Questões de Concurso
Comentadas sobre verbos | verbs em inglês
Foram encontradas 2.460 questões
1. There’s a bug _____ your face. 2. We love to travel ____ the summer. 3. His birthday is ____ June. 4. Our flight arrived ____ nine o’clock. 5. The girls play tennis ____ Mondays.
Select the alternative that presents the words that correctly fill in the gaps, considering the sentences from top to bottom.
Luisa and Marina are visiting their grandmother's house. Her grandmother ______ to donate her comic book collection to them: − Girls, I have a gift for you that was from your great grandfather. That he ______ me and today will be yours. I ______ all these comic books for years. They are unique editions that my father ______ to me more than 30 years ago. But, first, you need to promise that you will take care of them just like I ______.
Fonte: O elaborador, 2024.
Select the alternative that presents the words that correctly fill in the gaps, considering the order of the text.
INSTRUCTION: Read the following text to answer question.
The Key to Balanced Bilingualism
Bilingual education, especially in an immersion setting, is much more than just learning a second language: it’s a gateway to cultural and cognitive growth. As Vannina Boussouf – Assistant Head of School and Director of Primary at Lycée Français de New York (LFNY) – explains, several factors need to be considered to make sure this type of program succeeds, like the language environment of the country, the quality and amount of exposure to both languages, and the teaching expertise needed to guide students on their language journey.
One of the first things to think about in language immersion is the students’ language environment. In a country where the main language is different from the one taught in school, it’s important to make sure there’s enough exposure to the second language, and that it is high quality. This means more than just spending a lot of time speaking in the minority language (often the language of instruction in an immersion program); it also requires support to help students develop strong skills in both languages.
Language immersion relies on the idea that the more a child is exposed to a language, the better they will learn it. In this sense, combining varied interactions with stimulating learning environments is the key for students to truly grasp a second language.
One challenge teachers face is the “language insecurity” students can feel. When students are immersed in a classroom where the language spoken is different from what they use at home, they might feel uneasy. It is important to create a safe space where making mistakes is part of learning, and where students are encouraged. Thus, a positive learning environment helps not just with language learning but also with building thinking and cultural skills.
Besides, teachers need to be trained to spot when students feel insecure and respond with the right strategies, all while keeping the immersion experience engaging. This might include using visual aids, gestures, repetition, and interactive activities that help students participate, even if they’re still mastering the new language.
In reality, bilingual education through immersion is an ambitious goal, but when designed well, it offers great benefits to students. To make it work, it is necessary to consider the language environment, ensure high-quality exposure in both languages, and support students’ learning with care and expertise. Educators are responsible for creating spaces where both languages can thrive, while respecting the unique needs of each student. In addition, they can refine an approach where language immersion is balanced with support and excellence. In this bilingual journey, each student becomes an active participant in their own learning, opening doors to a multilingual, inclusive world.
Source: https://frenchly.us/the-key-to-balancedbilingualism/
Accessed on November 13, 2024. [Adapted]
I- “(…) they can refine an approach (…)”.
II- “(…) things to think about in language immersion is the students’ language environment”.
III- “(…) need to be trained to spot when students feel insecure and (…)”.
IV- “(…) they might feel uneasy (…)”.
Analyze the statements below.
(1) In excerpts IV and I, the personal pronoun refers to “students” and “educators”, respectively.
(2) Among the underlined words in all four excerpts, only one of them is a regular verb.
(3) The last words in excerpts I and II are spelled incorrectly.
It is correct to affirm that:
INSTRUCTION: Read the following text to answer question.
When life feels chaotic, less is more
When the feeling of pandemonium takes over, our instinct is often to try to regain control through sweeping personal change. We’ll jump in with grand plans to overhaul our routines, transform our homes, or tackle every to-do we’ve neglected. But inevitably, when the enthusiasm fades, anxiety spirals further, or real life gets in the way, our plans fall apart.
This cycle of starting big and stalling out leaves people feeling more discouraged than before. When we’re overwhelmed, our mental bandwidth is limited, and ambitious plans become just one more thing to manage. That’s where the magic of micro wins comes in. They might not look impressive or overtly ambitious, but they provide a sense of accomplishment, momentum (even pride?), and gradually shift our environment and mindset, especially during times of mass madness.
Source: https://time.com/7172611/little-winsbenefits-essay/
Accessed on November 13, 2024. [Adapted fragment]
I- “(…) and ambitious plans become just one more thing to manage”.
II- “(…) or real life gets in the way, our plans fall apart”.
The past participle form of the verbs “become” and “fall” is, correctly and respectively
Qual a opção que completa corretamente a frase, com a estrutura condicional apropriada?
If he __________ harder, he would have passed the test.
NO MAN'S LAND
Mystery of world's only stretch of unclaimed land with NO laws that farmer tried to seize to make daughter a princess
Hidden deep in the African desert lies one of the strangest pieces of land on Earth — not for its beauty, wealth, or strategic value, but because no country wants it.
Bir Tawil is a 2,060-square-kilometre patch of barren desert between Egypt and Sudan, which remains an unusual geopolitical anomaly after decades of being unclaimed.
Those daring to go there face a tough journey, driving through remote desert roads past relics of gold mines and, at times, crossing paths with armed gangs and bandits.
Bir Tawil has long been a quirky favourite for small, often tongue-in-cheek, self-declared "countries" - usually founded by ordinary people across the globe.
With no laws, the land has even drawn would-be "kings," including a US dad who trekked there to fulfil his young daughter's wish of becoming a princess.
Jeremiah Heaton, a Virginia farmer, planted a flag and declared Bir Tawil the "Kingdom of North Sudan" so that his daughter Emily could have a royal title. While the move had no legal bearing, it sparked global interest and debate over land claims and the nature of sovereignty.
As the dad tells it, Emily had casually asked if she could be a princess, and Heaton, wanting to make her dream come true, started looking for a way to make that happen. While most parents might have gently explained the impracticality of such a request, Heaton took it as a challenge. He began researching unclaimed land where he could theoretically establish a kingdom for Emily, at the time aged six.
In June 2014, Heaton headed to northeastern Africa, reaching Bir Tawil after a challenging journey through the desert. With a homemade blue flag bearing a crown symbol and the name "Heaton," he ceremoniously planted it in the sand, declaring Bir Tawil the "Kingdom of North Sudan" and himself its king. He immediately proclaimed Emily to be a princess, therefore "granting" her the royal title she had wished for.
In 2017, Suyash Dixit, an IT entrepreneur from Indore, India, also claimed Bir Tawil as his own, naming it the "Kingdom of Dixit." After a challenging journey across the desert, he planted a flag, declared himself king, and even "appointed" his father as prime minister. He posted his claim and experience on social media, where it garnered significant attention and sparked a wave of jokes and memes.
There are rumours, though largely unsubstantiated, that Bir Tawil contains hidden gold deposits.
While Egypt and Sudan have both had ancient ties to gold mining, particularly in the Nubian Desert, Bir Tawil itself is rarely studied or mined. These rumours, however, have attracted a few treasure hunters and adventurers over the years, hoping to uncover hidden riches in the desert.
Some have even joked about Bir Tawil as a potential "backup homeland" for populations affected by natural disasters. While obviously impractical, the idea underscores the paradox of unclaimed land in a time when territorial disputes are common.
Despite several stunts and theories, Bir Tawil remains unclaimed due to a unique border dispute between Egypt and Sudan.
The journey to Bir Tawil is lengthy and can take anywhere from two days to a week, depending on the starting point, route, and conditions. Due to its isolation and extreme desert environment, the journey requires careful planning, local knowledge, and permission from authorities in Egypt or Sudan.
Most travellers begin in Aswan, Egypt, or Khartoum, Sudan, as these are the nearest large cities with transportation infrastructure. From Aswan, the trip typically involves a long desert drive heading southward toward the Egypt-Sudan border.
Both countries monitor the border area closely, with visitors needing permits and a good guide familiar with the region. Egypt, in particular, restricts movement near the border, especially in sensitive zones close to the Hala'ib Triangle.
The trip to Bir Tawil from either Egypt or Sudan covers hundreds of kilometres across remote, rugged desert terrain. Explorers often follow dirt tracks used by nomadic tribes, miners, or military patrols, though few roads are mapped or maintained. The drive can take days and usually involves off-road vehicles capable of handling deep sand and rough trails.
There are no towns, water sources, or services along the way, so travellers must bring ample water, food, fuel, and spare parts. And to make matters worse, armed gangs, smugglers, and bandits often prey upon those venturing in the desert, particularly along less-monitored routes.
The origins of this unclaimed desert stretch back to British colonial rule in the late 19th and early 20th centuries, when overlapping boundary lines inadvertently left Bir Tawil in a legal limbo.
In 1899, while both Egypt and Sudan were under British administration, a formal border was established along the 22nd parallel north. This placed Bir Tawil, an arid and resource-poor patch of desert, in Egyptian territory, while a more valuable area, the Hala'ib Triangle, was assigned to Sudan.
But in 1902, the British changed the boundary to fit the local tribes' movements, putting Bir Tawil in Sudan instead and giving Egypt control over the fertile Hala'ib Triangle.
When Egypt and Sudan became independent, each country wanted the Hala'ib Triangle because it has good land and access to the Red Sea.
Egypt claims it based on the 1899 line, while Sudan uses the 1902 line to support its claim. Bir Tawil, a barren desert with no resources, has no value to either country.
To claim the Hala'ib Triangle, each country must reject Bir Tawil — because they can't claim both under their chosen boundary line. So by claiming Hala'ib, they essentially "give away" Bir Tawil, leaving it unwanted.
The territory is therefore unclaimed because Egypt and Sudan only want the valuable land next to it, not Bir Tawil itself.
For now, Bir Tawil endures as a strange relic of colonial history and an unlikely symbol of modern-day geopolitics — a land still ungoverned and, in all likelihood, destined to remain unclaimed.
Source:
https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-bel ongs-to-no-nation/ (adapted)
https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-belongs-to-no-nation/
In June 2014, Jeremiah Heaton ______ (declare) Bir Tawil the "Kingdom of North Sudan" and his daughter its princess.
NO MAN'S LAND
Mystery of world's only stretch of unclaimed land with NO laws that farmer tried to seize to make daughter a princess
Hidden deep in the African desert lies one of the strangest pieces of land on Earth — not for its beauty, wealth, or strategic value, but because no country wants it.
Bir Tawil is a 2,060-square-kilometre patch of barren desert between Egypt and Sudan, which remains an unusual geopolitical anomaly after decades of being unclaimed.
Those daring to go there face a tough journey, driving through remote desert roads past relics of gold mines and, at times, crossing paths with armed gangs and bandits.
Bir Tawil has long been a quirky favourite for small, often tongue-in-cheek, self-declared "countries" - usually founded by ordinary people across the globe.
With no laws, the land has even drawn would-be "kings," including a US dad who trekked there to fulfil his young daughter's wish of becoming a princess.
Jeremiah Heaton, a Virginia farmer, planted a flag and declared Bir Tawil the "Kingdom of North Sudan" so that his daughter Emily could have a royal title. While the move had no legal bearing, it sparked global interest and debate over land claims and the nature of sovereignty.
As the dad tells it, Emily had casually asked if she could be a princess, and Heaton, wanting to make her dream come true, started looking for a way to make that happen. While most parents might have gently explained the impracticality of such a request, Heaton took it as a challenge. He began researching unclaimed land where he could theoretically establish a kingdom for Emily, at the time aged six.
In June 2014, Heaton headed to northeastern Africa, reaching Bir Tawil after a challenging journey through the desert. With a homemade blue flag bearing a crown symbol and the name "Heaton," he ceremoniously planted it in the sand, declaring Bir Tawil the "Kingdom of North Sudan" and himself its king. He immediately proclaimed Emily to be a princess, therefore "granting" her the royal title she had wished for.
In 2017, Suyash Dixit, an IT entrepreneur from Indore, India, also claimed Bir Tawil as his own, naming it the "Kingdom of Dixit." After a challenging journey across the desert, he planted a flag, declared himself king, and even "appointed" his father as prime minister. He posted his claim and experience on social media, where it garnered significant attention and sparked a wave of jokes and memes.
There are rumours, though largely unsubstantiated, that Bir Tawil contains hidden gold deposits.
While Egypt and Sudan have both had ancient ties to gold mining, particularly in the Nubian Desert, Bir Tawil itself is rarely studied or mined. These rumours, however, have attracted a few treasure hunters and adventurers over the years, hoping to uncover hidden riches in the desert.
Some have even joked about Bir Tawil as a potential "backup homeland" for populations affected by natural disasters. While obviously impractical, the idea underscores the paradox of unclaimed land in a time when territorial disputes are common.
Despite several stunts and theories, Bir Tawil remains unclaimed due to a unique border dispute between Egypt and Sudan.
The journey to Bir Tawil is lengthy and can take anywhere from two days to a week, depending on the starting point, route, and conditions. Due to its isolation and extreme desert environment, the journey requires careful planning, local knowledge, and permission from authorities in Egypt or Sudan.
Most travellers begin in Aswan, Egypt, or Khartoum, Sudan, as these are the nearest large cities with transportation infrastructure. From Aswan, the trip typically involves a long desert drive heading southward toward the Egypt-Sudan border.
Both countries monitor the border area closely, with visitors needing permits and a good guide familiar with the region. Egypt, in particular, restricts movement near the border, especially in sensitive zones close to the Hala'ib Triangle.
The trip to Bir Tawil from either Egypt or Sudan covers hundreds of kilometres across remote, rugged desert terrain. Explorers often follow dirt tracks used by nomadic tribes, miners, or military patrols, though few roads are mapped or maintained. The drive can take days and usually involves off-road vehicles capable of handling deep sand and rough trails.
There are no towns, water sources, or services along the way, so travellers must bring ample water, food, fuel, and spare parts. And to make matters worse, armed gangs, smugglers, and bandits often prey upon those venturing in the desert, particularly along less-monitored routes.
The origins of this unclaimed desert stretch back to British colonial rule in the late 19th and early 20th centuries, when overlapping boundary lines inadvertently left Bir Tawil in a legal limbo.
In 1899, while both Egypt and Sudan were under British administration, a formal border was established along the 22nd parallel north. This placed Bir Tawil, an arid and resource-poor patch of desert, in Egyptian territory, while a more valuable area, the Hala'ib Triangle, was assigned to Sudan.
But in 1902, the British changed the boundary to fit the local tribes' movements, putting Bir Tawil in Sudan instead and giving Egypt control over the fertile Hala'ib Triangle.
When Egypt and Sudan became independent, each country wanted the Hala'ib Triangle because it has good land and access to the Red Sea.
Egypt claims it based on the 1899 line, while Sudan uses the 1902 line to support its claim. Bir Tawil, a barren desert with no resources, has no value to either country.
To claim the Hala'ib Triangle, each country must reject Bir Tawil — because they can't claim both under their chosen boundary line. So by claiming Hala'ib, they essentially "give away" Bir Tawil, leaving it unwanted.
The territory is therefore unclaimed because Egypt and Sudan only want the valuable land next to it, not Bir Tawil itself.
For now, Bir Tawil endures as a strange relic of colonial history and an unlikely symbol of modern-day geopolitics — a land still ungoverned and, in all likelihood, destined to remain unclaimed.
Source:
https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-bel ongs-to-no-nation/ (adapted)
https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-belongs-to-no-nation/
Since both Egypt and Sudan want the Hala'ib Triangle, they ______ to claim Bir Tawil in order to strengthen their primary territorial claims.
TEXT:
Making homework count
By Stephanie Hirschman
October 8, 2024
Homework and independent study can make a massive contribution to students’ progress, particularly when classes don’t meet daily, or students aren’t living, working or studying in anglophone environments. There are several issues to consider when setting homework.
Why students are doing homework is a fundamental question which can cover a wide spectrum of reasons. The most obvious is that it offers both teachers and students a chance to check on learning and identify areas for further review and consolidation. Exam preparation courses make use of homework to consolidate and accelerate learning and deliver results. Finally, some institutions require teachers to set homework and some clients, for example parents, believe that a course with homework offers better value for money.
Whatever the reason behind setting homework, be clear with students about how they’ll benefit from the assignment, how to do it effectively, how long they should spend on it and how it will be marked.
The homework that many people expect from a language course is “more of the same” exercises, that is, those that offer extra opportunities to practice grammar or vocabulary from the lesson.
It is also possible to bring in practice from other online or print sources, but this can sometimes be problematic, especially for lower levels. Make sure that the resource you choose maps onto the lesson content without placing extra demands on students, for example, by introducing a completely different context or topic with unfamiliar vocabulary to practice a grammar point. You also need to make sure that terminology is consistent – students who are expecting to practice present continuous may not recognize that it is also called present progressive. With lower levels, go over the instructions and/or demonstrate one of the exercises so they know how to get started.
It's worth mentioning here that flipped learning may also be a useful approach to homework. This is where students preview part of the lesson plan (like a reading or listening task) or research a general topic independently before class in order to maximize opportunities for communicative activities during the lesson.
Other types of homework include semi-controlled practice of target language. Students could write personal sentences including vocabulary items or grammatical structures from the class – note that they may need training to do this. A sentence like, “The milk went off,” is not as effective for learning as, “We had no milk for the coffee this morning – it went off because we didn’t put it in the fridge last night.” You may wish to provide some question or example prompts as support.
An unusual and motivating type of speaking homework is a personalized bingo game. Students create their own bingo card, which might be a 4x4 grid. In each cell, they write a key word or structure from the lesson that they wish to practice during the next few days. They carry the card around in their pocket, and every time they use an item of target language, they can tick it off, aiming to complete a line. This is especially suitable for students who are living, working or studying in anglophone environments. Teachers can monitor progress regularly and even offer small prizes.
The question of what teachers actually do with homework also has multiple possible responses, which will depend on the teaching context. At one end of the spectrum, if there is good buy-in from the students, teachers may only need to point them towards a selected set of “more of the same” exercises and make sure the answers are accessible for self-checking. Make it clear that you welcome questions if anything isn’t clear and test regularly to check understanding.
Whatever choices you make about homework, here’s one final tip. It’s best to complete assignments the day after receiving them and not on the same day. Research on spaced repetition shows that reviewing information after around 24 hours, “just before you forget it,” is the most effective way to boost retention.
Adapted from: https://www.linguahouse.com/blog/post/makinghomework-count
Acesso em 25/10/2024
TEXT:
Making homework count
By Stephanie Hirschman
October 8, 2024
Homework and independent study can make a massive contribution to students’ progress, particularly when classes don’t meet daily, or students aren’t living, working or studying in anglophone environments. There are several issues to consider when setting homework.
Why students are doing homework is a fundamental question which can cover a wide spectrum of reasons. The most obvious is that it offers both teachers and students a chance to check on learning and identify areas for further review and consolidation. Exam preparation courses make use of homework to consolidate and accelerate learning and deliver results. Finally, some institutions require teachers to set homework and some clients, for example parents, believe that a course with homework offers better value for money.
Whatever the reason behind setting homework, be clear with students about how they’ll benefit from the assignment, how to do it effectively, how long they should spend on it and how it will be marked.
The homework that many people expect from a language course is “more of the same” exercises, that is, those that offer extra opportunities to practice grammar or vocabulary from the lesson.
It is also possible to bring in practice from other online or print sources, but this can sometimes be problematic, especially for lower levels. Make sure that the resource you choose maps onto the lesson content without placing extra demands on students, for example, by introducing a completely different context or topic with unfamiliar vocabulary to practice a grammar point. You also need to make sure that terminology is consistent – students who are expecting to practice present continuous may not recognize that it is also called present progressive. With lower levels, go over the instructions and/or demonstrate one of the exercises so they know how to get started.
It's worth mentioning here that flipped learning may also be a useful approach to homework. This is where students preview part of the lesson plan (like a reading or listening task) or research a general topic independently before class in order to maximize opportunities for communicative activities during the lesson.
Other types of homework include semi-controlled practice of target language. Students could write personal sentences including vocabulary items or grammatical structures from the class – note that they may need training to do this. A sentence like, “The milk went off,” is not as effective for learning as, “We had no milk for the coffee this morning – it went off because we didn’t put it in the fridge last night.” You may wish to provide some question or example prompts as support.
An unusual and motivating type of speaking homework is a personalized bingo game. Students create their own bingo card, which might be a 4x4 grid. In each cell, they write a key word or structure from the lesson that they wish to practice during the next few days. They carry the card around in their pocket, and every time they use an item of target language, they can tick it off, aiming to complete a line. This is especially suitable for students who are living, working or studying in anglophone environments. Teachers can monitor progress regularly and even offer small prizes.
The question of what teachers actually do with homework also has multiple possible responses, which will depend on the teaching context. At one end of the spectrum, if there is good buy-in from the students, teachers may only need to point them towards a selected set of “more of the same” exercises and make sure the answers are accessible for self-checking. Make it clear that you welcome questions if anything isn’t clear and test regularly to check understanding.
Whatever choices you make about homework, here’s one final tip. It’s best to complete assignments the day after receiving them and not on the same day. Research on spaced repetition shows that reviewing information after around 24 hours, “just before you forget it,” is the most effective way to boost retention.
Adapted from: https://www.linguahouse.com/blog/post/makinghomework-count
Acesso em 25/10/2024
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