Questões de Inglês - Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) para Concurso
Foram encontradas 132 questões
Ano: 2022
Banca:
FADESP
Órgão:
Prefeitura de Marabá - PA
Prova:
FADESP - 2022 - Prefeitura de Marabá - PA - Professor Licenciado em Língua estrangeira - Inglês |
Q2372583
Inglês
Texto associado
Aeroponics: feeding tomorrow's world?
Adapted from:https://linguapress.com/advanced/aeroponics.htm
Check the alternative in which the underlined word and the word underlined in “In an ideal
world, and as in the past, much of the food consumed in cities would be produced locally, not
shipped thousands of miles as happens today.” (7th paragraph) have homophonous suffixes.
Ano: 2022
Banca:
FADESP
Órgão:
Prefeitura de Marabá - PA
Prova:
FADESP - 2022 - Prefeitura de Marabá - PA - Professor Licenciado em Língua estrangeira - Inglês |
Q2372576
Inglês
Texto associado
Aeroponics: feeding tomorrow's world?
Adapted from:https://linguapress.com/advanced/aeroponics.htm
Check the alternative in which the underlined word is made up of an inflectional suffix.
Ano: 2022
Banca:
FADESP
Órgão:
Prefeitura de Marabá - PA
Prova:
FADESP - 2022 - Prefeitura de Marabá - PA - Professor Licenciado em Língua estrangeira - Inglês |
Q2372573
Inglês
Texto associado
Aeroponics: feeding tomorrow's world?
Adapted from:https://linguapress.com/advanced/aeroponics.htm
The following is an example of word formation by verb to adjective conversion:
Ano: 2023
Banca:
IDHTEC
Órgão:
Prefeitura de Ilha de Itamaracá - PE
Prova:
IDHTEC - 2023 - Prefeitura de Ilha de Itamaracá - PE - Professor de Inglês |
Q2346533
Inglês
In the story, the main character discovers an underground city
that nobody knows about, leading them on a thrilling adventure.
Which word below has a prefix that means "under"?
Ano: 2023
Banca:
IDHTEC
Órgão:
Prefeitura de Ilha de Itamaracá - PE
Prova:
IDHTEC - 2023 - Prefeitura de Ilha de Itamaracá - PE - Professor de Inglês |
Q2346523
Inglês
In a science fiction movie, alien creatures with the ability to
become invisible are called "invisoids." Based on this word, what
is the most likely meaning of the prefix "in-" and the suffix "-oid"?
Choose the correct option.
Ano: 2023
Banca:
IDHTEC
Órgão:
Prefeitura de Ilha de Itamaracá - PE
Prova:
IDHTEC - 2023 - Prefeitura de Ilha de Itamaracá - PE - Professor de Inglês |
Q2346518
Inglês
'Reserving judgments is a matter of infinite hope. I am still a
little afraid of missing something if I forget that, as my father
snobbishly suggested, and I snobbishly repeat, a sense of the
fundamental decencies is parcelled out unequally at birth.'.
Identify the words that contain a prefix and suffix respectively.
Identify the words that contain a prefix and suffix respectively.
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335660
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No trecho “Finding someone who can correct your
errors tactfully and effectively…”, o termo em destaque recebeu
o sufixo -ING por se tratar de:
Ano: 2023
Banca:
SELECON
Órgão:
Prefeitura de Campo Verde - MT
Prova:
SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297181
Inglês
Texto associado
TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
Na frase “It is not uncommon for English language lessons
to favour communication over accuracy”, o adjetivo em destaque
foi formado pelo acréscimo de prefixo. O adjetivo formado
corretamente pelo mesmo prefixo de “uncommon” é:
Q2276167
Inglês
Texto associado
Internet: <www.britannica.com> (with adaptations).
Regarding the text and its linguistics aspects, judge the item below.
The adverb “bloodily” (line 18) follows the same spelling rule of the adverbs nicely, simply and easily.
The adverb “bloodily” (line 18) follows the same spelling rule of the adverbs nicely, simply and easily.
Ano: 2023
Banca:
CETREDE
Órgão:
Prefeitura de Guaiúba - CE
Prova:
CETREDE - 2023 - Prefeitura de Guaiúba - CE - Professor Peb II - Língua Inglesa |
Q2267388
Inglês
Which word does not have the correct prefix? Choose
the INCORRECT answer
Ano: 2023
Banca:
INSTITUTO AOCP
Órgão:
IF-MA
Prova:
INSTITUTO AOCP - 2023 - IF-MA - Professor EBTT - Letras - Português - Inglês |
Q2238773
Inglês
Observe the morphological process of the formation of the following words:
Now analyze the following statements.
I. -context- and -tangle- are free roots, while -ident- is a bound root.
II. These three words are formed both by prefixation and suffixation.
III. In the noun, -ual- and -iz- are derivational suffixes, while in the adverb, -ifi- and -ab- are inflectional suffixes.
IV. dis- and en- both have negative meanings.
V. The head of the noun is -ation, the head of the verb is en- and the head of the adverb is -ly.
The correct statements are
Ano: 2023
Banca:
IBFC
Órgão:
SEE-AC
Prova:
IBFC - 2023 - SEE-AC - EDUCAÇÃO DE JOVENS E ADULTOS - EJA/PRISIONAL/SOCIOEDUCATIVO: PROFESSOR PNS-P2 – LÍNGUA INGLESA |
Q2184914
Inglês
Texto associado
A questão foi desenvolvida em
língua inglesa e/ou língua portuguesa oficial do
Brasil.
Analyze the word suffix ‘Philosopher’. Choose
the word with the same suffix function that
forms the idea of a profession.
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
SEE-PE
Prova:
CESPE / CEBRASPE - 2022 - SEE-PE - Professor - Língua Inglesa |
Q2124641
Inglês
Texto associado
Internet: <http://www.callouscomics.com> (adapted).
Based on the comic strip above, judge the following item.
The words “maintenance”, “medication” and “patients” have
suffixes which indicate that they are nouns.
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
SEE-PE
Prova:
CESPE / CEBRASPE - 2022 - SEE-PE - Professor - Língua Inglesa |
Q2124621
Inglês
Texto associado
“English is the global language.” — a headline of this
kind must have appeared in a thousand newspapers and
magazines in recent years. “English Rules” is an actual example,
presenting to the world an uncomplicated scenario suggesting the
universality of the language’s spread and the likelihood of its
continuation. A statement prominently displayed in the body of
the associated article, memorable chiefly for its alliterative
ingenuity, reinforces the initial impression: “The British Empire
may be in full retreat with the handover of Hong Kong. But from
Bengal to Belize and Las Vegas to Lahore, the language of the
sceptered isle is rapidly becoming the first global lingua franca.”
Millennial retrospectives and prognostications continued in the
same vein, with several major newspapers and magazines finding
in the subject of the English language an apt symbol for the
themes of globalization, diversification, progress and identity
addressed in their special editions.
A language achieves a genuinely global status when it
develops a special role that is recognized in every country. To
achieve such a status, a language has to be taken up by other
countries around the world. They must decide to give it a special
place within their communities, even though they may have few
(or no) mother-tongue speakers.
Salman Rushdie comments that “the English language
ceased to be the sole possession of the English some time ago”.
Indeed, when even the largest English-speaking nation, the USA,
turns out to have only about 20 percent of the world’s English
speakers, it is plain that no one can now claim sole ownership.
This is probably the best way of defining a genuinely global
language, in fact: that its usage is not restricted by countries or by
governing bodies.
David Crystal. English as a global language.
Cambridge University Press, 2003. pp. 1-2;4;140-141 (adapted).
Judge the following item according to the text above.
The words “newspapers”, “uncomplicated” and “ownership”
are examples words formed by a process called suffixation.
Ano: 2023
Banca:
VUNESP
Órgão:
Prefeitura de São Bernardo do Campo - SP
Prova:
VUNESP - 2023 - Prefeitura de São Bernardo do Campo - SP - Professor II de Educação Básica – Inglês |
Q2121435
Inglês
Texto associado
Leia a charge para responder a questão.
(twitter.com. Adaptado)
Assinale a alternativa em que o prefixo de- assume o mesmo sentido que lhe é atribuído em “dethroned”, no primeiro
quadrinho.
Ano: 2023
Banca:
Avança SP
Órgão:
Prefeitura de Americana - SP
Prova:
Avança SP - 2023 - Prefeitura de Americana - SP - Professor de Educação Básica 2 - Inglês |
Q2066018
Inglês
Assinale a alternativa que contém apenas palavras que apresentam sufixo.
Ano: 2023
Banca:
IBFC
Órgão:
SEC-BA
Prova:
IBFC - 2023 - SEC-BA - Professor da Educação Básica - Língua Inglesa |
Q2064506
Inglês
Leia o excerto: “Nikola Tesla was an engineer
and scientist known for designing the
alternating-current (AC) electric system”,
observe a formação -ING em ‘designing’. Agora
assinale a alternativa que a explique
corretamente.
Ano: 2023
Banca:
IBFC
Órgão:
SEC-BA
Prova:
IBFC - 2023 - SEC-BA - Professor da Educação Básica - Língua Inglesa |
Q2064498
Inglês
Texto associado
Leia o texto 1 para responder a questão que se segue.
Nikola Tesla was an engineer and scientist known for designing the alternating-current (AC) electric system, which is the predominant electrical system used across the world today. He also created the "Tesla coil," which is still used in radio technology.
Born (01) ______ modern day Croatia, Tesla came to the United States in 1884 and briefly worked with Thomas Edison before the two parted ways. He sold several patent rights, including those to his AC machinery, to George Westinghouse.
Early Life
Tesla was born in Smiljan, Croatia, on July 10, 1856.
Tesla was one of five children, including (02) ______ Dane, Angelina, Milka and Marica. Tesla's interest in electrical invention was spurred by his mother, Djuka Mandic, who (03) ______ small household appliances in her spare time while her son was growing up.
Leia o texto e encontre a palavra ‘engineer’,
importa destacar que ela é formada por um
sufixo -er. Agora assinale a alternativa em que
o sufixo -er não tenha a mesma função da
palavra em foco.
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
Prefeitura de Joinville - SC
Prova:
CESPE / CEBRASPE - 2022 - Prefeitura de Joinville - SC - Professor - Ensino Fundamental - Especialidade: Lingua Inglesa |
Q2022984
Inglês
Writing is a process that involves at least four stages, which may
be subdivided into other steps depending on the situation, the
context and the kind of text. Bearing that in mind, choose the
option that presents the correct order for the stages of the writing
process.
Ano: 2022
Banca:
IBFC
Órgão:
TJ-MG
Prova:
IBFC - 2022 - TJ-MG - Analista Judiciário - Tecnologia da Informação |
Q1994943
Inglês
Uma das áreas de formação da língua
inglesa, a morfologia, justifica que a
palavra é formada por afixos (prefixos +
sufixos) e radical/raiz. A forma dos afixos é
mais rígida quanto à posição de formação
da palavra. Os sufixos podem modificar a
classe gramatical e os prefixos o sentido
(positivo ou negativo) da palavra, sendo
que o radical, raiz, é que traz o significado
da palavra. Diante do exposto, assinale a
alternativa que apresenta a palavra pós-fixada.
Conheça nossos planos