Questões de Concurso
Sobre verbos | verbs em inglês
Foram encontradas 3.020 questões
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730059
Inglês
Identify the item that best replaces the phrasal verb in bold type.
I’ve just ran into your sister on the mall.
I’ve just ran into your sister on the mall.
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730058
Inglês
Identify the item that best replaces the phrasal verb in bold type.
He tore up all her letters when she decided to move.
He tore up all her letters when she decided to move.
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730057
Inglês
Texto associado
TEXT 04
__________________________________
As (1) ______ result of the new
information technologies and computer-mediated
communications, contemporary
communication has become highly
multimodal moving, particularly, towards the
extensive use of (2) _______image, while
meaning is inevitably derived from ways that
are multimodal. Nowadays, almost all texts
consist of visual elements, which in
combination with language hold a prominent
role in conveying the essential information.
In this context, people, especially youths, are
exposed to (3) _______ variety of
multimodal texts, such as video games,
websites, picture books, school textbooks,
magazine articles, advertisements, and
graphic novels - that involve a complex
interplay of written text, visual images,
graphics, and design elements.
As a consequence of (4) _______
above social changes, the field of education,
in particular, the teaching and learning of
languages has been influenced, as the
traditional literacy pedagogy, which
emphasizes language as a central means of
meaning, has been challenged to expand
beyond the skills of encoding and decoding
texts. In this way, educators should draw on
the Multiliteracies framework and reconsider
their instructional approaches in order to
familiarize students, especially, foreign
language learners, with the multimodal
approach by accentuating the interplay of
language and image that are present in
conventional and electronic texts.
Source: adapted from
https://www.academia.edu/6247350/Strategic_re
ading_in_multimodal_EFL_texts. Access: March
24th , 2016.
Considering the context of use in the text 04,
the words "teaching" and "learning" (line
22) in the second paragraph are
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730054
Inglês
Texto associado
TEXT 04
__________________________________
As (1) ______ result of the new
information technologies and computer-mediated
communications, contemporary
communication has become highly
multimodal moving, particularly, towards the
extensive use of (2) _______image, while
meaning is inevitably derived from ways that
are multimodal. Nowadays, almost all texts
consist of visual elements, which in
combination with language hold a prominent
role in conveying the essential information.
In this context, people, especially youths, are
exposed to (3) _______ variety of
multimodal texts, such as video games,
websites, picture books, school textbooks,
magazine articles, advertisements, and
graphic novels - that involve a complex
interplay of written text, visual images,
graphics, and design elements.
As a consequence of (4) _______
above social changes, the field of education,
in particular, the teaching and learning of
languages has been influenced, as the
traditional literacy pedagogy, which
emphasizes language as a central means of
meaning, has been challenged to expand
beyond the skills of encoding and decoding
texts. In this way, educators should draw on
the Multiliteracies framework and reconsider
their instructional approaches in order to
familiarize students, especially, foreign
language learners, with the multimodal
approach by accentuating the interplay of
language and image that are present in
conventional and electronic texts.
Source: adapted from
https://www.academia.edu/6247350/Strategic_re
ading_in_multimodal_EFL_texts. Access: March
24th , 2016.
Considering the excerpt taken from the text 04 "In this way, educators should draw on the Multiliteracies framework and reconsider their instructional approaches in order to familiarize students..." (lines 28 to 31), answer the question.
The modal verb “should” brings the idea of:
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730050
Inglês
Texto associado
TEXT 3
Mario-Centered Nintendo Land To Open
By Tokyo Olympics
Nintendo Land is set to become the
next highly-anticipated attraction at Universal
Studios Japan, where it is scheduled to
debut by 2020 in time for the Tokyo Summer
Olympics. The recently confirmed $350
million deal was said to mirror the same
large-scale investment that was needed in
building the Harry Potter-themed area of the
park, which opened to the public in July
2014.
Source:
http://www.techtimes.com/articles/138890/20160
305/mario-centered-nintendo-land-set-to-openby-tokyo-olympics.htm.
(Adapted). Access:
March 23rd, 2016.
One can infer from the title “Mario-Centered
Nintendo Land To Open by Tokyo Olympics”
that “to open”
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730047
Inglês
The ING ending word is used as an adjective
in the sentence
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730042
Inglês
Texto associado
“Mr. Preaud and his wife, who is pregnant,
hit the ground as people screamed, “Get
down, get down!” After the second explosion,
he looked up to see a giant fan — part of an
air-conditioning unit — that had landed near
them. They had been eating at a Délifrance,
talking about Salah Abdeslam, the terrorism
suspect who was arrested in Brussels on
Friday after a four-month global manhunt.”
Source:
http://www.nytimes.com/2016/03/23/world/europe
/brussels (adapted). Access: March 23rd, 2016.
The verbal tense in the passage “had been
eating” is
Ano: 2016
Banca:
NUCEPE
Órgão:
Prefeitura de Teresina - PI
Prova:
NUCEPE - 2016 - Prefeitura de Teresina - PI - Professor - Língua Inglesa |
Q730034
Inglês
Texto associado
Read text 2 and answer the question according to it.
TEXT 2
GOOGLE HAS REFUSED GOVERNMENT
DEMANDS TO TAKE DOWN A
GAY MUSIC VIDEO IN KENYA
Kenya’s attempt to stop people from
watching a music video celebrating gay
couples is backfiring. Three weeks after
trying to ban a local rap artist’s remake of
Same Love, (1)__________ Macklemore
and Ryan Lewis, Google Kenya has refused
to pull the video from YouTube, where it has
now been viewed (2)____________ 140,000
times. Kenyan regulators banned the video
in late February, claiming that the content
threatens to turn the country
(3)___________ “Sodom and Gomorrah”
and declaring that anyone caught distributing
it would be punished. But the agency that
banned it also retweeted a link to it—which
ended up bringing more attention to Kenya’s
nascent gay rights campaign. (…)
Source: http://qz.com/638461/google-hasrefused-government-demands-to-take-downa-gay-music-video-in-kenya
(adapted).
Access: March 22nd, 2016.
In the passage, the word backfiring is a
synonym with
Ano: 2016
Banca:
FUMARC
Órgão:
CEMIG-TELECOM
Prova:
FUMARC - 2016 - CEMIG-TELECOM - Analista de Vendas JR |
Q726546
Inglês
Texto associado
Read the following text and choose the option which best completes the question,
according to the text:
Think your world view is fixed? Learn another language and you’ll think differently
Bilinguals get all the advantages. Better job prospects, cognitive improvement, and even protection against dementia. Now new research shows that they can also view the world in different ways depending on the language they are operating in.
In the past fifteen years there has been an overwhelming amount of research on the bilingual mind, with the majority of the evidence pointing to the tangible advantages of using more than one language. Going back and forth between languages appears to be a kind of brain training, pushing your brain to be flexible.
Just as regular exercise gives your body some biological benefits, mentally controlling two or more languages gives your brain cognitive benefits. This mental flexibility pays big dividends especially later in life: the typical signs of cognitive ageing occur later in bilinguals – and the onset of age-related degenerative disorders such as dementia or Alzheimer’s are delayed in bilinguals by up to five years.
People self-report that they feel like a different person when using their different languages and that expressing certain emotions carries different emotional resonance depending on the language they are using.
When judging risk, bilinguals also tend to make more rational, economic decisions in a second language. In contrast to one’s first language, it tends to lack the deep-seated, misleading affective biases that unduly influence how risks and benefits are perceived. So the language you speak in really can affect the way you think.
(From: https://goo.gl/GYgpfY. Access: 09/23/2016)
The modal verb can in “they can also view the world…” (paragraph 1) conveys the idea of
Ano: 2016
Banca:
UNISUL
Órgão:
Prefeitura de Biguaçu - SC
Prova:
UNISUL - 2016 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
Q719159
Inglês
The word might in the advertisment could only
be replaced by the word:
Ano: 2016
Banca:
UNISUL
Órgão:
Prefeitura de Biguaçu - SC
Prova:
UNISUL - 2016 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
Q719157
Inglês
What is the infinitive form of the phrasal verb
flew by that appears in the second box of the comic
strip above.
Ano: 2016
Banca:
UNISUL
Órgão:
Prefeitura de Biguaçu - SC
Prova:
UNISUL - 2016 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
Q719149
Inglês
Texto associado
But the Americans also invented many new words to
describe landscapes, wildlife, vegetation, food and
lifestyles. Different pronunciations of existing words
emerged as new settlers arrived from various parts of
the UK and established settlements scattered along
the East Coast and further inland. After the USA
achieved independence from Great Britain in 1776
any sense of who ‘owned’ and set the ‘correct rules’
for the English Language became increasingly blurred.
Different forces operating in the UK and in the USA
influenced the emerging concept of a Standard
English. The differences are perhaps first officially
promoted in the spelling conventions proposed by
Noah Webster in The American Spelling Book (1786)
and subsequently adopted in his later work, An
American Dictionary of the English Language (1828).
Both of these publications were enormously
successful and established spellings such as center
and color and were therefore major steps towards
scholarly acceptance that British English and American
English were becoming distinct entities.
Influence of Empire
Meanwhile, elsewhere, the British Empire was
expanding dramatically, and during the 1700s British
English established footholds in parts of Africa, in
India, Australia and New Zealand. The colonisation
process in these countries varied. In Australia and
New Zealand, European settlers quickly outnumbered
the indigenous population and so English was
established as the dominant language. In India and
Africa, however, centuries of colonial rule saw English
imposed as an administrative language, spoken as a
mother tongue by colonial settlers from the UK, but in
most cases as a second language by the local
population.
English as a Global Language
For more than half a century, immigrants from the
Indian subcontinent and the West Indies have added
variety and diversity to the rich patchwork of accents
and dialects spoken in the UK. British colonisers
originally exported the language to all four corners of
the globe and migration in the 1950s brought altered
forms of English back to these shores. ___________(1)
that time, especially in urban areas, speakers of Asian
and Caribbean descent have blended their mother
tongue speech patterns with existing local dialects
producing wonderful new varieties of English,
___________(2) London Jamaican or Bradford Asian
English. Standard British English has also been
enriched by an explosion of new terms, such as balti
(a dish invented in the West Midlands and defined by
a word that would refer to a 'bucket' rather than food
to most South Asians outside the UK) and bhangra
(traditional Punjabi music mixed with reggae and hiphop).
The recordings on this site of speakers from minority
ethnic backgrounds include a range of speakers. You
can hear speakers whose speech is heavily influenced
by their racial background, alongside those whose
speech reveals nothing of their family background and
some who are ranged somewhere in between. There
are also a set of audio clips that shed light on some of
the more recognisable features of Asian English and
Caribbean English.
Slang
As with the Anglo-Saxon and Norman settlers of
centuries past, the languages spoken by today’s ethnic
communities have begun to have an impact on the
everyday spoken English of other communities. For
instance, many young people, regardless of their
ethnic background, now use the black slang terms,
nang (‘cool,’) and diss (‘insult’ — from ‘disrespecting’)
or words derived from Hindi and Urdu, such as
chuddies (‘underpants’) or desi (‘typically Asian’).
Many also use the all-purpose tag-question, innit — as
in statements such as you’re weird, innit. This feature
has been variously ascribed to the British Caribbean
community or the British Asian community, although
it is also part of a more native British tradition - in
dialects in the West Country and Wales, for instance
— which might explain why it appears to have spread
so rapidly among young speakers everywhere.
Original influences from overseas
The English Language can be traced back to the
mixture of Anglo-Saxon dialects that came to these
shores 1500 years ago. Since then it has been played
with, altered and transported around the world in
many different forms. The language we now recognise
as English first became the dominant language in
Great Britain during the Middle Ages, and in Ireland
during the eighteenth and nineteenth centuries. From
there it has been exported in the mouths of colonists
and settlers to all four corners of the globe.
‘International English’, ‘World English’ or ‘Global
English’ are terms used to describe a type of ‘General
English’ that has, over the course of the twentieth
century, become a worldwide means of
communication.
American English
The first permanent English-speaking colony was
established in North America in the early 1600s. The
Americans soon developed a form of English that
differed in a number of ways from the language
spoken back in The British Isles. In some cases older
forms were retained — the way most Americans
pronounce the sound after a vowel in words like
start, north, nurse and letter is probably very similar
to pronunciation in 17th century England. Similarly,
the distinction between past tense got and past
participle gotten still exists in American English but
has been lost in most dialects of the UK.
English around the world
Like American English, English in Australia, New
Zealand and South Africa has evolved such that they
are distinct from British English. However, cultural
and political ties have meant that until relatively
recently British English has acted as the benchmark
for representing ‘standardised’ English — spelling
tends to adhere to British English conventions, for
instance. Elsewhere in Africa and on the Indian
subcontinent, English is still used as an official
language in several countries, even though these
countries are independent of British rule. However,
English remains very much a second language for
most people, used in administration, education and
government and as a means of communicating
between speakers of diverse languages. As with most
of the Commonwealth, British English is the model on
which, for instance, Indian English or Nigerian English
is based. In the Caribbean and especially in Canada,
however, historical links with the UK compete with
geographical, cultural and economic ties with the USA,
so that some aspects of the local varieties of English
follow British norms and others reflect US usage.
An international language
English is also hugely important as an international
language and plays an important part even in
countries where the UK has historically had little
influence. It is learnt as the principal foreign language
in most schools in Western Europe. It is also an
essential part of the curriculum in far-flung places like
Japan and South Korea, and is increasingly seen as
desirable by millions of speakers in China. Prior to
WWII, most teaching of English as a foreign language
used British English as its model, and textbooks and
other educational resources were produced here in
the UK for use overseas. This reflected the UK's
cultural dominance and its perceived ‘ownership’ of
the English Language. Since 1945, however, the
increasing economic power of the USA and its
unrivalled influence in popular culture has meant that American English has become the reference point for
learners of English in places like Japan and even to a
certain extent in some European countries. British
English remains the model in most Commonwealth
countries where English is learnt as a second
language. However, as the history of English has
shown, this situation may not last indefinitely. The
increasing commercial and economic power of
countries like India, for instance, might mean that
Indian English will one day begin to have an impact
beyond its own borders.
https://www.bl.uk/learning/langlit/sounds/case-studies/minority-ethnic/
The sentence “For more than half a century,
immigrants from the Indian subcontinent and the
West Indies have added variety and diversity to the
rich patchwork of accents and dialects spoken in the
UK” represents a sentence in the:
Ano: 2016
Banca:
UNISUL
Órgão:
Prefeitura de Biguaçu - SC
Prova:
UNISUL - 2016 - Prefeitura de Biguaçu - SC - Professor III - Inglês |
Q719144
Inglês
Texto associado
Communicative approach
The communicative approach is based on the idea
that learning language successfully comes through
having to communicate real meaning. When learners
are involved in real communication, their natural
strategies for language acquisition will be used, and
this will allow them to learn to use the language.
Example
Practising question forms by asking learners to find
out personal information about their colleagues is an example of the communicative approach, as it
involves meaningful communication.
In the classroom
Classroom activities guided by the communicative
approach are characterised by trying to produce
meaningful and real communication, at all levels. As a
result there may be more emphasis on skills than
systems, lessons are more learner-centred, and there
may be use of authentic materials.
https://www.teachingenglish.org.uk/article/communicative-approach
The word having in bold in the first paragraph of
the text Communicative Approach is in:
Ano: 2016
Banca:
CESGRANRIO
Órgão:
Transpetro
Prova:
CESGRANRIO - 2016 - Transpetro - Auditor Junior |
Q646436
Inglês
In the fragment “In the 1960s, transport had to be formalized
as key factors in location theories” (lines 35-36), the modal
verb had to implies an idea of
Ano: 2016
Banca:
CESPE / CEBRASPE
Órgão:
TCE-SC
Provas:
CESPE - 2016 - TCE-SC - Conhecimentos Básicos - Cargo 6
|
CESPE - 2016 - TCE-SC - Auditor Fiscal de Controle Externo - Informática |
Q642976
Inglês
In the text CB3A1AAA,
the verb “realize” (l.7) can be replaced by accomplish without
any change in the meaning of the sentence.
Ano: 2016
Banca:
FGV
Órgão:
IBGE
Provas:
FGV - 2016 - IBGE - Analista - Processos Administrativos e Disciplinares
|
FGV - 2016 - IBGE - Analista - Análise de Sistemas - Desenvolvimento de Aplicações - Web Mobile |
FGV - 2016 - IBGE - Analista - Recursos Humanos - Administração de Pessoal |
FGV - 2016 - IBGE - Tecnologista - Economia |
FGV - 2016 - IBGE - Analista - Engenharia Civil |
FGV - 2016 - IBGE - Analista - Geoprocessamento |
FGV - 2016 - IBGE - Analista - Auditoria |
FGV - 2016 - IBGE - Tecnologista - Geografia |
FGV - 2016 - IBGE - Analista - Educação Corporativa |
FGV - 2016 - IBGE - Analista - Análise Biodiversidade |
FGV - 2016 - IBGE - Analista - Ciências Contábeis |
FGV - 2016 - IBGE - Analista - Planejamento e Gestão |
FGV - 2016 - IBGE - Tecnologista - Estatística |
FGV - 2016 - IBGE - Analista - Design Instrucional |
FGV - 2016 - IBGE - Analista - Orçamento e Finanças |
FGV - 2016 - IBGE - Analista - Engenharia Agrônomica |
FGV - 2016 - IBGE - Analista - Análise de Projetos |
FGV - 2016 - IBGE - Analista - Recursos Materiais e Logística |
FGV - 2016 - IBGE - Tecnologista - Bliblioteconomia |
FGV - 2016 - IBGE - Tecnologista - Programação Visual - Webdesign |
FGV - 2016 - IBGE - Analista - Jornalista - Redes Sociais |
FGV - 2016 - IBGE - Analista - Análise de Sistemas - Suporte Operacional |
FGV - 2016 - IBGE - Analista - Recursos Humanos - Desenvolvimento de Pessoas |
FGV - 2016 - IBGE - Tecnologista - Engenharia Cartográfica |
FGV - 2016 - IBGE - Analista - Análise de Sistemas - Desenvolvimentos de Sistemas |
FGV - 2016 - IBGE - Tecnologista - Engenharia Florestal |
Q628262
Inglês
Texto associado
TEXT II
The backlash against big data
[…]
Big data refers to the idea that society can do things with a large body of data that weren’t possible when working with smaller amounts. The term was originally applied a decade ago to massive datasets from astrophysics, genomics and internet search engines, and to machine-learning systems (for voice-recognition and translation, for example) that work well only when given lots of data to chew on. Now it refers to the application of data-analysis and statistics in new areas, from retailing to human resources. The backlash began in mid-March, prompted by an article in Science by David Lazer and others at Harvard and Northeastern University. It showed that a big-data poster-child—Google Flu Trends, a 2009 project which identified flu outbreaks from search queries alone—had overestimated the number of cases for four years running, compared with reported data from the Centres for Disease Control (CDC). This led to a wider attack on the idea of big data.
The criticisms fall into three areas that are not intrinsic to big data per se, but endemic to data analysis, and have some merit. First, there are biases inherent to data that must not be ignored. That is undeniably the case. Second, some proponents of big data have claimed that theory (ie, generalisable models about how the world works) is obsolete. In fact, subject-area knowledge remains necessary even when dealing with large data sets. Third, the risk of spurious correlations—associations that are statistically robust but happen only by chance—increases with more data. Although there are new statistical techniques to identify and banish spurious correlations, such as running many tests against subsets of the data, this will always be a problem.
There is some merit to the naysayers' case, in other words. But these criticisms do not mean that big-data analysis has no merit whatsoever. Even the Harvard researchers who decried big data "hubris" admitted in Science that melding Google Flu Trends analysis with CDC’s data improved the overall forecast—showing that big data can in fact be a useful tool. And research published in PLOS Computational Biology on April 17th shows it is possible to estimate the prevalence of the flu based on visits to Wikipedia articles related to the illness. Behind the big data backlash is the classic hype cycle, in which a technology’s early proponents make overly grandiose claims, people sling arrows when those promises fall flat, but the technology eventually transforms the world, though not necessarily in ways the pundits expected. It happened with the web, and television, radio, motion pictures and the telegraph before it. Now it is simply big data’s turn to face the grumblers.
(From http://www.economist.com/blogs/economist explains/201 4/04/economist-explains-10)
The base form, past tense and past participle of the verb “fall” in
“The criticisms fall into three areas” are, respectively:
Ano: 2016
Banca:
IESES
Órgão:
BAHIAGÁS
Prova:
IESES - 2016 - BAHIAGÁS - Técnico de Processos Tecnológicos - Tecnologia da Informação - Sistemas |
Q624984
Inglês
Which of the following group of words do not belong to
the same group category:
Ano: 2016
Banca:
IESES
Órgão:
BAHIAGÁS
Prova:
IESES - 2016 - BAHIAGÁS - Técnico de Processos Tecnológicos - Tecnologia da Informação - Sistemas |
Q624981
Inglês
Read the sentences below:
I. John study engineering at my university.
II. Helene is going to live in London last year.
III. Pedro wishes he can read more this month.
IV. When I grew up, I want to be a jazz singer.
Choose the best alternative to replace the words underlined in the sentences above:
Ano: 2015
Banca:
Instituto Legatus
Órgão:
Prefeitura de Pau D'Arco - PI
Prova:
Instituto Legatus - 2015 - Prefeitura de Pau D'Arco - PI - Professor de Inglês |
Q2763250
Inglês
Mark the correct alternative.
There’s_____________________at the door. Can you open it, please?
Sure! But I went there two minutes ago and there was ___________there.
Ano: 2015
Banca:
Instituto Legatus
Órgão:
Prefeitura de Pau D'Arco - PI
Prova:
Instituto Legatus - 2015 - Prefeitura de Pau D'Arco - PI - Professor de Inglês |
Q2763248
Inglês
The sequence of phrasal verbs that completes the sentences correctly is:
I. My daughter _________________ all her friends.
II. My son _____________________ by himself every weekend.
III. My friend Lucy _________________ from every boring meeting.
Conheça nossos planos