Questões de Concurso Comentadas sobre análise sintática | syntax parsing em inglês

Foram encontradas 481 questões

Q2558746 Inglês
Which option correctly represents the first conditional?
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Q2555351 Inglês
Which question is correctly formed?
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Q2553903 Inglês
JOB INTERVIEW


     Reaching the end of a job interview, the Human Resources Person asked the young Engineer fresh out of MIT, “And what starting salary were you looking for?”

      The Engineer said, “In the neighborhood of $75,000 a year, depending on the benefits package.”

      The HR Person said, “Well, what would you say to a package of 5-weeks vacation, 14 paid holidays, full medical and dental, company matching retirement fund to 50% of salary, and a company car leased every 2 years say, a red Corvette?”

     The Engineer sat up straight and said, “Wow!!! Are you kidding?” And the HR Person said, “Of course,...but you started it.”

(Adapted from: ITA - 2004)
Identify the grammatically correct sentence:
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Q2547331 Inglês

Read Text I and answer question.


Text I


How to have a healthier relationship with your phone


    A few years ago, a Google employee sent an email to thousands of her co-workers: What if for six weeks straight, you spent one night per week without technology? The email was from Laura Mae Martin, Google’s executive productivity adviser, a role that, among other things, was created to help staff members foster healthier relationships with their gadgets and apps. After she sent the note, Ms. Martin was flooded with responses from coworkers eager for a respite from some of the very products they helped build. Thousands of employees have since participated in the annual “No-Tech Tuesday Night Challenge,” said Ms. Martin.

    The problem she was trying to solve isn’t unique to Google workers. One survey found that Americans say they spend too much time on their phones. But dramatic solutions – a digital detox, a phone downgrade or a complete exit from social media – may feel impractical. 

    Is it possible to have a healthy relationship with technology while still using it daily? Fortunately, according to experts, the answer is a resounding ‘yes’ and here are a few things you can try:

    First, start with one simple question.

    You know that urge you get to reach for your phone without realizing it? And then, before you know it, you’re an hour into a social media binge? If you want to peacefully coexist with technology, you need to get a handle on those impulses, said Richard J. Davidson, the founder and director of the Center for Healthy Minds at the University of Wisconsin-Madison. According to him, people should start by noticing when they have an urge to lift their phone or open social media on their browser window. By becoming conscious of what you’re about to do, you’re interrupting an automatic behavior and awakening the part of your brain that governs self-control, he added. As one research article suggests, awareness of your actions can help you rein in bad habits.

    Secondly, take the “mobile” out of your mobile devices.

    Dr. Anna Lembke, a professor of psychiatry and addiction medicine at Stanford University School of Medicine, said one of the biggest problems with smartphones is what she calls “texting while running to catch a bus.” Using our devices while we’re on the move – walking from meeting to meeting, taking a child to school or catching a bus – prevents us from being more engaged in our lives, Dr. Lembke said.

    One way to create harmony with technology is to limit your phone use when you’re on the move. Headed out for a walk? Turn off your notifications. Going to grab a coffee? Leave your phone on your desk. If you’re feeling brave, try powering down your phone while in transit. It won’t buzz with notifications, text messages or phone calls, which Dr. Lembke said could help you focus on the world around you.

    Last of all, make technology work for you.

    One thing experts agree on: To forge a healthy relationship with technology, you need to be in control of it and not the other way around. Think about your gadgets as tools that you decide how to use. 

    “Make it work for you, not against you; whether it’s an email program or your dishwasher, it’s the intention behind how you’re using it that really makes the big difference”, said Ms. Martin, the productivity expert at Google.


(Adapted from: https://www.nytimes.com/2024/03/21/well/social-media-phone-addiction.html)

Analyze the sentences below.
I - “The problem she was trying to solve (…)”. II - “First, start with one simple question.” III - “(…) or a complete exit from social media – may feel impractical.” IV - “Last of all, make technology work for you”. V - “(…) eager for a respite from some of the very products they helped build”.
Choose the correct answer:
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Q2527208 Inglês
The Problems with the Classroom Environment

By Emma Foley


1.    My suggestions for changing the school environment are as follows: educate Teachers on Neurodevelopmental Disabilities: In my educational career, the majority of the ableism I experienced didn’t come from other students, but teachers and other school authorities I believed were supposed to help me. I remember in my Sophomore year of high school, I emailed my English teacher to let her know I had ADHD. Her only reply was to drop the class; it was too hard for someone like me. Mind you, the school year hadn’t even started. I still took the class, and received quite high marks, but she would belittle my efforts consistently, chastising me from everything to my discussion points being “wrong” to my handwriting. Thank God for my high school’s strictness about fair grading. Secondly, educating teachers about neurodivergencies would help them with classroom and coursework planning, as well as help them to better understand disabled students.

2.     Make Classrooms More Comfortable: Cramped, uncomfortable classrooms are no good for all students, thus we need to get rid of the desk-chair model, and provide students with larger desks that have unconnected chairs, as well as space out desks. Though this is a reach, lecture halls needs to be completely redesigned to space students out (which is also helpful to prevent the spread of COVID!) and allow them greater desk space, as well as leg space! Another issue is lighting, with many classrooms lit by bright, irritating industrial lights. All classrooms should have windows, or at least less abrasive lighting, in order to combat seasonal mental illnesses, and make the classroom appear more “open” than cramped. The spaces between desks should also be accessible, to prevent others from tripping, and for students with mobility issues to access the entire classroom.

3.     Classroom Rules: It was always embarrassing for me when I had to ask for the bathroom, especially when a teacher denied my request. These rules are generally ridiculous, especially for younger children, who often are barely potty-trained. Neurodivergent children, especially those with autism, often have gastrointestinal disorders as a result of their disabilities. Some neurodivergent children simply can’t hold it either, as often times our basic needs are only sensed by us when they’re demandingly present. Asking to go to the bathroom is frankly antiquated and only hurts the student, a child shouldn’t need permission to complete such a necessary task. Another issue is that neurodivergent students are often prohibited from engaging in focus-strategies, such as doodling or using fidget toys. Both of these are proven to help maintain a neurodivergent person’s focus and help them relax. Making sweeping generalization about if the student is listening or not is simply unfair to the student, as this doubts their ability.

4.    Class Structure: Many classes are just based upon listening to the teacher/professor, with little stress placed on applying the learned material within the classroom. Therefore, lessons should be much more dynamic, whether that be through inclusive, smaller-group discussions, or via hands-on activities. Just reading notes off of slides doesn’t cut it for most students anyways, so a more dynamic model of teaching is absolutely necessary! Teachers should also assign course-long classroom groups in larger classroom environments, which helps neurodivergent students initiate connects with their peers, and be able to seek help out easier, especially if these groups have TA leaders, which help coordinate the groups. 

5. Overall, the standardized learning environment that’s currently in place in most schools and universities totally excludes the needs of neurodivergent learners, and the need to be changed in order to benefit both disabled students and the student body as a whole.

Spring, E. (2022, March 17). The problems with the classroom environment.
Retrieved from
https://sites.psu.edu/emmaspring/2022/03/17/the-problems-with-the-classroom environment/.
In the text 2, third paragraph, the phrase “who often are barely potty-trained “ functions as:
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Q2482289 Inglês

Julgue o item subsequente.


Nominal clauses cannot stand alone as complete sentences because they are dependent clauses. Instead, they function as nouns within a sentence and rely on an independent clause to form a complete thought.

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Q2475778 Inglês
Dentre os elementos de linguagem que compõem a estrutura de uma língua, qual está relacionado principalmente à organização e à relação entre as palavras em uma frase, influenciando a compreensão do significado geral da mensagem?
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Q2452358 Inglês
Sentence can be defined as a group of one or more words. On the other hand, sentence structure is understood as the way basic grammatical elements (a subject, predicate, and sometimes direct or indirect objects) of a sentence are combined. The rules for how a sentence is constructed are simple. These include the necessity for a subject, predicate, and object (in that order) in every sentence. Beyond that, we can also add elements like prepositions and conjunctions. In English, for example, sentences can be classified as simple, complex and compound. That being said, check the answer that provides the correct information about the types of sentence structure in English.
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Q2402996 Inglês
Which sentence is grammatically incorrect?
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Q2392979 Inglês
Read the three idioms below and check the alternative which represents their correct usage.

Idiom 1: Better late than never Idiom 2: go back to the drawing board Idiom 3: make a long story short
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Q2392603 Inglês
Text 05 - Syllabus - See an explanation of the term ‘Syllabus’.



A syllabus is a document that describes what the contents of a language course will be and the order in which they will be taught. The content of a syllabus normally reflects certain beliefs about language and language learning.


Example

A syllabus might be designed around the order in which grammatical items are introduced. Starting with 'present simple' then 'past simple', then 'present perfect' etc.


In the classroom

There are many different types of syllabus (although often in language classrooms the syllabus from the course book is the only document). Syllabus types include grammatical, lexical and functional, which focus on the building blocks of language, and task-based and learner-centred, which focus on processes of communication and learning. 



Adapted from: https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/q-s/syllabus accessed on July 18th, 2023.

In Text 05...
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Q2392602 Inglês
Text 05 - Syllabus - See an explanation of the term ‘Syllabus’.



A syllabus is a document that describes what the contents of a language course will be and the order in which they will be taught. The content of a syllabus normally reflects certain beliefs about language and language learning.


Example

A syllabus might be designed around the order in which grammatical items are introduced. Starting with 'present simple' then 'past simple', then 'present perfect' etc.


In the classroom

There are many different types of syllabus (although often in language classrooms the syllabus from the course book is the only document). Syllabus types include grammatical, lexical and functional, which focus on the building blocks of language, and task-based and learner-centred, which focus on processes of communication and learning. 



Adapted from: https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/q-s/syllabus accessed on July 18th, 2023.

There are three selections in Text 05 that appear underlined. All of them bring sentences...
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Q2357423 Inglês
Text 1

In an effort to attract younger Hispanic voters, campaigns are turning to Spanglish

¹ Mayra Alejandra Rodriguez is used to seamlessly toggling between Spanish and English in conversation. If she doesn’t know the Spanish version of a word, she’ll use the English, and vice versa. The mishmash, known as Spanglish, comes naturally. Those around her understand her, at least most of the time.

² The Silver Spring, Md., resident is the kind of young Hispanic voter attracting increasing attention from political operatives who advocate that campaigns use the blended language in advertising and other outreach as the 2024 election cycle accelerates.

³ The language — a portmanteau of English and Spanish that blends words, grammar and dialects from both tongues — is growing in popularity in the United States as the country’s Hispanic population grows. Currently, 19 percent of the U.S. population identifies as Hispanic, a new high according to the Pew Research Center, which also found that 63 percent of Hispanics in the United States speak Spanglish at least sometimes in their day-to-day life. Forty percent say they speak it often.

4 Operatives who are urging campaigns to reach young voters in Spanglish argue that its use not only reflects the nation’s changing demographics, but is also a way to meet voters with a lingo that feels more familiar and approachable.


Source: Adapted from “In an effort to attract younger Hispanic voters, campaigns are turning to Spanglish”, by Mariana Alfaro, 2023. Available on: https://www.washingtonpost.com/politics/2023/10/03/spa nglish-campaigns-young-hispanic-voters/ 

Examine the following statements about ‘Text 1’:
I. In: ‘Those around her understand her, at least most of the time.’, the repetition of her is necessary, since ‘those around her’ occupies the place of the subject in the sentence, while the other ‘her’ is the indirect object.
II. In: ‘The Silver Spring, Md., resident is the kind of young Hispanic voter attracting increasing attention from political operatives.’, the ‘Md.’ inserted between The Silver Spring and resident breaks syntax order by separating its nominal group.
Choose the CORRECT answer: 
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Q4227845 Inglês
Leia o texto para responder à questão.

    Through practice and experience in an increasingly wide range of communicative contexts and events, learners gradually expand their communicative competence, consisting of grammatical competence, discourse competence, sociocultural competence and strategic competence. All these components are interrelated. An increase in one component interacts with other components to produce a corresponding increase in overall communicative competence.

    Grammatical competence refers to sentence-level grammatical form, the ability to recognize the lexical, morphological, syntactic and phonological feature of a language and to make use of these features to interpret and form words and whole sentences. One demonstrates grammatical competence not by stating a rule but by using a rule in the interpretation, expression or negotiation of meaning.

    Discourse competence is concerned not with isolated words or phrases but with the interconnectedness of a series of utterances, written words and/or phrases to build a text, a meaningful whole. Two familiar concepts to talk about discourse competence are text coherence and cohesion. Text coherence is the relation of all sentences or utterances in a text to a single global proposition. Local connections or structural links between individual sentences provide cohesion. Sociocultural competence extends well beyond linguistic forms and is an interdisciplinary field of inquiry having to do with the social rules of language use.

    Sociocultural competence requires an understanding of the social context where language is used: the roles of the participants, the information they share, and the function of the interation. And although we are far from an adequate description of sociocultural rules of appropriateness, we use them to communicate successfully in many different contexts of situation. Sociocultural competence also includes a willingness to suspend judgement and take into consideration the possibility of cultural differences in convention and use. Thus the importance of the term cultural flexibility or cultural awareness.

    The ‘’ideal native speaker,’’ someone who knows a language perfectly and uses it appropriately in all social interactions, exists in theory only. None of us knows all there is to know of English in its many manifestations, both around the world and in our own backyards. Communicative competence is always relative. The coping strategies we use in unfamiliar contexts, with constraints due to imperfect knowledge of rules or limiting factors in their application such as fatigue or distraction, are represented as strategic competence. With practice and experience, we gain in grammatical, discourse, and socio-cultural competence. The relative importance of strategic competence thus decreases. However, the effective use of coping strategies is important for communicative competence in all contexts and distinguishes highly competent communicators from those who are less so.


(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
In the first sentence in the last paragraph “The ‘’ideal native speaker”, someone who knows a language perfectly and uses it appropriately in all social interaction, exists in theory only.”, the underlined fragment plays the role of
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Q4227839 Inglês
Leia o texto para responder à questão.

    Through practice and experience in an increasingly wide range of communicative contexts and events, learners gradually expand their communicative competence, consisting of grammatical competence, discourse competence, sociocultural competence and strategic competence. All these components are interrelated. An increase in one component interacts with other components to produce a corresponding increase in overall communicative competence.

    Grammatical competence refers to sentence-level grammatical form, the ability to recognize the lexical, morphological, syntactic and phonological feature of a language and to make use of these features to interpret and form words and whole sentences. One demonstrates grammatical competence not by stating a rule but by using a rule in the interpretation, expression or negotiation of meaning.

    Discourse competence is concerned not with isolated words or phrases but with the interconnectedness of a series of utterances, written words and/or phrases to build a text, a meaningful whole. Two familiar concepts to talk about discourse competence are text coherence and cohesion. Text coherence is the relation of all sentences or utterances in a text to a single global proposition. Local connections or structural links between individual sentences provide cohesion. Sociocultural competence extends well beyond linguistic forms and is an interdisciplinary field of inquiry having to do with the social rules of language use.

    Sociocultural competence requires an understanding of the social context where language is used: the roles of the participants, the information they share, and the function of the interation. And although we are far from an adequate description of sociocultural rules of appropriateness, we use them to communicate successfully in many different contexts of situation. Sociocultural competence also includes a willingness to suspend judgement and take into consideration the possibility of cultural differences in convention and use. Thus the importance of the term cultural flexibility or cultural awareness.

    The ‘’ideal native speaker,’’ someone who knows a language perfectly and uses it appropriately in all social interactions, exists in theory only. None of us knows all there is to know of English in its many manifestations, both around the world and in our own backyards. Communicative competence is always relative. The coping strategies we use in unfamiliar contexts, with constraints due to imperfect knowledge of rules or limiting factors in their application such as fatigue or distraction, are represented as strategic competence. With practice and experience, we gain in grammatical, discourse, and socio-cultural competence. The relative importance of strategic competence thus decreases. However, the effective use of coping strategies is important for communicative competence in all contexts and distinguishes highly competent communicators from those who are less so.


(Sandra J. Savignon. Communicative language teaching for the
twenty-first century. IN: Marianne Celce-Murcia. Teaching English as a
second or foreign language. Boston, Massachusstes: Heinle&Heinle.
3rd edition. 2002. Adaptado)
According to the second paragraph, grammatical competence helps interpretation of words. Thus in the phrase “whole sentences” (paragraph 2), grammatical structure helps identify the underlined word as an adjective; in “a meaningful whole” (paragraph 3), the underlined word is a noun. Sentence structure allows the identification of the word “quiet” as a noun in alternative:
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Q4117502 Inglês
Consider the word order in the sentences below:

I. Could you tell me what time the coffee shop opens?

II. Do you know if is Brenda coming to the party?

III. How many people have you traveled with?

Which sentences are correct? 
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Q4014278 Inglês
I Met My Pen Pal for the First Time in a Country I Knew Almost Nothing About — and We Fell in Love


(1º§) I'm what you might call a hopeless romantic with impulsive tendencies. During the height of the pandemic, I flew to Tbilisi to spend a week with my Russian pen pal, Anastasia, whom I had known for years, but never met in person.

(2º§) In a world ravaged by COVID-19, Anastasia kept me sane. Even from afar, her kind words and charming smile filled me with joy and affection. Pairing those emotions with my insatiable wanderlust, I knew I had to meet her in person. But it was spring 2021, and most of the world was still shut down. Due to all the restrictions, finding a country for both an American and a Russian citizen was virtually impossible.

(3º§) Then, I discovered Georgia, a country I knew almost nothing about. Provided Anastasia and I received a negative PCR test result, we could enter without having to quarantine. We didn't need a visa, either. So, after a long journey with two layovers and 24 hours in the air, I met my pen pal in Tbilisi.

(4º§) The Georgian capital was full of surprises. We strolled along the futuristic Bridge of Peace lit with LEDs. We climbed the crumbling Narikala Fortress and passed slanted, Soviet homes. At times modern and at others medieval, the city's style was strangely addictive. Anastasia and I walked hand in hand, eager to find all Tbilisi's secrets.

(5º§) One such secret was the food. From soup dumplings to nuts dipped in thickened grape juice, Georgian food was a simple and wholesome pleasure. Oh, and you haven't lived until you've tried khachapuri, a soft bread blanketed in cheese, butter, and egg. The stomach truly is the way to the heart because I was head over heels.

(6º§) Even so, I say, everything in life is better with a glass of wine, so I decided to take Anastasia on a day trip to the Khareba Winery in Kakheti. Together, we tasted Georgia's traditional varietals and explored the winery's 4.7-mile-long tunnel system. Our wine tasting was as intimate as it was thirst-quenching.

(7º§) Still a bit tipsy, we headed to Signagi, the City of Love. One of the locals told me Signagi's presumptuous title is just for tourism purposes. But the cute, pastel houses and stunning valley vistas are enough to put anyone in a romantic mood. As we watched the sun set over the stone walls of Signagi, love was definitely in the air.

(8º§) But the pinnacle of our Georgian excursion came north of Tbilisi, in the mountains of Kazbegi. On a group trip with Gamarjoba Georgia Tours, we marveled as majestic, green peaks rose around us. Their rocky faces were speckled with spring flowers and babbling streams of melted ice. From the slopes of the Gudauri Ski Resort to the nameless, roadside cliffs, unforgettable views awaited around every corner.

(9º§) To make the trip even more memorable, the tour guide got us drunk on homemade chacha, Georgia's national hard liquor. Then, he decided it was a good idea to reenact "Dirty Dancing" during a cliffside photo shoot. After all, nothing brings a couple together like the fear of falling off a cliff.

(10º§) Thankfully, I did not fall from the mountaintops, but I did fall for Anastasia. Once we returned to the quaint, cobbled streets of Tbilisi, I told her I had decided to move to Russia to be with her. My family questioned me, but this wasn't another impulsive decision. Georgia's rich culture and romantic landscapes had set the stage for our relationship. Tbilisi, it turns out, was the perfect place for Anastasia and I to start our next adventure.


lssigeeooga7700958832 leisure.com/met-my-pen-pal-for-the-first-time-in-tbilisi-georgia-7095832
Select the alternative that presents a coordinated sentence.
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Q3989706 Inglês

Consider the words and punctuations below:


early - for - arrive - ? - the - can - movie - we.


Choose the alternative that presents the words and punctuations correctly organized in the sentence. 

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Q3892718 Inglês
“After a while you learn the subtle difference
between holding a hand and chaining a soul
And you learn that love doesn’t mean leaning
and company doesn’t mean security.
And you begin to learn that kisses aren’t contracts
and presents aren’t promises
And you begin to accept your defeats
with your head up and your eyes ahead
with the grace of a woman, not the grief of a child
And you learn to build all your roads on today
because tomorrow’s ground is too uncertain for plans
and futures have a way of falling down in mid-flight.

After a while you learn that even sunshine burns if you get too much.

So you plant your own garden and decorate your own soul
instead of waiting for someone to bring you flowers.

And you learn that you really can endure
that you really are strong
and that you really do have worth
And you learn and you learn
with every goodbye you learn...”

— Veronica Shoffstall
In the phrase "you really do have worth," what is the purpose of "do" in the sentence?
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Q3733281 Inglês

O texto seguinte servirá de base para responder à questão.


New generation of Indigenous activists battle to save the Amazon


Campaigners in Brazil use drones to document work of self-defence teams trying to stop environmental destruction caused by illegal mining


Batista, who belongs to South America's Macuxi people, is part of a new generation of Indigenous journalists helping chronicle an age-old battle against outside aggression. For centuries, non-Indigenous writers and reporters have flocked to the rainforest region to tell their version of that ancestral fight for survival. Now, a growing cohort of Indigenous communicators are telling their own stories, providing first-hand dispatches from some of the Amazon's most inaccessible and under-reported corners.


"It's dangerous work and we suffer a lot when we're out in the field," said Batista, one of about 26,000 inhabitants of Raposa Serra do Sol, Brazil's second most populous Indigenous territory. "But it really gives me strength because I'm showing the reality of our lives to the world."


"It's my job to monitor the territory: to see who's coming in and who is leaving, to find areas being invaded, and to defend the territory because we cannot live without it," said Batista, who was trained by a local Indigenous association, the Conselho Indígena de Roraima, as part of an initiative called Rede Wakywai, which means "our news" in the local Wapichana language.


The Guardian

Marque a alternativa que destaca uma conjunção coordenativa.
Alternativas
Respostas
321: E
322: C
323: D
324: D
325: E
326: C
327: C
328: B
329: A
330: A
331: C
332: B
333: B
334: A
335: D
336: D
337: A
338: D
339: B
340: C