🎯 Saiba o que estudar

Avançado com Treinador a partir de R$ 0,76/dia

Questões de Concurso Sobre palavras conectivas | connective words em inglês

Questões Discursivas

Foram encontradas 642 questões

Q3865178 Inglês
A conjunção although introduz, semanticamente, uma relação de:
Alternativas
Q3865164 Inglês
Em um texto argumentativo em língua inglesa, a presença recorrente de conectores como however, therefore e moreover contribui diretamente para:
Alternativas
Q3862512 Inglês
In the fragment of paragraph 2, “this represents not just a moral imperative, but also a major opportunity to unlock a new and largely untapped market”, the linking words not justbut also indicate a(an)
Alternativas
Q3859716 Inglês
Os 'Discourse Markers' são elementos linguísticos que conectam ideias e organizam o discurso, mas seu uso é restrito à linguagem formal, sendo inadequados para a comunicação oral informal.
Alternativas
Ano: 2026 Banca: FGV Órgão: AMAZUL Provas: FGV - 2026 - AMAZUL - Advogado | FGV - 2026 - AMAZUL - Contador | FGV - 2026 - AMAZUL - Designer Gráfico | FGV - 2026 - AMAZUL - Analista de Administração | FGV - 2026 - AMAZUL - Engenheiro Mecatrônico | FGV - 2026 - AMAZUL - Analista de Desenvolvimento de Sistemas | FGV - 2026 - AMAZUL - Engenheiro Naval | FGV - 2026 - AMAZUL - Engenheiro de Computação | FGV - 2026 - AMAZUL - Médico do Trabalho | FGV - 2026 - AMAZUL - Psicólogo | FGV - 2026 - AMAZUL - Analista de Infraestrutura de Tecnologia da Informação | FGV - 2026 - AMAZUL - Engenheiro de Controle da Qualidade | FGV - 2026 - AMAZUL - Analista de Negócios | FGV - 2026 - AMAZUL - Arquiteto | FGV - 2026 - AMAZUL - Auditor | FGV - 2026 - AMAZUL - Analista de Recursos Humanos | FGV - 2026 - AMAZUL - Engenheiro Ambiental | FGV - 2026 - AMAZUL - Engenheiro de Materiais | FGV - 2026 - AMAZUL - Especialista de Radioproteção | FGV - 2026 - AMAZUL - Engenheiro Nuclear | FGV - 2026 - AMAZUL - Engenheiro de Produção | FGV - 2026 - AMAZUL - Engenheiro Civil | FGV - 2026 - AMAZUL - Engenheiro Controle e Automação | FGV - 2026 - AMAZUL - Físico | FGV - 2026 - AMAZUL - Engenheiro Químico | FGV - 2026 - AMAZUL - Engenheiro de Telecomunicações | FGV - 2026 - AMAZUL - Engenheiro de Segurança do Trabalho | FGV - 2026 - AMAZUL - Engenheiro Eletricista | FGV - 2026 - AMAZUL - Engenheiro Eletrônico | FGV - 2026 - AMAZUL - Meteorologista | FGV - 2026 - AMAZUL - Químico | FGV - 2026 - AMAZUL - Tecnólogo em Fabricação Mecânica | FGV - 2026 - AMAZUL - Engenheiro de Energia | FGV - 2026 - AMAZUL - Engenheiro Mecânico |
Q3846040 Inglês
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION


Social Dimensions of Climate Change


Extreme weather events are deeply intertwined with global patterns of inequality. The poorest and most vulnerable people bear the brunt of climate change impacts yet contribute the least to the crisis. As the impacts of climate change mount, millions of vulnerable people face disproportionate challenges in terms of loss of jobs; physical harm; disease; mental health effects; food insecurity; access to water; migration and forced displacement; loss of shelter, assets, and community ties, and other related risks.

Some people are more vulnerable to climate change than others. For example, workers in sectors such as agriculture, fishing, and tourism rely on natural resources that are particularly sensitive to increasingly unpredictable weather and seasonal patterns. Female-headed households, children, persons with disabilities, Indigenous Peoples and ethnic minorities, landless tenants, migrant workers, displaced persons, older people, and other socially marginalized groups often have fewer financial and other resources to cope with and recover from shocks which might threaten their wellbeing and the wellbeing of their families. The root causes of their vulnerability lie in a combination of their geographical locations; their financial, socio-economic, cultural, and social status; and their access to resources, services, and decision-making power.

The poor are often not just among the most vulnerable to climate change, but also disproportionately impacted by measures to address it. These impacts can include increased costs of living, loss of livelihoods, and limited access to resources and support systems, which exacerbate existing inequalities and poverty trends. In the absence of well-designed and citizen-centered policies, efforts to tackle climate change can have unintended consequences for the livelihoods of certain groups, including placing a higher financial burden on poor households […].

While much progress has been made on the science and the types of policies needed to support a transition to low carbon, climateresilient development, a challenge facing many countries is engaging citizens who are concerned that they will be unfairly impacted by climate policies. Citizen-centered programs play a vital role in ensuring that resources are used efficiently. Engaging people in shaping climate action is equally critical for achieving lasting impact. This means ensuring transparency, access to information, and active citizen engagement on climate risks and green growth. Such involvement can help build public support to reduce climate impacts, overcome behavioral and political barriers to decarbonization, as well as foster both new ideas and a sense of ownership over solutions.

Moreover, communities bring unique perspectives, skills, and a wealth of knowledge to the challenge of strengthening resilience and addressing climate change. They should be engaged as partners in resilience-building rather than being regarded merely as beneficiaries. Research and experience show that community leaders can successfully set priorities, influence ownership, as well as design and implement investment programs that are responsive to their community’s own needs. A 2022 report by the Intergovernmental Panel on Climate Change (IPCC) recognizes the value of diverse forms of knowledge — such as scientific, Indigenous, and local knowledge — in building climate resilience. Innovations in the architecture of climate finance can connect communities and marginalized groups to the policy, technical, and financial assistance that they need for locally relevant and effective development outcomes.


From: https://www.worldbank.org/en/topic/social-dimensions-of-climate-change 
“Yet” in “yet contribute the least” (1st paragraph) introduces an idea of:
Alternativas
Q3845199 Inglês
TEXTO III
After years of silence, she finally spoke, not because the fear had disappeared, but because remaining silent had become unbearable. Her words were hesitant at first, yet they carried a determination that surprised even herself. 
A conjunção yet, no contexto do texto, expressa uma relação de: 
Alternativas
Q3839802 Inglês
Text:


"In many language classrooms, reading is still treated as a silent, individual activity whose main goal is to check vocabulary knowledge. However, contemporary views of reading emphasize that it is a social and strategic process. When learners skim a text, they look for its overall message rather than every unknown word. When they scan, they focus on locating specific pieces of information, such as dates or names. Effective teachers design tasks that make these strategies visible: they ask students to predict content from titles and visuals, to discuss their expectations in pairs, and then to compare what they anticipated with what they actually understood. In this way, reading becomes not only a test of comprehension, but also a context for interaction, negotiation of meaning and the development of critical awareness." 
In the context of the text, what is the main function of the discourse marker "However" at the beginning of the second sentence? 
Alternativas
Q3839377 Inglês
Texto II

When the Classroom Goes Online

Over the past decade, the English classroom has changed more than it had in the previous hundred years. Mobile phones, social networks, artificial intelligence tools and online platforms are now part of students’ daily lives, and the teaching of English can no longer ignore this reality.

However, the use of technology in language education is not a matter of simply replacing books with screens. What truly matters is how these resources are used. A video, a message exchange, a podcast or an online discussion only become educational when they are integrated into meaningful learning situations, connected to students’ experiences and guided by clear pedagogical objectives.

Teachers who understand this shift no longer see themselves as the only source of knowledge. Instead, they act as mediators who help learners build meaning, develop autonomy and reflect on language use in real communicative contexts. This perspective is strongly supported by the principles of the Brazilian National Common Core (BNCC), which emphasizes the social and functional use of language.

In this sense, learning English is not just about memorizing structures or rules. It involves interpreting texts, negotiating meaning, expressing identity and participating in global conversations. When the classroom goes online, it does not lose its educational role — it expands it.
O conectivo HOWEVER introduz ideia de:
Alternativas
Q3839367 Inglês
Texto II

When the Classroom Goes Online

Over the past decade, the English classroom has changed more than it had in the previous hundred years. Mobile phones, social networks, artificial intelligence tools and online platforms are now part of students’ daily lives, and the teaching of English can no longer ignore this reality.

However, the use of technology in language education is not a matter of simply replacing books with screens. What truly matters is how these resources are used. A video, a message exchange, a podcast or an online discussion only become educational when they are integrated into meaningful learning situations, connected to students’ experiences and guided by clear pedagogical objectives.

Teachers who understand this shift no longer see themselves as the only source of knowledge. Instead, they act as mediators who help learners build meaning, develop autonomy and reflect on language use in real communicative contexts. This perspective is strongly supported by the principles of the Brazilian National Common Core (BNCC), which emphasizes the social and functional use of language.

In this sense, learning English is not just about memorizing structures or rules. It involves interpreting texts, negotiating meaning, expressing identity and participating in global conversations. When the classroom goes online, it does not lose its educational role — it expands it.
A expressão “In this sense” estabelece relação semântica de: 
Alternativas
Q3837318 Inglês
Discourse markers function to organize talk and signal the speaker's attitude. Select the alternative that correctly identifies the function of the marker "Mind you" in spoken English.
Alternativas
Q3826816 Inglês

Developing coherent and cohesive texts is a key competency in language learning, requiring the correct use of linking words to establish logical relationships between ideas. Analyze the following statements regarding the function of connectors in text production.


I.The connector "However" introduces a contrast or contradiction to the previous statement.

II.The connector "Therefore" indicates a conclusion or result following the previous statement.

III.The connector "Furthermore" introduces an opposing viewpoint to refute an argument.


Is what is stated correct in:

Alternativas
Q4203416 Inglês

Read the text below. Then, choose the option that best fills in the gaps: 


In this paper, we present the status quo and challenges regarding the use of additional languages as a medium of instruction in Brazilian higher education. ________ contextualizing the importance of the process of internationalization at home (IaH) and additional languages in higher education. ______, the teaching of additional languages in Brazil, _______ has been until very recently relegated to the private sector and accessible only to an elite, is introduced. We then provide an overview of the present state of affairs of English as a Medium of Instruction (EMI) in the country, which is still in its infancy. _______ to describe different ways in which language and content can be integrated in higher education, as well as how EMI can be introduced in disciplinary courses. __________ that EMI can maximize the learning of academic English by Brazilian students and content instructors, as well as encourage a more international higher education and balanced academic mobility by allowing foreign students to study in Brazil while preserving and even increasing the international interest in the Portuguese language. In a country located in the periphery of knowledge production and dissemination, we understand that the adoption of EMI can potentially foster the inclusion of more Brazilians in the global academic and research scenario. It gives them access to the knowledge produced internationally and, at the same time, enables the research produced in the country to be disseminated globally. 


Adapted from: https://journals.lib.sfu.ca/index.php/sfuer/article/view/941 

Alternativas
Q4202052 Inglês

Leia o texto para responder à questão.



Some History of English... in two words


    In 1582, Richard Mulcaster, headmaster of the Merchant Tailors’ school1 wrote that “our English tung is of small reatch, it stretcheth no further than this Iland of ours”. It didn’t stay that way. Today, English is spoken by more than a billion people all over the world. It is a colourful, vibrant and diverse tongue, that long has picked up words from the many languages with which its speakers have come into contact.


    One such word is Dictionary. It is a borrowing from medieval Latin dictionarius liber “book of words”; it first appeared in English in the 16th century, along with numerous adoptions from Latin and Greek.


    Dr Johnson’s Dictionary of the English Language (1755), although the most famous, is not the earliest; the first English dictionary was Robert Cawdrey’s Table Alphabeticall (1604). Unlike a modern desk dictionary, Cawdrey set out to gloss only the most unfamiliar words, such as deambulate, pactation, and refractarie – whose meanings would have caused problems for those not educated in Latin and Greek.


    Another such word is Emoji2 , originally developed in Japan in the 1990s for use by teenagers on their pagers; the word emoji derives from the Japanese e “picture” + moji “character, letter”. Its successful integration into English has been helped by its similarity to words with the e-“electronic” prefix, such as e-mail and e-book. E-communication is a form of writing that resembles casual conversation more than formal prose, often situated in real time with a known recipient, but lacking the extra-linguistic cues such as facial expression, tone of voice, hand gestures, that help to convey attitude in face-toface interactions, and users are finding creative new ways to employ emojis.


(https://theconversation.com/Adaptado. Acesso em 18.08.2015)



1 a public school for 11-18 year olds, founded in 1561 in London just for boys back then.

2 iconic, visual representation of an idea, entity, feeling, status or event used alongside or instead of words in digital messaging. The plural form in English is either emoji or emojis.

No início do quarto parágrafo, “Dr Johnson’s Dictionary of the English Language (1755), although the most famous, is not the earliest;”, a palavra destacada pode ser substituída, sem alteração de significado ou estrutura, por
Alternativas
Q3985243 Inglês
Choose the correct answer to complete the sentence:
“___________ we know natural resoucers are limited, not many of us are changing our lifestyles.”
Alternativas
Q3921756 Inglês
Leia o texto para responder à questão.


   Fake news typically refers to news stories or headlines that are deliberately fabricated to mislead1 or manipulate readers. These stories often look like real news articles but are entirely made-up or twisted versions of true events, created with the intention to deceive2 . Fake news is a type of disinformation: false information that is created with the intention to mislead. Disinformation includes not only fake news, but also other types of claims, such as those put out as government propaganda, or by social media accounts or brands in order to sell a product or service. Misinformation, on the other hand, is any kind of false or inaccurate information — whether it’s shared intentionally or not. People often spread misinformation because they genuinely believe it’s true and don’t realize they’re sharing something incorrect.

(www.unicef.org, 10.02.2025. Adaptado.)


1mislead: ludibriar.

2deceive: enganar.
No trecho do texto “Misinformation, on the other hand, is any kind of false or inaccurate information”, a expressão sublinhada expressa
Alternativas
Q3921608 Inglês

Leia o texto para responder à questão.


Disinformation1 in public health is a distinct type of information risk which, unlike misinformation2, is created with malicious intent to spread discord, disharmony and mistrust in targets such as government agencies, scientific experts, public health agencies, private sector and law enforcement, among others. The potential impacts of disinformation can be understood through examples during the Covid-19 pandemic. The Covid-19 pandemic had two key elements that created the perfect storm for disinformation to proliferate and spread. First, it rapidly caused global fear, increasing uncertainty and doubt. Second, it occurred at a point in history where people can easily access, create and share information (as well as misinformation and disinformation) widely over the internet, mobile telecommunications, media and social media platforms. As the pandemic took hold, many posts appeared on social media and spread through instant messaging communications, increasing uncertainty about the treatment, the safety and effectiveness of vaccines, the usefulness of social distancing, and more. This caused social protest, delayed vaccine uptake and led to higher death rates in some instances.


(https://who.int, 06.02.2024. Adaptado.)


1disinformation: informação falsa criada ou compartilhada com o objetivo de enganar.

2misinformation: informação falsa ou enganosa, mas que é compartilhada sem intenção de enganar.

No excerto do texto “As the pandemic took hold, many posts appeared on social media and spread through instant messaging communications, increasing uncertainty about the treatment, the safety and effectiveness of vaccines, the usefulness of social distancing, and more, o trecho sublinhado, em relação às informações que o antecedem, expressa
Alternativas
Q3914182 Inglês

Considere o texto a seguir para responder a questão:  



The expression “best of all” in the text is used to introduce: 
Alternativas
Q3895079 Inglês
Conjunctions are used to connect words, phrases, or clauses. Which conjunction should be used to connect two similar or additive ideas in the sentence "I like tea ______ coffee"?
Alternativas
Q3893499 Inglês
A coesão textual é a propriedade que confere ligação e harmonia entre os elementos de um texto, sendo fundamental para a compreensão leitora e a produção escrita. Na Língua Inglesa, essa coesão é frequentemente estabelecida pelo uso de conectivos (*linking words* ou *conjunctions*), que explicitam as relações lógicas entre as ideias, como adição, contraste, causa ou consequência. O domínio desses conectivos é essencial para a proficiência na língua. Assinale a alternativa que correlaciona corretamente os conectivos às suas funções lógicas.
Alternativas
Q3889298 Inglês
In an English class, students read the following sentence from a short text:

“The team worked hard; however, they didn’t win the match”.

The teacher asks them to identify the role of the connector “however” in the sentence.
Alternativas
Respostas
61: A
62: B
63: E
64: E
65: B
66: C
67: E
68: C
69: D
70: A
71: A
72: D
73: C
74: A
75: B
76: D
77: C
78: C
79: A
80: B