Questões de Concurso Sobre substantivos e compostos | nouns and compounds em inglês

Foram encontradas 456 questões

Q2066013 Inglês
Classifique cada palavra da frase, a seguir, de acordo com suas respectivas categorias.
He might drive down my street. 
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Q2064486 Inglês
A gramática da língua inglesa classifica os substantivos em contáveis e incontáveis. Os substantivos contáveis podem ser contados e os incontáveis não podem. Analise as afirmativas a seguir e assinale a alternativa correta.
I. Tesla seemed to have a high level of intelligence. II. Let’s get rid of the old luggages. III. Please clean your equipment every day. IV. They have a lot of money.
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Q2064456 Inglês

Text I

Nurturing Multimodalism


    […]

   New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.

   The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.

    Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.


Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In: CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter acies_in_ELT 

In the phrase “collaborative learning partnerships” (1st paragraph), the word “learning” is a(n) 
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Q4006649 Inglês
Which noun does not have the correct spelling on its plural form? Choose the INCORRECT answer.
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Q4006642 Inglês
Which noun does not have the correct definition? Choose the INCORRECT answer. 
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Q3994468 Inglês
The correct plural form is in 
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Q3266720 Inglês

Now, for answeri question, consider Text 02. Remember, there is only one answer


Text 02 


“This glocalization in English teaching and learning, which is to do with post-methods, can influence or be practiced in many aspects, especially in interlanguage and culture, individual differences, and learning strategies. This paper reviews and highlights that post-method condition is related to glocalization in English language teaching and learning practices in terms of interlanguage and culture, individual differences, and learning strategies. It also puts forward some research questions for further studies, which may lead the researchers to obtain more information for promoting glocalization to enhance English language teaching."


(Source: Jessica Dwi Lusianov. Post-method Era and Glocalization in Language Teaching and Learning). Available at https://www.atlantis-press.com/proceedings/icollite-20/125949311, accessed on Otober 01st. 2022).

In “This glocalization in English teaching and learning […] can influence or be practiced in many aspects, especially in interlanguage and culture, individual differences, and learning strategies.”, GLOCALIZATION…
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Q2670150 Inglês

Instruction: answer questions 36 to 39 based on the following text.


History of Halloween


01 Halloween is __ holiday celebrated each year on October 31st, and in 2022 it occurs on __

02 Monday. The tradition originated with the ancient Celtic festival of Samhain, when people used

03 to make __ fires and wear costumes to scare ghosts.

04 In the eighth century, Catholic Pope Gregory III decided November 1st should be __ day

05 to honor all saints and called it “All Saints’ Day”. Soon, All Saints’ Day incorporated some of the

06 traditions of Samhain. The evening before was known as All Hallows’ Eve (the evening of all

07 spirits), and later it became Halloween.

08 The festivity migrated from Ireland to America in the 19th century. Over time, Halloween

09 evolved into __ overjoyed day of activities like trick-or-treating, festive gatherings, and

10 costumes. It’s a community-centered holiday, with parades and town-wide Halloween parties.


(Available in: https://www.history.com/topics/halloween/history-of-halloween – text especially adapted for this test).

The plural form of the word “festivity” (l. 08) is:

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Q2404769 Inglês

Mark the option that ONLY contains uncountable nouns.

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Q2385593 Inglês
Definition 1


“Consonant sounds are made by restricting or blocking the air flow in soe physical way, and this restriction, or release of the restriction, is what gives the consonant its characteristic sound. By contrast, vowels require the vocal tract to be open so that the air stream escapes unobstructed”.

(…)



Definition 2

“Consonants, either singly or in clusters, mark the beginnings and ends of syllables. Vowels occur as the centres or focal points of syllables, either between consonants or their own”. 


(UNDERHILL, A. Sound Foundations. Oxford:
Macmillan, 1994, p. 29).
Choose the alternative that shows the sound [g].
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Q2385592 Inglês
Definition 1


“Consonant sounds are made by restricting or blocking the air flow in soe physical way, and this restriction, or release of the restriction, is what gives the consonant its characteristic sound. By contrast, vowels require the vocal tract to be open so that the air stream escapes unobstructed”.

(…)



Definition 2

“Consonants, either singly or in clusters, mark the beginnings and ends of syllables. Vowels occur as the centres or focal points of syllables, either between consonants or their own”. 


(UNDERHILL, A. Sound Foundations. Oxford:
Macmillan, 1994, p. 29).
Choose the alternative that DOES NOT show the sound [n].
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Q2372574 Inglês
Aeroponics: feeding tomorrow's world? 








Adapted from:https://linguapress.com/advanced/aeroponics.htm
In “…the most strictly managed traditional organic faming methods.” (10th paragraph) the head noun is:
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Q2372571 Inglês
Aeroponics: feeding tomorrow's world? 








Adapted from:https://linguapress.com/advanced/aeroponics.htm
The underlined words in “Hydroponics, growing plants in troughs of nutrient-rich water, has been developing since the 1970`s” (10th paragraph) and in “Traditional farming is wasteful; modern intensive agriculture relies on large inputs of external resources, notably heat, water and nutrients.” (11th paragraph) are respectively examples of -ing forms used as
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Q2124633 Inglês


Internet: <https://www.comicsenglish.com>.

Based on the comic strip above, judge the following item.


Although the word “suit” is used as a noun in the first box, it can also be used as a verb, as in the sentence this color doesn’t suit you.


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Q2102925 Inglês
Training for the Javelin

The javelin is over 400,000 years old. This long, pointed stick was first used as a weapon before it became an integral event in the Olympic Games. Though even as a sport, it can still cause damage today.

Javelin throwers can become injured because they often repeat the same action many times during training or competitions. There is especially a risk of elbow injury if athletes bend their arms the wrong way when they throw the javelin. As with all sports, it’s important to warm up properly before practicing the javelin.

For people considering taking up this sport, here are some suggestions for preventing injury:

1. Practice with a professional coach. It’s essential to develop a good technique from the beginning.

2. Develop healthy eating habits and a good diet with lots of fruit, vegetables, and protein (chicken or fish). Don’t skip breakfast on the day of the competition.

3. When competing ___________sports events, plan the day properly. Competitions can begin ____________the morning, so start your warm up when you get up. Do exercises for your arms, legs, back, and neck before you put your gym clothes and go the stadium.

4. It’s important for athletes to keep their body temperatures up, so after warming up, it’s best to wear a tracksuit while waiting for the event to begin. Sometimes the different parts of the competitions take place at different times. In between, keep your throwing arm warm. For example, wrap a towel around it while you’re waiting. 

5. After the competition, many athletes want to relax and hang out with their friends, but don’t finish the competition without cooling down first. Put ice on the throwing arm for about a quarter of an hour. This prevents injuries after the event.

6. Finally, don’t practice too much. Only Olympic athletes need to practice every day. Sports are for fun. Just enjoy the event.
Choose the alternative that defines correctly the word ‘though’ in “Though even as a sport, it can still cause damage today”.
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Q2022977 Inglês

Text 4A1-II

You know a nun when you see one. The uniform, known as a habit, is a dead giveaway. But the outfit you’re picturing in your head might look very different from the one worn by the sisters at your local convent. And yet, each ensemble’s meaning is immediately clear. That’s because nuns abide by a sartorial system that is at once endlessly adaptable and instantly recognizable.
That’s an impressive feat for any visual system. In the case of nuns’ habits, that system relies on a standardized combination of symbolic elements. “It’s really a kit of parts”, says Lucienne Roberts, cofounder of a British publishing house devoted to design’s more esoteric subjects. For their latest book, Looking Good: A Visual Guide to the Nun’s Habit, Roberts worked with her team to dissect the dress of nuns from some 40 Catholic orders. The result is a fascinating work of reference on a subject to which you've almost certainly never paid much mind.
The book begins by cataloguing the various components that typically comprise a nun's habit. These may include things like veils, rosaries, tunics, medals, coifs (the cap worn under the veil), and sandals. It's a collection from which each religious order draws some, but not all, of its impeccable elements. This section provides the reader with a visual framework which relies on simple cues to distinguish between religious families.
For instance, many orders of nuns wear some form of girdle, be it a belt, a cord, or a cincture. Each type and subtype of garment carries specific connotations. Franciscan nuns, for instance, favor a cord over a leather belt, to reflect their order's devotion to poverty. Its four knots, plainly visible in the book as an illustration of the Franciscan garb, represent the order's vows of chastity, poverty, obedience, and enclosure.
These are the kinds of minutiae encoded in the book's pages, which the authors color code to differentiate between the various orders. Even the nuns' orientation on the page is significant; some face towards the reader, while others face away. This is to distinguish between sisterhoods that are active in their communities from ones that live cloistered lives, respectively. The book itself, like the habits it analyzes, is a form of information design.

Internet: <www.wired.com>(adapted). 
Parts of speech are traditional classes of words (such as adjectives, adverbs, etc.) that are distinguished according to the kind of idea denoted and the function performed in a sentence.
On the basis of this definition, it is correct to say that the words “almost” (last sentence of the second paragraph), “favor” (third sentence of the fourth paragraph), “which” (first sentence of the last paragraph) and “between” (third sentence of the last paragraph), which were taken from text 4A1-II, are, respectively, 
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Q2022976 Inglês

Text 4A1-II

You know a nun when you see one. The uniform, known as a habit, is a dead giveaway. But the outfit you’re picturing in your head might look very different from the one worn by the sisters at your local convent. And yet, each ensemble’s meaning is immediately clear. That’s because nuns abide by a sartorial system that is at once endlessly adaptable and instantly recognizable.
That’s an impressive feat for any visual system. In the case of nuns’ habits, that system relies on a standardized combination of symbolic elements. “It’s really a kit of parts”, says Lucienne Roberts, cofounder of a British publishing house devoted to design’s more esoteric subjects. For their latest book, Looking Good: A Visual Guide to the Nun’s Habit, Roberts worked with her team to dissect the dress of nuns from some 40 Catholic orders. The result is a fascinating work of reference on a subject to which you've almost certainly never paid much mind.
The book begins by cataloguing the various components that typically comprise a nun's habit. These may include things like veils, rosaries, tunics, medals, coifs (the cap worn under the veil), and sandals. It's a collection from which each religious order draws some, but not all, of its impeccable elements. This section provides the reader with a visual framework which relies on simple cues to distinguish between religious families.
For instance, many orders of nuns wear some form of girdle, be it a belt, a cord, or a cincture. Each type and subtype of garment carries specific connotations. Franciscan nuns, for instance, favor a cord over a leather belt, to reflect their order's devotion to poverty. Its four knots, plainly visible in the book as an illustration of the Franciscan garb, represent the order's vows of chastity, poverty, obedience, and enclosure.
These are the kinds of minutiae encoded in the book's pages, which the authors color code to differentiate between the various orders. Even the nuns' orientation on the page is significant; some face towards the reader, while others face away. This is to distinguish between sisterhoods that are active in their communities from ones that live cloistered lives, respectively. The book itself, like the habits it analyzes, is a form of information design.

Internet: <www.wired.com>(adapted). 
As used in text 4A1-II, the expression “dead giveaway” (second sentence of the first paragraph) indicates that nuns’ uniform
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Q2016705 Inglês
Activities for raising awareness of diversity

    Our first goal as language teachers is always to encourage our learners to make use of their developing language. Giving them a genuine communicative purpose and making it personal to them are two good ways of achieving this. For students beginning their journey to greater self-awareness, teachers could devise an inventory of learning skills for them to rate themselves on. This could include items such as ‘I keep my notes in order’, ‘I always make a note of homework and the date it should be done’ or whatever is appropriate to their level. Students could rate themselves privately, but then discuss with other students which ones they find most challenging, exchanging tips about how they could improve these aspects of learning. From these discussions, it will probably become clear that some students have already got good study strategies in place, even if some of them seem a little unusual. Revisiting the checklist later in the course helps learners to reflect on how they have improved and what they still need to work on. […]

    Making use of materials that include a diverse range of characters is another great way of initiating discussion and raising awareness of the issues. There may be no explicit mention made in the text of this diversity, thereby sending the implicit message that this is just how the world is. Students may see characters that they can relate to more easily, and feel more included generally. Other materials, such as the ‘Adventures on Inkling Island’ comic strips, explicitly showcase the daily challenges and talents of neurodiverse people, demonstrating that being different can be a strength in some situations.

    A powerful way of enabling people to understand how it might feel to be in the minority on a daily basis, whether in terms of physical abilities or cognitive function, is to set up experiential activities which challenge the participants to perform unusual tasks in conditions that make their usual way of working impossible. As well as being a fun way of introducing the topic for further discussion, these activities are usually very memorable and drive home the message that – in the vast majority of cases – lack of success in academic tasks is not due to laziness or stupidity.


Adapted from: https://www.teachingenglish.org.uk/article/raising-awarenessdiversity-language-classroom 
The underlined word in “make use of their developing language” (1st paragraph) is a(n) 
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Q2005955 Inglês

inf_texto.png (387×636)

Internet: <www.nortechplus.com>.

Choose the alternative that presents a correct association between a term from the text and its word class. 
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Q1975995 Inglês

Internet: <www.aireagle.edu.pk>. 

In the cartoon, the word “plug” is a(n) 
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Respostas
241: A
242: A
243: E
244: D
245: A
246: D
247: B
248: C
249: C
250: B
251: C
252: A
253: A
254: C
255: B
256: A
257: A
258: D
259: B
260: D