Questões de Concurso
Comentadas sobre determinantes e quantificadores | determiners and quantifiers em inglês
Foram encontradas 92 questões
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cerquilho - SP
Prova:
Avança SP - 2025 - Prefeitura de Cerquilho - SP - PEB II - Inglês |
Q3648805
Inglês
Complete the sentence with the correct option:
“There aren’t ______ chairs in the classroom, so some students will have to stand.”
“There aren’t ______ chairs in the classroom, so some students will have to stand.”
Ano: 2025
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2025 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q3598094
Inglês
Texto associado
For this question choose the correct alternative to
complete the sentences.
I went to the mall on Friday. I needed to buy ________ for
my sister.
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Santa Helena - SC
Prova:
AMEOSC - 2025 - Prefeitura de Santa Helena - SC - Professor com Licenciatura Plena em Língua Portuguesa e Estrangeira (Inglês) - Edital nº 6 |
Q3591151
Inglês
Texto associado
O texto seguinte servirá de base para responder às
questões de 1 a 5.
Population history of the Southern Caucasus
Max Planck Institute for Evolutionary Anthropology—An
international team of researchers from Germany,
Georgia, Armenia, and Norway has analyzed ancient
DNA from 230 individuals across 50 archaeological sites
from Georgia and Armenia. Within the framework of the
Max Planck-Harvard Research Center for the
Archaeoscience of the Ancient Mediterranean,
co-directed by Johannes Krause, Director at the Max
Planck Institute for Evolutionary Anthropology in Leipzig,
and Philipp Stockhammer, Professor at Ludwig
Maximilians University of Munich, this study reconstructs
the genetic interactions of populations in the Southern
Caucasus over time and down to the level of individual
mobility.
Mostly constant ancestry with traces of Bronze Age
migrations
Spanning from the Early Bronze Age (circa 3500 BCE) to
after the Migration Period (circa 500 CE), the research
shows that people in the Southern Caucasus retained a
mostly constant ancestry profile. "The persistence of a
deeply rooted local gene pool through several shifts in
material culture is exceptional", says population
geneticist Harald Ringbauer, whose research team at the
Max Planck Institute for Evolutionary Anthropology led
this study, "This stands out compared to other regions
across Western Eurasia, where many changes were
linked to substantial movement of people."
While there was overall genetic continuity, the research
also found evidence of migration from neighboring
regions. During the later phases of the Bronze Age, in
particular, a portion of the area's genetic makeup traces
back to people from Anatolia and the Eurasian steppe
pastoralists—reflecting cultural exchange, technological
innovation, burial practices, and the expansion of
economic systems, such as mobile pastoralism.
Following this period, the population size in the area
increased, and genetic signatures of mixing were often
more transient or confined to singular mobile individuals.
Cranial deformation: introduced by migration, then turned
into a local tradition
One of the study's most striking findings concerns early
Medieval individuals from the Iberian Kingdom, located in
present-day eastern Georgia, who had intentionally
deformed skulls. This cultural practice was long thought
to be tied to Central Eurasian Steppe populations. "We
identified numerous individuals with deformed skulls who
were genetically Central Asian, and we even found direct
genealogical links to the Avars and Huns " says lead
author and geneticist Eirini Skourtanioti from the Max
Planck Institute for Evolutionary Anthropology and
Ludwig Maximilians University Munich. "However, our
analyses revealed that most of these individuals were
locals, not migrants. This is a compelling example of the
cultural adoption of a practice that was likely
disseminated in the area by nomadic groups."
Liana Bitadze, head of the Anthropological Research
Laboratory at Tbilisi State University in Georgia and a
co-author of the study, corroborates the significance of
this finding: "Previously, we addressed this question
through comparative morphometric analyses. Now,
ancient DNA analysis has created a completely new line
of evidence, helping us to reach more definitive
answers."
A melting pot of diverse ancestries
The study also highlights how urban centers and early
Christian sites in eastern Georgia became melting pots of
people beginning in Late Antiquity. This further
emphasizes the long-standing role of the Caucasus as a
dynamic cultural and genetic frontier.
"Historical sources mention how the Caucasus Mountains
served both as a barrier and a corridor for migration
during Late Antiquity. Our study shows that increased
individual mobility was a key feature of the emerging
urban centers in the region", says Xiaowen Jia, co-lead
author and PhD researcher at Ludwig Maximilians
University Munich.
This research sets a new standard for understanding the
population histories of regions that have long been
overlooked by archaeogenetics.
https://popular-archaeology.com/article/population-history-of-the-southe
rn-caucasus/
Read the sentence from the text:
"This stands out compared to other regions across
Western Eurasia, where many changes were linked to
substantial movement of people."
Match each highlighted word to its correct grammatical
category:
COLUMN 1
I. This
II. other
III. where
IV. many
V. substantial
COLUMN 2
1.Relative adverb
2.Adjective
3.Quantifier adjective
4.Demonstrative pronoun
5.Attributive adjective
The correct matching is:
COLUMN 1
I. This
II. other
III. where
IV. many
V. substantial
COLUMN 2
1.Relative adverb
2.Adjective
3.Quantifier adjective
4.Demonstrative pronoun
5.Attributive adjective
The correct matching is:
Ano: 2025
Banca:
CPCON
Órgão:
Prefeitura de Nova Palmeira - PB
Prova:
CPCON - 2025 - Prefeitura de Nova Palmeira - PB - Professor de Inglês |
Q3583515
Inglês
In the sentence "Each student must bring their own laptop to the seminar," which determinant is used, and what does it convey?
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Guadalupe - PI
Prova:
OBJETIVA - 2025 - Prefeitura de Guadalupe - PI - Professor - Inglês |
Q3534826
Inglês
Fill in the blanks below and mark the CORRECT item.
• How _____ water does the plant need?
• Work lasted too _____ hours today.
• I don't have ______ money to spend.
• How _____ water does the plant need?
• Work lasted too _____ hours today.
• I don't have ______ money to spend.
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503701
Inglês
Texto associado
Question must be answered based on the following poem.
The Hill We Climb
by Amanda Gorman
[…]
"When the day comes we step out of the shade,
aflame and unafraid.
The new dawn blooms as we free it.
For there is always light,
if only we’re brave enough to see it,
if only we’re brave enough to be it."
Adapted from: https://www.cnbc.com/2021/01/20/amanda-gormans-inaugural-poem-the-hill-we-climb-fulltext.html.
In the final lines from Amanda Gorman’s "The Hill We Climb":
"For there is always light,
if only we’re brave enough to see it,
if only we’re brave enough to be it."
The quantifier "enough" functions syntactically and semantically in this context by.
"For there is always light,
if only we’re brave enough to see it,
if only we’re brave enough to be it."
The quantifier "enough" functions syntactically and semantically in this context by.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502715
Inglês
Mark the correct classifications, in order, of the determiners
used in these sentences:
I - The car is parked outside; II - Her book is on the table; III - There are some apples on the counter.
I - The car is parked outside; II - Her book is on the table; III - There are some apples on the counter.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502711
Inglês
Mark the option that correctly explains what ‘Determiners’
are in language.
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393018
Inglês
Fill in the blanks below and mark the CORRECT item.
• How ______ sugar do you take in your coffee?
• How ______ children do you want to have?
• I feel ______ better now.
• There were ______ people at the party.
• How ______ sugar do you take in your coffee?
• How ______ children do you want to have?
• I feel ______ better now.
• There were ______ people at the party.
Q3747272
Inglês
Complete the sentences. Use NO or ANY.
There is _________ sugar in your coffee. Do you know where Mark is? No, I have ________ idea. I’m afraid there’s ________ coffee. Would you like some tea?
Choose the correct alternative:
Ano: 2024
Banca:
ADM&TEC
Órgão:
Prefeitura de Brejo da Madre de Deus - PE
Prova:
ADM&TEC - 2024 - Prefeitura de Brejo da Madre de Deus - PE - Professor II - Inglês (200H/A) |
Q3499973
Inglês
Analyze the following dialogue.
Peter: I'm so worried ‘cause I still have to work on projects.
Emily: Really? I finished yesterday, so I can help you if you want.
Peter: Of course I do. Andrew asked me to finish by next week.
Emily: Wow! It's certainly close, but as we're great team I'm sure we'll make it.
Peter: Thanks, Em. So, let's being?
Emily: Yeah, consider it done!
Mark the alternative that fills out, correctly and respectively, the gaps in the sentences:,
Ano: 2024
Banca:
FCM
Órgão:
Prefeitura de Virginópolis - MG
Prova:
FCM - 2024 - Prefeitura de Virginópolis - MG - Professor de Línguas e Literaturas - Português e Inglês |
Q3448517
Inglês
Read the excerpt.
As I was looking for the fruit juice this morning, I found there was ____________ any left in the refrigerator. I wondered why there was so ____________of it so early in the week, but neither Pam nor Ruth could give a reasonable explanation. Going back to the refrigerator, I also found there were very ____________ oranges left. And as for grapefruits, there were ____________ whatsoever. This was something that had never happened before. I was about to ask Pam and Ruth again, but they were nowhere to be seen any more. As I had nobody to turn to now, I saw ____________ option but to hurry to the shop around the corner.
Fill in the gaps with some of the words indicated above.
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de São Gonçalo - RJ
Prova:
SELECON - 2024 - Prefeitura de São Gonçalo - RJ - Professor Docente I - Inglês |
Q3412151
Inglês
Texto associado
Read the following text:
TEXT I
The teaching of English as a foreign language in the context
of Brazilian regular schools: a retrospective and prospective
view of policies and practices
Read the following text:
The movement towards a more meaningful approach to the
teaching of English as a foreign language in Brazilian regular
schools reached its climax in the 20th century with the publication
of the Brazilian National Curricular Parameters (PCN) for the
teaching of foreign languages at basic education level. Since
then, the community of teachers has been divided into those who
welcomed the contents, views and propositions of the document,
and the ones who believed that the suggestions it contained were
inappropriate. At the center of this controversy was the importance
given by the official policies to the teaching of reading, as opposed
to an approach, borrowed from private language institutes, which
historically favored a focus on the oral skills.
A brief overview of the recent history of ELT in Brazilian regular
schools
During the 1970s, the so-called audiolingual method, based on
behaviorist and structuralist assumptions, was still considered the
only scientific way of teaching a foreign language. Its emphasis
on the oral skills and on the exhaustive repetition of structural
exercises seemed to work well in the contexts of private language
institutes. Those contexts were characterized by the gathering of
small numbers of highly motivated students per class, a weekly
time-table superior in the number of hours to the one adopted in
regular schools, and plenty of audiovisual resources. Questionable
in itself, both because of its results (which in time were revealed to
be less efficient than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up being adopted
by regular schools due to its positive reputation at the time. The
failure of the methodology in this context would soon become
evident, generating extreme frustration both amongst teachers
and students.
From the 1980s on, with the spread of ideas connected to the
so-called communicative approach and the growth of English
for Specific Purposes (ESP), the community of researchers and
teachers interested in the context of regular schools started
reviewing the assumptions and logic of English Language Teaching
(ELT). Recognizing that each and every school discipline needs to
justify its presence in the curriculum socially and educationally, this
movement identified the skill of reading as the most relevant one
for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
This understanding was achieved by considering not only the
possibility of real use outside school, but also the role this approach
could play in the achievement of other educational goals, such
as the improvement of student's reading abilities in Portuguese
as a mother tongue. This movement reached its climax with the
publication of the Brazilian National Curricular Parameters (PCN)
for the teaching of foreign languages at basic education level by
the end of the 1990s. The document recommended the focus on
the teaching of reading within a view of language as discourse.
However, it did not close the door on the teaching of any other skill,
as long as the context made it possible and relevant.
Another important characteristic of the Parameters that should
not be overlooked is their emphasis on teacher's autonomy. This
emphasis can be seen clearly in the fact that no content or method
is imposed upon the teachers. What one can find are suggestions
and relevant information for teachers to make their own decisions,
taking into consideration the context within which they work. In
other words, the Parameters do not force any teacher to limit their
focus on the teaching of reading, if they believe they can go further
than that.
To be or not to be: professional identities and beliefs
When asked why they were against the focus on reading, most
teachers who take this position, told me that they considered
the teaching of reading to be "not enough". Most of them also
added that if the teaching of reading was designed to fit a context
where one cannot effectively teach the oral skills, then we should
not adapt ourselves to that context, but rather demand the
improvements that would make more feasible the teaching of the
so-called four skills.
Let us consider these statements more closely. The first one is
about quantity, that is, by teaching "only" the reading skill, the
teacher would be denying her/his students the opportunity for
learning all the other skills. They would be denied the opportunity
for learning to speak English, which is, after all, assumed to be the
real goal of teaching English as a Foreign Language (EFL).
Reasonable and democratic as it may seem, such an argument
fails to take into consideration at least one extremely relevant
issue: the fact that in Brazil there are virtually no reports of
successful teaching of the four skills in contexts other than the
private language institutes. Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools,
but only those which completely changed the characteristics
of the classes (making them look almost exactly like the small,
homogeneous classes of the private institutes) were able to
achieve some (questionable) level of success. In other words, the
integrative approach to ELT, with its claim of teaching the four skills,
focusing especially on the oral skills, has never been successful in
our regular schools, including most of the private ones, with very
few exceptions. If that is indeed the case, then it makes very little
sense to speak of giving our students more or less of something
that they never really had. And even if we are to speak in such
terms, then it is extremely clear (at least for those who tried it) that
the communicative teaching of one skill is definitely better (and
more) than the pantomime of allegedly teaching the four skills,
which was never successful in the context of Brazilian schools.
Where do we go from here?
Any attempt to establish new policies for the teaching of EFL at
Brazilian regular schools should start with the recognition that
the PCN were a very important step towards meaningful foreign
language education in this context. Without such recognition,
there will always be the suspicion that the old beliefs connected to
the professional identity of the teacher as an instructor are coming
back.
Surely, we do not want to teach only reading forever. But sound
attempts to go forward in enhancing the relevance of our teaching
should start with the discussion of the three groups of reasons
that justified the propositions of the PCN. The focus on reading
was considered the most adequate for the majority of our schools
because of practical considerations about our working conditions,
social relevance, and educational relevance.
As far as practical conditions and educational relevance are
concerned, virtually no major change has occurred in order to
justify reframing our teaching. However, in what concerns social
relevance, it is undeniable that the growth of the Internet has
provided a new context for the use of the English language outside
schools. For that reason, it is my belief that skills other than reading
may now be taught in our classes without representing a return to
a rationale that is alien to our schools. The teaching of writing in
the context of Internet genres and practices is definitely necessary,
if we want our students to have their own voice, becoming able to
project their own local identities in global contexts.
Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil –
Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/
nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “Before the mid-1980s, several different
attempts were made to make ELT work out at regular schools…”,
the underlined word can be replaced, with no change in meaning, by:
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403872
Inglês
Considering the following sentence: “The
announcement will come as a ___________
surprise.” Which one of the following is the correct
choice?
Ano: 2024
Banca:
IDESG
Órgão:
Prefeitura de Nova Venécia - ES
Prova:
IDESG - 2024 - Prefeitura de Nova Venécia - ES - Professor - Língua Inglesa |
Q3400253
Inglês
Read the following dialogue.
Bree: Could I lend one of your dresses? I have nothing to wear, and the party is already tomorrow.
Lucy: Yeah! Pick at whatever you like.
Bree: Thanks!
[The next day - Bree arrives at the party]
Bree: Wow! Look at this place. There are too much people here.
Alex: Absolutely! This party is very crowded.
Based on this dialogue, choose the correct alternative.
Bree: Could I lend one of your dresses? I have nothing to wear, and the party is already tomorrow.
Lucy: Yeah! Pick at whatever you like.
Bree: Thanks!
[The next day - Bree arrives at the party]
Bree: Wow! Look at this place. There are too much people here.
Alex: Absolutely! This party is very crowded.
Based on this dialogue, choose the correct alternative.
Ano: 2024
Banca:
MSConcursos
Órgão:
Prefeitura de Formigueiro - RS
Prova:
MS CONCURSOS - 2024 - Prefeitura de Formigueiro - RS - Professor de Inglês |
Q3389170
Inglês
Em uma das frases, a palavra FEW está sendo usada, erroneamente, qual é?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Sete Barras - SP
Prova:
Avança SP - 2024 - Prefeitura de Sete Barras - SP - Professor de Educação Básica III - Língua Inglesa |
Q3382595
Inglês
Complete the sentence with the appropriate articles, if necessary:
_____ teacher was reading _____ book to her class. She noticed _____ student in the back who seemed distracted. "Do you need _____ help?" she asked. "No, thank you," replied _____ student, "I was just thinking about _____ story you are reading."
_____ teacher was reading _____ book to her class. She noticed _____ student in the back who seemed distracted. "Do you need _____ help?" she asked. "No, thank you," replied _____ student, "I was just thinking about _____ story you are reading."
Ano: 2024
Banca:
FURB
Órgão:
SED-SC
Prova:
FURB - 2024 - SED-SC - Professor - Língua Estrangeira Inglês |
Q3338244
Inglês
Read the following sentences:
We were going to the supermarket and there was _____ free parking space.
I wish I could take credit for this accomplishment, but my wife is the real hero. All the recognition should go to her, I don't deserve _______.
The candy we bought tasted bad. _______ was worth the money.
______ would have guessed that.
The words that correctly fill in the blanks respectively are:
We were going to the supermarket and there was _____ free parking space.
I wish I could take credit for this accomplishment, but my wife is the real hero. All the recognition should go to her, I don't deserve _______.
The candy we bought tasted bad. _______ was worth the money.
______ would have guessed that.
The words that correctly fill in the blanks respectively are:
Ano: 2024
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Pires Ferreira - CE
Prova:
Fundação CETREDE - 2024 - Prefeitura de Pires Ferreira - CE - Professor - PEB II - Inglês |
Q3316624
Inglês
Which word fits best in the blank to complete the
sentence?
There were __________ books on the shelf in the library. The students had plenty of options.
There were __________ books on the shelf in the library. The students had plenty of options.
Ano: 2024
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Pires Ferreira - CE
Prova:
Fundação CETREDE - 2024 - Prefeitura de Pires Ferreira - CE - Professor - PEB II - Inglês |
Q3316623
Inglês
Choose the appropriate word to complete the sentence:
She had __________ time to finish her homework before dinner. She had finished everything important earlier.
She had __________ time to finish her homework before dinner. She had finished everything important earlier.
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