Questões de Concurso
Sobre formação de palavras (prefixos e sufixos) | word formation (prefix and suffix) em inglês
Foram encontradas 291 questões
Ano: 2023
Banca:
IDESG
Órgão:
Prefeitura de Mutum - MG
Prova:
IDESG - 2023 - Prefeitura de Mutum - MG - Professor de Educação Básica II - Inglês |
Q3666657
Inglês
Which word does not have the correct suffix? Choose the INCORRECT answer.
Ano: 2023
Banca:
ISBA
Órgão:
Prefeitura de Porto Real do Colégio - AL
Prova:
ISBA - 2023 - Prefeitura de Porto Real do Colégio - AL - Professor de Inglês |
Q3643011
Inglês
Write these numbers into ordinal form.
Eleven - Five - Eighty - Twenty - One
Ano: 2023
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2023 - Prefeitura de Cuiabá - MT - Professor - Licenciatura em Letras/Inglês |
Q3641229
Inglês
Texto associado
TEXT:
What's the best way to learn receptive skills?
Miranda Hamilton
July 26, 2021
We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?
Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.
Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.
How many words?
This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.
• Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
• Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
• Write the phrase on the board and count the number of words with the class. Who was the closest?
• Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.
This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.
Support every learner
In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.
• Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
• Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.
Prepare to listen, prepare to understand
Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.
• Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen. • Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
• Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.
Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.
Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-tolearn-receptive-skills
No trecho “Make the gap-fill or sentence-completion task
more achievable and supply the first letter of the missing word.”,
o sufixo da palavra em destaque foi utilizado na formação de um:
Ano: 2023
Banca:
CPCON
Órgão:
Prefeitura de Água Branca - PB
Prova:
CPCON - 2023 - Prefeitura de Água Branca - PB - Professor de Ensino Fundamental II - Língua Inglesa |
Q3634348
Inglês
Texto associado
Available from: <https://www.glasbergen.com/education-cartoons/education-technology>/. Accessed on: Nov 8th , 2022
Answer questions according to TEXTS.
In “eraser”, in Text IV, the suffix “-r” has the same function as the one in:
Ano: 2023
Banca:
FAU
Órgão:
Prefeitura de Dois Vizinhos - PR
Prova:
FAU - 2023 - Prefeitura de Dois Vizinhos - PR - Professor de Língua Inglesa |
Q3613179
Inglês
Texto associado
O texto III refere-se à questão.
The overnight attack left very little time for
residents to take shelter.1
— Andrew E. Kramer, Nicole Tung and Victoria
Kim2
KYIV, Ukraine — Russia targeted the Ukrainian
capital, Kyiv, yet again with a missile attack in the
early hours of Thursday, killing two women and a
child who were not able to get into a closed
shelter. Loud explosions were heard just minutes
after air-raid sirens sounded throughout the city,
waking residents worn out by a month of
relentless attacks.
Kyiv’s mayor, Vitali Klitschko, said on the
Telegram messaging app that an additional 16
people were injured by debris from air defense
systems shooting down incoming attacks.
Ukraine’s general staff headquarters said Kyiv
had been attacked by a volley of 10 Iskander
ballistic missiles, all of which were shot down.
The city’s military administration said some of the debris fell on a clinic and an adjacent
building. A mother and child were killed minutes
after the air-raid alert while trying to get into a
bomb shelter at the clinic that was locked,
according to Mr. Klitschko and two emergency
workers at the scene who declined to be named
because they were not authorized to speak to the
news media. The woman and her child were not
immediately identified.
President Volodymyr Zelensky, in his nightly
address, was sharply critical of local officials for
failing to ensure all bomb shelters were open
when sirens sounded. The people responsible
for the locked shelter door should be prosecuted,
he said.
“Never again should a situation like this
night in Kyiv, when people came to the shelter,
and the shelter is closed, happen,” he said. “It is
the duty of local authorities — a very specific duty
— to ensure the availability and availability of
shelters 24 hours a day. It is painful to see a
careless attitude toward this duty. It hurts to see
losses.”
City officials said they had opened a
criminal investigation into the clinic and the
administrators responsible for operating the
shelter there, focused on whether the shelter was
properly maintained and why it may have been
inaccessible, Mr. Klitschko said. Police officers will
now patrol bomb shelters during air raids to make
sure they are open, he added.
Later in the day, the Ukrainian prosecutor
general’s office said four people had been
detained in connection with the incident: the first
deputy of Kyiv’s Desnyansky district, the director
and deputy director of the clinic, and a security
guard.
A man who lives near the clinic and who
gave his name as Yaroslav told the Ukrainian
public broadcaster Suspilne that his 33-year-old
wife, Natalya, was also killed after she and their
9-year-old daughter, Polina, were unable to get
into the shelter.
Yaroslav said people were trying
desperately to get in. “People were knocking,
knocking for a very long time,” he said, adding,
“There were women and children and nobody
opened it.”
After what he described as an explosion,
Yaroslav found Natalya bleeding alongside a
blanket she brought for their daughter and a blue
bag carrying family documents, according to the
Suspilne report. His daughter, who was not
injured, saw what happened to her mother,
Yaroslav said.
While Kyiv has been attacked since the first
days of the war, the pace and intensity of the
Russian assaults over the past month have been
jarring even for civilians now accustomed to
spending hours in bomb shelters and sleepless nights huddled in corridors. Thursday’s strikes
seemed to suggest that the campaign would
continue into June.
2 Andrew E. Kramer and Nicole Tung reported from Kyiv,
Ukraine, and Victoria Kim from Seoul. Marc Santora
contributed reporting from Kyiv, and Juston Jones and
Anushka Patil from New York. Dmitriy Khavin contributed a
translation.
Which of the following words from the text
contains both a prefix and a suffix?
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Inglês |
Q3378329
Inglês
Texto associado
TEXT 1
World Cup 2022: why is Qatar a controversial location for the tournament?
Nov 29, 2022 (Reuters)
The decision to award Qatar hosting rights for the 2022 World Cup has been marred by
controversy around issues such as local climate conditions, human rights violations, and, in
particular, the welfare of migrant workers, since it was first announced 12 years ago.
Local climate conditions and FIFA’s calendar
FIFA awarded the 2022 tournament to the Middle Eastern country in 2010, with the understanding
it would be held during the summer, where temperatures exceed 40 degrees.
In 2015, FIFA recommended that Qatar host a shorter World Cup over the cooler months of
November and December in a move that was sure to put soccer's world governing body on a
collision course with the major European leagues. The big European leagues would prefer an AprilMay option to minimise disruption to their lucrative domestic seasons. But this latter alternative did
not prevail and the schedule change to the northern hemisphere winter marked the first time that
the World Cup moved from its regular slot of June and July when Europe's domestic leagues have
concluded their seasons.
Welfare of migrant workers
Britain’s 7newspaper reported that at least 6,500 migrant workers – many of them working
on World Cup projects – had died in Qatar since it won the right in 2010 to stage the World Cup.
The International Labour Organization has questioned that number, which it said included all
deaths in the overall migrant population, which consists of 2, 9 million people. Qatari World Cup
organisers have said that there have been three work-related fatalities and 34 non-work-related
deaths among workers at World Cup 2022 sites.
Amnesty International and other rights groups have led calls for FIFA to compensate migrant
workers in Qatar for human rights abuses by setting aside $440 million, matching the World Cup
prize money. They believe that their fight for compensation may make up for the abuse suffered by
migrant workers.
Apart from the schedule change and the welfare of migrant workers, violation in women's and
LGBT’s rights, as well as the strict control on alcohol were other issues which nurtured the
controversy around the 2022 Word Cup in Qatar.
Available at : https://www.reuters.com/lifestyle/sports/world-cup-2022-why-is-qatar-controversial-location-fifa-tournament.
Access: 03 Dec. 2022. Adapted.
The suffix “er” in the word “cooler”, used in the text, has the same grammatical meaning as
used in the word:
Ano: 2023
Banca:
UNIVIDA
Órgão:
Prefeitura de Marumbi - PR
Prova:
UNIVIDA - 2023 - Prefeitura de Marumbi - PR - Professor de Inglês |
Q2645231
Inglês
In the sequence, the terms unkind, misuse, helpful and fearless are:
Ano: 2023
Banca:
Instituto Darwin
Órgão:
Prefeitura de Lagoa de Itaenga - PE
Prova:
Instituto Darwin - 2023 - Prefeitura de Lagoa de Itaenga - PE - Professor(a) Anos Finais - 6° ao 9° Ano: Língua Inglesa |
Q2379807
Inglês
Two roads diverged in a yellow wood, And sorry I
could not travel both', identify which word contains a
prefix and what that prefix is.
Ano: 2023
Banca:
Instituto Darwin
Órgão:
Prefeitura de Lagoa de Itaenga - PE
Prova:
Instituto Darwin - 2023 - Prefeitura de Lagoa de Itaenga - PE - Professor(a) Anos Finais - 6° ao 9° Ano: Língua Inglesa |
Q2379805
Inglês
In English, prefixes and suffixes are essential for
changing the meaning of words and adapting them to
different contexts. Understanding their functions is
crucial for effective communication. Identify the correct
prefix that turns the word "agree" into its opposite
meaning.
Ano: 2023
Banca:
IDHTEC
Órgão:
Prefeitura de Ilha de Itamaracá - PE
Prova:
IDHTEC - 2023 - Prefeitura de Ilha de Itamaracá - PE - Professor de Inglês |
Q2346533
Inglês
In the story, the main character discovers an underground city
that nobody knows about, leading them on a thrilling adventure.
Which word below has a prefix that means "under"?
Ano: 2023
Banca:
IDHTEC
Órgão:
Prefeitura de Ilha de Itamaracá - PE
Prova:
IDHTEC - 2023 - Prefeitura de Ilha de Itamaracá - PE - Professor de Inglês |
Q2346523
Inglês
In a science fiction movie, alien creatures with the ability to
become invisible are called "invisoids." Based on this word, what
is the most likely meaning of the prefix "in-" and the suffix "-oid"?
Choose the correct option.
Ano: 2023
Banca:
IDHTEC
Órgão:
Prefeitura de Ilha de Itamaracá - PE
Prova:
IDHTEC - 2023 - Prefeitura de Ilha de Itamaracá - PE - Professor de Inglês |
Q2346518
Inglês
'Reserving judgments is a matter of infinite hope. I am still a
little afraid of missing something if I forget that, as my father
snobbishly suggested, and I snobbishly repeat, a sense of the
fundamental decencies is parcelled out unequally at birth.'.
Identify the words that contain a prefix and suffix respectively.
Identify the words that contain a prefix and suffix respectively.
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335660
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No trecho “Finding someone who can correct your
errors tactfully and effectively…”, o termo em destaque recebeu
o sufixo -ING por se tratar de:
Ano: 2023
Banca:
SELECON
Órgão:
Prefeitura de Campo Verde - MT
Prova:
SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297181
Inglês
Texto associado
TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
Na frase “It is not uncommon for English language lessons
to favour communication over accuracy”, o adjetivo em destaque
foi formado pelo acréscimo de prefixo. O adjetivo formado
corretamente pelo mesmo prefixo de “uncommon” é:
Q2276167
Inglês
Texto associado
Internet: <www.britannica.com> (with adaptations).
Regarding the text and its linguistics aspects, judge the item below.
The adverb “bloodily” (line 18) follows the same spelling rule of the adverbs nicely, simply and easily.
The adverb “bloodily” (line 18) follows the same spelling rule of the adverbs nicely, simply and easily.
Ano: 2023
Banca:
CETREDE
Órgão:
Prefeitura de Guaiúba - CE
Prova:
CETREDE - 2023 - Prefeitura de Guaiúba - CE - Professor Peb II - Língua Inglesa |
Q2267388
Inglês
Which word does not have the correct prefix? Choose
the INCORRECT answer
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238773
Inglês
Observe the morphological process of the formation of the following words:
Now analyze the following statements.
I. -context- and -tangle- are free roots, while -ident- is a bound root.
II. These three words are formed both by prefixation and suffixation.
III. In the noun, -ual- and -iz- are derivational suffixes, while in the adverb, -ifi- and -ab- are inflectional suffixes.
IV. dis- and en- both have negative meanings.
V. The head of the noun is -ation, the head of the verb is en- and the head of the adverb is -ly.
The correct statements are
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238772
Inglês
Choose the only alternative which contains a
compound word in the sentence.
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - EDUCAÇÃO DE JOVENS E ADULTOS - EJA/PRISIONAL/SOCIOEDUCATIVO: PROFESSOR PNS-P2 – LÍNGUA INGLESA |
Q2184914
Inglês
Texto associado
A questão foi desenvolvida em
língua inglesa e/ou língua portuguesa oficial do
Brasil.
Analyze the word suffix ‘Philosopher’. Choose
the word with the same suffix function that
forms the idea of a profession.
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121435
Inglês
Texto associado
Leia a charge para responder a questão.
(twitter.com. Adaptado)
Assinale a alternativa em que o prefixo de- assume o mesmo sentido que lhe é atribuído em “dethroned”, no primeiro
quadrinho.
Conheça nossos planos