Questões de Concurso
Comentadas sobre verbos | verbs em inglês
Foram encontradas 1.428 questões
Ano: 2023
Banca:
UPENET/IAUPE
Órgão:
Prefeitura de São José da Coroa Grande - PE
Prova:
UPENET/IAUPE - 2023 - Prefeitura de São José da Coroa Grande - PE - Professor do ensino Fundamental - Anos Finais - Inglês |
Q2037145
Inglês
Texto associado
Read the text 1 to answer question.
Text 1
Worldwide changes in food and eating habits
American fast food has certainly affected Korea. You can find American fast
food restaurants everywhere and many young people don’t appreciate
traditional Korean food anymore. Koreans are now using western ingredients
such as ketchup, mayonnaise and butter to cook regular meals. Salad dressing,
something we never used before, is also popular now.
The problem is that American companies sell their food along with American
culture. Manners in restaurants are not the same before. I can give you two
examples of this. Traditionally Koreans don’t use individual plates for eating
main dishes. We have always eaten from one bowl, but now some people think
that this habit is unsanitary.
Tipping is also new for us. Before, we had never rewarded good service with
money, but now we are supposed to give a tip to waiter in some restaurants. I
fear our traditional way of doing things will soon be forgotten.
By Jeong Kim, from Korea.
(PLATERO, Luciana & DONNINI, Lívia. All Set, vol. 2, student book. Boston, USA: Thompson Heinle, 2008. Adaptado.)
Observe a análise linguística abaixo e responda ao que se pede.
I. Em “Salad dressing, something we never used before, is also popular now. ”, o termo dressing, na expressão sublinhada, é um substantivo e significa, em português, molho.
II. No trecho “I fear our traditional way of doing things will soon be forgotten.”, o termo sublinhado é uma expressão idiomática que corresponde a “Eu confio”.
III. No 1º parágrafo, as palavras affected, restaurants, traditional e ingredients são palavras cognatas, mas popular é falsa cognata.
IV. No trecho “Traditionally Koreans don’t use individual plates for eating main dishes.”, as palavras plates e dishes são substantivos e têm significados semelhantes.
V. Em “Before, we had never rewarded good service with money”, foi empregado o past perfect, e o verbo destacado significa recompensar.
Estão CORRETAS apenas
Q2026131
Inglês
Peter is Fay's best friend. He smokes a lot.
What should Peter do?
He should ...
Choose the verb that completes the sentence above correctly:
Q2026130
Inglês
“Fay, what are you going to do on your next vacation?
I'm going ...”
The verb that completes Fay's answer correctly is:
Q2026129
Inglês
Choose the verb that completes the following sentence correctly:
Fay was studying English last night when suddenly the lights ...
Q2026128
Inglês
Choose the verb form that completes the sentence below correctly:
Fay was late for school yesterday.
When she arrived at school, the final test ...
Q2026125
Inglês
Choose the correct question for the following answer:
She has been studying in a British school for five years.
Q2026123
Inglês
Texto associado
Text 2:
What makes a school good? (Part II)
Another reason the schools may be so successful is
the teachers. Teachers in Finland are seen as very
important. They are well respected and the field of
education is considered to be a science, with its own
methodology, theory and principles. Every teacher
studies for five years before they can teach. This is in
contrast with the status of education in many other countries. Perhaps this explains why it's actually
rather difficult to get a job as a teacher in Finland, as
well as the reason that it's such a popular job.
In order to get students' opinions about what makes a
school 'good', I visited my local school playground to
do a little informal research. The thirteen-year-olds I
spoke to were interested to hear about the Finnish
schools. I asked them if they thought British schools
were too strict and whether they thought more
students would go to university if things were
changed. Fay, one of the best students in her year,
said she didn't think British students would benefit
from a school that was too easy-going. She felt her
teachers weren't strict enough, and that was why few
students in her school went on to higher education.
So it seems that the Finnish education system has
come up with a 'formula' that works successfully in
that country. Their example can serve as a model for
other countries, but each country will have to work
hard to put together an education system that will
meet the needs of its people.
Taken from: Chapman, Joanne. Laser B1 +. Teacher's book.
Macmillan, 2008.
“It seems that the Finnish education system has come
up with a formula.” (seventh paragraph).
In the negative:
In the negative:
Q2026116
Inglês
Texto associado
Text 2:
What makes a school good? (Part II)
Another reason the schools may be so successful is
the teachers. Teachers in Finland are seen as very
important. They are well respected and the field of
education is considered to be a science, with its own
methodology, theory and principles. Every teacher
studies for five years before they can teach. This is in
contrast with the status of education in many other countries. Perhaps this explains why it's actually
rather difficult to get a job as a teacher in Finland, as
well as the reason that it's such a popular job.
In order to get students' opinions about what makes a
school 'good', I visited my local school playground to
do a little informal research. The thirteen-year-olds I
spoke to were interested to hear about the Finnish
schools. I asked them if they thought British schools
were too strict and whether they thought more
students would go to university if things were
changed. Fay, one of the best students in her year,
said she didn't think British students would benefit
from a school that was too easy-going. She felt her
teachers weren't strict enough, and that was why few
students in her school went on to higher education.
So it seems that the Finnish education system has
come up with a 'formula' that works successfully in
that country. Their example can serve as a model for
other countries, but each country will have to work
hard to put together an education system that will
meet the needs of its people.
Taken from: Chapman, Joanne. Laser B1 +. Teacher's book.
Macmillan, 2008.
In the sentence “ Every teacher studies for five years
before they can teach”, (fifth paragraph) the modal
verb CAN indicates:
Q2026111
Inglês
Texto associado
Read the text below and answer the question that
follow:
Text 1:
What makes a school good? (Part I)
Everyone is concerned about the quality of education
a school offers, but how is quality measured? We
often hear that schools in some countries are
excellent, while schools in other countries are filled
with problems. What factors should we be looking at to
judge how 'good' schools are or aren't? I decided to do
some research on the topic to see if I could come up
with some answers.
One way of deciding if a school is good is by looking at
how many students go on to university when they
leave. If you look at all the schools in the world, the
country which sends the highest numbers of its
students to university is Finland. So, I looked at
conditions in Finnish schools to see what made them
so successful.
Often you will hear people say that the best schools
are those that are strict. So, are the schools in Finland
very strict? The answer is no, they aren't. They are
usually very informal places with teachers and
students sharing ideas. In fact, Finnish schools have
a unique way of dealing with students and this could
be the reason why they are so successful. While
students in many countries spend long hours in school
studying boring subjects, lucky students in Finland
have short school days and ten weeks of summer
holidays.Added to that, lunch is free and there are lots
of lessons in sport, music and art.
Also, Finnish schools seem to have a different
philosophy. They believe in equality and making
school seem like a home away from home, so
students feel comfortable and enjoy going there. The
aim of the schools is not only to focus on 'good'
students but also to provide extra help to students that
need it. The result of this is that less able students do
much better in Finland than they would in other
countries.
Taken from: Chapman, Joanne. Laser B1 +. Teacher's book.
Macmillan, 2008.
Notice the use of the past simple in the sentence: “So,
I looked at conditions in Finnish schools to see what
made them so successful.” (second paragraph)
The past simple is correct in the sentence:
The past simple is correct in the sentence:
Ano: 2022
Banca:
CESPE / CEBRASPE
Órgão:
Prefeitura de Joinville - SC
Prova:
CESPE / CEBRASPE - 2022 - Prefeitura de Joinville - SC - Professor - Ensino Fundamental - Especialidade: Lingua Inglesa |
Q2022977
Inglês
Texto associado
Text 4A1-II
You know a nun when you see one. The uniform, known
as a habit, is a dead giveaway. But the outfit you’re picturing in
your head might look very different from the one worn by the
sisters at your local convent. And yet, each ensemble’s meaning
is immediately clear. That’s because nuns abide by a sartorial
system that is at once endlessly adaptable and instantly
recognizable.
That’s an impressive feat for any visual system. In the
case of nuns’ habits, that system relies on a standardized
combination of symbolic elements. “It’s really a kit of parts”,
says Lucienne Roberts, cofounder of a British publishing house
devoted to design’s more esoteric subjects. For their latest book,
Looking Good: A Visual Guide to the Nun’s Habit, Roberts
worked with her team to dissect the dress of nuns from some
40 Catholic orders. The result is a fascinating work of reference
on a subject to which you've almost certainly never paid much
mind.
The book begins by cataloguing the various components
that typically comprise a nun's habit. These may include things
like veils, rosaries, tunics, medals, coifs (the cap worn under the
veil), and sandals. It's a collection from which each religious
order draws some, but not all, of its impeccable elements. This
section provides the reader with a visual framework which relies
on simple cues to distinguish between religious families.
For instance, many orders of nuns wear some form of
girdle, be it a belt, a cord, or a cincture. Each type and subtype of
garment carries specific connotations. Franciscan nuns, for
instance, favor a cord over a leather belt, to reflect their order's
devotion to poverty. Its four knots, plainly visible in the book as
an illustration of the Franciscan garb, represent the order's vows
of chastity, poverty, obedience, and enclosure.
These are the kinds of minutiae encoded in the book's
pages, which the authors color code to differentiate between the
various orders. Even the nuns' orientation on the page is
significant; some face towards the reader, while others face
away. This is to distinguish between sisterhoods that are active in
their communities from ones that live cloistered lives,
respectively. The book itself, like the habits it analyzes, is a form
of information design.
Internet: <www.wired.com>(adapted).
Parts of speech are traditional classes of words (such as
adjectives, adverbs, etc.) that are distinguished according to the
kind of idea denoted and the function performed in a sentence.
On the basis of this definition, it is correct to say that the words “almost” (last sentence of the second paragraph), “favor” (third sentence of the fourth paragraph), “which” (first sentence of the last paragraph) and “between” (third sentence of the last paragraph), which were taken from text 4A1-II, are, respectively,
On the basis of this definition, it is correct to say that the words “almost” (last sentence of the second paragraph), “favor” (third sentence of the fourth paragraph), “which” (first sentence of the last paragraph) and “between” (third sentence of the last paragraph), which were taken from text 4A1-II, are, respectively,
Ano: 2022
Banca:
AMEOSC
Órgão:
Prefeitura de Guaraciaba - SC
Prova:
AMEOSC - 2022 - Prefeitura de Guaraciaba - SC - Professor II - Inglês |
Q2021558
Inglês
Texto associado
A Mayor on Easter Island Is Up in Arms After a
Runaway Pickup Truck Knocked Over a Sacred
Statue
(1º§)Archaeologists have long assumed that the ancient
society that erected the colossal Moai figures on Chile's
Rapa Nui, better known as Easter Island, collapsed many
centuries ago. Now, a new study indicates that the
islanders' civilization was still going strong when
Europeans arrived in 1722.
(2º§)The island was settled in the 13th century by
Polynesians, and is known __ the famed Easter Island
"heads" (many of the bodies have been buried by erosion
over the centuries).
(3º§)The research, which appears in the Journal of
Archaeological Science, contests the accepted timeline
that the Easter Island society was already in decline by
the year 1600 and its massive stone statues left to fall
into disrepair.
(4º§)Conducting radiocarbon dating on 11 sites __ Easter
Island, the authors determined the timeline of each
monument's construction. Their findings indicate that
Easter Islanders were still actively building new Moai
figures, and maintaining existing ones, up until at least
1750.s of fresh water-a precious resource. As well as
moments to their ancestors, it turns out they may have
also served a more utilitarian purpose.
(5º§)Further supporting these results are historical
documents __ the island's first European visitors. Written
accounts from the Dutch explorers who arrived in 1722
found that the monuments were in active ritual use, with
no signs of decline, and the same goes for the Spaniards
who landed in 1770. It was only in 1774 that James Cook
found the giant statues in ruins and the figures knocked
over.
(6º§)"The way we interpret our results and this sequence
of historical accounts is that the notion of a pre-European
collapse of monument construction is no longer
supported," lead author Robert DiNapoli told Archaeology
& Arts.
(7º§)"Once Europeans arrive on the island, there are
many documented tragic events due to disease, murder,
slave raiding and other conflicts," added co-author Carl
Lipo. "The degree to which [the Rapa Nui people's]
cultural heritage was passed on-and is still present today
through language, arts, and cultural practices-is quite
notable and impressive. I think this degree of resilience
has been overlooked due to the collapse narrative and
deserves recognition."
777281144
ews.artnet.com/art-world/rapa-nui-easter-island-study-demise-1772814
Consider the following assertives:
I.The word "deserves" (7º§) could be translated as "merece".
II.The word "degree" (7º§) is a verb.
III.The word "raiding" (7º§) could be replaced by "framing".
Which one(s) is(are) correct?
I.The word "deserves" (7º§) could be translated as "merece".
II.The word "degree" (7º§) is a verb.
III.The word "raiding" (7º§) could be replaced by "framing".
Which one(s) is(are) correct?
Ano: 2022
Banca:
AMEOSC
Órgão:
Prefeitura de Guaraciaba - SC
Prova:
AMEOSC - 2022 - Prefeitura de Guaraciaba - SC - Professor II - Inglês |
Q2021557
Inglês
Texto associado
A Mayor on Easter Island Is Up in Arms After a
Runaway Pickup Truck Knocked Over a Sacred
Statue
(1º§)Archaeologists have long assumed that the ancient
society that erected the colossal Moai figures on Chile's
Rapa Nui, better known as Easter Island, collapsed many
centuries ago. Now, a new study indicates that the
islanders' civilization was still going strong when
Europeans arrived in 1722.
(2º§)The island was settled in the 13th century by
Polynesians, and is known __ the famed Easter Island
"heads" (many of the bodies have been buried by erosion
over the centuries).
(3º§)The research, which appears in the Journal of
Archaeological Science, contests the accepted timeline
that the Easter Island society was already in decline by
the year 1600 and its massive stone statues left to fall
into disrepair.
(4º§)Conducting radiocarbon dating on 11 sites __ Easter
Island, the authors determined the timeline of each
monument's construction. Their findings indicate that
Easter Islanders were still actively building new Moai
figures, and maintaining existing ones, up until at least
1750.s of fresh water-a precious resource. As well as
moments to their ancestors, it turns out they may have
also served a more utilitarian purpose.
(5º§)Further supporting these results are historical
documents __ the island's first European visitors. Written
accounts from the Dutch explorers who arrived in 1722
found that the monuments were in active ritual use, with
no signs of decline, and the same goes for the Spaniards
who landed in 1770. It was only in 1774 that James Cook
found the giant statues in ruins and the figures knocked
over.
(6º§)"The way we interpret our results and this sequence
of historical accounts is that the notion of a pre-European
collapse of monument construction is no longer
supported," lead author Robert DiNapoli told Archaeology
& Arts.
(7º§)"Once Europeans arrive on the island, there are
many documented tragic events due to disease, murder,
slave raiding and other conflicts," added co-author Carl
Lipo. "The degree to which [the Rapa Nui people's]
cultural heritage was passed on-and is still present today
through language, arts, and cultural practices-is quite
notable and impressive. I think this degree of resilience
has been overlooked due to the collapse narrative and
deserves recognition."
777281144
ews.artnet.com/art-world/rapa-nui-easter-island-study-demise-1772814
"[...] (many of the bodies have been buried by erosion
over the centuries)." (2º§)
Which verb tense the sentence above is?
Which verb tense the sentence above is?
Ano: 2021
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2021 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês |
Q2016752
Inglês
Texto associado
TEXTO 01
O texto seguinte servirá de base para responder à questão.
Seven secrets to savvy packing before you head
off on your holidays
(1º§) 1.Tuck and roll clothes
ITEMS like sarongs and dresses are vulnerable to
creasing, but rolling them up and tucking them in
tightly is the way to beat wrinkling. Or follow tidying
guru Marie Kondo's advice and pack all of your
clothes upright, rather than in a pile, so that you can
see all of the outfits in your case.
(2º§) 2. Keep hats in shape
WHAT'S a holiday without a hat? If you need to put
yours in a suitcase, make sure it's one of the first
things you pack, and stuff it! A swimsuit works well as
the cossie will keep its shape no matter what you
pack it in. Then place small items such as underwear
around it.
(3º§) 3. Stuff sandals to keep shape
YOU don't want your sandals to be bent out of shape
while en route, so stuff them with a small item such as
a pair of socks. That way they will also take up less
room in your suitcase. You can also slot the ends of
your sandals together to help preserve their shape
even more.
(4º§) 4. The rule off three fold
THE rule of three is an effective way to keep smaller
items such as T-shirts folded nice and tightly. Think of
your T-shirt split into three equal parts down the
middle. Fold each side into the centre, fold in half and
then again until your item is small and compact.
(5º§) 5. Tie belts around shorts
IF you have a pair of shorts or trousers that have a
tie, use it to your advantage. Remove it from the belt
loops and once your item is rolled, wrap the tie
around as many times as needed before tucking ends
in. It will stop clothing unrolling and has the extra
benefit of keeping the tie crease-free.
(6º§) 6. Fold up bag and add trinkets
FOLD your bag in half before placing it flat at the
bottom of the suitcase. Then add your larger, rolleditems on top of the bag. It will stay as flat as possible
and so avoid becoming misshapen. Add smaller items
such as jewellery inside your rolled clothes to keep
them safe.
(7º§) 7. Sunglasses protection
IF your sunglasses don't come with a protective case,
then they need to be protected from being damaged
during the journey, it's horribly easy to scratch the
lenses. A soft sarong, which is all one fabric, is
perfect for this. Pop your sunnies in, roll to the end,
and pack it up.
https://www.thesun.co.uk/travel/15855247/seven-secrets-to-savvy-packing/
Consider the following assertives:
I.The word "trinkets" could be translated as "bugigangas" (6º§).
II."Rule off" is a phrasal verb (4º§).
III."Belt loops" could be replaced by "Strap tied" (5º§).
Which one(s) is(are) CORRECT?
I.The word "trinkets" could be translated as "bugigangas" (6º§).
II."Rule off" is a phrasal verb (4º§).
III."Belt loops" could be replaced by "Strap tied" (5º§).
Which one(s) is(are) CORRECT?
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016708
Inglês
Texto associado
Activities for raising awareness of diversity
Our first goal as language teachers is always to encourage our
learners to make use of their developing language. Giving them a
genuine communicative purpose and making it personal to them
are two good ways of achieving this. For students beginning their
journey to greater self-awareness, teachers could devise an
inventory of learning skills for them to rate themselves on. This
could include items such as ‘I keep my notes in order’, ‘I always
make a note of homework and the date it should be done’ or
whatever is appropriate to their level. Students could rate
themselves privately, but then discuss with other students which
ones they find most challenging, exchanging tips about how they
could improve these aspects of learning. From these discussions,
it will probably become clear that some students have already
got good study strategies in place, even if some of them seem a
little unusual. Revisiting the checklist later in the course helps
learners to reflect on how they have improved and what they still
need to work on. […]
Making use of materials that include a diverse range of
characters is another great way of initiating discussion and raising
awareness of the issues. There may be no explicit mention made
in the text of this diversity, thereby sending the implicit message
that this is just how the world is. Students may see characters
that they can relate to more easily, and feel more included
generally. Other materials, such as the ‘Adventures on Inkling
Island’ comic strips, explicitly showcase the daily challenges and
talents of neurodiverse people, demonstrating that being
different can be a strength in some situations.
A powerful way of enabling people to understand how it
might feel to be in the minority on a daily basis, whether in terms
of physical abilities or cognitive function, is to set up experiential
activities which challenge the participants to perform unusual
tasks in conditions that make their usual way of working
impossible. As well as being a fun way of introducing the topic for
further discussion, these activities are usually very memorable
and drive home the message that – in the vast majority of cases –
lack of success in academic tasks is not due to laziness or
stupidity.
Adapted from: https://www.teachingenglish.org.uk/article/raising-awarenessdiversity-language-classroom
The modal in “how it might feel to be in the minority”
(3rd paragraph) indicates
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016705
Inglês
Texto associado
Activities for raising awareness of diversity
Our first goal as language teachers is always to encourage our
learners to make use of their developing language. Giving them a
genuine communicative purpose and making it personal to them
are two good ways of achieving this. For students beginning their
journey to greater self-awareness, teachers could devise an
inventory of learning skills for them to rate themselves on. This
could include items such as ‘I keep my notes in order’, ‘I always
make a note of homework and the date it should be done’ or
whatever is appropriate to their level. Students could rate
themselves privately, but then discuss with other students which
ones they find most challenging, exchanging tips about how they
could improve these aspects of learning. From these discussions,
it will probably become clear that some students have already
got good study strategies in place, even if some of them seem a
little unusual. Revisiting the checklist later in the course helps
learners to reflect on how they have improved and what they still
need to work on. […]
Making use of materials that include a diverse range of
characters is another great way of initiating discussion and raising
awareness of the issues. There may be no explicit mention made
in the text of this diversity, thereby sending the implicit message
that this is just how the world is. Students may see characters
that they can relate to more easily, and feel more included
generally. Other materials, such as the ‘Adventures on Inkling
Island’ comic strips, explicitly showcase the daily challenges and
talents of neurodiverse people, demonstrating that being
different can be a strength in some situations.
A powerful way of enabling people to understand how it
might feel to be in the minority on a daily basis, whether in terms
of physical abilities or cognitive function, is to set up experiential
activities which challenge the participants to perform unusual
tasks in conditions that make their usual way of working
impossible. As well as being a fun way of introducing the topic for
further discussion, these activities are usually very memorable
and drive home the message that – in the vast majority of cases –
lack of success in academic tasks is not due to laziness or
stupidity.
Adapted from: https://www.teachingenglish.org.uk/article/raising-awarenessdiversity-language-classroom
The underlined word in “make use of their developing language”
(1st paragraph) is a(n)
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016698
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The verb phrase in “where the foreign language is taught” (3rd
paragraph) is in the
Ano: 2022
Banca:
FEPESE
Órgão:
Prefeitura de Balneário Camboriú - SC
Prova:
FEPESE - 2022 - Prefeitura de Balneário Camboriú - SC - Professor de Língua Inglesa - Edital nº 005 |
Q2013444
Inglês
Identify the alternatives below as ( T ) true or
( F ) false.
( ) The underlined word in “… it helps to know more about hot air balloons themselves.“ is a relative pronoun.
( ) The preposition in the following sentence “…keeping the balloon floating above the ground.” means that the balloon is floating over the ground.
( ) The words ‘actually’, ‘push’, and ‘major’ mean in Portuguese: ‘atualmente’, puxar’ and ‘maior’.
( ) The negative form of “A hot air balloon has three major parts: the basket, the burner, and the envelope.” is “A hot balloon doesn’t have three major parts: the basket, the burner, and the envelope.”
( ) The tense used in the question “Have you ever wondered what keeps a hot air balloon flying?”, is an example of Past Perfect.
Choose the alternative which presents the correct sequence, from top to bottom.
( ) The underlined word in “… it helps to know more about hot air balloons themselves.“ is a relative pronoun.
( ) The preposition in the following sentence “…keeping the balloon floating above the ground.” means that the balloon is floating over the ground.
( ) The words ‘actually’, ‘push’, and ‘major’ mean in Portuguese: ‘atualmente’, puxar’ and ‘maior’.
( ) The negative form of “A hot air balloon has three major parts: the basket, the burner, and the envelope.” is “A hot balloon doesn’t have three major parts: the basket, the burner, and the envelope.”
( ) The tense used in the question “Have you ever wondered what keeps a hot air balloon flying?”, is an example of Past Perfect.
Choose the alternative which presents the correct sequence, from top to bottom.
Ano: 2021
Banca:
FAPEC
Órgão:
SAD-MS
Prova:
FAPEC - 2021 - SAD-MS - Professor - Língua Estrangeira - Inglês |
Q2012933
Inglês
Read the text and answers the question.
“I met Mary and some Other friends for lunch and gave her the earrings. Mary thought They were great. Mary’s brother, John, take a lot of photographs. He has a car and he drove us to the beach. We built a big castle with sand from the beach, and we swam in the ocean. Fantastic!”
“I met Mary and some Other friends for lunch and gave her the earrings. Mary thought They were great. Mary’s brother, John, take a lot of photographs. He has a car and he drove us to the beach. We built a big castle with sand from the beach, and we swam in the ocean. Fantastic!”
Ano: 2021
Banca:
FAPEC
Órgão:
SAD-MS
Prova:
FAPEC - 2021 - SAD-MS - Professor - Língua Estrangeira - Inglês |
Q2012932
Inglês
Choose one of the alternatives.
Castiel: "I'm almost dozing off. I can’t sleep, I
need to wake up!"
Pearl: "I will get for you some coffee."
Ano: 2021
Banca:
FAPEC
Órgão:
SAD-MS
Prova:
FAPEC - 2021 - SAD-MS - Professor - Língua Estrangeira - Inglês |
Q2012929
Inglês
According to the English grammar by
adding the suffix "able" to the word: "accept":
Conheça nossos planos