Questões de Concurso
Sobre infinitivo e gerúndio | infinitive and gerund em inglês
Foram encontradas 89 questões
Read the text to answer 33, 34 and 35.
Reflective teaching: exploring your own classroom practice
TEXT 1
School for sexism
By Deborah Cameron (Oxford University)
This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.
We’re all looking forward to have a few days’ holiday together.
In the context above, there is mistake related to:
Based on the text, judge the item below.
The infinitive form of “taught” (line 2) is think.
Cow Threat
Cows are walking machines. They transform materials (grass, hay, water, and feed) into finished products (milk, beef, leather, and so on).
As any factory, cows produce waste. Solid waste is eliminated through the rear end of these ‘complex machines’, and it is used as fertilizer.
The fermentation process in their four stomachs produces gas. These walking machines have two chimneys: one in the front end, and other in the rear end. Gaseous emissions through the front end chimney are called burps. Cows burp a lot. Every minute and half these burps release methane gas. Methane is dangerous to the planet because it contributes to the greenhouse effect.
The world population is growing very fast. That means there are more people eating beef. Consequently, there is more cattle – more walking machines – producing more methane gas.
This is the problem, but very few people want to change their eating habits. What about you?
Analyze the sentences according to structure and grammar use.
1. The words they and their, in bold in the text, are object pronoun and possessive adjective, respectively.
2. The negative form of: “These walking machines have two chimneys”, is “These walking machines haven’t two chimneys”.
3. The underlined word in the following sentence: “These walking machines” is a gerund form.
4. The word release is synonym of discharge.
Choose the alternative which presents the correct ones.
Read the text and answer to the question.
Cultural diversity and cultural identity in globalization
Analyse the statements below, considering the context of occurrence in the text.
I. Considering the grammatical context, the expression ‘have always had’ (l.01) should be translated to ‘sempre tiveram’.
II. The phrasal verb ‘went on’ (l.29) has the same meaning as the expression ‘took place’.
III. The verb ‘persuading’ is in the –ing form due to the presence of the preposition ‘at’ (l.24).
Which ones are correct?
Judge the following item according to text 19A3BBB.
It is correct to replace “calling” with call in the phrase “used to
calling” (l.17).
Judge the following item, on the linguistic aspects of text 19A1AAA.
The verbal phrase “allowed him to live abroad” (l.4) can be
correctly replaced by allowed him living abroad.
Based on the text, judge the following items.
If we want avoiding is a suitable alternative for “If we
want to avoid” (line 4).
Read the following fragment:
"the internet has created new possibilities for those _____ studies all over the globe" (lines 20 and 21).
The alternative that is compatible with the original meaning of the sentence is
Complete the sentence below.
Would you like to _______ dinner with me tomorrow night?
Fill in the blanks with the most appropriate words:
She was the ____________ woman I ever met. Besides, she was ____________ intelligent and creative. Also, she received the ___________ recognition of her time for _________ the first pianist of her country to receive an international award.
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