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Questões de Concurso Sobre sinônimos | synonyms em inglês

Foram encontradas 1.586 questões

Q3524661 Inglês
   Implied in any consideration of the role of styles and strategies in learning a second language are three linked concepts: autonomy, awareness, and action. These three “As” of learner development have taken on significance in recent years, especially with increasing pedagogical emphasis on learner-centered language teaching (Wenden,2002). A review of the history of language teaching will reveal some interesting “changing winds and shifting sands”. One way of looking at this history is to consider the extent to which methodological trends have emphasized the respective roles of the teacher and the learner. Until some of the “designer” methods appeared in the 1970s, most of language teaching methodology was teacher centered. Students entered a classroom, sat down dutifully in their desks, and waited for the teacher to tell them what to do. Those directives might have been to translate a passage, to memorize a rule, or to repeat a dialogue. Then, the profession seemed to discover the value of learner autonomy in the form of allowing learners to do things like initiate oral production, solve problems in small groups, practice language forms in pairs, and practice using the language outside of the classroom.

   The literature on the topic raises some caution flags, though. Schmenk (2005) appropriately described the nonuniversality of the concept of autonomy, and Pennycook (1994) warned us about the potential cultural imperialism involved in assuming every culture equally values and promotes autonomy, especially in educational institutions. For language teaching in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned “the global validity of the so-called autonomous method of language learning ... which has obvious origins in European and North American traditions of individualism.” However, some recent studies are more encouraging, underscoring the need for teachers to be sensitive to the cultural background of students.


(HARMER, Jeremy. 1998. How to teach English. Adaptado)
In the excerpt “some recent studies are more encouraging, underscoring the need for teachers to be sensitive to the cultural background of students” the word in bold may be substituted, with no change in meaning, by
Alternativas
Q3524656 Inglês
   Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

   In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

   Examples of these are: in the 1920s, radio sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.

   The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

   Although the first computers were developed in the ‘30s, everyday use computers were introduced in the ‘80s. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. The foundation of immediate learning capabilities had been laid. Time magazine declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”


(https://education.purdue.edu/. Adaptado)
In the fragment from the fifth paragraph “the educational world knew that it was on the verge of greatness”, the expression in bold can be substituted, without meaning change, for
Alternativas
Q3524646 Inglês
     The paper reflects on the role of technology in English language teaching (ELT) methodologies and on the impact of globalization and internationalization in education in general and in the ELT in particular. The study is based on the assumption that access to information and technology is necessary to build social capital (WARSCHAUER, 2003) and that this access requires some English knowledge and digital literacy (FINARDI; PREBIANCA; MOMM, 2013). Departing from a bibliographic review on the use of ELT methodologies and the role of technologies in these methodologies, the study proposes that both the resistance to and the uncritical use of technologies and methodologies may bring negative consequences to the development of English language proficiency and social development in Brazil. The study concludes that in the post-method (BROWN, 2002; KUMARAVADIVELO, 2003) and information era (LEVY, 1999) technologies have a relevant and crucial role that should be critically considered in ELT methodologies. The study also suggests that the informed use of technologies and methodologies, allied with the teaching of English as an international language are essential to leverage the development and the internationalization of education in Brazil in a critical way in relation to the effects of globalization.


(FINARDI, Kyria Rebecca; PORCINO, Maria Carolina. 2014. Adaptado)
In the excerpt “technologies have a relevant and crucial role that should be critically considered” the word in bold may be substituted, with no change in meaning, for
Alternativas
Q3510316 Inglês
Which of the following sentences uses lexical cohesion through synonymy to maintain textual flow?
Alternativas
Q3507941 Inglês
Texto 4


Fear of the unknown: AI anxiety in academia

Mickey Mann January 7, 2025


While experts recognize the possible misuses of AI in classrooms — including plagiarism — they agree that educating teachers and students on what the black box of AI is will be essential to its potential use for good.

When cavemen first saw the spark of a flame, they likely felt a mixture of awe, wonder and fear at the powerful new tool. When the printing press was invented it promised widespread access to writing, but it also threatened the jobs of scribes.

Writing itself was once feared as a disruptive technology. The philosopher Socrates famously opposed the written word, concerned it would replace meaningful conversation and intellectual engagement.

Today, artificial intelligence once again stirs fear of the unknown, particularly in the case of education. Skeptical universities across the country have banned AI software and Large Language Models (LLMs) like Chat GPT from their classrooms.

However, some educators in Bellingham are cautiously optimistic about AI’s potential to benefit students, especially English language learners (ESLs) and students with disabilities, by providing much-needed support. But is fear of the unknown holding back this technology from reaching its full potential?


Disponível em: <https://salish-current.org/2025/01/07/fear-of-the-unknownai-anxiety-in-academia/>. Acesso em: 20 jan. 2025. [Adaptado].
Holding back” no contexto do trecho “But is fear of the unknown holding back this technology from reaching its full potential?” pode ser substituído por qual termo sem prejuízo de sentido?
Alternativas
Q3498921 Inglês
Context: Anny and Lizzie are two friends who study at NY University. There'll be a long holiday and they are trying to decide what to do. Anny is American, Lizzie is British and both of them love to make fun of each other's accent.


Read the dialogue below and answer the question.


- What are you up to this weekend?

- I've got no idea, actually… What about you? Maybe football?

- No, no. Soccer is not my thing. Maybe… dancing?

- I'm keen to dance. Why not?

- Alright, let's call Martha and Susie. Maybe they wanna join us.

- Absolutely.
Which word is a snonym for “actually”? 
Alternativas
Q3498919 Inglês
Context: Anny and Lizzie are two friends who study at NY University. There'll be a long holiday and they are trying to decide what to do. Anny is American, Lizzie is British and both of them love to make fun of each other's accent.


Read the dialogue below and answer the question.


- What are you up to this weekend?

- I've got no idea, actually… What about you? Maybe football?

- No, no. Soccer is not my thing. Maybe… dancing?

- I'm keen to dance. Why not?

- Alright, let's call Martha and Susie. Maybe they wanna join us.

- Absolutely.
What's the synonym of the expression “keen to”?
Alternativas
Q3492035 Inglês

O texto V refere-se às questão.



TEXTO V - Cartoon by Brian Crane – "Pickles"


 

Considering the humor and the final scene of the comic strip, which word could best replace the word “sweetie” in this context?
Alternativas
Q3456349 Inglês
Leia o texto para responder à questão.


Consider these anecdotes:


1. An ESL teacher instructs a group of 7 children every day for 45 minutes. They sing “I’m a Little Teapot” over and over again. Standing, they make gestures to show the tea pouring out. “I’m a little teapot, short and stout, here is my handle, here is my spout. When I get it all steamed up, hear me shout, just tip me over and pour me out”. And then the group starts again…

2. In visiting a class of a successful ESL teacher, you are struck that each activity lasts no more than ten minutes, that children are usually in movement - making something, holding something, moving their hands and walking somewhere.

There are few major contrasts that we can make between child and adult ESL learners. Children are more likely to play with language than adults are. In general, children are more holistic learners who need to use language for authentic communication in ESL classes.

In a children’s class, activities need to be child centered and communication should be authentic. Several themes repeatedly come up:


•  Focus on meaning, not correctness.

•  Focus on the value of the activity, not the value of language.

•  Focus on collaboration and social development.

•  Provide a rich context, including movement, the senses, objects and pictures, and a variety of activities.

•  Teach ESL holistically, integrating the four skills.

•  Treat learners appropriately in the light of their age and interests. •  Treat language as a tool for children to use for their own social and academic ends.


(S. Peck. Developing Children´s Listening and Speaking. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
The word “anecdotes”, in the first paragraph, means the same as
Alternativas
Q3433394 Inglês

Text CB1A2 


        Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers.


        The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China.


        While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise.


        User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent.


        A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”.


        Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access. 


Internet: <www.forbes.com/sites> (adapted).

The original meaning of text CB1A2 would be maintained if the word “scant”, in “the technical details are pretty scant” (fourth sentence of the last paragraph) were replaced with
Alternativas
Q3433393 Inglês

Text CB1A2 


        Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers.


        The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China.


        While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise.


        User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent.


        A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”.


        Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access. 


Internet: <www.forbes.com/sites> (adapted).

Choose the option that presents a rephrasing of “pry Europeans away from Bitcoin” (fifth paragraph) that would preserve both the original meaning and the grammar correctness of text CB1A2.
Alternativas
Q3433390 Inglês

Text CB1A2 


        Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers.


        The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China.


        While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise.


        User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent.


        A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”.


        Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access. 


Internet: <www.forbes.com/sites> (adapted).

In the first paragraph of text CB1A2, the expression “an outreach plan” has the same meaning as a
Alternativas
Q3430806 Inglês
Read the text to answer question:


    CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


    To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


    In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


    If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
In the fragment from the third paragraph of the text “would have needed to climb out of their respective mindsets” the part in bold is equivalent in meaning to
Alternativas
Q3393787 Inglês
Read the following text to answer question:


    In language teaching and research on language, the term culture includes many different definitions and considerations that deal with forms of speech acts, rhetorical structure of texts, socio-cultural behaviors, and ways in which knowledge is transmitted and obtained. Culture may find its manifestations in body language, gestures, concepts of time, hospitality customs, and even expressions of friendliness. While all these certainly reflect the cultural norms accepted in a particular society, the influence of culture on language use and on the concepts of how language can be taught and learned is both broader and deeper. To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.


    Although attaining linguistic proficiency is essential for learners to be considered communicatively competent, particularly in the case of ESL learners, this is not sufficient. On the whole, to become proficient and effective communicators, learners need to attain second language (L2) sociocultural competence. Knowing how to say thank you, for example, does not automatically confer the knowledge of when to say thank you, how often to say thank you, and whether any additional action is called for. Quite reasonably, learners first apply the standards that exist in the first language (L1) communities where they were socialized.


(Marianne Celce-Murcia, Teaching English as a second or foreign language. Adaptado)
In the excerpt from the second paragraph “To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society”, the expression in bold may be substituted, with no change in meaning, by
Alternativas
Q3393768 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
In the sentence from the last paragraph “The last decades have seen what feels like unprecedented technological change.”, the word in bold can be replaced, without meaning change, by
Alternativas
Q3393015 Inglês
    Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made.
    She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots.
    The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis.

Source: Encyclopedia Britannica. Adapted.
The words underlined below can be substituted, in order, while maintaining their original meaning, by:

The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots. The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice.
Alternativas
Q3371437 Inglês

TEXT I


Why do birds sing so loudly in the morning in spring? It’s the ‘dawn chorus’ 


As spring begins, so does a fresh song at daybreak, unique to the season. Just before the sun rises, birds start singing their melodies, creating a chirpy symphony.


This phenomenon is known as the dawn chorus, and it’s special for a number of reasons: There are more birds singing at this time of year, and they also sing more often. This energetic burst of birdsong is often louder than usual too. The dawn chorus’ early morning explosion of sounds has even inspired multiple poems and songs.


“It's the epitome of spring,” says Jordan E. Rutter, an ornithologist at the American Bird Conservancy. After the long and cold winter, “all of a sudden you have this influx of so many beautiful birds coming back and singing.”


This harmony of birdsong at dawn happens during a fundamental time of the year. The dawn chorus is, in fact, mostly composed of birds of both genders singing to find a mate so they can breed (though males may sing more).


“There is such a large increase in quantity of song by individuals and the collective,” Rutter says. “These birds sing louder to literally be heard. They need to compete with each other as well, and the louder the better in regards to who is the most impressive mate.”


During this time, males also sing to assert their dominance and claim their territory. “Those songs are how they communicate to other males of the same species, or even just other birds and predators in general, and say, ‘This is my home,’” says Rutter.


In the United States and Canada, the dawn chorus can be heard roughly from March through May, when many bird species migrate there from their winter homes to breed. Peak dawn chorus times might depend on where you live, Rutter says. For example, April is peak for the southern U.S., but birds in Washington, D.C., will put on the best show in early May. (Alternatively, in the tropics, the dawn chorus can be heard almost any time of year, as many birds have a prolonged breeding season in those warmer climates.)


Why is it a ‘dawn’ chorus?


But why birds sing in the early morning is still “an open question,” says Mike Webster, an ornithologist at the Cornell Lab of Ornithology. “There's a lot of debate, and I don't think there's any consensus on exactly why it is that everything happens at dawn."


One hypothesis is that weather conditions at daybreak make it easier for birdsong to travel.


“In general, sound travels farther when the air is cooler and more dense. Sound also transmits more clearly (and very slightly faster) when humidity is higher so that details of the song do not degrade as much over distance,” says Heather Williams, a professor at Williams College who has studied the neuroscience of birdsong. She notes that wind may also impede sound transmission. “At dawn, the cooler air results in decreased winds at ground level, so coupled with the higher humidity, sound carries farther and more clearly, with less distortion.”


Extract from 



https://www.nationalgeographic.com/animals/article/birds-dawn-chorus (Accessed on 14 April 2025.)

In line 8, the words more often mean:
Alternativas
Q3370928 Inglês

TEXT I


Why do birds sing so loudly in the morning in spring? It’s the ‘dawn chorus’ 


As spring begins, so does a fresh song at daybreak, unique to the season. Just before the sun rises, birds start singing their melodies, creating a chirpy symphony.


This phenomenon is known as the dawn chorus, and it’s special for a number of reasons: There are more birds singing at this time of year, and they also sing more often. This energetic burst of birdsong is often louder than usual too. The dawn chorus’ early morning explosion of sounds has even inspired multiple poems and songs.


“It's the epitome of spring,” says Jordan E. Rutter, an ornithologist at the American Bird Conservancy. After the long and cold winter, “all of a sudden you have this influx of so many beautiful birds coming back and singing.”


This harmony of birdsong at dawn happens during a fundamental time of the year. The dawn chorus is, in fact, mostly composed of birds of both genders singing to find a mate so they can breed (though males may sing more).


“There is such a large increase in quantity of song by individuals and the collective,” Rutter says. “These birds sing louder to literally be heard. They need to compete with each other as well, and the louder the better in regards to who is the most impressive mate.”


During this time, males also sing to assert their dominance and claim their territory. “Those songs are how they communicate to other males of the same species, or even just other birds and predators in general, and say, ‘This is my home,’” says Rutter.


In the United States and Canada, the dawn chorus can be heard roughly from March through May, when many bird species migrate there from their winter homes to breed. Peak dawn chorus times might depend on where you live, Rutter says. For example, April is peak for the southern U.S., but birds in Washington, D.C., will put on the best show in early May. (Alternatively, in the tropics, the dawn chorus can be heard almost any time of year, as many birds have a prolonged breeding season in those warmer climates.)


Why is it a ‘dawn’ chorus?


But why birds sing in the early morning is still “an open question,” says Mike Webster, an ornithologist at the Cornell Lab of Ornithology. “There's a lot of debate, and I don't think there's any consensus on exactly why it is that everything happens at dawn."


One hypothesis is that weather conditions at daybreak make it easier for birdsong to travel.


“In general, sound travels farther when the air is cooler and more dense. Sound also transmits more clearly (and very slightly faster) when humidity is higher so that details of the song do not degrade as much over distance,” says Heather Williams, a professor at Williams College who has studied the neuroscience of birdsong. She notes that wind may also impede sound transmission. “At dawn, the cooler air results in decreased winds at ground level, so coupled with the higher humidity, sound carries farther and more clearly, with less distortion.”


Extract from 



https://www.nationalgeographic.com/animals/article/birds-dawn-chorus (Accessed on 14 April 2025.)

The expression all of a sudden can be best replaced by:
Alternativas
Q3369483 Inglês

Select the option that presents the synonym for the word "leap":

Alternativas
Q3340695 Inglês

Text 7A1-II


Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;



Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back. 



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference. 



Robert Frost. The Road Not Taken. 1916 (adapted).  

Considering text 7A1-II, choose the option that offers an appropriate synonym for “diverged” (first verse).  

Alternativas
Respostas
161: D
162: A
163: C
164: A
165: A
166: A
167: B
168: A
169: A
170: E
171: B
172: C
173: A
174: B
175: E
176: B
177: D
178: A
179: C
180: E