Questões de Inglês - Advérbios e conjunções | Adverbs and conjunctions para Concurso
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However, we need to think about animals, too ‘…but is now under threat from nature itself.’ ‘Due to exhaustion or stormy weather…’ ‘As a result of all these factors…’
We can infer that the words in bold:
1. They are called discourse markers or linking words, as they help the speaker to manage the conversation and mark when it changes.
2. Discourse markers are words and phrases used in reading to ‘signpost’ discourse.
3. Linking words show us turns, join ideas together, and generally control communication.
4. Discourse markers are referred to more commonly as ‘linking words’ and ‘linking phrases’, or ‘sentence connectors’.
5. They are used more frequently in speech, unless the speech is very formal.
Choose the alternative which contains all the correct affirmatives.
Music Enabling Cognitive Work
(Avaliable in: ASHLEY, R. and TIMMERS, R. (Editors) The Routledge Companion to Music Cognition. New York:
Routledge, 2017 – text adapted specially for this test).
(l. 01-02): I. “Music was sometimes broadcast” is in the simple present, in a passive voice structure.
II. The adverb “sometimes” could be replaced by “rarely” with no changes in meaning.
III. The word “increase” could be translated as “aumentar”.
Which ones are correct?
The words ‘Although’ and ‘though’, in the text mean ‘in spite of something’.
In the text, they are discourse markers that are:
1. The underlined words in the sentence “This long, pointed stick was first used as a weapon…” is an example of active voice in the past tense.
2. The words in bold “they” and “their”, in the text, are being used as a personal pronoun and a possessive adjective, respectively.
3. The negative form of the following sentence: “Do exercises for your arms, legs, back, and neck…” is “Don’t exercise your arms, legs, back, and neck…”.
4. The word ‘properly’ in “it’s important to warm up properly before practicing the javelin.” is an adverb that means correctly or satisfactorily.
Choose the alternative which contains the correct sentences.
I. She past the test, because she study a lot.
II. After you arrive here, we'll go out with our friends.
III. Although he is handsome, he isn't a good person.
Sobre Adverb Clauses, assinale a alternativa correta:
Read the text to answer.
Woman Work
(Maya Angelou.)
I’ve got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The cane to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.
Shine on me, sunshine
Rain on me, rain
Fall softly, dewdrops
And cool my brow again.
Storm, blow me from here with your fiercest wind
Let me float across the sky ‘til I can rest again, fall gently, snowflakes,
Cover me with white cold icy kisses and let me rest tonight.
Sun, rain, curving sky, mountain, oceans, leaf and stone
You're all that I can call my own.
(Available: http://www.aquaculturewithoutfrontiers.org.)
In “Fall softly, dewdrops” and “Let me float across the sky ‘til I can rest again, fall gently, snowflakes” the words GENTLY and SOFTLY convey the concept of:
Ten critical actions needed to address four major cybersecurity challenges:
Cybersecurity: An overview of cyber challenges facing the nation, and actions needed
Federal agencies and the nation’s critical infrastructure — such as energy, transportation systems, communications, and financial services — depend on Information Technology (IT) systems to carry out operations and process essential data. However, the risks to these IT systems are increasing—including insider threats from witting or unwitting employees, escalating and emerging threats from around the globe, and the emergence of new and more destructive attacks. Rapid developments in new technologies, such as artificial intelligence, the Internet of Things, and ubiquitous Internet and cellular connectivity, can also introduce security issues. Over 28,000 security incidents were reported by federal civilian agencies to the Department of Homeland Security in FY 2019.
Additionally, since many government IT systems contain vast amounts of personally identifiable information (PII), federal agencies must protect the confidentiality, integrity, and availability of this information—and effectively respond to data breaches and security incidents. Likewise, the trend in the private sector of collecting extensive and detailed information about individuals needs appropriate limits.
To highlight the importance of these issues, Government Accountability Office (GAO) has designated information security as a government-wide high-risk area since 1997. This high-risk area was expanded in 2003 to include the protection of critical cyber infrastructure and, in 2015, to include protecting the privacy of PII.
GAO has made about 3,300 recommendations to federal agencies to address cybersecurity shortcomings—and we reported that more than 750 of these had not been fully implemented as of December 2020. We designated 67 as priority, meaning that we believe they warrant priority attention from heads of key departments and agencies.
Adapted from: https://www.gao.gov/cybersecurity. Available on November 16th, 2022
I. While both allow you to access your money, you may consider it easier to do so with checking accounts (1st paragraph). II. In contrast, savings accounts have a limit on the number of withdrawals you can make each month (1st paragraph). III. Most banks won’t allow people under the age of 18 to open a checking account without a parent or legal guardian as a co-owner of the account (2nd paragraph). IV. When it comes to setting aside money for a long-term need or goal, you should consider a savings account (3rd paragraph). V. There are also dedicated savings accounts for kids, though a parent or guardian is usually required as a joint owner (4th paragraph).
Now, choose the alternative that classifies these terms correctly and matches them with an appropriate synonym.
Leia a frase e responda a questão subsequente.
He is quite awake.
Podemos classificar a palavra QUITE como um:
Leia a frase e responda a questão subsequente.
He is quite awake.
Podemos classificar a palavra AWAKE como um:
Leia o texto 1 para responder a questão que se segue.
I. explicativo, pois constata onde ele nasceu. II. argumentativo, pois discute o lugar de nascimento dele. III. temporal, pois marca o tempo cronológico em que ele nasceu.
Text V
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.
The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.
The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje
37 (1), 2009. pp. 159-178, p. 175-176.
Text I
Nurturing Multimodalism
[…]
New learning collaborations call on the teacher as learner, and the learner as teacher. The teacher is a lifelong learner; this is simply more apparent in the Information Age. In instances of best practice, collaborative learning partnerships are forged between and among teachers for strategic, bottom-up, in-house professional development. This allows teachers to share in reflective, on-going, contextualized learning, tailored to their collective knowledge. This sharing also includes the learner as teacher. ELT typically employs learner-centered activities: these can include learners sharing their knowledge of strategic digital literacies with others in the classrooms.
The digital universe, so threatening to adult notions of socially sanctioned literacies, is intuitive to children, who have been socialized into it, and for whom digital literacies are exploratory play. Adults may find new ways of communicating digitally to be quite baffling and confronting of our communicative expertise; children do not. Instant messaging systems, such as MSN, AOL, ICQ, for example, provide as natural a medium for communicating to them as telephones did for the baby-boomer generation. It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication with learners for whom it is mainstream and primary.
Learning spaces are important. Although teachers seldom have much individual say in the layout of teaching spaces, collaborative relationships may help to encourage integrated digitization, where computers are not segregated in laboratories but are interspersed throughout the school environment. In digitally infused curricula, postmodern literacies do not supplant but complement modern literacies, so that access to information is driven by purpose and content rather than by the media available.
Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In:
CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language
Teaching. New York: Springer, 2007, p. 820. Available at:
https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter
acies_in_ELT
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