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Questões de Concurso Sobre verbos | verbs em inglês

Foram encontradas 3.020 questões

Q3439629 Inglês
Leia o texto a seguir para responder à próxima questão.

    Speakers use a finite set of rules to produce and understand an infinite set of possible sentences. These rules comprise the grammar of a language, which is learned when you acquire the language and includes the sound system, the structure of words, how words may be combined into phrases and sentences, the ways in which sounds and meanings are related, and the words or lexicon. The sounds and meanings of these words are related in an arbitrary fashion. And so are the gestures used by deaf signers. Language, then, is a system that relates sounds (or hand and body gestures) with meanings; when you know a language you know this system.


FROMKIN, V., Rodman, R., Hyams, N. An Introduction to Language. 10th edition Wadsworth Cengage. Learning. 2013. Adaptado
Os verbos regulares a seguir foram retirados do texto e estão no tempo presente. Marque a alternativa em que os dois verbos têm seu sufixo -ed do passado e particípio passado pronunciado com /d/.
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Q3439628 Inglês
A student who does not know the meaning of the acronym A.D. would correctly ask for clarification from the teacher using the question 
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Q3430808 Inglês
Read the text to answer question:


    CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


    To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


    In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


    If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
In the extract from the fourth paragraph “Appropriate methodologies were to be used to attain the best possible results”, the expression in bold may be substituted by the following modal if meaning is to be preserved: 
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Q3412601 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
In the sentence “In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible”, the underlined word (“fosters”) ends with an “s” for the same reason as in:
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Q3393022 Inglês
Mark the item which CORRECTLY displays the tense and aspect of the underlined verbs.

I have helped my neighbor too much this week.
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Q3393021 Inglês
Mark the item which CORRECTLY displays the tense and aspect of the underlined verbs.

I had helped my neighbor clean his attic before I fixed his car. 
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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 

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Respostas
681: C
682: D
683: D
684: A
685: A
686: B
687: A
688: C
689: B
690: C
691: C
692: C
693: E
694: B
695: D
696: B
697: B
698: E
699: A
700: D