Questões de Concurso
Comentadas sobre aspectos linguísticos | linguistic aspects em inglês
Foram encontradas 797 questões
I- The release of the O-level examination results are something most people in Singapore are familiar with; II- There is a commitment in the Maritimes to adjust minimum wages once a year; III- However, a new study has shown that making up for lost sleep at the weekend might not be such a bad idea.
Choose the option in which the underlined item is correct.
“This group of women _________ its emissaries around the country with a large supply of plastic specula for sale.”
Choose the best option that completes the context above.
Read the fragment below.
“Macron and Theresa May were having a summit, they were discussing how bleak the future was for Britain's financial sector unless we paid into the EU's budget and abided by their rules, and the coverage has skipped over all that to talk about some whizzy idea that has more holes in it than a Hollyoaks.”
In the context above, the underlined phrasal verb can be understood as:
Para responder à questão, considere o texto abaixo.
Bill Introduction Limits. State legislators are faced with two conflicting pressures. On the one hand, lawmakers are asked to sponsor
a great deal of legislation because constituents and interest groups insist “there ought to be a law” for every public problem. 
,
legal provisions specify the length of time that most legislative bodies may remain in session. The ability to consider a
steadily increasing volume of bills is not necessarily compatible with restricted session time. In response, many chambers have
experimented with ways to curb the amount of legislation that enters the process. The most direct approach is to set a numerical limit
on bill introductions.
“When Louise had gone to her own room, I washed, changed into a white frock with a wide blue belt, and did my face and hair very slowly.”
In the sentence above, we can find many modifiers. Mark the alternative that does NOT represent a modifier in this context.
Text for the item.
A long and healthy life?
Internet: <www.ngllife.com> (adapted).
Based on the text, judge the following item.
80 years is not a correct alternative for “80” in “at least
80” (line 7).
Text for the question.
Higher life expectancy worldwide
Text for the question.
Higher life expectancy worldwide
Text for the question.
The route to perfection
Text for the question.
The route to perfection
Texto 04
Gottman, John. The Relationship Cure. New York: Three Rivers Press.
Strengthening Relationships at Work
There is a number of things managers can do to strengthen relationships with workers. Strengthening connections with workers can lead to a win-win situation, in that workers may feel respected and valued, and can become much more engaged and productive in their work. And, managers may find that it is much easier to deal with a worker’s negative emotions or psychological health struggles when the foundation of their relationship with the worker is strong.
We can effectively build connections with workers by verbally or nonverbally seeking contact with them (i.e., making what psychologist Dr. John Gottman calls “connection bids”). A connection bid is an attempt to create connections between two people, and is essential for building, maintaining and improving relationships. A connection bid can be anything that we do to seek contact with another person:
- Asking for information: e.g., asking a worker how to solve a work problem. “Would you mind helping me with interpreting this spreadsheet? I’m struggling to get my head around the numbers.”
- Showing interest: e.g., asking workers about their hobbies or recent holidays. “Have you been doing any hiking lately?”
- Expressing affirmation and approval: e.g., complimenting a worker on his latest accomplishment. “Your presentation yesterday was excellent!”
- Expressing caring or support: e.g., demonstrating concern about a worker’s health condition. “Your cough sounds awful. You should think about going home to recover.”
- Offering assistance: e.g., offering support to a worker who is overloaded with tasks. “Would you like me to ask Jocelyn to help you with that project?”
- Making a humorous comment: e.g., lighthearted joking with a worker about a mistake you made. “Sometimes the hurrier I go, the behinder I get!”
- Sending non-verbal signals: e.g., a smile, a wink, a wave, a pat on the back or a thumbs up.
[…]
The way we respond to workers has a sizable impact on the nature of the relationships that result. If we repeatedly turn against or turn away from workers, they may eventually stop reaching out. On the contrary, if we turn toward a person as often as we can, the relationship can be strengthened and become more positive and supportive.
(Disponível em: www.workplacestrategiesformentalhealth.com/mmhm)
Texto 04
Gottman, John. The Relationship Cure. New York: Three Rivers Press.
Strengthening Relationships at Work
There is a number of things managers can do to strengthen relationships with workers. Strengthening connections with workers can lead to a win-win situation, in that workers may feel respected and valued, and can become much more engaged and productive in their work. And, managers may find that it is much easier to deal with a worker’s negative emotions or psychological health struggles when the foundation of their relationship with the worker is strong.
We can effectively build connections with workers by verbally or nonverbally seeking contact with them (i.e., making what psychologist Dr. John Gottman calls “connection bids”). A connection bid is an attempt to create connections between two people, and is essential for building, maintaining and improving relationships. A connection bid can be anything that we do to seek contact with another person:
- Asking for information: e.g., asking a worker how to solve a work problem. “Would you mind helping me with interpreting this spreadsheet? I’m struggling to get my head around the numbers.”
- Showing interest: e.g., asking workers about their hobbies or recent holidays. “Have you been doing any hiking lately?”
- Expressing affirmation and approval: e.g., complimenting a worker on his latest accomplishment. “Your presentation yesterday was excellent!”
- Expressing caring or support: e.g., demonstrating concern about a worker’s health condition. “Your cough sounds awful. You should think about going home to recover.”
- Offering assistance: e.g., offering support to a worker who is overloaded with tasks. “Would you like me to ask Jocelyn to help you with that project?”
- Making a humorous comment: e.g., lighthearted joking with a worker about a mistake you made. “Sometimes the hurrier I go, the behinder I get!”
- Sending non-verbal signals: e.g., a smile, a wink, a wave, a pat on the back or a thumbs up.
[…]
The way we respond to workers has a sizable impact on the nature of the relationships that result. If we repeatedly turn against or turn away from workers, they may eventually stop reaching out. On the contrary, if we turn toward a person as often as we can, the relationship can be strengthened and become more positive and supportive.
(Disponível em: www.workplacestrategiesformentalhealth.com/mmhm)
Texto 02
Standard Englishes and World Englishes: Living with a Polymorph Business Language
By Jeanette Gilsdorf
Many who teach business communication observe gradual changes in Standard English. As do other languages, English changes through contact with other languages and through several other wellunderstood avenues of language evolution, such as compounding, adding affixes, functional shift, coinage, and so on. As the third millennium begins, new factors are converging to influence Standard English: U.S. work environments are becoming more richly intercultural, newcomers to the United States are increasing their fluency in English, and international business is using English increasingly as a global language of business. Throughout these remarks, my perspective is that of a native-born Anglo-American speaker of English. Speakers of other Englishes will have different but comparable perspectives.
Helping my English as Second Language (L2) students gradually master English, I’ve seen my practical understanding of L2 learning grow, along with my respect for the major language task these students have taken on. I’ve also sensed Americans’ unmerited good luck that English has become the language of international business. Yet the internationality of English is to us a mixed blessing because of our presumptions about what comes with it. As Dennett says, “English may be the language of the global village but the villagers are far from agreement on what is good use of the language” (1992, p. 13). Many communicators mistakenly assume a commonality of understanding when both speakers use the same English words. We know that even two speakers born to the same language experience only approximate commonality of meaning; yet we routinely forget to compensate for that fact and end up with cases of bypassing. Internationally, the commonality of understanding can be far more sketchy, and the contextual issues much more complex, than most of us realize.
A truism says that staying with good Standard English will hold problems to a minimum. But what is Standard English, and what is the place of Standard English in teaching business communication in contexts that are more and more international? How, as teachers, do we make our peace with the multiple, competing standards and values affecting what is “acceptable English”? These questions trouble us in part because business persons approve of others’ use of English—or disparage it— depending on their view of what English is and what it’s supposed to be used for. Most U.S. business persons say that they expect people who work for them to be highly competent in Standard English. It seems a simple issue to these business persons. To teachers it is far from simple.
[…]
(Disponível em http://web.csulb.edu/~gilsdorf/st%20eng%20world%20eng%20jbc.htm / Journal of Business Communication, volume 39, number 3, July 2002, pages 364-378).
Texto 02
Standard Englishes and World Englishes: Living with a Polymorph Business Language
By Jeanette Gilsdorf
Many who teach business communication observe gradual changes in Standard English. As do other languages, English changes through contact with other languages and through several other wellunderstood avenues of language evolution, such as compounding, adding affixes, functional shift, coinage, and so on. As the third millennium begins, new factors are converging to influence Standard English: U.S. work environments are becoming more richly intercultural, newcomers to the United States are increasing their fluency in English, and international business is using English increasingly as a global language of business. Throughout these remarks, my perspective is that of a native-born Anglo-American speaker of English. Speakers of other Englishes will have different but comparable perspectives.
Helping my English as Second Language (L2) students gradually master English, I’ve seen my practical understanding of L2 learning grow, along with my respect for the major language task these students have taken on. I’ve also sensed Americans’ unmerited good luck that English has become the language of international business. Yet the internationality of English is to us a mixed blessing because of our presumptions about what comes with it. As Dennett says, “English may be the language of the global village but the villagers are far from agreement on what is good use of the language” (1992, p. 13). Many communicators mistakenly assume a commonality of understanding when both speakers use the same English words. We know that even two speakers born to the same language experience only approximate commonality of meaning; yet we routinely forget to compensate for that fact and end up with cases of bypassing. Internationally, the commonality of understanding can be far more sketchy, and the contextual issues much more complex, than most of us realize.
A truism says that staying with good Standard English will hold problems to a minimum. But what is Standard English, and what is the place of Standard English in teaching business communication in contexts that are more and more international? How, as teachers, do we make our peace with the multiple, competing standards and values affecting what is “acceptable English”? These questions trouble us in part because business persons approve of others’ use of English—or disparage it— depending on their view of what English is and what it’s supposed to be used for. Most U.S. business persons say that they expect people who work for them to be highly competent in Standard English. It seems a simple issue to these business persons. To teachers it is far from simple.
[…]
(Disponível em http://web.csulb.edu/~gilsdorf/st%20eng%20world%20eng%20jbc.htm / Journal of Business Communication, volume 39, number 3, July 2002, pages 364-378).
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
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