Questões de Concurso
Sobre formação de palavras (prefixos e sufixos) | word formation (prefix and suffix) em inglês
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Word-formation processes in English involve mechanisms such as derivation and composition, which expand the lexicon of the language and allow for the creation of new terms from existing elements. Regarding word-formation processes, analyze the following statements.
I. Derivation by prefixation adds elements to the beginning of the base word, as in "un-" in "unhappy", generally altering meaning without modifying the grammatical class of the term.
II. Derivation by suffixation in English, when applied to terms such as "happiness" and "quickly", preserves the grammatical class of the original base word, promoting only semantic adjustments in the meaning of the term.
III. Composition combines autonomous words into new lexical units, as in "blackboard" and "toothbrush", joining terms that also circulate independently in the language.
The correct statements are:
Adverbs of manner in English, regularly formed by adding the suffix "-ly" to an adjective, characterize the way in which a verbal action occurs. Consider the sentence: "He drives ___ on the highway, which worries his family." Choose the alternative that presents the adverb of manner that appropriately fills the gap.
(__) Advérbios de modo derivados de adjetivos terminados em -ic, como "tragic" ou "economic", exigem a inserção da sílaba intermediária -al- antes da adição do sufixo -ly, resultando em formas como "tragically".
(__) Advérbios de frequência indeterminada, como "seldom" e "often", ocupam majoritariamente a posição final da frase quando o verbo principal está no tempo presente simples, para evitar a fragmentação do sintagma verbal.
(__) O termo "hardly" funciona como um advérbio de intensidade com carga semântica negativa, não guardando relação de significado com o advérbio de modo "hard", que descreve a aplicação de esforço ou força.
(__) Advérbios conectivos (conjunctive adverbs), como "nonetheless" e "furthermore", exigem o uso de ponto e vírgula ou ponto final para separar as orações independentes que relacionam logicamente no texto.
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
(__) O prefixo "un-" é utilizado para expressar oposição ou reversão em adjetivos e verbos, enquanto o prefixo "in-" possui alomorfos como "im-", "il-" e "ir-", condicionados pela letra inicial da raiz.
(__) Sufixos como "-en", adicionados a adjetivos como "weak" ou "short", funcionam como formadores de verbos que indicam o processo de tornar-se ou causar a qualidade descrita pela base.
(__) A adição do sufixo "-ness" transforma adjetivos em substantivos concretos que designam ferramentas manuais, perdendo a relação semântica com o estado ou qualidade original da palavra.
(__) Prefixos de origem grega, como "hyper-" e "hypo-", são utilizados em registros acadêmicos para indicar excesso e deficiência, respectivamente, mantendo a produtividade em terminologias técnicas.
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
“The internationalization of artificial intelligence technologies has transformed the way people communicate, work and access information around the world.”
A palavra “internationalization” apresenta um processo de formação lexical característico da língua inglesa, envolvendo prefixação e sufixação a partir de um radical nominal. Assinale a alternativa que apresenta a análise correta da formação dessa palavra.
Select the alternative that presents a correct example of a noun formed through the addition of the suffix -ness.
(__) The prefix "un-" can indicate the reversal of an action when attached to verbs, as in "untie" or "unlock."
(__) The suffix "-en" is used to derive verbs from adjectives or nouns, signifying a change of state, as in "shorten" or "strengthen."
(__) Prefixes in English are primarily used to change the grammatical category of the base word, such as turning a noun into an adverb.
(__) The suffix "-ish" is used exclusively to denote nationality and can never be used to express an approximate quality or age.
After analysis, choose the alternative that presents the CORRECT sequence:
(__)Conversion (or zero-derivation) occurs when a word changes its grammatical category without the addition of any affix, such as "to water" from "water".
(__)The suffix "-ness" is a highly productive nominalizer in English, typically used to transform adjectives into abstract nouns describing a state or quality.
(__)In compounding, the right-hand element of the word usually functions as the semantic head, determining the basic meaning and the grammatical class of the compound.
(__)Diminutive suffixes like "-let" or "-ling" are primarily used in technical English to increase the formal density of scientific descriptions of large mammals.
Now, choose the CORRECT alternative with the sequence from top to bottom:
Disponível em: https://br.pinterest.com/pin/517351075939755329/visualsearch/?x=220&y=26&w=203&h=197&cropSource=9&rs=deep_linking Acesso em: 30 de outubro de 2025
Text for question
Hero boy swims for four hours to save his family (9th February 2026)
A 13-year-old Australian boy has been hailed a hero after an epic swim that saved his family. The boy, Austin Appelbee, and his family were on a beach holiday in Western Australia. They were kayaking and paddleboarding in shallow water when strong winds pushed them farther offshore. They ended up over four kilometres away from land, and the daylight was fading. Austin decided to kayak to shore to get help. However, the waves had damaged his kayak, which had taken in water and flipped over. He said he then lost an oar and knew he was in trouble. He decided he had no alternative but to swim back to land. He swam through shark-frequented waters to raise the alarm.
Austin made it to the beach and phoned for help. This sparked a huge rescue operation, which resulted in coastguards finding the teenager's mother and two younger sisters. The boy said: "I hit the bottom of the beach and I just collapsed, and then, after that, I had to “ sprint two kilometres to get to the phone." Rescuers called his efforts "superhuman". One rescuer said Austin's actions could not "be praised highly enough." He added that the teenager's "determination and courage ultimately saved the lives of his mother and siblings." Austin's mother Joanne, 47, told reporters: "The wind picked up. We lost oars, and we drifted out further. It was an absolute nightmare."
TEXT FOR QUESTION
"In the contemporary classroom, the teacher’s role has shifted from being the sole provider of knowledge to a facilitator of LITERARY LITERACY. This approach encourages students to engage deeply with texts, moving beyond literal decoding to a critical understanding of the social and cultural nuances embedded in the language."
(__)The Present Perfect tense is used to describe actions that happened at a specific time in the past, always requiring the use of precise dates like 'last Friday at 2 PM'.
(__)Prefixes and suffixes are used in English to change the meaning or the word class of a base word, such as adding '-ness' to an adjective to form a noun.
(__)The use of modal verbs like 'can', 'must' and 'should' allows the speaker to express different degrees of possibility, obligation and advice in a conversation.
(__)Passive voice is formed by using the verb 'to be' and the past participle of the main verb, focusing more on the action itself than on the person who performed it.
After the analysis, choose the alternative that presents the correct sequence:
Leia o texto a seguir para responder à questão:
The term “language practice” refers to activities which involve repetition of the same language point or skill in an environment which is controlled by the framework of the activity. The purpose for language production and the language to be produced are usually predetermined by the task or the teacher. The intention is not to use the language for communication but to strengthen the ability to manipulate a particular language form or function.
Activities centered on “language use”, on the other hand, involve the production of language in order to communicate. The purpose of the activity might be predetermined but the language which is used is determined by the learners.
(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
O sufixo -en assume vários papéis e significados na língua inglesa.
A palavra que segue o mesmo processo de formação verificado em strengthen, no primeiro parágrafo do texto, é:
Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!
She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.
At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!
When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.
A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.
In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012
I. São palavras formadas pela justaposição de elementos (prefixos + substantivos) cujos componentes formadores geralmente têm origem em outras línguas (latim, grego etc.). II. São palavras formadas por composição – Compound words –, tal como a palavra ‘sunflower’ (sun + flower), em que a combinação das partes dá o sentido geral da união. III. São palavras originais, básicas da língua inglesa, que dão origem a novos vocábulos ou podem agregar novos significados com a junção de prefixo, sufixo ou de outro radical. IV. São todos substantivos formados pelo processo de composição – Compounding –, sendo homework an ‘uncountable noun’, isto é, não faz a forma regular do plural.
Está CORRETO o que se afirma apenas em
I.Derivational suffixes like "-ly" often change adjectives into adverbs, modifying the syntactic function of the base word.
II.Inflectional morphemes in English, such as the "-ed" in "walked," change the core meaning of the verb to create an entirely new lexical entry.
III.Compounding is the process of combining two free morphemes to create a new word, which can be written as one word, two words, or hyphenated.
Which statements are correct:
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