an engine had exploded. The pilot didn’t tell us what had happened until half an hour later.


Source: OXENDEN, C.; LATHAM-KOENIG, C. English

File Upper-Intermediate - Student's Book - Third

Edition. Oxford: Oxford University Press, 2019. 

What is the grammatical function of the word “suddenly”:
Alternativas
Q3269557 Inglês

Observe the following examples:


● Rabbits are fast runners → Rabbits run fast

● Tigers are patient hunters → Tigers hunt patiently


I - Ants are hard workers →______________________ .

II - Bats are quiet but quick flyers →_________________________ .


Select the alternative that correctly structures the sentences I and II using adverbs:

Alternativas
Q3269548 Inglês
Choose the sentence that contains an incorrect use of an adverb of frequency:
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Q3269544 Inglês

Complete the sentence with the appropriate words:


 I - You can choose the chocolate cake or the vanilla cake.


II - The movie was long, but it was really entertaining.


III - I haven’t finished my homework, and my sister hasn’t finished hers .


IV - The restaurant was busy, so we had to wait long to get a table.

Alternativas
Q3237484 Inglês
Which of the sentences uses the linking word "despite" CORRECTLY?
Alternativas
Q3237475 Inglês

Read the text 1 to answers the question


Text 1


Education forSustainable Development


With a world population of 7 billion people and limited natural resources, we, as individuals and societies, need to learn to live together sustainably. We need to take action responsibly based on the understanding that what we do today can have implications on the lives of people and the planet in future. Education for Sustainable Development empowers people to change the way they think and work towards a sustainable future.


UNESCO aims to improve access to quality education on sustainable development at all levels and in allsocial contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainableworld.


(https://en.unesco.org. Adaptado.)

What is the morphological classification of the words highlighted in the sentence “We need to take action responsibly based on the understanding that what we do today can have implications on the lives of people and the planet in future.” respectively?
Alternativas
Q3202703 Inglês

Read Text I and answer question.


Text I: The speed of sound



    Some music fans now know 15-second sped up snippets of songs better than the real thing. It’s thanks to an emerging trend on social media, particularly TikTok, of creators changing the tempo of popular songs by 25-30%, to accompany short viral videos of dances or other themes. This phenomenon presents a very modern challenge – how can singers create the next hit tune when the one people actually listen to might sound so different?


    Sped-up listening emerged in the early 2000s as “Nightcore”, launched by a Norwegian DJ duo of the same name, who sped up a song’s pitch and speed. This is now commonplace on social media apps, where the speed of podcasts, voice notes, movies and more can be increased so that people can consume them in less time. But what people might not know is that unofficial sped-up or slowed down tunes are different to a professional remix because they are far shorter and can be easily made by anyone, including on TikTok, Instagram Reels and other apps. 


    In 2023, more than a third of Spotify listeners in the US sped up podcasts and nearly two-thirds played songs at a quicker tempo. The streaming service recently confirmed to the BBC that it was testing a new and more widespread feature that could potentially allow its customers to remix the tempo of songs and share them. In addition, some popstars are embracing this phenomenon. In November 2022, for example, fan-made sped-up versions of RAYE’s single “Escapism” helped the artist to achieve her first ever number one on the UK Official Singles Chart, nearly three months after its original release. Furthermore, Billie Eilish has also released official fast and slow versions of songs and Sabrina Carpenter’s hits “Please Please Please” and “Espresso” received similar treatment.


    Dr Mary Beth Ray, an author focused on digital music culture, says short-form video platforms like TikTok “constrain our ways of listening into snippets, but those constraints also let you experience a track in a new way”. She also said that “short clips provide a quicker line to that dopamine rush social media wants us to feel – so there is an addictive element which we’re pushed towards.”


    BBC Radio 1 DJ Maia Beth feels it's now getting hard for established labels and musicians to ignore this trend because it can sometimes feel like if they don't release the sped up version, then someone else will. Beth, who admits she can't imagine sitting and listening to a sped-up version of a song the whole way through, believes the trend shouldn't necessarily be a major distraction for musicians though. “Sped-up versions of tracks can help artists break through or go viral, although that initial success may not last,” she added.


    TikTok says it has noticed an increase in the number of sped-up and slowed down versions of catalogue tracks taken off the platform, then become officially released. These official changed-tempo releases are now grouped together with the original song in the UK Official Singles Chart, along with remixes, acoustic and live versions, helping artists to climb the ranks. 


    That said, not everyone is happy with the trend. The popularity of speed-altered versions can make it harder to distinguish original from remix while altering an artist's intended pacing, mood and tone. However, while some artists like them and others less so, it seems they are here to stay.


Adapted from: https://www.bbc.com/news/articles/cqv5x2qe8q6o Published: August 17, 2024

“Recently” in “the streaming service recently confirmed (…)” is a: 
Alternativas
Q3202702 Inglês

Read Text I and answer question.


Text I: The speed of sound



    Some music fans now know 15-second sped up snippets of songs better than the real thing. It’s thanks to an emerging trend on social media, particularly TikTok, of creators changing the tempo of popular songs by 25-30%, to accompany short viral videos of dances or other themes. This phenomenon presents a very modern challenge – how can singers create the next hit tune when the one people actually listen to might sound so different?


    Sped-up listening emerged in the early 2000s as “Nightcore”, launched by a Norwegian DJ duo of the same name, who sped up a song’s pitch and speed. This is now commonplace on social media apps, where the speed of podcasts, voice notes, movies and more can be increased so that people can consume them in less time. But what people might not know is that unofficial sped-up or slowed down tunes are different to a professional remix because they are far shorter and can be easily made by anyone, including on TikTok, Instagram Reels and other apps. 


    In 2023, more than a third of Spotify listeners in the US sped up podcasts and nearly two-thirds played songs at a quicker tempo. The streaming service recently confirmed to the BBC that it was testing a new and more widespread feature that could potentially allow its customers to remix the tempo of songs and share them. In addition, some popstars are embracing this phenomenon. In November 2022, for example, fan-made sped-up versions of RAYE’s single “Escapism” helped the artist to achieve her first ever number one on the UK Official Singles Chart, nearly three months after its original release. Furthermore, Billie Eilish has also released official fast and slow versions of songs and Sabrina Carpenter’s hits “Please Please Please” and “Espresso” received similar treatment.


    Dr Mary Beth Ray, an author focused on digital music culture, says short-form video platforms like TikTok “constrain our ways of listening into snippets, but those constraints also let you experience a track in a new way”. She also said that “short clips provide a quicker line to that dopamine rush social media wants us to feel – so there is an addictive element which we’re pushed towards.”


    BBC Radio 1 DJ Maia Beth feels it's now getting hard for established labels and musicians to ignore this trend because it can sometimes feel like if they don't release the sped up version, then someone else will. Beth, who admits she can't imagine sitting and listening to a sped-up version of a song the whole way through, believes the trend shouldn't necessarily be a major distraction for musicians though. “Sped-up versions of tracks can help artists break through or go viral, although that initial success may not last,” she added.


    TikTok says it has noticed an increase in the number of sped-up and slowed down versions of catalogue tracks taken off the platform, then become officially released. These official changed-tempo releases are now grouped together with the original song in the UK Official Singles Chart, along with remixes, acoustic and live versions, helping artists to climb the ranks. 


    That said, not everyone is happy with the trend. The popularity of speed-altered versions can make it harder to distinguish original from remix while altering an artist's intended pacing, mood and tone. However, while some artists like them and others less so, it seems they are here to stay.


Adapted from: https://www.bbc.com/news/articles/cqv5x2qe8q6o Published: August 17, 2024

Read the following excerpt from Text I.
“(…) feature that could potentially allow its customers to remix the tempo of songs and share them.”

The adverb that is similar in meaning to the word in bold type is:
Alternativas
Q3202701 Inglês

Read Text I and answer question.


Text I: The speed of sound



    Some music fans now know 15-second sped up snippets of songs better than the real thing. It’s thanks to an emerging trend on social media, particularly TikTok, of creators changing the tempo of popular songs by 25-30%, to accompany short viral videos of dances or other themes. This phenomenon presents a very modern challenge – how can singers create the next hit tune when the one people actually listen to might sound so different?


    Sped-up listening emerged in the early 2000s as “Nightcore”, launched by a Norwegian DJ duo of the same name, who sped up a song’s pitch and speed. This is now commonplace on social media apps, where the speed of podcasts, voice notes, movies and more can be increased so that people can consume them in less time. But what people might not know is that unofficial sped-up or slowed down tunes are different to a professional remix because they are far shorter and can be easily made by anyone, including on TikTok, Instagram Reels and other apps. 


    In 2023, more than a third of Spotify listeners in the US sped up podcasts and nearly two-thirds played songs at a quicker tempo. The streaming service recently confirmed to the BBC that it was testing a new and more widespread feature that could potentially allow its customers to remix the tempo of songs and share them. In addition, some popstars are embracing this phenomenon. In November 2022, for example, fan-made sped-up versions of RAYE’s single “Escapism” helped the artist to achieve her first ever number one on the UK Official Singles Chart, nearly three months after its original release. Furthermore, Billie Eilish has also released official fast and slow versions of songs and Sabrina Carpenter’s hits “Please Please Please” and “Espresso” received similar treatment.


    Dr Mary Beth Ray, an author focused on digital music culture, says short-form video platforms like TikTok “constrain our ways of listening into snippets, but those constraints also let you experience a track in a new way”. She also said that “short clips provide a quicker line to that dopamine rush social media wants us to feel – so there is an addictive element which we’re pushed towards.”


    BBC Radio 1 DJ Maia Beth feels it's now getting hard for established labels and musicians to ignore this trend because it can sometimes feel like if they don't release the sped up version, then someone else will. Beth, who admits she can't imagine sitting and listening to a sped-up version of a song the whole way through, believes the trend shouldn't necessarily be a major distraction for musicians though. “Sped-up versions of tracks can help artists break through or go viral, although that initial success may not last,” she added.


    TikTok says it has noticed an increase in the number of sped-up and slowed down versions of catalogue tracks taken off the platform, then become officially released. These official changed-tempo releases are now grouped together with the original song in the UK Official Singles Chart, along with remixes, acoustic and live versions, helping artists to climb the ranks. 


    That said, not everyone is happy with the trend. The popularity of speed-altered versions can make it harder to distinguish original from remix while altering an artist's intended pacing, mood and tone. However, while some artists like them and others less so, it seems they are here to stay.


Adapted from: https://www.bbc.com/news/articles/cqv5x2qe8q6o Published: August 17, 2024

Analyze the hypothetical situation below.

“Original” is replaced by an adverb that means “in the beginning, when something first existed” in the following sentence from text I: “(…) are now grouped together with the original song (...)”

Considering only the word itself and disregarding the change in meaning of the sentence, the correct spelling of the adverb will be: 
Alternativas
Q3191523 Inglês
Which of the following sentences contains a correctly used conjunction?
Alternativas
Q3181985 Inglês
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho “However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions…”, o termo em destaque expressa a ideia de:
Alternativas
Q3181984 Inglês
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho: “It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own.”, o termo em destaque classifica-se como:
Alternativas
Q3181426 Inglês
In following sentence "They enjoyed both the tennis match and the music concert enormously", the word 'enormously' is:
Alternativas
Q3180908 Inglês

Choose the word that best completes the sentence:


“Could you please speak a little more ____, so everyone can understand?” 

Alternativas
Q3129909 Inglês

Choose the option that best fits the context:


"The new law requires companies to ensure that their products are ______ safe and eco-friendly." 

Alternativas
Q3126037 Inglês
TEXT I

"The Road Not Taken"
By Robert Frost (1916)

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted
wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
In the line “And looked down one as far as I could,” from TEXT I, the word "as" is functioning as: 
Alternativas
Q3120875 Inglês
Teaching a student to read is arguably one of the most important functions of the teaching profession. The ability to read, and read for comprehension, opens up an entire world of possibilities and opportunities for children to discover new worlds and learn new concepts. And while teaching reading is such a high priority, some teachers who aren’t specially trained in the practice find themselves seeking additional help.

The good news is that there are many instructional strategies to teach reading that nearly any educator can implement. […]

The 5 Elements of Reading Instruction

Before you can effectively teach reading, it’s vital that you understand the primary components of reading instruction. When broken down into the five major elements, reading instruction is a much more approachable and easily understood skill. The five elements of reading instruction are:

Phonics: the relationship between letters and the different sounds they make. This can be in relation to single letters or groupings of letters.

Phonemic awareness: an understanding of how consonant or vowel sounds can be arranged to make words. Examples of phonemic awareness include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onsetrimes.

Vocabulary: the range of words a student is able to understand and use in context.

Fluency: the ability to read and understand words with accuracy, speed and comprehension.

Comprehension: complete understanding of information being delivered by a text.


Available at: https://pce.sandiego.edu/how-to-teach-reading-inthe-classroom-10-strategies/. Accessed on Sept. 12th, 2024.
In the sentence “And while teaching reading is such a high priority, some teachers who aren’t specially trained in the practice find themselves seeking additional help.”, the conjunction while is closest in meaning to
Alternativas
Respostas
201: D
202: B
203: A
204: A
205: D
206: D
207: A
208: E
209: D
210: A
211: D
212: A
213: A
214: B
215: D
216: E
217: C
218: C
219: E
220: B