Questões de Concurso
Sobre verbos | verbs em inglês
Foram encontradas 3.093 questões
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Prova:
Avança SP - 2024 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Q3480457
Inglês
Examine the following sentences and mark the alternative that respectively indicates their verb tenses.
"By next year, they will have been living in that house for a decade."
"Before he got the job, he had been searching for employment for months."
"By next year, they will have been living in that house for a decade."
"Before he got the job, he had been searching for employment for months."
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Prova:
Avança SP - 2024 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Q3480446
Inglês
Choose the correct form to complete the sentence:
"By the time Sarah arrived at the party, everyone ____________."
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Prova:
Avança SP - 2024 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Q3480445
Inglês
Identify the correct verb form to complete the following sentence:
"The team ________ working on the project for several months when they finally reached a breakthrough."
"The team ________ working on the project for several months when they finally reached a breakthrough."
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Ubatuba - SP
Prova:
Avança SP - 2024 - Prefeitura de Ubatuba - SP - Professor da Educação Básica II - Inglês |
Q3480442
Inglês
Irregular verbs in English are verbs that do not
follow the regular pattern of conjugation. Unlike
regular verbs, which typically add "-ed" to the
base form to create past tense forms, irregular
verbs have unique and often unpredictable past
tense and past participle forms.
Identify the alternative that presents, respectively, the correct form of the past participle for the following verbs: drive; fall; overcome; draw.
Identify the alternative that presents, respectively, the correct form of the past participle for the following verbs: drive; fall; overcome; draw.
Ano: 2024
Banca:
FUNDATEC
Órgão:
Prefeitura de Augusto Pestana - RS
Prova:
FUNDATEC - 2024 - Prefeitura de Augusto Pestana - RS - Professor Anos Finais do Ensino Fundamental - Inglês |
Q3466852
Inglês
Texto associado
(Available at: www.nationalgeographic.com/environment/article/cherry-blossom-peak-bloom-climate-change - text specially adapted for this test)
Mark the alternative that fills in, correctly and respectively, the gaps in the second
paragraph with the simple present form of the verbs indicated in the parenthesis.
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Nova Odessa - SP
Prova:
Avança SP - 2024 - Prefeitura de Nova Odessa - SP - Professor de Educação Básica II - PEB II - Inglês |
Q3455257
Inglês
Texto associado
Read the following text to answer the question.
Written by Virginia Woolf, the following letter expresses her fear of another mental breakdown and her decision to take her own life.
“Dearest, I feel certain that I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier 'til this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that – everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been. V.”
“I shan't recover this time. I begin to hear
voices, and I can't concentrate.”
The contraction “shan't” in the segment is a morphological combination of which words?
The contraction “shan't” in the segment is a morphological combination of which words?
Ano: 2024
Banca:
FCM
Órgão:
Prefeitura de Virginópolis - MG
Prova:
FCM - 2024 - Prefeitura de Virginópolis - MG - Professor de Línguas e Literaturas - Português e Inglês |
Q3448513
Inglês
There are three main verb tenses in English: present, past and future. The present, past and future tenses are divided into four aspects: the simple, progressive, perfect and perfect progressive.
Associate the sentence to its verb tense.
SENTENCES
1 – Gert speaks German fluently.
2 – Denise is learning how to ski now.
3 – Joel studied English for 5 years when he lived in New York.
4 – Sharon has been in Brazil for years.
5 – Mr. Harris has been teaching at the university since 2008.
6 – Dennis had already studied French.
VERB TENSES
( ) Past Simple
( ) Past Perfect Simple
( ) Present Simple
( ) Present Continuous
( ) Present Perfect Simple
( ) Present Perfect Continuous
The correct sequence of this association is:
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Santo Amaro do Maranhão - MA
Prova:
FUNATEC - 2024 - Prefeitura de Santo Amaro do Maranhão - MA - Professor II - Língua Inglesa |
Q3438651
Inglês
Assinale a opção que não contém um exemplo de
“phrasal verbs” e seu respectivo significado:
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Santo Amaro do Maranhão - MA
Prova:
FUNATEC - 2024 - Prefeitura de Santo Amaro do Maranhão - MA - Professor II - Língua Inglesa |
Q3438650
Inglês
What is the correct form of the verb in the simple past tense in the following sentence?
"He ________ to the store yesterday."
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Santo Amaro do Maranhão - MA
Prova:
FUNATEC - 2024 - Prefeitura de Santo Amaro do Maranhão - MA - Professor II - Língua Inglesa |
Q3438644
Inglês
Complete the following sentence:
Anna ______ two cats. Mary _____ a dog. I _____ four guinea pig.
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426505
Inglês
In the study of modal auxiliaries and verbal phrases in
English, it is essential to understand how they modify the
verbs they are associated with, expressing modality,
aspect, voice, or tense. Thus, evaluate the propositions:
I.The modal "can" is used to express permission, but not ability.
II.The verbal phrase "have been writing" expresses a continuous action from the past up to the present.
III."Will" is used exclusively to express planned decisions in the future.
Mark the correct alternative:
I.The modal "can" is used to express permission, but not ability.
II.The verbal phrase "have been writing" expresses a continuous action from the past up to the present.
III."Will" is used exclusively to express planned decisions in the future.
Mark the correct alternative:
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426503
Inglês
Verbos irregulares no inglês apresentam formas de
passado e particípio passado que não seguem as regras
padrão de conjugação e são essenciais para a fluência
no idioma. Sobre o assunto, julgue as seguintes
afirmações como verdadeiras (V) ou falsas (F):
(__)"Bring" becomes "brought" in both simple past and past participle.
(__)The verb "run" follows the regular form, transforming into "runned" in the past.
(__)"Speak" has the irregular forms "spoke" for the simple past and "spoken" for the past participle.
Assinale a alternativa cuja respectiva ordem de julgamento esteja correta:
(__)"Bring" becomes "brought" in both simple past and past participle.
(__)The verb "run" follows the regular form, transforming into "runned" in the past.
(__)"Speak" has the irregular forms "spoke" for the simple past and "spoken" for the past participle.
Assinale a alternativa cuja respectiva ordem de julgamento esteja correta:
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426499
Inglês
In the context of English grammar, which of the following
alternatives represents the correct definition of 'phrasal
verb'?
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426497
Inglês
Given the context of using verbs in different tenses and
moods in narratives, match the columns by relating the
phenomena to their respective descriptions or
consequences:
Column 1: A.Use of simple present. B.Use of past continuous. C.Use of future with "will".
Column 2: (__)Describes habitual actions or universal truths.
(__)Expresses an action that was occurring at a specific moment in the past.
(__)Indicates a decision made at the moment of speaking.
Mark the alternative whose sequence of association, from top to bottom, is correct:
Column 1: A.Use of simple present. B.Use of past continuous. C.Use of future with "will".
Column 2: (__)Describes habitual actions or universal truths.
(__)Expresses an action that was occurring at a specific moment in the past.
(__)Indicates a decision made at the moment of speaking.
Mark the alternative whose sequence of association, from top to bottom, is correct:
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425100
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
In the sentence “Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy”, the author uses the Present Perfect
Simple
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425097
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
“Thus, saying that a particular method is
practiced certainly does not give us the whole
picture [...].” The use of the gerund in saying
means
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425096
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
The modal verb in “It is possible that a
particular method may be imposed on teachers
by others.” can be replaced by ______ without
significantly changing the meaning of the
sentence:
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425095
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
In the fragment “[...] it is important to
acknowledge that a number of writers [...]”, the
use of the particle to is the same as in
Ano: 2024
Banca:
CETAP
Órgão:
Prefeitura de Castanhal - PA
Prova:
CETAP - 2024 - Prefeitura de Castanhal - PA - Professor de Inglês |
Q3418946
Inglês
Leia frase "Growing up in poverty, Jessica was used to
people ______ her, but she never let it affect her
confidence." O verbo frasal que completa a frase
corretamente é:
Ano: 2024
Banca:
CETAP
Órgão:
Prefeitura de Castanhal - PA
Prova:
CETAP - 2024 - Prefeitura de Castanhal - PA - Professor de Inglês |
Q3418938
Inglês
Analise as sentenças condicionais seguintes, e marque a
alternativa que faz uso correto de tempo e modo verbal.
Conheça nossos planos