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The words “small”, “sweet” e “ornamental”, underlined in the text, are _...

The words “small”, “sweet” e “ornamental”, underlined in the text, are __________.

Q687900 • Inglês • Aeronáutica • EEAR • Sargento da Aeronáutica Aeronavegantes e Não Aeronavegantes • 2019

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Homeless crack addict revitalizes small square in

downtown São Paulo

1 A homeless man has chosen to occupy his free time

revitalizing a small square on the corner of avenues São João

and Duque de Caxias, in downtown São Paulo. He planted

pau-brasil, palm, banana and avocado trees. He also planted

5 boldo, sweet potatoes, beans, peppers and ornamental plants,

such as snake plants. Residents noticed the square’s gradual

changes and congratulated the author for the modifications.

Fonte: Folha de São Paulo Internacional – 21/03/2017

The words “small”, “sweet” e “ornamental”, underlined in the text, are __________.

a) nouns
b) adverbs
c) pronouns
d) adjectives

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Matheus Fernandes EQUIPE
24/10/2025 • 18:27

Gabarito: d) Adjectives.

As palavras 'small', 'sweet' e 'ornamental' são usadas para qualificar ou descrever substantivos, indicando características ou qualidades. Isso é a função típica dos adjetivos na língua inglesa.

Nomes (nouns) são palavras que nomeiam pessoas, lugares, coisas ou ideias, o que não é o caso dessas palavras.

Advérbios (adverbs) modificam verbos, adjetivos ou outros advérbios, geralmente indicando modo, tempo, lugar, intensidade, etc., e não qualificam diretamente os substantivos.

Pronomes (pronouns) substituem os substantivos, o que também não corresponde às palavras em questão.

Portanto, a classificação correta para 'small', 'sweet' e 'ornamental' é adjetivos, conforme indicado no gabarito oficial e na resposta mais comentada.

Questões de Inglês

1

Q1113850 • Inglês • Interpretação de Texto Reading Comprehension • AMEOSC • Prefeitura de São Miguel do Oeste SC • Professor Língua Inglesa • 2026
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O texto seguinte servirá de base para responder à questão.

Peru's Nazca lines were paths for prehistoric culture: Japanese researchers

Tokyo, 16 Jan (EFE).- The mysteries shrouding Peru's Nazca Lines have intrigued scientists for decades. Now, a group of Japanese researchers has developed a new theory that the geoglyphs etched into the ground served as paths and routes. The lines forged into myriad figures of animals and plants straddle an area of 1,000 square kilometers of the immense Ica desert in southern Peru. They were created during the Nazca culture, a pre-Columbian archaeological culture that flourished between the 1st and 7th centuries BC. A research team led by Masato Sakai, of the University of Yamagata in western Japan, has discovered, with the help of local archaeologists, aerial images and drones, over 350 new etchings since 2004. Sakai says there are two types of geoglyphs, linear motifs that were created by removing the upper black stones to reveal the white earth underneath and raised lines that give the pictorial representations depth and that archeologists call relief lines. «The linear ones exist at the beginning and end of straight paths and can be used to travel from one valley to another (...) while the relief ones are on the sides of paths that are not straight and are usually etched on a slope,» the expert says. The meaning of the lines has long been up for debate. Some say they represented an astronomical calendar, others considered they were religious figures and some have even suggested that they serve as landing pads for UFOs. «I'm interested in letters,» Sakai says. «Everyone uses alphabets, but in Andean civilization, they didn't have that way of communicating, so I wanted to discover how they did (communicate).»

The researcher is convinced that the Nazca lines were used as a means of prehistoric communication

Despite their antiquity, the geoglyphs were not discovered until 1930 because these could only be appreciated with an aerial view or from some of the site's surrounding hills. The team of Japanese researchers started the project using satellite and aerial photos, and more recently using drones, and have now identified hundreds of figures, including a spider, a monkey, a hummingbird, a condor, a pelican, a gull, a snail, a whale, a snake and a llama. The team struck a deal with tech giant IBM in 2019 and have tapped into state-of-the-art artificial intelligence (AI) that could help reveal the location of more figures and help with deciphering their meaning. «It is always a hypothesis, but we hope that with AI we can check whether theories are correct or suggest better ones that coincide with the new data,» the expert adds. Finding all the figures, which according to the expert could be in the thousands, is key to their conservation from both the weather and mining and agriculture which is prevalent in the region. «For the people of Nazca, the geoglyphs are a source of pride because the city is not very big, but many people come to see the figures. When we find new ones, we share the information with the local people because we know that they will respect and defend them, because it is the work of their ancestors» Sakai says. EFE

https://efe.com/other-news/2023-01-16/nazca-lines/

Read the excerpt below:

"Everyone uses alphabets, but in Andean civilization, they didn't have that way of communicating, so I wanted to discover how they did (communicate)."

In the context of the text, Sakai's statement indicates that his research is concerned with:
- a) Proving that the Nazca civilization used an alphabet that has not yet been deciphered by modern researchers.
- b) Investigating how a society without alphabetic writing may have developed other systems of communication.
- c) Replacing archaeological interpretation with linguistic translation of ancient written records.
- d) Demonstrating that prehistoric societies were unable to communicate complex information without written language.
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2

Q1113849 • Inglês • Aspectos Linguísticos Linguistic Aspects • AMEOSC • Prefeitura de São Miguel do Oeste SC • Professor Língua Inglesa • 2026
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O texto seguinte servirá de base para responder à questão.

Peru's Nazca lines were paths for prehistoric culture: Japanese researchers

Tokyo, 16 Jan (EFE).- The mysteries shrouding Peru's Nazca Lines have intrigued scientists for decades. Now, a group of Japanese researchers has developed a new theory that the geoglyphs etched into the ground served as paths and routes. The lines forged into myriad figures of animals and plants straddle an area of 1,000 square kilometers of the immense Ica desert in southern Peru. They were created during the Nazca culture, a pre-Columbian archaeological culture that flourished between the 1st and 7th centuries BC. A research team led by Masato Sakai, of the University of Yamagata in western Japan, has discovered, with the help of local archaeologists, aerial images and drones, over 350 new etchings since 2004. Sakai says there are two types of geoglyphs, linear motifs that were created by removing the upper black stones to reveal the white earth underneath and raised lines that give the pictorial representations depth and that archeologists call relief lines. «The linear ones exist at the beginning and end of straight paths and can be used to travel from one valley to another (...) while the relief ones are on the sides of paths that are not straight and are usually etched on a slope,» the expert says. The meaning of the lines has long been up for debate. Some say they represented an astronomical calendar, others considered they were religious figures and some have even suggested that they serve as landing pads for UFOs. «I'm interested in letters,» Sakai says. «Everyone uses alphabets, but in Andean civilization, they didn't have that way of communicating, so I wanted to discover how they did (communicate).»

The researcher is convinced that the Nazca lines were used as a means of prehistoric communication

Despite their antiquity, the geoglyphs were not discovered until 1930 because these could only be appreciated with an aerial view or from some of the site's surrounding hills. The team of Japanese researchers started the project using satellite and aerial photos, and more recently using drones, and have now identified hundreds of figures, including a spider, a monkey, a hummingbird, a condor, a pelican, a gull, a snail, a whale, a snake and a llama. The team struck a deal with tech giant IBM in 2019 and have tapped into state-of-the-art artificial intelligence (AI) that could help reveal the location of more figures and help with deciphering their meaning. «It is always a hypothesis, but we hope that with AI we can check whether theories are correct or suggest better ones that coincide with the new data,» the expert adds. Finding all the figures, which according to the expert could be in the thousands, is key to their conservation from both the weather and mining and agriculture which is prevalent in the region. «For the people of Nazca, the geoglyphs are a source of pride because the city is not very big, but many people come to see the figures. When we find new ones, we share the information with the local people because we know that they will respect and defend them, because it is the work of their ancestors» Sakai says. EFE

https://efe.com/other-news/2023-01-16/nazca-lines/

The words "hypothesis," "archaeological," "created," "lines," "culture" and "Japanese" appear in the text. Considering pronunciation, stress and spelling-sound relations in English, the correct statement is:
- a) In "Japanese," the primary stress falls on the first syllable, and "AI" is pronounced as a single vowel sound.
- b) In "hypothesis," the primary stress falls on the second syllable, and in "archaeological," the spelling "ch" represents the sound /k/.
- c) In "lines," the final -s is pronounced /s/, and "culture" begins with the consonant sound /k/.
- d) In "created," the final -ed is pronounced /t/, and the word "routes" is always pronounced with the same vowel sound as "doubts."
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3

Q1113848 • Inglês • Formação de Palavras • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.
Canada: Educating in and for climate emergency

Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.

Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.

A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.

Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.

The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.

(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)

Mark the alternative containing a word in which the prefix over- means the same as in “overburdened” (paragraph 4).
- a) Overstate.
- b) Overcoat.
- c) Overcome.
- d) Overnight.
- e) Overlook.
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4

Q1113847 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.
Canada: Educating in and for climate emergency

Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.

Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.

A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.

Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.

The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.

(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)

The last paragraph suggests a way of teaching about climate change which should
- a) emphasize group-directed rather than individual-directed work.
- b) manage and mitigate students’ varied sources of anxiety.
- c) focus on more specific scientific knowledge.
- d) support interdisciplinarity as a way to solve complex problems.
- e) foster the development of students’ autonomy.
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5

Q1113846 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.
Canada: Educating in and for climate emergency

Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.

Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.

A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.

Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.

The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.

(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)

No contexto do segundo parágrafo, são falsos cognatos as duas palavras contidas na alternativa:
- a) “facilities” e “policy”.
- b) “demanding” e “consensus”.
- c) “governance” e “curriculum”.
- d) “consensus” e “policy”.
- e) “facilities” e “governance”.
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6

Q1113845 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.
Canada: Educating in and for climate emergency

Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.

Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.

A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.

Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.

The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.

(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)

According to the second paragraph, Canadian students believe the climate change education they have received is
- a) much outdated.
- b) too obvious.
- c) seriously mistaken.
- d) rather insufficient.
- e) completely distorted.
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7

Q1113844 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.
Canada: Educating in and for climate emergency

Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.

Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.

A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.

Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.

The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.

(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)

In the sentence from the first paragraph “Youth have repeatedly called for action on tackling this crisis, including improved climate change education.”, the underlined fragment means that youth, repeatedly, have
- a) proposed actions to mitigate climate change.
- b) demanded responses to climate emergency issues.
- c) asked for a climate change curriculum.
- d) discussed the effects of a warming planet.
- e) fought bravely for a safer future.
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8

Q1113843 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.
Canada: Educating in and for climate emergency

Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.

Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.

A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.

Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.

The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.

(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)

The discussions in the text rest on information deriving largely from
- a) a recent journalist article.
- b) article reviews.
- c) research reports.
- d) interviews.
- e) school documents.
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9

Q1113842 • Inglês • Interpretação de Texto Reading Comprehension • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.

Assessment is perhaps one of the least understood areas of language teaching and learning. Students may see tests as a threat to their competence because they are afraid they will not perform well. Teachers often do not like to construct tests and are not altogether satisfied with the results when they do.

A more constructive view of language testing exists when (a) testing is undertood as an opportunity for interaction between teacher and student; (b) students are judged on the basis of the knowledge they have; (c) the criteria for success on the test are clear to students; (d) students receive a grade for their performance on a set of tests representing different testing methods (not just one!); (e) the tests are intended to help students improve their skills; (f) the results are discussed.

The seminal efforts by Canalle e Swain (1980) to operationalize Hymes’ (1972) communicative competence have provided a relevant set of criteria for describing tests. Tests should be seen as tapping one or more of the four components making up the construct of communicative competence: grammatical, discourse, sociolinguistic and strategic competence.

(Andrew D.Cohen. Second language Assessment. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)

A avaliação da competência comunicativa deverá
- a) ser restrita a tarefas em pares ou grupos, para possibilitar a interação comunicativa autêntica entre aprendizes.
- b) ignorar as questões relativas ao conhecimento linguístico, já que erros gramaticais não são prioridade na metodologia comunicativa
- c) priorizar o conhecimento sistêmico já que, não importa o método, a precisão no uso da língua estrangeira será sempre exigida.
- d) solicitar aos alunos que usem o que aprenderam em aula para resolver um determinado problema compatível com a vida real.
- e) priorizar a verificação das habilidades orais, para que coerentemente corresponda aos objetivos de um programa de ensino comunicativo.
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10

Q1113841 • Inglês • Verbos Verbs • VUNESP • Prefeitura de Peruíbe SP • Inglês • 2023
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Leia o texto para responder à questão.

Assessment is perhaps one of the least understood areas of language teaching and learning. Students may see tests as a threat to their competence because they are afraid they will not perform well. Teachers often do not like to construct tests and are not altogether satisfied with the results when they do.

A more constructive view of language testing exists when (a) testing is undertood as an opportunity for interaction between teacher and student; (b) students are judged on the basis of the knowledge they have; (c) the criteria for success on the test are clear to students; (d) students receive a grade for their performance on a set of tests representing different testing methods (not just one!); (e) the tests are intended to help students improve their skills; (f) the results are discussed.

The seminal efforts by Canalle e Swain (1980) to operationalize Hymes’ (1972) communicative competence have provided a relevant set of criteria for describing tests. Tests should be seen as tapping one or more of the four components making up the construct of communicative competence: grammatical, discourse, sociolinguistic and strategic competence.

(Andrew D.Cohen. Second language Assessment. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)

When preparing a reading test, a teacher who follows strict structuralist views of language and language learning will give priority to test items which evaluate, for example, the ability to
- a) make use on nonverbal information to help understand verbal information.
- b) discriminate between formal and informal manifestations of language.
- c) identify verbs and their tenses and forms in a text.
- d) recognize the way cohesion devices help build texts.
- e) deal with written rather than oral language samples.
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The words “small”, “sweet” e “ornamental”, underlined in the text, are _...

The words “small”, “sweet” e “ornamental”, underlined in the text, are __________.

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