Questões de Concurso Sobre advérbios e conjunções | adverbs and conjunctions em inglês

Foram encontradas 555 questões

Q3220297 Inglês
Choose the sentence in which there is an adverb of frequency.
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Q3217350 Inglês
Which of the following words contains a diphthong?
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Q3217346 Inglês
Which of the following is an example of a disjunct?
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Q3217344 Inglês
Identify the type of coordination in the sentence: "He washed the dishes and cleaned the floor." 
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Q3217340 Inglês
In which sentence is an adjunct correctly used?
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Q3217339 Inglês
Which of the following sentences contains a conjunct?
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Q3202703 Inglês

Read Text I and answer question.


Text I: The speed of sound



    Some music fans now know 15-second sped up snippets of songs better than the real thing. It’s thanks to an emerging trend on social media, particularly TikTok, of creators changing the tempo of popular songs by 25-30%, to accompany short viral videos of dances or other themes. This phenomenon presents a very modern challenge – how can singers create the next hit tune when the one people actually listen to might sound so different?


    Sped-up listening emerged in the early 2000s as “Nightcore”, launched by a Norwegian DJ duo of the same name, who sped up a song’s pitch and speed. This is now commonplace on social media apps, where the speed of podcasts, voice notes, movies and more can be increased so that people can consume them in less time. But what people might not know is that unofficial sped-up or slowed down tunes are different to a professional remix because they are far shorter and can be easily made by anyone, including on TikTok, Instagram Reels and other apps. 


    In 2023, more than a third of Spotify listeners in the US sped up podcasts and nearly two-thirds played songs at a quicker tempo. The streaming service recently confirmed to the BBC that it was testing a new and more widespread feature that could potentially allow its customers to remix the tempo of songs and share them. In addition, some popstars are embracing this phenomenon. In November 2022, for example, fan-made sped-up versions of RAYE’s single “Escapism” helped the artist to achieve her first ever number one on the UK Official Singles Chart, nearly three months after its original release. Furthermore, Billie Eilish has also released official fast and slow versions of songs and Sabrina Carpenter’s hits “Please Please Please” and “Espresso” received similar treatment.


    Dr Mary Beth Ray, an author focused on digital music culture, says short-form video platforms like TikTok “constrain our ways of listening into snippets, but those constraints also let you experience a track in a new way”. She also said that “short clips provide a quicker line to that dopamine rush social media wants us to feel – so there is an addictive element which we’re pushed towards.”


    BBC Radio 1 DJ Maia Beth feels it's now getting hard for established labels and musicians to ignore this trend because it can sometimes feel like if they don't release the sped up version, then someone else will. Beth, who admits she can't imagine sitting and listening to a sped-up version of a song the whole way through, believes the trend shouldn't necessarily be a major distraction for musicians though. “Sped-up versions of tracks can help artists break through or go viral, although that initial success may not last,” she added.


    TikTok says it has noticed an increase in the number of sped-up and slowed down versions of catalogue tracks taken off the platform, then become officially released. These official changed-tempo releases are now grouped together with the original song in the UK Official Singles Chart, along with remixes, acoustic and live versions, helping artists to climb the ranks. 


    That said, not everyone is happy with the trend. The popularity of speed-altered versions can make it harder to distinguish original from remix while altering an artist's intended pacing, mood and tone. However, while some artists like them and others less so, it seems they are here to stay.


Adapted from: https://www.bbc.com/news/articles/cqv5x2qe8q6o Published: August 17, 2024

“Recently” in “the streaming service recently confirmed (…)” is a: 
Alternativas
Q3202702 Inglês

Read Text I and answer question.


Text I: The speed of sound



    Some music fans now know 15-second sped up snippets of songs better than the real thing. It’s thanks to an emerging trend on social media, particularly TikTok, of creators changing the tempo of popular songs by 25-30%, to accompany short viral videos of dances or other themes. This phenomenon presents a very modern challenge – how can singers create the next hit tune when the one people actually listen to might sound so different?


    Sped-up listening emerged in the early 2000s as “Nightcore”, launched by a Norwegian DJ duo of the same name, who sped up a song’s pitch and speed. This is now commonplace on social media apps, where the speed of podcasts, voice notes, movies and more can be increased so that people can consume them in less time. But what people might not know is that unofficial sped-up or slowed down tunes are different to a professional remix because they are far shorter and can be easily made by anyone, including on TikTok, Instagram Reels and other apps. 


    In 2023, more than a third of Spotify listeners in the US sped up podcasts and nearly two-thirds played songs at a quicker tempo. The streaming service recently confirmed to the BBC that it was testing a new and more widespread feature that could potentially allow its customers to remix the tempo of songs and share them. In addition, some popstars are embracing this phenomenon. In November 2022, for example, fan-made sped-up versions of RAYE’s single “Escapism” helped the artist to achieve her first ever number one on the UK Official Singles Chart, nearly three months after its original release. Furthermore, Billie Eilish has also released official fast and slow versions of songs and Sabrina Carpenter’s hits “Please Please Please” and “Espresso” received similar treatment.


    Dr Mary Beth Ray, an author focused on digital music culture, says short-form video platforms like TikTok “constrain our ways of listening into snippets, but those constraints also let you experience a track in a new way”. She also said that “short clips provide a quicker line to that dopamine rush social media wants us to feel – so there is an addictive element which we’re pushed towards.”


    BBC Radio 1 DJ Maia Beth feels it's now getting hard for established labels and musicians to ignore this trend because it can sometimes feel like if they don't release the sped up version, then someone else will. Beth, who admits she can't imagine sitting and listening to a sped-up version of a song the whole way through, believes the trend shouldn't necessarily be a major distraction for musicians though. “Sped-up versions of tracks can help artists break through or go viral, although that initial success may not last,” she added.


    TikTok says it has noticed an increase in the number of sped-up and slowed down versions of catalogue tracks taken off the platform, then become officially released. These official changed-tempo releases are now grouped together with the original song in the UK Official Singles Chart, along with remixes, acoustic and live versions, helping artists to climb the ranks. 


    That said, not everyone is happy with the trend. The popularity of speed-altered versions can make it harder to distinguish original from remix while altering an artist's intended pacing, mood and tone. However, while some artists like them and others less so, it seems they are here to stay.


Adapted from: https://www.bbc.com/news/articles/cqv5x2qe8q6o Published: August 17, 2024

Read the following excerpt from Text I.
“(…) feature that could potentially allow its customers to remix the tempo of songs and share them.”

The adverb that is similar in meaning to the word in bold type is:
Alternativas
Q3202701 Inglês

Read Text I and answer question.


Text I: The speed of sound



    Some music fans now know 15-second sped up snippets of songs better than the real thing. It’s thanks to an emerging trend on social media, particularly TikTok, of creators changing the tempo of popular songs by 25-30%, to accompany short viral videos of dances or other themes. This phenomenon presents a very modern challenge – how can singers create the next hit tune when the one people actually listen to might sound so different?


    Sped-up listening emerged in the early 2000s as “Nightcore”, launched by a Norwegian DJ duo of the same name, who sped up a song’s pitch and speed. This is now commonplace on social media apps, where the speed of podcasts, voice notes, movies and more can be increased so that people can consume them in less time. But what people might not know is that unofficial sped-up or slowed down tunes are different to a professional remix because they are far shorter and can be easily made by anyone, including on TikTok, Instagram Reels and other apps. 


    In 2023, more than a third of Spotify listeners in the US sped up podcasts and nearly two-thirds played songs at a quicker tempo. The streaming service recently confirmed to the BBC that it was testing a new and more widespread feature that could potentially allow its customers to remix the tempo of songs and share them. In addition, some popstars are embracing this phenomenon. In November 2022, for example, fan-made sped-up versions of RAYE’s single “Escapism” helped the artist to achieve her first ever number one on the UK Official Singles Chart, nearly three months after its original release. Furthermore, Billie Eilish has also released official fast and slow versions of songs and Sabrina Carpenter’s hits “Please Please Please” and “Espresso” received similar treatment.


    Dr Mary Beth Ray, an author focused on digital music culture, says short-form video platforms like TikTok “constrain our ways of listening into snippets, but those constraints also let you experience a track in a new way”. She also said that “short clips provide a quicker line to that dopamine rush social media wants us to feel – so there is an addictive element which we’re pushed towards.”


    BBC Radio 1 DJ Maia Beth feels it's now getting hard for established labels and musicians to ignore this trend because it can sometimes feel like if they don't release the sped up version, then someone else will. Beth, who admits she can't imagine sitting and listening to a sped-up version of a song the whole way through, believes the trend shouldn't necessarily be a major distraction for musicians though. “Sped-up versions of tracks can help artists break through or go viral, although that initial success may not last,” she added.


    TikTok says it has noticed an increase in the number of sped-up and slowed down versions of catalogue tracks taken off the platform, then become officially released. These official changed-tempo releases are now grouped together with the original song in the UK Official Singles Chart, along with remixes, acoustic and live versions, helping artists to climb the ranks. 


    That said, not everyone is happy with the trend. The popularity of speed-altered versions can make it harder to distinguish original from remix while altering an artist's intended pacing, mood and tone. However, while some artists like them and others less so, it seems they are here to stay.


Adapted from: https://www.bbc.com/news/articles/cqv5x2qe8q6o Published: August 17, 2024

Analyze the hypothetical situation below.

“Original” is replaced by an adverb that means “in the beginning, when something first existed” in the following sentence from text I: “(…) are now grouped together with the original song (...)”

Considering only the word itself and disregarding the change in meaning of the sentence, the correct spelling of the adverb will be: 
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Q3191523 Inglês
Which of the following sentences contains a correctly used conjunction?
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Q3184339 Inglês
Considere a seguinte frase em inglês:

"She quickly finished her homework and went to bed."

Sobre as classes gramaticais das palavras na sentença, assinale a alternativa correta:
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Q3181985 Inglês
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho “However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions…”, o termo em destaque expressa a ideia de:
Alternativas
Q3181984 Inglês
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho: “It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own.”, o termo em destaque classifica-se como:
Alternativas
Q3181426 Inglês
In following sentence "They enjoyed both the tennis match and the music concert enormously", the word 'enormously' is:
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Q3180908 Inglês

Choose the word that best completes the sentence:


“Could you please speak a little more ____, so everyone can understand?” 

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Q3175066 Inglês

A língua inglesa, assim como muitas outras, apresenta palavras com sons semelhantes, mas com significados e grafias distintos. A compreensão dessas nuances fonéticas é crucial para a comunicação oral e escrita, evitando equívocos e mal-entendidos.


Complete as lacunas das frases a seguir com a palavra correta, considerando a pronúncia e o contexto:


The___(weather/whether) forecast predicts heavy rain for tomorrow.


She couldn't decide___(which/witch) dress to wear to the party.


The___(principal/principle) of the school gave a speech at the graduation ceremony.


He___(threw/through) the ball to his teammate.


They walked___(passed/past) the bakery and were tempted by the delicious smell of fresh bread.


A sequência correta de preenchimento das lacunas, de cima para baixo, é:

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Q3171502 Inglês
Choose the sentence that demonstrates the correct use of “just”.
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Q3167553 Inglês

READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOWS IT:



TEXT IV



What is the global situation in relation to literacy?



Great progress has been made in literacy with most recent data (UNESCO Institute for Statistics) showing that more than 86 per cent of the world’s population know how to read and write compared to 68 per cent in 1979. Despite this, worldwide at least 754 million adults still cannot read and write, two thirds of them women, and 250 million children are failing to acquire basic literacy skills. Before the COVID-19 pandemic, which caused the worst disruption to education in a century, 617 million children and teenagers had not reached minimum reading levels.


Acquiring literacy is not a one-off act. Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world.


Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.


Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.


Adapted from https://www.unesco.org/en/literacy/need-know


“As well as” in “as well as job-specific skills” (3rd paragraph) indicates
Alternativas
Q3167533 Inglês

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:


TEXT I 


Decolonizing English Language Teaching for Brazilian Indigenous Peoples 


In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.


These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988). 


As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.


In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.


Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

The word “thus” in “thus guaranteeing” (2nd paragraph) means
Alternativas
Q3161510 Inglês
Word classes in English, such as nouns, verbs, and adjectives, play specific roles in sentence construction and must be correctly identified to ensure grammatical accuracy. Regarding the topic, mark T for true statements and F for false ones.

(__)Adjectives in English are always positioned after the noun they modify.
(__)Adverbs can modify verbs, adjectives, or other adverbs.
(__)Proper nouns in English always start with a capital letter.
(__)Verbs in the infinitive form in English are preceded by the particle to, except in some specific cases.

The correct sequence is:
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Respostas
1: C
2: C
3: A
4: B
5: C
6: D
7: A
8: D
9: A
10: A
11: C
12: B
13: D
14: E
15: C
16: D
17: A
18: E
19: E
20: C