Questões de Concurso
Comentadas sobre verbos | verbs em inglês
Foram encontradas 2.281 questões
Ano: 2022
Banca:
AMEOSC
Órgão:
Prefeitura de Guaraciaba - SC
Prova:
AMEOSC - 2022 - Prefeitura de Guaraciaba - SC - Professor II - Inglês |
Q2021557
Inglês
Texto associado
A Mayor on Easter Island Is Up in Arms After a
Runaway Pickup Truck Knocked Over a Sacred
Statue
(1º§)Archaeologists have long assumed that the ancient
society that erected the colossal Moai figures on Chile's
Rapa Nui, better known as Easter Island, collapsed many
centuries ago. Now, a new study indicates that the
islanders' civilization was still going strong when
Europeans arrived in 1722.
(2º§)The island was settled in the 13th century by
Polynesians, and is known __ the famed Easter Island
"heads" (many of the bodies have been buried by erosion
over the centuries).
(3º§)The research, which appears in the Journal of
Archaeological Science, contests the accepted timeline
that the Easter Island society was already in decline by
the year 1600 and its massive stone statues left to fall
into disrepair.
(4º§)Conducting radiocarbon dating on 11 sites __ Easter
Island, the authors determined the timeline of each
monument's construction. Their findings indicate that
Easter Islanders were still actively building new Moai
figures, and maintaining existing ones, up until at least
1750.s of fresh water-a precious resource. As well as
moments to their ancestors, it turns out they may have
also served a more utilitarian purpose.
(5º§)Further supporting these results are historical
documents __ the island's first European visitors. Written
accounts from the Dutch explorers who arrived in 1722
found that the monuments were in active ritual use, with
no signs of decline, and the same goes for the Spaniards
who landed in 1770. It was only in 1774 that James Cook
found the giant statues in ruins and the figures knocked
over.
(6º§)"The way we interpret our results and this sequence
of historical accounts is that the notion of a pre-European
collapse of monument construction is no longer
supported," lead author Robert DiNapoli told Archaeology
& Arts.
(7º§)"Once Europeans arrive on the island, there are
many documented tragic events due to disease, murder,
slave raiding and other conflicts," added co-author Carl
Lipo. "The degree to which [the Rapa Nui people's]
cultural heritage was passed on-and is still present today
through language, arts, and cultural practices-is quite
notable and impressive. I think this degree of resilience
has been overlooked due to the collapse narrative and
deserves recognition."
777281144
ews.artnet.com/art-world/rapa-nui-easter-island-study-demise-1772814
"[...] (many of the bodies have been buried by erosion
over the centuries)." (2º§)
Which verb tense the sentence above is?
Which verb tense the sentence above is?
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016708
Inglês
Texto associado
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 modal in “how it might feel to be in the minority”
(3rd paragraph) indicates
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016705
Inglês
Texto associado
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)
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016698
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The verb phrase in “where the foreign language is taught” (3rd
paragraph) is in the
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013444
Inglês
Identify the alternatives below as ( T ) true or
( F ) false.
( ) The underlined word in “… it helps to know more about hot air balloons themselves.“ is a relative pronoun.
( ) The preposition in the following sentence “…keeping the balloon floating above the ground.” means that the balloon is floating over the ground.
( ) The words ‘actually’, ‘push’, and ‘major’ mean in Portuguese: ‘atualmente’, puxar’ and ‘maior’.
( ) The negative form of “A hot air balloon has three major parts: the basket, the burner, and the envelope.” is “A hot balloon doesn’t have three major parts: the basket, the burner, and the envelope.”
( ) The tense used in the question “Have you ever wondered what keeps a hot air balloon flying?”, is an example of Past Perfect.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) The underlined word in “… it helps to know more about hot air balloons themselves.“ is a relative pronoun.
( ) The preposition in the following sentence “…keeping the balloon floating above the ground.” means that the balloon is floating over the ground.
( ) The words ‘actually’, ‘push’, and ‘major’ mean in Portuguese: ‘atualmente’, puxar’ and ‘maior’.
( ) The negative form of “A hot air balloon has three major parts: the basket, the burner, and the envelope.” is “A hot balloon doesn’t have three major parts: the basket, the burner, and the envelope.”
( ) The tense used in the question “Have you ever wondered what keeps a hot air balloon flying?”, is an example of Past Perfect.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2022
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2022 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês - Edital nº 03 |
Q2009394
Inglês
Read the following sentences and complete,
respectively, with the appropriate phrasal
verb.
I. “Our sofa is really old. We need to ___ it.”
II. “After showing James the pie charts and diagrams,
I was finally able to ___ him.” III. “I feel sorry for Andrew. His brother's always ___ him even when he’s done nothing wrong.
IV. If Mel thinks she's going to ___ being late again, she's terribly mistaken!”
I. “Our sofa is really old. We need to ___ it.”
II. “After showing James the pie charts and diagrams,
I was finally able to ___ him.” III. “I feel sorry for Andrew. His brother's always ___ him even when he’s done nothing wrong.
IV. If Mel thinks she's going to ___ being late again, she's terribly mistaken!”
Ano: 2022
Banca:
Avança SP
Órgão:
Prefeitura de Vinhedo - SP
Prova:
Avança SP - 2022 - Prefeitura de Vinhedo - SP - Professor de Educação Básica II - Inglês - Edital nº 03 |
Q2009393
Inglês
Read the following sentences and complete,
respectively, with the appropriate
verbs/adjectives.
I. “Jennifer does chores ______ because she doesn’t trust others to do them right.” II. “This is the first time I’ve ______ this | seen him so angry | seen this | heard about it.” III. “The teacher asked _______ coat was on the floor but no one answered.” IV. “If I had ______ up earlier this morning, I wouldn’t have caught him red-handed.”
I. “Jennifer does chores ______ because she doesn’t trust others to do them right.” II. “This is the first time I’ve ______ this | seen him so angry | seen this | heard about it.” III. “The teacher asked _______ coat was on the floor but no one answered.” IV. “If I had ______ up earlier this morning, I wouldn’t have caught him red-handed.”
Q2005953
Inglês
Texto associado
Internet: <www.nortechplus.com>.
Choose the alternative that presents extracts from the text in
the simple past and in the present perfect tenses,
respectively.
Ano: 2022
Banca:
Quadrix
Órgão:
PRODAM-AM
Provas:
Quadrix - 2022 - PRODAM-AM - Assistente de Suporte
|
Quadrix - 2022 - PRODAM-AM - Técnico de Suporte |
Q1976227
Inglês
In case you have a frozen screen, you should restart the computer. Doing so gives your system a chance to reset and start fresh. The best way to restart a frozen computer is to hold the power button down for five to 10 seconds.
Internet: <https://www.asurion.com/>.
In the text above, the modal verb “should” expresses
Ano: 2022
Banca:
Quadrix
Órgão:
PRODAM-AM
Provas:
Quadrix - 2022 - PRODAM-AM - Assistente de Suporte
|
Quadrix - 2022 - PRODAM-AM - Técnico de Suporte |
Q1976223
Inglês
In the cartoon, the word “taught” is
Ano: 2022
Banca:
Quadrix
Órgão:
PRODAM-AM
Provas:
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Desenvolvimento de Sistemas
|
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Negócios |
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Suporte |
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Telecomunicações |
Q1975997
Inglês
Considering the sentences and grammatical structures from the text, choose the incorrect alternative.
Ano: 2022
Banca:
Quadrix
Órgão:
PRODAM-AM
Provas:
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Desenvolvimento de Sistemas
|
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Negócios |
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Suporte |
Quadrix - 2022 - PRODAM-AM - Analista de TI - Analista de Telecomunicações |
Q1975993
Inglês
Texto associado
Internet: <www.aireagle.edu.pk>.
According to the cartoon above, choose the correct alternative.
Ano: 2022
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2022 - SEDF - Professor de Educação Básica - Inglês - Edital nº 31 |
Q1975103
Inglês
Texto associado
Text for the item from.
Sean Coughlan. Narcissists ‘horrible people but happy’.
Internet: <https://www.bbc.com> (adapted).
Based on the text, judge the item from.
The term “might” (line 8) is a modal verb and can be correctly replaced by should, without a change in meaning.
The term “might” (line 8) is a modal verb and can be correctly replaced by should, without a change in meaning.
Ano: 2022
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2022 - SEDF - Professor de Educação Básica - Inglês - Edital nº 31 |
Q1975100
Inglês
Texto associado
Text for the item from.
Sean Coughlan. Narcissists ‘horrible people but happy’.
Internet: <https://www.bbc.com> (adapted).
Based on the text, judge the item from.
In “people might infuriate others but are less likely to be stressed or depressed” (lines 8 and 9), the verbs “stressed” and “depressed” are both in the Simple Past tense and refer to “people”.
In “people might infuriate others but are less likely to be stressed or depressed” (lines 8 and 9), the verbs “stressed” and “depressed” are both in the Simple Past tense and refer to “people”.
Ano: 2022
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2022 - SEDF - Professor de Educação Básica - Inglês - Edital nº 31 |
Q1975069
Inglês
Texto associado
Text for the item from.
Can learning language help prevent dementia?
Internet: <https://glasgowmemoryclinic.com> (adapted).
According to the text, judge the item from.
The term “can” (line 6), as a modal verb, changes the meaning of the whole sentence, not only the meaning of the main verb.
The term “can” (line 6), as a modal verb, changes the meaning of the whole sentence, not only the meaning of the main verb.
Ano: 2022
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2022 - SEDF - Professor de Educação Básica - Inglês - Edital nº 31 |
Q1975066
Inglês
Texto associado
Text for the item from.
Can learning language help prevent dementia?
Internet: <https://glasgowmemoryclinic.com> (adapted).
According to the text, judge the item from.
The term “furthering” (line 2) is the Present Participle form of further and it is related to distance, since further is the comparative form of the adjective far.
The term “furthering” (line 2) is the Present Participle form of further and it is related to distance, since further is the comparative form of the adjective far.
Ano: 2022
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2022 - SEDF - Professor de Educação Básica - Inglês - Edital nº 31 |
Q1975065
Inglês
Texto associado
Text for the item from.
Can learning language help prevent dementia?
Internet: <https://glasgowmemoryclinic.com> (adapted).
According to the text, judge the item from.
In line 11, “has been” is an example of the Present Perfect tense, which is formed by the Present Simple form of the verb to have and the Present Perfect form of the main verb.
In line 11, “has been” is an example of the Present Perfect tense, which is formed by the Present Simple form of the verb to have and the Present Perfect form of the main verb.
Ano: 2022
Banca:
Quadrix
Órgão:
CFO
Provas:
Quadrix - 2022 - CFO-DF - Agente Operacional
|
Quadrix - 2022 - CFO-DF - Técnico em Tecnologia da Informação |
Quadrix - 2022 - CFO-DF - Técnico Administrativo |
Q1967457
Inglês
According to the text, judge the item.
The term “could” (line 15) is the past tense of can.
Ano: 2022
Banca:
Quadrix
Órgão:
CFO
Provas:
Quadrix - 2022 - CFO - Analista de Desenvolvimento de Sistemas e Informação
|
Quadrix - 2022 - CFO - Analista de Suporte de Tecnologia da Informação |
Q1967219
Inglês
Texto associado
Text for the item from.
Paridhi Agrawal & Pradnya Nikhade. Artificial Intelligence in Dentistry: Past, Present, and Future. Cureus, v. 14, n.º 7, 2022 (adapted).
According to the text, judge the item.
The term “were” (line 6) agrees with the subject “technology”.
The term “were” (line 6) agrees with the subject “technology”.
Ano: 2022
Banca:
Quadrix
Órgão:
CFFA
Prova:
Quadrix - 2022 - CFFA - Analista de Tecnologia da Informação |
Q1959948
Inglês
Texto associado
Text for the item.
Internet: <https://hearinginfo.net>
According to the text, judge the item.
Without changes in its meaning, the segment “The
purpose of the demonstration was to show how
communication technology could be used to assist the
work of an audiologist in new and exciting ways” (lines
from 20 to 22) can be correctly rewritten as To show
how communication technology must be used to help
the job of an audiologist in new and exciting ways is the
purpose of the demonstration.
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