Analyze the words below. I. Independent. II. Inlegible....

Analyze the words below. I. Independent. II. Inlegible. III. Inmoral. The use of the prefix –in is correct in the item(ns):

Q1022457 • Inglês • Formação de Palavras com Prefixos e Sufixos • ADM TEC • Prefeitura de São Luís do Quitunde AL • Professor de Língua Estrangeira • 2024

Analyze the words below.

I. Independent.
II. Inlegible.
III. Inmoral.

The use of the prefix –in is correct in the item(ns):

a) I, only.
b) I and II, only.
c) I and III, only.
d) III, only.

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Questões sobre Formação de Palavras com Prefixos e Sufixos

1

Q1068671 • Inglês • Formação de Palavras com Prefixos e Sufixos • VUNESP • EsFCEx • Especialidade Magistério em Inglês • 2025
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Read the text to answer question.

Based on theoretical, experimental, and experiential knowledge, teachers and teacher educators have expressed their dissatisfaction with method in different ways. Studies clearly demonstrate that, even as the methodological band played on, practicing teachers have been marching to a different drum.

In this sense, the post method condition is established as a timely response. It signifies interrelated attributes. First and foremost, it signifies a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes. In practical terms, this means that we need to refigure the relationship between the theorizer and the practitioner of language teaching. If the concept of method authorizes theorizers to centralize pedagogic decision-making, the postmethod condition enables practitioners to generate location-specific, classroom-oriented innovative strategies.

Secondly, the postmethod condition signifies teacher autonomy. The conventional concept of method “overlooks the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students” (Freeman, 1991). The postmethod condition, however, recognizes the teachers’ potential to know not only how to teach but also how to act autonomously within the academic and administrative constraints imposed by institutions, curricula, and textbooks. It also promotes the ability of teachers to know how to develop a critical approach in order to self-observe, self-analyze, and self-evaluate their own teaching practice with a view to effecting desired changes.

(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language
teaching. Haven and London: Yale University Press. 2003. Adaptado)

In the excerpt from the second paragraph “we need to refigure the relationship between the theorizer and the practitioner”, the bolded word has been formed by the addition of the prefix re- to a base word. Mark the alternative in which the re- is a prefix in both words, and not part of the base word itself.
- a) reach – rewarm.
- b) retie – recruit.
- c) recur – redo.
- d) redeem – rejoice.
- e) remind – realm.
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2

Q1024693 • Inglês • Formação de Palavras com Prefixos e Sufixos • ADM TEC • Prefeitura de Brejo da Madre de Deus PE • Inglês 200H A • 2024
It is correct to affirm that after adding the suffix -ous to the word “fury” and the suffix —ish to the word "red”, the spelling will be:
- a) furyous and redish, correctly and respectively.
- b) furious and reddish, correctly and respectively.
- c) furyous and reddish, correctly and respectively.
- d) furious and redish, correctly and respectively.
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3

Q1024688 • Inglês • Formação de Palavras com Prefixos e Sufixos • ADM TEC • Prefeitura de Brejo da Madre de Deus PE • Inglês 200H A • 2024
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Read Text Iand answer question.
Text I
More More More: What Is Money Dysmorphia?

Do you ever worry that you don't have enough money, even though your bank account suggests you're doing fine? You might be experiencing "money dysmorphia.” This is a term for when a person has a distorted view of their financial situation — particularly when a wealthy person believes they don't have enough money to be secure. The idea is similar to body dysmorphia, where a person agonizes about flaws they perceive in their body, even if they are not noticeable to others.

American lawyer and financial expert Ali Katz may have been the first to use the term, having written about money dysmorphia extensively in 2016. But it wasn't until late 2023 that it started trending. Because, as it turns out, the feeling can be pretty common — especially among young people.

In August 2023, Bloomberg published the results of a survey of over 1,000 Americans making over $175,000 a year. And while earning this much would put these people among the 10% richest in the country, a quarter of them said they felt "very poor," "poor,” or that they were just managing to get by.

In addition, a December 2023 survey for Intuit Credit Karma found that, out of 1,006 Americans, 29% experienced money dysmorphia — which the survey defined as "having a distorted view of one's finances that could lead them to make poor decisions.” That figure rose to 41% among millennials, who are usually defined as those born between 1981 and 1996. And it was 43% among Generation Z, typically considered to have been born between 1997 and 2012.

Some believe social media is to blame. With Instagram and TikTok full of influencers flaunting lavish lifestyles, it's understandable that young people might feel insecure about their own financial situations. And as well as causing stress, money dysmorphia might make people stay in jobs they don't like, or choose work over spending time with their families.

Speaking to Business Insider, Katz said it's important to actually calculate how much is enough for you — and "know the difference between what you need and what you want."

Adapted from: https://engoo.com.br/app/dailynews/article/more-more-more-what-is-moneydysmorphia/eMBHgsr7Ee6RxDeDj30Epw

Choose the alternative in which all three words have a suffix.
- a) Distorted; figure; body.
- b) Trending; insecure; experienced.
- c) Understandable; extensively; wealthy.
- d) Especially; ever; flaunting.
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4

Q1024609 • Inglês • Formação de Palavras com Prefixos e Sufixos • VUNESP • SEDUC SP • Promoção do QM 2022 • 2025
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Read the text to answer question:

CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.

To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.

In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.

If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.

(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)

The suffix -ed that forms the past and past participle of regular verbs has 3 possible pronunciations: /t/, /d/, /id/. The following verbs, taken from the text, are in the infinitive form. The alternative in which the two verbs share the same ending pronunciation in the past or past participle is
- a) educate – inform.
- b) link – fragment.
- c) structure – need.
- d) climb – develop.
- e) use – attain.
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5

Q1024572 • Inglês • Formação de Palavras com Prefixos e Sufixos • EDUCA • Prefeitura de Umbuzeiro PB • Inglês • 2025
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TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf

In the excerpt “These socio-economic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas” (from paragraph 2), the underlined word (“telling”) has the suffix “-ing” for the same reason as in:
- a) teaching (1st paragraph).
- b) including (1st paragraph).
- c) learning (2nd paragraph).
- d) reading (2nd paragraph).
- e) speaking (1st paragraph).
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6

Q1024499 • Inglês • Formação de Palavras com Prefixos e Sufixos • COSEAC • UFF • Língua Inglesa • 2025
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The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter compositions have survived [….].

The word “shorter” contains the suffix “er”, which performs the same semantic function as in the underlined word:
- a) Earlier compositions have survived.
- b) The writer of The Epic of Gilgamesh is unknown.
- c) The Hebrew Bible was written after The Epic of Gilgamesh.
- d) The Epic of Gilgamesh has demonstrated the power of literature.
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7

Q1024467 • Inglês • Formação de Palavras com Prefixos e Sufixos • VUNESP • Prefeitura de Vista Alegre do Alto SP • Inglês • 2024
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Leia o texto para responder à questão.

Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.

(Celce-Murcia, M. 2001. Adaptado)

In the excerpt from the text “to infer underlying grammatical rules”, the word in bold is a use of the suffix -ing as an adjective. An example of this use of -ing is found in:
- a) Not knowing what to do does not mean you are irresponsible.
- b) Instead of arguing, one must act.
- c) Check the rules before doing something you might regret.
- d) Megan showed an encouraging response to what she might do.
- e) Many people willing to live abroad lack the courage to go through such a change.
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8

Q1024464 • Inglês • Formação de Palavras com Prefixos e Sufixos • VUNESP • Prefeitura de Vista Alegre do Alto SP • Inglês • 2024
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Leia o texto para responder à questão.

Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.

(Celce-Murcia, M. 2001. Adaptado)

No trecho do segundo parágrafo do texto “so called designer methods”, a palavra em negrito tem um sufixo (er) que, juntamente com os sufixos -or e -ar pode indicar o autor da ação. O mesmo uso de sufixo está presente em
- a) copper.
- b) helicopter.
- c) daughter.
- d) anger.
- e) digger.
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9

Q1024461 • Inglês • Formação de Palavras com Prefixos e Sufixos • VUNESP • Prefeitura de Vista Alegre do Alto SP • Inglês • 2024
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Leia o texto para responder à questão.

Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.

(Celce-Murcia, M. 2001. Adaptado)

Words in which the prefixes ir- and re- bear the same meaning as in the words irrelevant and rethink (paragraph 1) are found in alternative
- a) irritated – reorder.
- b) irreversible – reduction.
- c) irregular – remote.
- d) iridescent – recover.
- e) irreconcilable – revamp.
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10

Q1024450 • Inglês • Formação de Palavras com Prefixos e Sufixos • CESPE CEBRASPE • UNIVESP • Professor de Inglês • 2025
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Text 7A2-I

If we believe that our own information age is defined by the digital structures of electronic communication, we must take early modern culture as inextricably bound to the medium of print. Printed text and image arose within a few years of each other in the mid-fifteenth century, credited to the German goldsmith Johannes Gutenberg, who seemingly drew together a series of extant yet disparate technologies into a new machine that could print several thousand sheets a day. The ancient oil or wine press, the goldsmith’s craft in fine metal carving, the late-medieval development of plentiful rag paper, and the recent formulation of more stable oil-based inks enabled Gutenberg’s ‘revolution’.

Similarly, early photography developed from a coming together of two otherwise disparate technologies: on the one hand, the pinhole camera through which capture a refected view of the world as an image, and on the other the chemical means to fix the effects of light exposure on paper. In both cases, these technologies shared aesthetic resources with other media available at the time, while also producing forms of representation that were uniquely theirs, and which offered access to new ways of seeing, and enabled new forms of subjectivity. The greatly expanded flow of visual information facilitated by these technological breakthroughs worked to quicken the circulation of knowledge, and the foundations of thought itself.

Genevieve Warwick and Richard Taws. After Prometheus:
Art and Technology in Early Modern Europe. In:
Art History – Journal of the Association of Art Historians.
Special Edition: Art and Technology in Early Modern Europe. p. 201 (adapted)

Used in text 7A2-I, the words “Printed” (second sentence of the first paragraph) “carving” (third sentence of the first paragraph), and “producing” (second sentence of the second paragraph)
- a) are part of complex sentences.
- b) are formed by the addition of prefixes to verbs.
- c) result from processes of suffixation.
- d) function as adjectives in the text.
- e) introduce nominal clauses.
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