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Questões de Concursos Advérbios e Conjunções Adverbs And Conjunctions

Resolva questões de Advérbios e Conjunções Adverbs And Conjunctions comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

21Q1024284 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho: “It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own.”, o termo em destaque classifica-se como:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

22Q1023268 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Pombos PE, IGEDUC, 2023

Julgue o item subsequente.


Adverbs of frequency, like “always” or “rarely,” indicate how often an action takes place. Proper use of these adverbs contributes to accurate communication, allowing speakers to express routines, habits, or the frequency of specific events in American English.

  1. ✂️
  2. ✂️

23Q1024317 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Estrangeira, Prefeitura de São Luís do Quitunde AL, ADM TEC, 2024

Texto associado.

Read Text I and answer question.

Text I: The speed of sound



Some music fans now know 15-second sped up snippets of songs better than the real thing. It’s thanks to an emerging trend on social media, particularly TikTok, of creators changing the tempo of popular songs by 25-30%, to accompany short viral videos of dances or other themes. This phenomenon presents a very modern challenge – how can singers create the next hit tune when the one people actually listen to might sound so different?


Sped-up listening emerged in the early 2000s as “Nightcore”, launched by a Norwegian DJ duo of the same name, who sped up a song’s pitch and speed. This is now commonplace on social media apps, where the speed of podcasts, voice notes, movies and more can be increased so that people can consume them in less time. But what people might not know is that unofficial sped-up or slowed down tunes are different to a professional remix because they are far shorter and can be easily made by anyone, including on TikTok, Instagram Reels and other apps.


In 2023, more than a third of Spotify listeners in the US sped up podcasts and nearly two-thirds played songs at a quicker tempo. The streaming service recently confirmed to the BBC that it was testing a new and more widespread feature that could potentially allow its customers to remix the tempo of songs and share them. In addition, some popstars are embracing this phenomenon. In November 2022, for example, fan-made sped-up versions of RAYE’s single “Escapism” helped the artist to achieve her first ever number one on the UK Official Singles Chart, nearly three months after its original release. Furthermore, Billie Eilish has also released official fast and slow versions of songs and Sabrina Carpenter’s hits “Please Please Please” and “Espresso” received similar treatment.


Dr Mary Beth Ray, an author focused on digital music culture, says short-form video platforms like TikTok “constrain our ways of listening into snippets, but those constraints also let you experience a track in a new way”. She also said that “short clips provide a quicker line to that dopamine rush social media wants us to feel – so there is an addictive element which we’re pushed towards.”


BBC Radio 1 DJ Maia Beth feels it's now getting hard for established labels and musicians to ignore this trend because it can sometimes feel like if they don't release the sped up version, then someone else will. Beth, who admits she can't imagine sitting and listening to a sped-up version of a song the whole way through, believes the trend shouldn't necessarily be a major distraction for musicians though. “Sped-up versions of tracks can help artists break through or go viral, although that initial success may not last,” she added.


TikTok says it has noticed an increase in the number of sped-up and slowed down versions of catalogue tracks taken off the platform, then become officially released. These official changed-tempo releases are now grouped together with the original song in the UK Official Singles Chart, along with remixes, acoustic and live versions, helping artists to climb the ranks.


That said, not everyone is happy with the trend. The popularity of speed-altered versions can make it harder to distinguish original from remix while altering an artist'sintended pacing, mood and tone. However, while some artists like them and others less so, it seems they are here to stay.


Adapted from: https://www.bbc.com/news/articles/cqv5x2qe8q6o Published: August 17, 2024

“Recently” in “the streaming service recently confirmed (…)” is a:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

24Q1023617 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Catálise, INT, Instituto Access, 2024

Texto associado.
04.08.2024


‘We have reached the limit.’ Clash with Elon Musk prompts calls for social media controls in Brazil


London (CNN) — Brazil’s attorney general has called for social media platforms in the country to be regulated after Elon Musk threatened to disobey a court order banning certain accounts on X and lashed out against “aggressive censorship.”


In a post on X Sunday, Attorney General Jorge Messias wrote: “It is urgent to regulate social networks. We cannot live in a society in which billionaires domiciled abroad have control of social networks and put themselves in a position to violate the rule of law, failing to comply with court orders and threatening our authorities.”


In a statement, Brazil’s Supreme Court described Musk’s defiance as a “flagrant” obstruction of justice and said he should be investigated by the police. Supreme Court Justice Alexandre de Moraes announced Sunday that he would open an inquiry into the billionaire businessman who owns X.


The standoff is the latest clash between authorities around the world and Musk – a self-declared “free speech absolutist” who has relaxed X’s content moderation policies and reinstated a number of previously blocked accounts after buying the company, formerly known as Twitter, in 2022.


Orlando Silva, a Brazilian lawmaker aligned with the country’s leftwing government, said he would propose a “responsibilities regime for these digital platforms.” “We have reached the limit!” he posted on X, adding that Musk had disrespected the judiciary. On Saturday, X’s global government affairs team posted that it had been “forced by court decisions to block certain popular accounts in Brazil” and threatened with “daily fines” for non-compliance. “We do not know which posts are alleged to violate the law. We are prohibited from saying which court or judge issued the order, or on what grounds,” they wrote. They do not believe the orders are constitutional and will challenge them legally where possible, they added.


The Supreme Court had ordered that the accounts be blocked as part of its ongoing investigation into “digital militias,” which, among other things, is looking into the spread of misinformation and incitement of crime under the government of former far-right President Jair Bolsonaro.


Social media platforms have been widely viewed as a catalyst for riots in Brazil that took place on January 8 last year, when hundreds of protesters broke into federal government buildings in the capital Brasilia, in scenes reminiscent of the January 6, 2021, insurrection in the United States.


Musk suggested that Moraes was behind the ban, writing Sunday on X that the judge had “brazenly and repeatedly betrayed the constitution and people of Brazil. He should resign or be impeached.”


In a separate post Saturday, he called the court’s decision to block the accounts “aggressive censorship” that “appears to violate the law and will of the people of Brazil.” He said X would defy the court’s order and lift all restrictions.


“As a result, we will probably lose all revenue in Brazil and have to shut down our office there. But principles matter more than profit,” he noted.


X has faced criticism for accommodating government censorship demands in the past, with Musk saying the company has no choice but to comply. For example, it blocked some X accounts in Turkey at the behest of the government ahead of the country’s elections last year, while at the same time contesting the orders in court.



(Internet: < https://edition.cnn.com/2024/04/08/tech/elon-musk-brazilinvestigation/index.html> )
In the sentence, “brazenly and repeatedly betrayed the constitution and people of Brazil. He should resign or be impeached”, the word in bold type cannot be substituted for
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

26Q1024285 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
No trecho “However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions…”, o termo em destaque expressa a ideia de:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

27Q1023093 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Inglês, Prefeitura de Umbuzeiro PB, EDUCA, 2025

Texto associado.
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4.
In the sentence “However, some adults who first experienced a foreign language at school in the past did not have much success with it” (2nd paragraph), the word “However” can be correctly classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

28Q1024200 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Inglês, Prefeitura de Calumbi PE, IGEDUC, 2025

In the sentence "He speaks quite clearly despite his accent," the word "quite" functions as an adverb to modify:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

29Q1024384 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Inglês, Prefeitura de Canaã dos Carajás PA, FGV, 2025

Texto associado.

READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT


TEXT I


National Assessment Reform: Core Considerations for Brazil


Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.



Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D

The opposite of the adverb in “often lack” is
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

30Q1024427 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Nova Itarana BA, MS Consultoria, 2024

Texto associado.
Climate crisis is making days longer, study finds

Melting of ice is slowing planet’s rotation and could disrupt internet traffic, financial transactions and GPS. The climate crisis is causing the length of each day to get longer, analysis shows, as the mass melting of polar ice reshapes the planet.
The phenomenon is a striking demonstration of how humanity’s actions are transforming the Earth, scientists said, rivalling natural processes that have existed for billions of years. The change in the length of the day is on the scale of milliseconds but this is enough to potentially disrupt internet traffic, financial transactions and GPS navigation, all of which rely on precise timekeeping.
The length of the Earth’s day has been steadily increasing over geological time due to the gravitational drag of the moon on the planet’s oceans and land. However, the melting of the Greenland and Antarctic ice sheets due to human-caused global heating has been redistributing water stored at high latitudes into the world’s oceans, leading to more water in the seas nearer the equator. This makes the Earth more oblate – or fatter – slowing the rotation of the planet and lengthening the day still further.
The planetary impact of humanity was also demonstrated recently by research that showed the redistribution of water had caused the Earth’s axis of rotation – the north and south poles – to move. Other work has revealed that humanity’s carbon emissions are shrinking the stratosphere.
“We can see our impact as humans on the whole Earth system, not just locally, like the rise in temperature, but really fundamentally, altering how it moves in space and rotates,” said Prof Benedikt Soja of ETH Zurich in Switzerland. “Due to our carbon emissions, we have done this in just 100 or 200 years. Whereas the governing processes previously had been going on for billions of years, and that is striking.”

https://www.theguardian.com/environment/article/2024/jul/15/climate-crisis-making-days-longer-study
Qual das palavras destacadas é um advérbio?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

31Q1023439 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Especialidade Administração e Recursos Logísticos, CNPQ, CESPE CEBRASPE, 2024

Texto associado.

Businesses are starting to introduce new options for tipping at self-checkout machines, putting even more pressure on customers amid rising inflation costs. Despite having zero interaction with employees during transactions, self-checkout machines at places such as coffee shops, bakeries, airports, and sports stadiums are giving customers the option to leave the typical 20% tip, according to a report from the Wall Street Journal.


Business owners believe that the prompt for a tip can boost staff pay and increase gratuities — but customers are questioning where and to whom the extra cash is going, considering self-checkout is done by the customers themselves. “They’re cutting labor costs by doing self-checkout. So what’s the point of asking for a tip? And where is it going?” are some of the questions customers ask. But tipping researchers claim this is a way for companies to put the responsibility of paying employees on the customer rather than increasing employee salaries themselves. Self-tipping is viewed by many customers as a way to guilt-trip the person into tipping on something when they typically wouldn’t.


Many companies told the Journal that these tipping prompts are optional, and the extra gratuity is split between all employees. However, experts say that tips at a self-checkout machine might never even get to an actual employee since protections for tipped workers in the federal Fair Labor Standards Act don’t extend to machines.


Internet: <https://nypost.com> (adapted).


According to the previous text, judge the following item.

The word “Despite” in the sentence “Despite having zero interaction with employees during transactions” (second sentence of the first paragraph) can be correctly replaced by In spite of, maintaining both the meaning of the fragment and its correction.

  1. ✂️
  2. ✂️

32Q1079562 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Aspirante da Polícia Militar, PM SP, VUNESP

Texto associado.
What do police officers do?
By Emma Woolley

The primary responsibility of police officers is to protect the public, or if commissioned, the person, group or organization to which they are assigned. Through detecting and preventing crime, police officers strive to maintain law and order in their respective jurisdictions.
Most new police officers work in general duty in patrol divisions, which provides a broad range of experiences and assignments. General duty policing involves patrolling assigned areas to enforce laws, protect public safety, and arrest criminal suspects – either by car, foot, bicycle, or in some cases, horse.
Police officers can also do some or all of the following: Investigate accidents and crime scenes; secure evidence and interview witnesses; testify in court; collect notes and reports; provide emergency assistance to victims of natural disasters, crime, and accidents; engage in crime prevention, safety, and public information programs; participate in media relations; and supervise and manage the work of other police officers.
Working as a police officer can be one of the most diverse career experiences, as specializations ranging in the hundreds are available. With a few years of service (usually four or more), he or she can move into areas such as criminal identification, drug investigations, sexual assault, fraud, major case and/or crime management, surveillance, aircraft security, explosives disposal, police dog services, and many more.
Police officers must be available for shift work at any time of day and any day of the week, including holidays. Shifts tend to be longer than the standard eight-hour office day. Even though many regular police duties are routine in nature, the job can also be dangerous, as well as physically and emotionally stressful.
(http://careerbear.com/police-officer/article/ what-do-police-officers-do. Adaptado)
In the last sentence from the text – Even though many regular police duties are routine in nature… – the phrase in bold expresses a relationship of
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

33Q1024336 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de São Benedito CE, CETREDE, 2025

Choose the sentence in which there is an adverb of frequency.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

34Q1024408 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor Fundamental Nível III Inglês, Prefeitura de Barra do Rocha BA, IDCAP, 2024

What is the primary function of adverbial clauses in the following sentence: "She went to the store because she needed milk, although it was raining"?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

35Q1022498 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Inglês, Prefeitura de Marechal Thaumaturgo AC, DECORP, 2025

Which of the following sentences contains a conjunct?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

36Q1023802 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Bom Sucesso do Sul PR, UNIVIDA, 2024

Analyze the following sentences and choose the correct answer:
I - There’s __ great restaurant nearby. II - ___ next part will be next month, time and venue TBA. III - Is there anybody here?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

37Q1022360 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Portuguesa e Inglês, Prefeitura de São Miguel Arcanjo SP, Avança SP, 2025

Choose the sentence that demonstrates the correct use of “just”.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

38Q1024743 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Área Língua Inglesa, IF RN, FUNCERN, 2025

Texto associado.
For question, read the text below and select which answers best fit the question.


Professional sport


When I talk about practice, I mean something individual. If you look at professional golfers or tennis players, you will observe that the practice composes the basis of their preparation for tournaments. Of course it does, (1) for these are individual sports. [...] Part of what is fascinating, and slightly repellent, about sports lies in that curious inversion of values (2) insofar much that we admire in ordinary life - humility, compassion, unwillingness to take advantage of the weakness of others - is reversed on the field of play. Professional sport is all about winning. And, within reason the more you practice (and the more you train) the better your chances of doing so.


Adapted from: WALLACE, David Foster. String Theory: David Foster Wallace on Tennis. Little, Brown and Company, 2011.
The conjunction "insofar" is the correct choice for the following sentence: "Part of what is fascinating, and slightly repellent, about sports lies in that curious inversion of values (2) insofar much that we admire in ordinary life - humility, compassion, unwillingness to take advantage of the weakness of others - is reversed on the field of play." because
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

39Q1023270 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Professor de Língua Inglesa, Prefeitura de Pombos PE, IGEDUC, 2023

Julgue o item subsequente.


Adverbs can function as sentence modifiers, providing additional information about the speaker's attitude, certainty, or the likelihood of an event. Adverbs in this context, such as “fortunately” or “surprisingly,” play a vital role in conveying the speaker's perspective in American English.

  1. ✂️
  2. ✂️

40Q903021 | Inglês, Advérbios e conjunções Adverbs and conjunctions, Língua Inglesa, Prefeitura de Ubajara CE, CETREDE, 2024

Read the following dialogue.

Caio: Have you seen Joana lately?

Ramon: I hadn’t, but I heard she borrowed some money from the bank.

Caio: But what about her inheritance?

Ramon: Word has it she frittered all away.

Caio: That’s crazy!

Ramon: Yeah, I know.

Based on this dialogue, analyze the assertions below.


I. In “she frittered all away”, Ramon intends to say that Joana squandered all her inheritance.

II. Ramon correctly uses auxiliary verbs in his first and last lines.

III. “Lately” is a time adverb in Caio’s fist line.


The CORRECT assertion(s) is(are):

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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