Questões de Concurso Sobre vocabulário | vocabulary em inglês

Foram encontradas 3.111 questões

Q2545188 Inglês

Analyze the cartoon below:


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Why is the hyphen used in “solar-powered”?

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Q2545184 Inglês



(Available at: education.nationalgeographic.org/resource/earth-day/– text specially adapted for this test).

The highlighted word “broaden” (l. 20) means:
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Q2540483 Inglês

Read Text II to answer the question:


TEXT II


Available at: https://culturalanalytics.org/article/87560 (adapted)

What kind of cohesive resource is used in the sentence: “How could you imagine what I was going to tell them?”:
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Q2540480 Inglês
Considering the phrase “I hope this prize will __________ your disappointment in not getting the first place.”, which one of the following is CORRECT?
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Q2540479 Inglês
Considering the phrase “I didn't like this course when I first came in, but now it is ________ me.”, which one of the following is CORRECT?
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Q2540477 Inglês
Considering the phrase “The train went ___________ a long tunnel before it stopped in our destination.”, which one of the following is CORRECT?
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Q2540474 Inglês

Read Text I to answer the question.

TEXT I


“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]


Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)

The word “fruition” in the text could be substituted without change in meaning is:
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Q2540473 Inglês

Read Text I to answer the question.

TEXT I


“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]


Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)

The word “influential” in the text could be substituted without change in meaning is:
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Q2536235 Inglês

Text 02


British Accents and Dialects: A Rough Guide 


Have you ever tried to put on a British accent? The chances are the accent you’re trying to copy is ‘Received Pronunciation’, or standard English – also known as the Queen’s English. Received Pronunciation, or RP, is what most non-Brits are used to hearing as a British accent, often when you switch on the BBC or World Service.

But it’s called the Queen’s English for a reason – hardly anyone in the UK apart from the Queen speaks this way.

The truth is, although it may be called Standard English, it is anything but standard. The British Isles is made up many, many different accents and dialects – more than 37 dialects at the last count. A dialect is a Variety of a language that differs from the standard language, in this case RP. Dialects can vary regionally – depending on where in the country a person is from, as well as socially.

[…]

Types of British Accents – Cockney

This is one of the UK’s most famous dialects, and it goes hand in hand with London. It came about as the dialect of the London working classes, especially in the poorer East End of the city. The Cockney dialect also gave us Rhyming Slang, and you can still hear plenty of market traders round the East End shouting out in Cockney from their stalls. With the Cockney accent, there are lots of ‘glottal stops’, and the ‘th’ sound frequently changes to an ‘f’ sound. There have also been some famously terrible attempts at the Cockney dialect – here’s Dick Van Dyke to show you how not to do it! 


Text adapted from: <https:englishlive.ef.com/en/blog/English-in-the-real-world/rough-guide-british-dialects/>

Still using text 02, the words in bold represent: 
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Q2536225 Inglês

For question, consider the following collocation: “Congratulations on” and choose the best-suited alternatives.


When a learner mistakes “Congratulations on your birthday.” for “Congratulations for your birthday.” The collocation is inadequate because:
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Q2533880 Inglês
Which of the following items is written INCORRECTLY?
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Q2527203 Inglês
Women's History Month: How It Started


By Andrea Wurzburger - Updated on March 1, 2024 05:35AM EST


PHOTO: GETTY IMAGES


1.     Women's History Month was initially just International Women's Day, a day that commemorated the Feb. 28 meeting of socialists and suffragists in Manhattan in 1909. One year later, on March 8, 1910, according to the BBC, a German activist named Clara Zetkin suggested they recognize International Women’s Day at na International Conference of Working Women in Copenhagen. With 17 countries in attendance at the conference, they all agreed.

2.     On March 8, 1911, the first International Women’s Day was celebrated in Austria, Switzerland, Germany and Denmark, though the holiday wasn’t widely celebrated in the United States until the United Nations began sponsoring it in 1975. 

3.     In 1977, in order to persuade school principals to comply with the recently passed Title IX, a task force in California created Women’s History Week. In March 1980, after celebrations had spread across the country, President Jimmy Carter declared that March 8 was officially the start of National Women’s History Week. That same year, Utah Senator Orrin Hatch and Maryland Representative Barbara Mikulski co-sponsored the first Joint Congressional Resolution declaring the week of March 8, 1981, National Women’s History Week.

4.     By 1987, Congress declared the entire month of March Women's History Month. Since then, every president has proclaimed the month of March Women's History Month. We celebrate Women's History Month to remind everyone of the achievements of women throughout the years in our culture and society, and why it's important to study them and their important moments in history. From science to politics to entertainment, it is a chance to reflect on the trailblazing women who lead the way for change. People Staff. (2023, march). Women's History Month: Facts Explainer.

People Staff. (2023, march). Women's History Month: Facts Explainer. People. Disponível em: https://people.com/human-interest/womens-history-month-facts-explainer/.
In the term “throughout” (4th paragraph) can be replaced by
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Q2517169 Inglês
READ THE TEXT AND ANSWER QUESTION:


Artificial intelligence and the future of humanity

Thinking and learning about artificial intelligence are the mental equivalent of a fission chain reaction. The questions get really big, really quickly.

The most familiar concerns revolve around short-term impacts: the opportunities for economic productivity, health care, manufacturing, education, solving global challenges such as climate change and, on the flip side, the risks of mass unemployment, disinformation, killer robots, and concentrations of economic and strategic power.

Each of these is critical, but they’re only the most immediate considerations. The deeper issue is our capacity to live meaningful, fulfilling lives in a world in which we no longer have intelligence supremacy.

As long as humanity has existed, we’ve had an effective monopoly on intelligence. We have been, as far as we know, the smartest entities in the universe.

At its most noble, this extraordinary gift of our evolution drives us to explore, discover and expand. Over the past roughly 50,000 years—accelerating 10,000 years ago and then even more steeply from around 300 years ago—we’ve built a vast intellectual empire made up of science, philosophy, theology, engineering, storytelling, art, technology and culture.

If our civilisations—and in varying ways our individual lives—have meaning, it is found in this constant exploration, discovery and intellectual expansion.

Intelligence is the raw material for it all. But what happens when we’re no longer the smartest beings in the universe? We haven’t yet achieved artificial general intelligence (AGI)—the term for an AI that could do anything we can do. But there’s no barrier in principle to doing so, and no reason it wouldn’t quickly outstrip us by orders of magnitude.

Even if we solve the economic equality questions through something like a universal basic income and replace notions of ‘paid work’ with ‘meaningful activity’, how are we going to spend our lives in ways that we find meaningful, given that we’ve evolved to strive and thrive and compete?


Adapted from https://www.aspistrategist.org.au/artificialintelligence-and-the-future-of-humanity/
The word “roughly” in “Over the past roughly 50,000 years” (5th paragraph) indicates a(n)
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Q2508884 Inglês

Choose the word or phrase that best completes the sentence:


The classes allow language students from many different countries to communicate ______________.

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Q2508883 Inglês

Choose the word or phrase that best completes the sentence:


___________ people trying to get into the stores at Black Friday last year.

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Q2508882 Inglês

Choose the word or phrase that best completes the sentence:


If I had known how difficult this test was, I ___________ it.

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Q2508881 Inglês

Choose the word or phrase that best completes the sentence:


Lisa ___________ she would be late for our meeting.

She _____________ she was not feeling well.  

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Q2508880 Inglês

Choose the word or phrase that best completes the sentence:


During the military regimen, the police __________ arrest you for criticizing the president.

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Q2508879 Inglês

Choose the word or phrase that best completes the sentence:


When I went to the backyard, I found that the pool _____________.

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Q2508487 Inglês
'If more people switch to electric vehicles, __________.' in order to correctly express the intended consequence of reduced carbon emissions?
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Respostas
821: E
822: D
823: C
824: B
825: E
826: C
827: D
828: A
829: B
830: C
831: C
832: A
833: B
834: D
835: E
836: B
837: C
838: A
839: B
840: A