Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
Foram encontradas 2.337 questões
1. “The WMF hopes that its involvement with the palace can help it to open to the public once again.” In the negative form becomes “The WMF don’t hope that its involvement with the palace can’t help it to open to the public once again.”
2. The following verbs built, led, took, and found has their infinitive forms as build, lead, take, find.
3. The plural form of the words “My first discovery was the…” are “Our first discoverys were the…”
4. The word vulnerable in “Today, the mosque is vulnerable to fighting and rapid urbanization in the region.” can be replaced by endangered without changing its meaning.
5. The (‘s) in “…the city’s importance…”, is an example of the genitive case.
Choose the alternative which presents the correct sentences.
Column 1 Words
1. sites
2. support
3. exquisite
4. earthquake
5. worship
Column 2 Definitions
( ) extremely beautiful
( ) to regard with great respect
( ) a violent shaking of the ground
( ) the spatial location of an actual structure
( ) to uphold
Choose the alternative which presents the correct sequence, from top to bottom.
TEXT:
What's the best way to learn receptive skills?
Miranda Hamilton
July 26, 2021
We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?
Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.
Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.
How many words?
This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.
• Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
• Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
• Write the phrase on the board and count the number of words with the class. Who was the closest?
• Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.
This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.
Support every learner
In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.
• Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
• Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.
Prepare to listen, prepare to understand
Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.
• Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen. • Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
• Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.
Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.
Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-tolearn-receptive-skills
TEXT:
What's the best way to learn receptive skills?
Miranda Hamilton
July 26, 2021
We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?
Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.
Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.
How many words?
This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.
• Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
• Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
• Write the phrase on the board and count the number of words with the class. Who was the closest?
• Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.
This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.
Support every learner
In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.
• Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
• Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.
Prepare to listen, prepare to understand
Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.
• Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen. • Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
• Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.
Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.
Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-tolearn-receptive-skills
TEXT:
What's the best way to learn receptive skills?
Miranda Hamilton
July 26, 2021
We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?
Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.
Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.
How many words?
This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.
• Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
• Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
• Write the phrase on the board and count the number of words with the class. Who was the closest?
• Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.
This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.
Support every learner
In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.
• Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
• Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.
Prepare to listen, prepare to understand
Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.
• Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen. • Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
• Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.
Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.
Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-tolearn-receptive-skills
TEXT:
What's the best way to learn receptive skills?
Miranda Hamilton
July 26, 2021
We often think of speaking and writing as the most challenging of the four language skills but what about the receptive skills? With reading, learners have time to think, but listening in another language presents a very different set of challenges for the learner. How often have we heard learners complain ‘it’s too fast, teacher!’? So how can you help?
Some guides are designed to help teachers understand the subskills of listening, with activities, tips and strategies to help you develop your learners’ listening skills as they prepare for their exams.
Here are just a few of the ideas from the guides for you to try with your learners. They will work at all levels.
How many words?
This micro listening is a great activity to try towards the end of your listening lesson, when learners have already heard the recording, so they know the speakers’ voices and the topic.
• Select a short phrase, of around 10 words, from the listening you have just completed. Set up the audio so you are ready to press ‘Play’.
• Tell the learners to listen and count the number of words they hear. You will need to play the audio several times. Pairs discuss. Take a range of answers from the class, but don’t tell them the answer just yet.
• Write the phrase on the board and count the number of words with the class. Who was the closest?
• Now ask them to listen and read the phrase at the same time. This time they have to decide which words they hear most clearly, in other words, you want them to notice the stressed words. Ask why they think they heard these words most clearly. Explain that stressed words carry the key information.
This micro listening activity helps raise learners’ awareness of sounds, helping them notice the stressed words and preparing them to listen for key information.
Support every learner
In mixed-ability classes, put a few simple strategies in place so the whole class can listen to the same recording, and take part in the same activity. This means that no learner feels lost or left behind.
• Make the gap-fill or sentence-completion task more achievable and supply the first letter of the missing word. Alternatively supply the first and the final letter and indicate how many letters the missing word has.
• Provide an additional layer of support for weaker learners by giving them the audio script. They can read the script as they listen and use it to help them find the correct answers.
Prepare to listen, prepare to understand
Don’t be in too much of a hurry to hand out the listening task and press ‘Play’. Time spent in class before listening means learners are better prepared to understand.
• Before you listen, have a class discussion around the topic of the listening. This gives learners the opportunity not only to practice their speaking, but also to practice listening to one another. A good discussion will make them think about the main ideas they might hear when they listen. • Useful vocabulary always comes out of a class discussion, creating a very natural way to pre-teach vocabulary before they listen. Useful language linked to a discussion is easier to learn because learners have a context, which makes it easier to remember than pre-teaching vocabulary from a wordlist.
• Take your time to discuss the task and check understanding. Encourage the class to reflect on their discussion and predict the answers. Remember to write their predictions on the board. Did they guess correctly? It doesn’t matter if they did or not, what matters is that they are prepared and ready to listen to see if they were right.
Feeling prepared to listen means learners feel confident and ready to understand, both in the classroom and in their exam.
Adapted from: https://www.cambridgeenglish.org/blog/whats-the-best-way-tolearn-receptive-skills
EUA vetam apelo do Conselho de Segurança por "pausa humanitária" na guerra entre Israel e Hamas
Por Caitlin Hu e Richard Roth, CNN Atualizado às 14h41 EDT, quarta-feira, 18 de outubro de 2023
Os Estados Unidos vetaram um projeto de resolução no Conselho de Segurança da ONU que pedia uma pausa humanitária na Gaza sitiada, gerando mais críticas à paralisia política no poderoso organismo global.
O breve projeto de resolução, proposto pelo Brasil, condenou os ataques terroristas de 7 de outubro em Israel pelo grupo militante palestino Hamas, que mataram mais de 1.400 pessoas, e pediu a libertação dos reféns.
O documento também apelou a todas as partes para que cumpram o direito internacional e protejam as vidas civis na Faixa de Gaza, controlada pelo Hamas, em meio a uma feroz retaliação por parte de aviões de guerra israelenses. A comunidade internacional deve planejar "pausas humanitárias" nos combates para permitir a entrega de ajuda, afirmou.
Doze dos 15 membros do conselho aprovaram o projeto na quarta-feira, com a abstenção do Reino Unido e da Rússia, e o veto dos EUA.
Falando após a votação, a embaixadora dos EUA na ONU, Linda Thomas-Greenfield, explicou que os EUA queriam mais tempo para deixar a diplomacia americana em campo "se desenrolar". Os EUA já haviam adiado a votação da resolução.
Thomas-Greenfield também criticou o texto por não mencionar o direito de Israel à autodefesa — um ponto posteriormente ecoado pela representante britânica Barbara Woodward.
Desde os ataques do Hamas, Israel vem bombardeando Gaza, controlada pelo Hamas, com ataques aéreos. Também cortou o acesso de 2 milhões de pessoas aos enclaves, incluindo alimentos, água e eletricidade.
Mais de 3.000 pessoas morreram nos ataques israelenses — incluindo mais de 1.000 crianças e dezenas de trabalhadores humanitários — e especialistas da ONU estão alertando sobre um desastre generalizado se a água e a eletricidade não forem restauradas.
Em Nova York, vários membros do Conselho de Segurança expressaram decepção e frustração pelo fracasso de uma declaração conjunta sobre a importância da ajuda e da proteção civil.
“Infelizmente, muito tristemente, o conselho mais uma vez não conseguiu adotar uma resolução sobre esses conflitos. Mais uma vez, o silêncio e a inação prevaleceram. Sem o verdadeiro interesse de longo prazo de ninguém”, disse o Embaixador da ONU no Brasil, Sergio Franca Danese, após o veto.
O Conselho de Segurança "perdeu uma oportunidade", disse o representante francês Nicolas de Rivière à imprensa após a votação. "Lamentamos profundamente que este texto tenha sido rejeitado", disse ele.
Falando ao conselho, a embaixadora dos Emirados Árabes Unidos, Lana Nusseibah, disse que a resolução não era um "texto perfeito", mas que seu país votou a favor dela "porque ela declara claramente os princípios básicos que devem ser mantidos e que este Conselho é obrigado a reforçar e defender.
Na semana passada, a Rússia propôs outra resolução pedindo um cessar-fogo humanitário em Gaza, que também não foi aprovada.
(Adaptado de edition.cnn.com)
EUA vetam apelo do Conselho de Segurança por "pausa humanitária" na guerra entre Israel e Hamas
Por Caitlin Hu e Richard Roth, CNN Atualizado às 14h41 EDT, quarta-feira, 18 de outubro de 2023
Os Estados Unidos vetaram um projeto de resolução no Conselho de Segurança da ONU que pedia uma pausa humanitária na Gaza sitiada, gerando mais críticas à paralisia política no poderoso organismo global.
O breve projeto de resolução, proposto pelo Brasil, condenou os ataques terroristas de 7 de outubro em Israel pelo grupo militante palestino Hamas, que mataram mais de 1.400 pessoas, e pediu a libertação dos reféns.
O documento também apelou a todas as partes para que cumpram o direito internacional e protejam as vidas civis na Faixa de Gaza, controlada pelo Hamas, em meio a uma feroz retaliação por parte de aviões de guerra israelenses. A comunidade internacional deve planejar "pausas humanitárias" nos combates para permitir a entrega de ajuda, afirmou.
Doze dos 15 membros do conselho aprovaram o projeto na quarta-feira, com a abstenção do Reino Unido e da Rússia, e o veto dos EUA.
Falando após a votação, a embaixadora dos EUA na ONU, Linda Thomas-Greenfield, explicou que os EUA queriam mais tempo para deixar a diplomacia americana em campo "se desenrolar". Os EUA já haviam adiado a votação da resolução.
Thomas-Greenfield também criticou o texto por não mencionar o direito de Israel à autodefesa — um ponto posteriormente ecoado pela representante britânica Barbara Woodward.
Desde os ataques do Hamas, Israel vem bombardeando Gaza, controlada pelo Hamas, com ataques aéreos. Também cortou o acesso de 2 milhões de pessoas aos enclaves, incluindo alimentos, água e eletricidade.
Mais de 3.000 pessoas morreram nos ataques israelenses — incluindo mais de 1.000 crianças e dezenas de trabalhadores humanitários — e especialistas da ONU estão alertando sobre um desastre generalizado se a água e a eletricidade não forem restauradas.
Em Nova York, vários membros do Conselho de Segurança expressaram decepção e frustração pelo fracasso de uma declaração conjunta sobre a importância da ajuda e da proteção civil.
“Infelizmente, muito tristemente, o conselho mais uma vez não conseguiu adotar uma resolução sobre esses conflitos. Mais uma vez, o silêncio e a inação prevaleceram. Sem o verdadeiro interesse de longo prazo de ninguém”, disse o Embaixador da ONU no Brasil, Sergio Franca Danese, após o veto.
O Conselho de Segurança "perdeu uma oportunidade", disse o representante francês Nicolas de Rivière à imprensa após a votação. "Lamentamos profundamente que este texto tenha sido rejeitado", disse ele.
Falando ao conselho, a embaixadora dos Emirados Árabes Unidos, Lana Nusseibah, disse que a resolução não era um "texto perfeito", mas que seu país votou a favor dela "porque ela declara claramente os princípios básicos que devem ser mantidos e que este Conselho é obrigado a reforçar e defender.
Na semana passada, a Rússia propôs outra resolução pedindo um cessar-fogo humanitário em Gaza, que também não foi aprovada.
(Adaptado de edition.cnn.com)
EUA vetam apelo do Conselho de Segurança por "pausa humanitária" na guerra entre Israel e Hamas
Por Caitlin Hu e Richard Roth, CNN Atualizado às 14h41 EDT, quarta-feira, 18 de outubro de 2023
Os Estados Unidos vetaram um projeto de resolução no Conselho de Segurança da ONU que pedia uma pausa humanitária na Gaza sitiada, gerando mais críticas à paralisia política no poderoso organismo global.
O breve projeto de resolução, proposto pelo Brasil, condenou os ataques terroristas de 7 de outubro em Israel pelo grupo militante palestino Hamas, que mataram mais de 1.400 pessoas, e pediu a libertação dos reféns.
O documento também apelou a todas as partes para que cumpram o direito internacional e protejam as vidas civis na Faixa de Gaza, controlada pelo Hamas, em meio a uma feroz retaliação por parte de aviões de guerra israelenses. A comunidade internacional deve planejar "pausas humanitárias" nos combates para permitir a entrega de ajuda, afirmou.
Doze dos 15 membros do conselho aprovaram o projeto na quarta-feira, com a abstenção do Reino Unido e da Rússia, e o veto dos EUA.
Falando após a votação, a embaixadora dos EUA na ONU, Linda Thomas-Greenfield, explicou que os EUA queriam mais tempo para deixar a diplomacia americana em campo "se desenrolar". Os EUA já haviam adiado a votação da resolução.
Thomas-Greenfield também criticou o texto por não mencionar o direito de Israel à autodefesa — um ponto posteriormente ecoado pela representante britânica Barbara Woodward.
Desde os ataques do Hamas, Israel vem bombardeando Gaza, controlada pelo Hamas, com ataques aéreos. Também cortou o acesso de 2 milhões de pessoas aos enclaves, incluindo alimentos, água e eletricidade.
Mais de 3.000 pessoas morreram nos ataques israelenses — incluindo mais de 1.000 crianças e dezenas de trabalhadores humanitários — e especialistas da ONU estão alertando sobre um desastre generalizado se a água e a eletricidade não forem restauradas.
Em Nova York, vários membros do Conselho de Segurança expressaram decepção e frustração pelo fracasso de uma declaração conjunta sobre a importância da ajuda e da proteção civil.
“Infelizmente, muito tristemente, o conselho mais uma vez não conseguiu adotar uma resolução sobre esses conflitos. Mais uma vez, o silêncio e a inação prevaleceram. Sem o verdadeiro interesse de longo prazo de ninguém”, disse o Embaixador da ONU no Brasil, Sergio Franca Danese, após o veto.
O Conselho de Segurança "perdeu uma oportunidade", disse o representante francês Nicolas de Rivière à imprensa após a votação. "Lamentamos profundamente que este texto tenha sido rejeitado", disse ele.
Falando ao conselho, a embaixadora dos Emirados Árabes Unidos, Lana Nusseibah, disse que a resolução não era um "texto perfeito", mas que seu país votou a favor dela "porque ela declara claramente os princípios básicos que devem ser mantidos e que este Conselho é obrigado a reforçar e defender.
Na semana passada, a Rússia propôs outra resolução pedindo um cessar-fogo humanitário em Gaza, que também não foi aprovada.
(Adaptado de edition.cnn.com)
(2º§) "It also gives you faultless skin, and improves your make-up. Plus, you get different backdrops."
In this context, the word "backdrops" can be translated as:
O texto seguinte servirá de base para responder à questão.
LOVE BOMB
Do you fall in love hard and fast? Three signs you're an emophiliac − & five ways to break the destructive lust cycle
If this happens often, you may have emophilia, AKA a tendency to fall in love quickly and with just about anyone.
And experts warn it can have a negative impact on mental health, leaving people vulnerable and trapped in toxic relationships, or see them darting from one relationship to the next, constantly chasing the thrill of early attraction or that feeling of falling in love.
"When you first fall for someone, you get that rush of the feel-good hormone, serotonin," says Sarah Louise Ryan, dating and relationship expert, matchmaker and psychotherapist.
"This phase of romantic love is really the rose-tinted glasses phase. You are falling for the newness of these just-discovered feelings, just as much as you're falling for the actual person. This is because new and different people bring out different parts of us."
There's nothing wrong with these emotions, though they do simmer down as we build a relationship.
"In reality, when that spark fades, that is when the real relationship begins," says Sarah.
"But those with emophilia don't ever want that feeling to fizzle out, which can lead them into a volatile position romantically. They either never fully commit and move on to the next partner, or they date multiple people to discover who they have the biggest spark with, all in search of the rush."
The emotional fallout from this pattern can be huge.
The good news is it's possible to stop and change your thinking and actions.
Love At First Sight?
But whatever happened to "love at first sight", you might wonder?
Genuine love at first sight is an instant attraction to someone you might share common values with, find intriguing and are physically attracted to.
It can be with someone who feels safe and calm.
But emophilia is falling in love with the feeling of lust, attention, validation and connection, rather than the person.
"That need for attachment can be intoxicating, but it's important to get to know the person you've fallen for on a deeper level," Sarah says.
"You will feel anxiety when you're not getting that serotonin burst, but if you follow these steps before becoming emotionally attached so quickly, you'll feel better."
When Emophilia Becomes a Problem
At a time when the dating world feels dire and "true love" is hard to find, is it really all that bad if someone is so open to connection?
The issue is that when emophiliacs fall, they tend not to question the relationship's long-term goals, values or red flags.
This can make them either more likely to jump ship or get stuck in a relationship that was doomed from the start.
"Falling for risky partners may seem appealing, but it can be dangerous when their aim is manipulation and destruction," explains Sarah.
"People with emophilia can be attracted to narcissists, who may lovebomb a new partner by showing excessive amounts of affection and attention. This would be ideal for a person with emophilia. Because they think they're in love, emophiliacs are likely to overlook warnings or advice, even from trusted family and friends. However, when red flags aren't addressed, over time they can become more problematic."
Why Do you Fall so Hard?
Though the exact cause of emophilia is unknown, there are several possible theories.
"It is thought that low serotonin levels in the brain may contribute," says Sarah.
Serotonin is also implicated in conditions including depression and obsessive compulsive disorder (OCD).
Some people may also be hypersensitive to oxytocin," adds Sarah.
Also known as the love hormone, oxytocin creates feelings of trust and a desire to care.
Falling in love quickly is also a shared experience of people with ADHD, which may be linked with the disorder's symptoms of impulsivity.
But it may just be a personality trait.
For some, there is excitement to be found in the chaos, and boredom in the monotony.
FIVE WAYS TO BREAK UP WITH EMOPHILIA
Overcoming the need to chase the rush of falling for someone isn't easy, as many of our relationship desires are ingrained.
"I would ask an emophiliac: 'Is it working for you?'", Sarah says.
"If the answer is yes, and you're happy flitting from one relationship to another, keep doing what you are doing. If the answer is no, I'd recommend these tips."
1. Go Cold Turkey
If you are a serial dater, go cold turkey − including no sex or romantic relations − to focus on yourself.
Discover the qualities you like in yourself and note the ways in which you are capable without having a significant other.
Then, pick up conscious dating when the time is right.
"When you find the confidence to make the right choices, you will no longer let your drive for a feeling choose for you," says Sarah.
"It will be hard work, but worth it."
2. Spot The Red Flags
Some red flags are universal.
For example, a lack of respect or signs of attempting to control another person.
However, others will be more specific to you.
For example, how do you feel about their financial situation, living arrangements, family set-up or beliefs?
It's easy for a friend to say: "That's a red flag", but ask yourself if it really is for you.
Write down your deal-breakers, then ensure when connecting with someone that you ask the questions that will unveil these warning signs.
3. Note What Hasn't Worked
Sit back and really think about the patterns you have fallen into with each romantic partner.
What happened? Where did it go wrong? Self-awareness is important in the decision-making process.
If necessary, write out an action plan for the next time someone catches your attention.
4. Listen To Friends
You may get so caught up in the rush of a new partner that you forget the concerns of those closest to you.
Take time to speak to a family member or friend who knows you well and has historically given you honest advice.
Run through any worries or ask for feedback on new partners.
Your friends don't have to love or even like your partner, but if they have concerns about them, it's worth hearing them.
This can be a failing for people with emophilia, who can only see the positives of a new crush.
5. Consult A Therapist
Therapists or counsellors can help you to understand and manage emophilia.
"Therapists help bring you into the here and now and find internal validation, rather than seeking external validation from others," says Sarah.
"That means that those with emophilia can consciously connect with themselves and with others when dating."
https://www.thesun.co.uk/health/35847187/love-marriage-relationshipscouples-emophiliac-lust-cycle
Consider that some English words bear strong spelling and semantic similarities to some Brazilian Portuguese words because they share the same etymological root. These words are called "cognates". Based on this, select the only one alternative that correctly presents 5 examples of English cognate words found in Text 2:
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