Questões de Concurso Comentadas sobre verbos | verbs em inglês

Foram encontradas 2.558 questões

Q3393009 Inglês
De acordo com a BNCC — Língua Inglesa, sobre as habilidades compreendidas no 9º ano, analisar a sentença.

Empregar, de modo inteligível, as formas verbais em orações condicionais dos tipos 1 e 2 (If-clauses) (1ª parte). Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade (2ª parte).

A sentença está: 
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Q3391465 Inglês
Assinale a alternativa em que o verbo está corretamente empregado na frase em inglês:
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Q3391463 Inglês
Leia o trecho em português e a frase correspondente em inglês. Depois, assinale a alternativa que apresenta a tradução correta e o uso adequado do tempo verbal e pronome:
Português: "Ela estuda inglês todos os dias."
Inglês: 
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Q3391461 Inglês
Os verbos irregulares em inglês não seguem o padrão comum de conjugação no passado simples e particípio passado. Assinale a alternativa que apresenta corretamente uma sequência de formas de um verbo irregular:
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Q3376537 Inglês
The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter compositions have survived [….].
The verb tense used in “shorter compositions have survived” implies an action which:
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Q3373032 Inglês
The sentence “She has been teaching for ten years” is an example of which tense? Select the correct tense.
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Q3371439 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 the sentence “… so many beautiful birds coming back and singing.”, there is one specific phrasal verb, which is come back, that can be replaced by the verb return without changing the meaning. Read and analyze the statement below:

“I need you to support me this afternoon.” The verb “to support” in this context can be changed by the phrasal verb:
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Q3369486 Inglês

Analyze:


“Had you changed your clothes before the end of the party?”



Select the option that presents the verb tense of the sentence above:

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Q3369485 Inglês

Analyze and select the option that presents the verb tense of the sentence below:



“She will not visit her cousin tomorrow.”

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Q3369484 Inglês

Select the alternative that correctly completes the gaps in the sentences below:



“My father _____ me a story.


I _______ very well last night.


John ________ an apple for breakfast.”

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Q3369481 Inglês

Select the option that presents a "Modal Verb" that is used to express obligation, prohibition or deduction:

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Q3340699 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).  

In text 7A1-II, the modal verb “should”, in “I doubted if I should ever come back.” (fifteenth verse), expresses 

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Q3340698 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).  

In the 4th verse of text 7A1-II, the fragment “looked down” is classified as a  

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Q3340697 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).  

In the last verse of text 7A1-II, the author uses the present perfect tense to 

Alternativas
Q3340696 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).  

In text 7A1-II, the verb “bent”, in “To where it bent in the undergrowth” (fifth verse), is correctly conjugated in the 

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Q3336624 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
Check the option in which the suffix –ING is not used for inflection. 
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Q3336619 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
The modal verb “might” (in “children might think”) gives the idea of:
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Q3336617 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
The correct verb forms to fill in Blanks I, II, III, and IV, respectively, are:
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Q3331734 Inglês
Leia o texto a seguir para responder à questão:


Foreign language pronunciation instruction
in a communicative language teaching context:
amounts, practices and beliefs


       The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.


(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)
In the fragment from the last sentence “These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching”, the modal verb in bold introduces
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Q3325808 Inglês
Analyze the statements below:

I. In “You must buy a ticket to enter the museum”, the word “must” indicates an obligation.
II. In “You don’t have to go to the meeting if you’re busy”, the use of “don’t have to” indicates a prohibition.
III. In “You must read this, I’m sure you’ll find it interesting”, “must” indicates a strong recommendation, but not an obligation.

Which ones are correct? 
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Respostas
621: A
622: C
623: B
624: C
625: C
626: C
627: E
628: B
629: D
630: B
631: B
632: E
633: A
634: D
635: D
636: D
637: D
638: D
639: D
640: E