Questões de Concurso
Sobre vocabulário | vocabulary em inglês
Foram encontradas 3.111 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524705
Inglês
Segundo Brown (2006) e Harmer (1998), “registro”,
na linguagem e na comunicação, refere-se ao grau
de formalidade usado na fala ou escrita, conforme determinado pelo contexto social de uma interação. Um
professor decide usar o quadrinho com seus alunos de
língua estrangeira para trabalhar adequação de tipo de
registro e prepara para isso uma atividade comunicativa. Tal atividade encontra-se em:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524704
Inglês
Texto associado
Read the comic strip to answer question.
(https://www.gocomics.com/calvinandhobbes/1992/12/15)
Knowing that an expression is a meaningful word or
phrase, and an idiom is a type of expression with a
non-literal meaning, mark the alternative in which the
phrase or sentence taken from the cartoon contains an
idiom.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524661
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
In the excerpt “some recent studies are more encouraging,
underscoring the need for teachers to be sensitive to the
cultural background of students” the word in bold may be
substituted, with no change in meaning, by
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524650
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
No fragmento do primeiro parágrafo “technology
continues to push educational capabilities to new levels”
a palavra em negrito é um falso cognato. É também um
falso cognato a palavra em negrito na alternativa
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524640
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Homophones are words that sound the same but differ
in meaning or spelling. Identify the alternative containing
homophones.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524638
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Collocations are mentioned in the text as one of the
language aspects to be covered in CLIL. A well-known
difficulty Brazilian students contend with is the decision
between “make” and “do” in collocations. The alternative
with the correct use of a collocation is:
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522166
Inglês
Consider the following sentence: "She couldn't bear the
heavy workload, but she bore it with patience."
Which of the following explanations best describes the use of the word "bear" in both parts of the sentence?
Which of the following explanations best describes the use of the word "bear" in both parts of the sentence?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522165
Inglês
In English, certain words have similar or identical sounds
but differ in meaning and usage depending on the
context in which they are used. These words, known as
homophones, can pose challenges for both native and
non-native speakers, particularly in written and spoken
communication. How do homophones influence
communication, and what is the best strategy to avoid
confusion when learning English?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522159
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
Does Gen Z Already Have a Retirement Problem?
By Elizabeth Gulino
Although they've only been in the professional sphere for
less than a decade, Gen Z has already shaken up work
as we know it. They're quiet quitting, overcoming
imposter syndrome, taking adult gap years, and fully
embracing being the personality hire. But they're also,
apparently, not saving enough for retirement.
According to the Teachers Insurance and Annuity
Association, a financial services company, only 20
percent of Gen Zers are currently saving for retirement.
Surya Kolluri, head of the TIAA Institute, says there are a
myriad of reasons as to why Gen Z may be behind on
starting to save for this milestone: The cost of living is
higher, financial pressures are abundant, student debt is
climbing, and there's been more of a desire to achieve a
healthy work-life balance and flexibility in careers instead
of a six-figure salary. And of the 80 percent of
respondents who haven't started saving, 35 percent of
them admit they don't even know where to start.
A recent Bank of America study provided further
confirmation: based on internal deposit account data, the
banking institution found that Gen Z on average doesn't
have enough saved to cover a month of expenses.
Kolluri says one of the biggest roadblocks in Gen Z's path
to retirement is a lack of knowledge. Saving, investing,
and the power of compounding aren't exactly taught in
schools, and there are enough fin-fluencers and
resources out there to make even the most dialed-in Gen
Zers feel overwhelmed.
The most common — and easiest — path toward
retirement is taking advantage of an employer's 401(k).
Lauren, 24, does, but while her current company
matches 4 percent of her contributions, she tells PS her
former employer didn't match at all. "I didn't even realize
that that was such a benefit I was missing," she says.
"When I would tell people that they weren't matching it
they were like, what? How are they getting away with
that? And I had no idea." Now, of course, Lauren is
taking full advantage of her employer's plan — but she
would've been more ahead in her saving game if she
knew what to look for before.
Of the 20 percent of the Gen Zers surveyed currently
saving for retirement, 66 percent of them do so through their employer, according to the TIAA. But thanks to
dwindling job security and the rise of the gig economy, a
chunk of the workforce has been left behind on
retirement planning.
Angelina, 27, comes from a family of restaurateurs and is
currently partial owner of a restaurant. Currently, she has
zero retirement savings. Her dad, however, opened his
first restaurant at 36 and was able to retire at 60. "He was
able to start something and retire in less than 25 years,
which I think gave me a false perception of reality," she
says. "I think I'm going to be able to achieve the same
thing, but I haven't saved a dime.
"I pay into social security, but that's not necessarily
enough to survive on, if that even exists by the time that
I'm able to collect it," Angelina adds.
Jane, 25, is at the opposite end of the spectrum: She's
currently planning to retire in her 30s — at least, in a way.
For most of her working life, she's held two full-time jobs
and currently owns a townhouse in downtown Toronto
that she rents out to tenants. She lives with her parents
to save money and tells PS that 50 percent of her income
goes to investments, including retirement.
Right now, she's using Financial Independence, Retire
Early (FIRE) as a guide, which follows a formula of
saving, investing, and frugal living to reach "financial
independence" in a short time frame.
"It's a more flexible variation of retirement," Jane
explains. "Retirement doesn't just take one form. There
are a lot of different types of it. It's not never working —
it's being work-optional, being flexible, being able to take
really long breaks."
The first milestone under FIRE is called "barista fire,"
which Jane is currently working toward obtaining. "It
gives you flexibility to be work-optional and gives you
flexibility to have enough [saved] that you can be a
barista, for example, or work part-time for the rest of your
life so you're not dependent on a full 9-to-5 corporate
job," she says. "My first FIRE milestone is hopefully
saving $700,000. That would enable me to find
alternative sources of income as opposed to a full 9-to-5."
Jane's not exactly the norm, however. Kolluri says that
employers like Lauren's play a vital role in enabling their
workers to get on a strong financial plan, meaning that
freelancers or those who are self-employed, like
Angelina, need to work that much harder to get
themselves started. If you fall into that bucket, he says
that looking into individual retirement accounts (IRAs) are
a good place to start.
Haley Sacks, a financial influencer known as Mrs. Dow
Jones, agrees that endless opportunities to buy and
consume don't help very much when it comes to saving.
"I think it's really hard when you're constantly bombarded
with so much to buy and so much FOMO," she says. "It's
very easy for people to spend everything that they make."
Jane, Lauren, and Angelina all cite similar reasons for
their age group's lack of retirement funds: the rising cost
of living, a shortage of knowledge, and endless
opportunities to spend money under capitalism. "We live in a time where our FYPs and our Instagram feeds are
perfectly tailored to things we want to purchase and
overconsumption is so normalized," Angelina says. "I
would say [Gen Z not saving] is more because of
overconsumption and the need to shop that's ingrained in
us versus not having things like a 401(k), or whatever the
hell it's called."
Kolluri says education and instilling confidence among
young people when it comes to their money is a must.
Saving for retirement is vital — not only for living
expenses to be covered with age, but medical expenses,
too. "The average couple spends over $300,000 on
healthcare in retirement in cash," Sacks says. "The funds
that you're saving are not just to live in Boca and play golf
all day they're also to take care of yourself as your health
deteriorates."
Kolluri says that what's different about Gen Z is they
value one thing above all else: freedom. "People in this
demographic express interest in wanting to maintain the
freedom to pursue their interests and being able to
financially manage their lives," he says. "That is a new
combination we have not seen in other generations."
Retirement is a long way off for Gen Zers. Angelina,
though, is already looking forward to the future. "2025 is
my year to get my shit together," she says.
https://www.popsugar.com/money/gen-z-retirement-49425345
In the sentence "The most common — and easiest —
path toward retirement is taking advantage of an
employer's 401(k)," the word "path" refers to which of the
following?
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507955
Inglês
Texto associado
Texto 6
Fernanda Torres' Speech at Golden Globe Awards
"My God! I didn't prepare anything, because I was glad already
and this is such an amazing year for female perfomances. So
many actresses here that I admire so much. And, of course, I
wanna thank you, Walter Salles, my partner, my friend. What a
story, Walter! And, of course, I want to dedicate it to my mother.
You have no idea. She was here 25 years ago and this is like a
proof that art can endure through life even in difficult moments,
like this amazing Eunice Paiva, that I do, has passed. And the
same thing that is happening now in the world, with so much
fear and this is a film that helped us to think how to survive in
tough times like these.
So, to my mother, to my family, to Andrucha (Waddington), to
Selton (Mello), to my kids, to everybody. Thank you very much.
Golden Globe. Michael Barker, Mara, so many people. Thank
you very much. Thank you!"
Disponível em: <https://www.englishexperts.com.br/forum/fernandatorres-speech-at-golden-globe-awards-t79137.html>. Acesso em: 23 jan.
2025. [Adaptado].
Considering the linguistic elements in the text,
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507940
Inglês
Texto associado
Texto 4
Fear of the unknown: AI anxiety in academia
Mickey Mann January 7, 2025
While experts recognize the possible misuses of AI in
classrooms — including plagiarism — they agree that educating
teachers and students on what the black box of AI is will be
essential to its potential use for good.
When cavemen first saw the spark of a flame, they likely felt a
mixture of awe, wonder and fear at the powerful new tool. When the printing press was invented it promised widespread
access to writing, but it also threatened the jobs of scribes.
Writing itself was once feared as a disruptive technology. The
philosopher Socrates famously opposed the written word,
concerned it would replace meaningful conversation and
intellectual engagement.
Today, artificial intelligence once again stirs fear of the
unknown, particularly in the case of education. Skeptical
universities across the country have banned AI software and
Large Language Models (LLMs) like Chat GPT from their
classrooms.
However, some educators in Bellingham are cautiously
optimistic about AI’s potential to benefit students, especially
English language learners (ESLs) and students with disabilities,
by providing much-needed support. But is fear of the unknown
holding back this technology from reaching its full potential?
Disponível em: <https://salish-current.org/2025/01/07/fear-of-the-unknownai-anxiety-in-academia/>. Acesso em: 20 jan. 2025. [Adaptado].
O termo “skeptical” no contexto do excerto “Skeptical
universities across the country” foi usado para descrever as
universidades que
Ano: 2025
Banca:
IBADE
Órgão:
Prefeitura de Jarinu - SP
Prova:
IBADE - 2025 - Prefeitura de Jarinu - SP - Professor de Educação Básica II - Inglês |
Q3506786
Inglês
The phrase "what a wonderful world" means:
Ano: 2025
Banca:
Quadrix
Órgão:
CREMESE
Provas:
Quadrix - 2025 - CREMESE - Analista de Sistemas
|
Quadrix - 2025 - CREMESE - Contador |
Q3504753
Inglês
Texto associado
Adolescence can be rife with anxieties and challenges, but today’s youth face unique threats on a scale encountered by no previous generation, according to an exhaustive new report on their health and wellbeing.
More than one billion people aged 10 to 24 are at risk of poor health outcomes by 2030, which is at least half the global adolescent population, concluded the report published on Tuesday in the Lancet, a leading medical journal. Adolescents are experiencing rising rates of obesity and mental health struggles, while also grappling with the influence of digital technologies and a destabilized global climate.
“Even I was shocked by what some of these numbers and future predictions look like,” says Sarah Baird, a professor of global health and economics at the George Washington University and co‑chair of the Lancet Commission that produced the report. “It’s clear we’re already in, and going to be increasingly in, a crisis of bad health among young people.”
Lancet Commissions are independent research teams convened by the Lancet to examine specific health topics and recommend policy actions. This report was compiled by 44 experts, including ten Youth Commissioners, who reviewed some 550 peer‑reviewed studies since starting their work in 2021. It follows the first report on adolescent health and wellbeing published in 2016.
“What life is like as an adolescent today is very different than ten years ago,” says Baird. “Given all these other competing demands for resources, attention, and focus, adolescents have once again fallen into the background. It’s time to really remind people of why they’re important, and that ignoring them in this time of rapid change is potentially disastrous.”
Though there is some good news in the report’s f indings – declining rates of cigarette smoking and alcohol use and better access to education, particularly for girls – the report warns that the health of young people is at “a tipping point” in an uncertain and rapidly changing world.
Internet: <www.nationalgeographic.com> (adapted).
According to the text and its linguistic aspects, judge the following item.
The word “report” can be changed by journalist without changing the meaning.
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503704
Inglês
Texto associado
Question must be answered based on the following text.
The strategy of inferencing is defined as the process of using available information
(linguistic or nonlinguistic) to guess the meanings of unfamiliar target language
elements to predict outcomes or to fill in missing information. Inferencing is also
commonly referred to as educated guessing. It regards guessing as a special way
of processing new information for it decodes texts through the use of contextual
clues and the reader's own background. It is believed that guessing is an essential
skill for reading, as it enables the learner to cope with gaps in understanding.
Systematic guessing helps learners accept the idea that it is not essential to
understand every single word of the text to derive its overall meaning.
Adapted from: ABSY, Conceição A. The use of inference in EFL text comprehension. Available at:
https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8639246/6842.
When analyzing how English as a Foreign Language students process unfamiliar vocabulary in texts,
identify below the most suitable pattern of textual engagement that reflects the cognitive strategy of
inferencing:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503691
Inglês
Texto associado
Question must be answered based on the following passage.
As fashions in language teaching come and go, the teacher in the classroom needs
reassurance that there is some bedrock beneath the shifting sands. Once solidly
founded on the bedrock, like the sea anemone, the teacher can sway to the
rhythms of any tides or currents, without the trauma of being swept away
purposelessly.
Adapted from: Rivers, Wilga M. Communicating Naturally in a Second Language: Theory and Practice.
Cambridge University Press, 1992. p. 373.
Study the words in bold and select the correct option.
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503687
Inglês
Texto associado
Question must be answered based on the following text.
Read the lines of Bon Jovi’s Misunderstood.
Should I… could I have said the wrong things right a thousand times?
If I could just rewind, I see it in my mind
If I could turn back time, you’d still be mine
You cried, I died
I should have shut my mouth, things headed south
As the words slipped off my tongue, they sounded dumb
If this old heart could talk, it’d say you’re the one
I’m wasting time
When I think about it
I should have drove all night
Would have run all the lights, I was misunderstood
I stumbled like my words
Did the best I could, damn
Misunderstood
Could I… should I apologize for sleeping on the couch that night?
Staying out too late with all my friends
You found me passed out in the yard again
You cried, I tried
To stretch the truth, but didn’t lie
It’s not so bad
You think about it
Available at: https://www.letras.mus.br/bon-jovi/64854/
Observe the following sentences: “I should have shut my mouth, things headed south” and “As the words
slipped off my tongue, they sounded dumb.”. The expressions in bold have, in this context, the following
meanings:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503685
Inglês
Read the excerpt below and answer the question.
Cambridge Dictionary defines an idiom as a group of words in a fixed order that has a particular meaning that is different from the meaning of each word on its own.
From: CAMBRIDGE UNIVERSITY PRESS. Cambridge Dictionary. Available at: https://dictionary.cambridge.org/.
In the sentences: “I can’t go to school today. I’m feeling under the weather.”; “When healthy eating became popular, many people jumped on the bandwagon”; “I’m ready to paint the town red with my friends.” and “He spilled the beans about coming home for the holidays.” , the idiomatic expressions in bold have the following meanings:
Cambridge Dictionary defines an idiom as a group of words in a fixed order that has a particular meaning that is different from the meaning of each word on its own.
From: CAMBRIDGE UNIVERSITY PRESS. Cambridge Dictionary. Available at: https://dictionary.cambridge.org/.
In the sentences: “I can’t go to school today. I’m feeling under the weather.”; “When healthy eating became popular, many people jumped on the bandwagon”; “I’m ready to paint the town red with my friends.” and “He spilled the beans about coming home for the holidays.” , the idiomatic expressions in bold have the following meanings:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503684
Inglês
A collocation is a natural combination of words that frequently appear together in English. Choose the
alternative where all of the collocations are correct.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502707
Inglês
In the sentence “She said she loved swimming, but actually,
she is afraid of deep water”, the word false cognate is
Ano: 2025
Banca:
FRONTE
Órgão:
Prefeitura de Santa Bárbara - MG
Prova:
FRONTE - 2025 - Prefeitura de Santa Bárbara - MG - PEB-Língua Inglesa |
Q3498926
Inglês
Assinale a alternativa que representa as
conclusões corretas:
I. A frase “what are you up to?” poderia ser substituída por “what are you up for?”
II. Soccer e football são o mesmo esporte.
III. Soccer é muito usado no inglês britânico e football é muito usado no inglês americano.
IV. Football é muito usado no inglês britânico e soccer no americano.
I. A frase “what are you up to?” poderia ser substituída por “what are you up for?”
II. Soccer e football são o mesmo esporte.
III. Soccer é muito usado no inglês britânico e football é muito usado no inglês americano.
IV. Football é muito usado no inglês britânico e soccer no americano.
Conheça nossos planos