Questões de Concurso sobre Aspectos linguísticos | Linguistic aspects

Why was "in" used in the second sentence of the first paragraph instead of "on" or "at"?

Analyze these sentences:

1. The negative form of “…where the players had to kick a leather ball through a 30-40 cm hole into a small net.”, is “where the players didn’t had to kick a leather ball through a 30-40 cm hole into a small net.”
2. The word matches in “…and matches were often very noisy and violent.”, is the plural form of match.
3. The word few in “…there was no limit on the number of players and very few rules…” can be replaced by not many without changing its meaning.

Check the alternative wich presents all the correct sentences.

According to Kriedler (1998), If it is hard to say what meaning is, it is fairly easy to show what knowledge speakers have about meanings in their language and therefore what things must be included in an account of semantics. The author says that we have many ways to demonstrate semantic knowledge, EXCEPT:

In the sentence “Chessboards are flying off the (literal and virtual) rack in the wake of the show's hit season.” (paragraph 2), the words fly off the rack mean

Sometimes in big Hollywood movies they’ll have these crazy chase scenes where somebody jumps or gets thrown from a moving car. (…) Whenever I see that I think, “That’s rubbish. Getting thrown out a moving car hurts way worse than that”. I was nine years old when my mother threw me out of a moving car. It happened on a Sunday. I know it was on a Sunday because we were coming home from church, and every Sunday in my childhood meant church. We never missed church. My mother was – and still is – a deeply religious woman. Like indigenous people around the world, black South African adopted the religion of our colonizers. By “adopt” I mean it was forced on us. This particular Sunday, the Sunday I was hurled from a moving car, started like any other Sunday. My mother woke me up, made me porridge for breakfast (…) but when we were finally all strapped in and ready to go, the car wouldn’t start. My mom had this ancient, broken-down, bright-tangerine Volkswagen Beetle she picked up for next to nothing.

That carless Sunday we made our circuit of churches (…) When we walked out the Rosebank Union it was dark and we were alone. (…) In those days, with violence and riots going on, you did not want to be out that late at night. We waited and waited for a minibus to come by. Under apartheid the government provided no public transportation for blacks. Necessity being the mother of invention, black people created their own transit system, an informal network of bus routes. (…) Being unregulated, minibuses were unreliable. When they came, they came. When they didn’t, they didn’t. Not a minibus at a sight. We walked and walked, and after what felt like an eternity, a car drove up and stopped. We were the only passengers in the minibus. This driver was a particular angry one. As we rode along he started lecturing my mother about being in a car with a man who was not her husband. He sped off. He was driving fast and he wasn’t stopping. When we came to the next traffic light (…) my mother reached over, pulled the sliding door open, grabbed me and threw me out as far as she could. (…) Back and forth we went. I was too confused and too angry about getting thrown out of the car to realize what had happened. My mother saved my life.

NOAH, T. Born a Crime. New York, Spiegel & Grau, 2016 (adapted).

A metáfora da dor sentida na queda de um carro em movimento, empregada pelo narrador do texto ao rememorar um incidente de sua infância, aponta para

TEXTO I

to do list (after the breakup)

1. take refuge in your bed.

2. cry. till the tears stop (this will take a few days).

3. don’t listen to slow songs.

4. delete their number from your phone even though it is memorized on your fingertips.

5. don’t look at old photos.

6. find the closest ice cream shop and treat yourself to two scoops of mint chocolate chip. the mint will

calm your heart. you deserve the chocolate.

7. buy new bed sheets.

8. collect all the gifts, t-shirts, and everything with their smell on it and drop it off at a donation center.

9. plan a trip.

10. perfect the art of smiling and nodding when someone brings their name up in conversation.

11. start a new project.

12. whatever you do. do not call.

13. do not beg for what does not want to stay.

14. stop crying at some point.

15. allow yourself to feel foolish for believing you could’ve built the rest of your life in someone else’s stomach.

16. breathe.

KAUR, R. The sun and her flowers. London: Simon & Schuster, 2017 (adapted).

TEXTO II

Part of what we mean by a ‘literary’ work is one in which what is said is to be taken in terms of how it is said. It is the kind of writing in which the content is inseparable from the language in which it is presented. Language is constitutive of the reality or experience, rather than simply a vehicle for it.

EAGLETON, T. How to read literature. New Haven: Yale University Press, 2013 (adapted).

A partir da leitura dos textos I e II, avalie as asserções a seguir e a relação proposta entre elas.

I. No que concerne à criatividade na maneira como se apresenta a mensagem, para além de sua temática, como mencionado por Eagleton, é possível afirmar que o poema atende ao que se considera um trabalho literário.

PORQUE

II. Rupi Kaur faz um uso inovador da linguagem ao utilizar uma forma fixa do gênero lírico para produzir uma “to do list”, que aborda uma temática sensível e comum ao público.

A respeito dessas asserções, assinale a opção correta.

About the word “further” (l. 09) it is possible to say:

I. In the context presented in the text, it means “more or extra”.

II. It is the irregular superlative form of the adjective “far”.

III. It could be replaced by “earlier” with no change in the meaning of the sentence.

Which ones are correct?

Analyze the sentences according to structure and grammar use.

1. The words in bold, in the text, are, pronouns.

2. The underlined word in: ‘Part of reality television’s appeal is due to its ability to place….’, can be replaced by the word ‘because’ without changing its meaning.

3. In the following sentence: “Although the genre has existed in some form or another since the early years of television…” the words in bold, are being used to express a past action.

4. The negative form of the following sentence: ‘Although the genre has existed in some form or another since the early years of television…’, is Although the genre doesn’t have existed in some form or another since the early years of television…’.

Choose the alternative which contains the correct affirmative.

What is the phonetic transcription of the word "quest"?

In the line “I don’t mean US!”, why is the word “us” used instead of “we”?

Mark the alternative that present the phonetic transcription of the word "hen".

Analyze the sentences according to structure and grammar use.

1. The underlined word in “Probably the most famous basketball team is the Harlem Globetrotters, who are famous for their basketball acrobatics and funny routines.”, is a relative pronoun.
2. The singular form of the noun centuries is century.
3. The feminine noun for monk is nun.
4. The the antonym of major is great.

Check the alternative wich presents all the correct sentences.

Analisando-se os aspectos linguísticos da língua inglesa presentes no texto, constata-se que

Considering the following excerpt: “(…) meaning it is roughly as infectious as influenza or SARS (…)”, mark the option that best describes the usage of the structure as … as.

The word “mine”, underlined in the text, refers to:

Mark the alternative in which the words do NOT have the same sound in their pronunciation.

Read the text to answer 37.

Abstract

In the process of Second Language Acquisition (SLA), classroom interaction takes an important place. Teachers need to apply appropriate classroom interaction to facilitate language learning in reality since interaction is in the heart of communication in an era of communicative language teaching. Therefore, the purpose of this study was to assess teachers’ application of classroom interaction on developing the students’ speaking skills in Tullu Sangota Primary school grade 8. Specifically, the study was intended to assess whether the teacher uses a variety of classroom interactions. In order to achieve the objectives of the study, a descriptive survey method was used and the data were gathered through questionnaires, classroom observation, and interview. Both open-ended and close-ended questionnaires were distributed to the sample students and semi-structured interview questions were employed with sample English teachers. Observation was also held based on checklist and chosen criteria in accordance with the objective of the study. To assess teachers’ application of classroom interaction on developing students speaking skills, 100 sample students from grade 8 and 4 were taken for the study from Tullu Sangota Primary Schools.

The collected data was analyzed using percentage and frequency. Based on the information gathered through the above instruments and its results and discussion, the findings of the study revealed that teachers rarely played their role to develop the students speaking skills in the classroom due to lack of awareness, having negative attitude toward classroom interaction, lack of simple materials to practice classroom interaction, low participation of the students in the class. Based on the implications of the findings, recommendation was made to language teachers, students, Tullu Sangota Primary, Ministry of Education and concerned bodies. Teachers play a prominent role in improving students’ speaking skills, and using appropriate classroom interaction techniques gives students equal chances to participate actively.

Keywords: Interaction; Classroom interaction; Speaking; Language input; Language output; CLT.

(Available: https://www.hilarispublisher.com.)

The prevaling function in the text genre scientific article abstract is referential. In terms of text structuring, in the text above, the referential function is established through:

The excerpt below is from the song “Send My Love (To Your New Lover)” by Adele.

I'm giving you up

I've forgiven it all

You set me free

Send my love to your new lover

Treat her better

We've gotta let go of all of our ghosts

We both know we ain't kids no more

Mark the INCORRECT statement about the lyrics.

A inteligência é uma propriedade do ser humano, cuja dimensão difere de indivíduo para indivíduo e que se caracteriza pela forma como alguém executa uma tarefa (GARDNER, 2003). Associe a inteligência da primeira coluna a uma atividade que a exemplifica e que pode ser implementada em sala de aula na segunda coluna.

INTELLIGENCES

(1) Verbal / Linguistic Intelligence

(2) Spatial / Visual Intelligence

(3) Interpersonal Intelligence

ACTIVITIES

( ) Using images and pictures.

( ) Reading books.

( ) Pair work or peer teaching.

( ) Listening to lectures.

( ) Group problem solving.

( ) Videos, slides, movies.

A sequência correta dessa associação é

Mark the correct statement about the sentence “That’s a massive opportunity for travel marketers, which is why many are focusing their advertising efforts on visual storytelling with Instagram.” (l. 03-05).