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Questões de Concursos Análise Sintática Syntax Parsing

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61Q1023174 | Inglês, Análise Sintática Syntax Parsing, Inglês, Prefeitura de Nova Odessa SP, Avança SP, 2024

Texto associado.

Read the following text to answer the question.


Written by Virginia Woolf, the following letter expresses her fear of another mental breakdown and her decision to take her own life.


“Dearest, I feel certain that I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier 'til this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that – everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been. V.”

Which of the following sentences demonstrates a similar syntactic structure to "You have been in every way all that anyone could be."?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

62Q1025012 | Inglês, Análise Sintática Syntax Parsing, Inglês, Prefeitura de Várzea Alegre CE, CEV URCA, 2024

Texto associado.

Text 2

(Part II) Students’ skills


But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.


In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.


Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.


The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.


https://www.oecdbetterlifeindex.org/topics/education/

The clause ´ “...these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post-formal education.” functionsas of the main clause:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

63Q1022031 | Inglês, Análise Sintática Syntax Parsing, tarde, Instituto Rio Branco, CESPE CEBRASPE, 2024

Texto associado.
Text II


This book wants to show the newcomer the lie of the land without confusing him with details. In writing it I thought first and foremost of readers in their teens. But I have never believed that books for young people should differ from books for adults except for the fact that they must reckon with the most exacting class of critics, critics who are quick to detect and resent any trace of pretentious jargon or bogus sentiment. I know from experience that these are the vices which may render people suspicious of all writings. I have striven to use plain language even at the risk of sounding casual or unprofessional. I hope that no reader will attribute my decision to get along with a minimum of the art historian’s conventional terms to any desire on my part of ‘talking down’ to him. Apart from this decision, I have tried to follow a number of more specific self-imposed rules, such as limiting myself to real works of art and cutting out anything which might merely be interesting as a specimen of taste or fashion. This decision entailed a considerable sacrifice of literary effects. Praise is so much duller than criticism, and the inclusion of some amusing monstrosities might have offered some light relief. Thus, while I do not claim that all the works illustrated represent the highest standard of perfection, I did make an effort not to include anything which I considered to be without a peculiar merit of its own.

A second rule also demanded a little self-denial. I vowed to resist any temptation to be original in my selection, lest the well-known masterpieces be crowded out by my own personal favourites. This book, after all, is not intended merely as an anthology of beautiful things; it is meant for those who look for bearings in a new field, and for them the familiar appearance of apparently ‘hackneyed’ examples may serve as welcome landmarks.

One more rule I have followed. When in doubt I have always preferred to discuss a work which I had seen in the original rather than one I knew only from photographs. I should have liked to make this an absolute rule, but I did not want the reader to be penalized by the accidents of travel restrictions which sometimes dog the life of the art-lover.


E. H. Gombrich. The Story of Art. Phaidon, New York – London: 1995, p. 7-8 (adapted).

Based on text II, judge whether the following statements are right (C) or wrong (E).

In “for them the familiar appearance” (third sentence of second paragraph), “them” refers to the people the book is meant for: “those who look for bearings in a new field”.

  1. ✂️
  2. ✂️

64Q1023135 | Inglês, Análise Sintática Syntax Parsing, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).


Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).


(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)
In the sentence taken from the second paragraph of the text “It failed to develop a language learner who can communicate properly in English”, the pronoun in bold refers to “the previously adopted method”. Sometimes, though, the pronoun it does not have a referent, and is used to perform a grammatical function, as in “It is getting late”. In this case, it is sometimes called dummy it or empty it. The sentence in which the pronoun is used this way is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

65Q1024602 | Inglês, Análise Sintática Syntax Parsing, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
In the excerpt from the first paragraph “The term L2 is used in this text to refer to either a second or a foreign language”, the terms in bold show the use of the paired conjunctions “either … or”. Sentences with paired conjunctions require parallel structures. Identify the alternative containing both a correct pair of conjunctions and correct parallel sentence structure.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

66Q1023898 | Inglês, Análise Sintática Syntax Parsing, Português Inglês, Prefeitura de Salgueiro PE, IGEDUC, 2024

Julgue o item a seguir.

Uma frase adverbial é um conjunto de palavras que age como um advérbio. Esse tipo de frase é igual às orações adverbiais e dos advérbios simples. Em comparação com uma cláusula adverbial, uma frase adverbial tem um sujeito e um verbo.
  1. ✂️
  2. ✂️

67Q1022900 | Inglês, Análise Sintática Syntax Parsing, Professor de Inglês, Prefeitura de Jaborá SC, AMAUC, 2024

Choose the sentence that is grammatically correct:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

68Q1024711 | Inglês, Análise Sintática Syntax Parsing, Língua Inglesa, SEE PB, IDECAN, 2025

Choose the alternative that presents a subordinating conjunction.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

70Q1020034 | Inglês, Análise Sintática Syntax Parsing, QM 2023, SEDUCSP, VUNESP, 2025

Texto associado.
Read the text to answer question:


Today, many of the pedagogical springs and rivers of the last few decades are appropriately captured in the term Communicative Language Teaching (CLT), now a catch phrase for language teachers. CLT is an eclectic blend of the contributions of previous methods into the best of what a teacher can provide in authentic uses of the second language in the classroom. Indeed, the single greatest challenge in the profession is to move significantly beyond the teaching of rules, patterns, definitions, and other knowledge “about” language to the point that we are teaching our students to communicate genuinely, spontaneously, and meaningfully in the second language.


A significant difference between current language teaching practices and those of, say, a half a century ago, is the absence of proclaimed “orthodoxies” and “best” methods. We are well aware that methods, as they were conceived of 40 or 50 years ago or so, are too narrow and too constrictive to apply to a wide range of learners in an enormous number of situational contexts. There are no instant recipes. No quick and easy method is guaranteed to provide success. As Bell (2003), Brown (2001), Kumaravadivelu (2001), and others have appropriately shown, pedagogical trends in language teaching now spur us to develop a principled basis—sometimes called an approach (Richards & Rodgers, 2001)—upon which teachers can choose particular designs and techniques for teaching a foreign language in a specific context. Every learner is unique. Every teacher is unique. Every learner-teacher relationship is unique, and every context is unique. Your task as a teacher is to understand the properties of those relationships and contexts.


(BROWN, H. Douglas. Principles of language learning and teaching. 5. ed. Londres: Longman, 2006)


A noun phrase is a structure composed of a noun and its modifiers. In the following noun phrase taken from the second paragraph of the text “a wide range of learners in an enormous number of situational contexts”, the nucleus of the noun phrase – the noun being modified by the other elements, is found in
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

71Q1023375 | Inglês, Análise Sintática Syntax Parsing, Auditor de Controle Externo, TC DF, CESPE CEBRASPE, 2023

Texto associado.
Text 1A1-II


Brazil’s first scientific expedition to the Arctic aims to explore the biodiversity of one of the planet’s coldest territories, learn more about its ecological importance and its role in global climate change, and contribute to its preservation. The Brazilian team of scientists from the University of Brasília and the Federal University of Minas Gerais has been in the Svalbard archipelago—a section of the Arctic Circle that belongs to Norway—since July 8.

According to the expert, research in the region is crucial in monitoring relevant developments in Brazil as well as worldwide. “What happens here in the Arctic affects Brazil, so we should have the right to speak and vote, which is not happening.”

Brazil is the only among the ten largest global economies without a voice on issues related to the region. Therefore, Brazil’s scientific presence in the Arctic—a region covering more than 16 million square kilometers—can prove significant for the inclusion of the nation as an observer member of the Arctic Council, the international cooperation body on environmental strategies for the territory. The country should also join the Svalbard Treaty, which not only recognizes Norway’s sovereignty over the archipelago, but also grants access to the area’s resources for signatory nations.


Internet: <agenciabrasil.ebc.com.br> (adapted).

According to text 1A1-II, judge the following item.

The excerpt “without a voice on issues related to the region” (first sentence of the third paragraph), could be correctly replaced by “that lacks representation in matters pertaining to the region”, without changing its meaning.

  1. ✂️
  2. ✂️

72Q1022169 | Inglês, Análise Sintática Syntax Parsing, Disciplina Língua Inglesa, Prefeitura de Aracaju SE, CESPE CEBRASPE, 2024

Texto associado.

Maya Angelou (1928-2014) had a broad and distinguished career both inside and outside the literary realm. She is most famous for her work as a poet, memoirist, and civil rights activist, working with Dr. Martin Luther King Jr. and Malcolm X. She also worked in entertainment as a singer, a dancer, an actor, and a director. Her poetry was inspired and informed by her life and work, and this personal connection made her poems profound and powerful. Over the course of a career spanning the 1960s to her death in 2014, she captured, provoked, inspired, and ultimately transformed American people and culture.


Internet: <poetryfoundation.org> (adapted).

About the preceding text, its linguistic features and the meanings it conveys, as well as the reading strategies that apply to it, judge the item that follow.

The comma after “memoirist”, in the second sentence of the text, is incorrect because of the use of “and” after it.

  1. ✂️
  2. ✂️

73Q1024089 | Inglês, Análise Sintática Syntax Parsing, tarde, Instituto Rio Branco, CESPE CEBRASPE, 2024

Texto associado.
Text I


Despite the tricky and life-threatening relationship between Paleolithic humans and the megafauna that comprised so much of their environment, twentieth-century scholars tended to claim cave art as evidence of an unalloyed triumph for our species. It was a “great spiritual symbol,” of a time when “man had just emerged from a purely zoological existence, when instead of being dominated by animals, he began to dominate them.” But the child-like and highly stylized stick figures found in caves do not radiate triumph. By the standards of our own time, they are excessively self-effacing and, compared to the animals portrayed around them, pathetically weak.

While twentieth-century archeologists tended to solemnize prehistoric art as “magico-religious” or “shamanic,” today’s more secular viewers sometimes detect a vein of sheer silliness. India’s Mesolithic rock art portrays few human stick figures; those that are portrayed have been described by modern viewers as “comical,” “animalized” and “grotesque.” As Judith Thurman wrote about the artists, “despite their penchant for naturalism, rarely did they choose to depict human beings, and then did so with a crudeness that smacks of mockery.”

But who are they mocking, other than themselves and, by extension, their distant descendants, ourselves? Of course, our reactions to Paleolithic art may bear no connection to the intentions or feelings of the artists. Yet there are reasons to believe that Paleolithic people had a sense of humor not all that dissimilar from our own.


Barbara Ehrenreich. The Humanoid Stain. Later on. Internet: (adapted).

Judge whether the following items about text I are right (C) or wrong (E).

In the last sentence of the text, inserting a comma immediately after the first occurrence of “that” would make the sentence grammatically incorrect.

  1. ✂️
  2. ✂️

74Q1023373 | Inglês, Análise Sintática Syntax Parsing, Auditor de Controle Externo, TC DF, CESPE CEBRASPE, 2023

Texto associado.
Text 1A1-II


Brazil’s first scientific expedition to the Arctic aims to explore the biodiversity of one of the planet’s coldest territories, learn more about its ecological importance and its role in global climate change, and contribute to its preservation. The Brazilian team of scientists from the University of Brasília and the Federal University of Minas Gerais has been in the Svalbard archipelago—a section of the Arctic Circle that belongs to Norway—since July 8.

According to the expert, research in the region is crucial in monitoring relevant developments in Brazil as well as worldwide. “What happens here in the Arctic affects Brazil, so we should have the right to speak and vote, which is not happening.”

Brazil is the only among the ten largest global economies without a voice on issues related to the region. Therefore, Brazil’s scientific presence in the Arctic—a region covering more than 16 million square kilometers—can prove significant for the inclusion of the nation as an observer member of the Arctic Council, the international cooperation body on environmental strategies for the territory. The country should also join the Svalbard Treaty, which not only recognizes Norway’s sovereignty over the archipelago, but also grants access to the area’s resources for signatory nations.


Internet: <agenciabrasil.ebc.com.br> (adapted).

According to text 1A1-II, judge the following item.

The first Brazilian expedition to the Arctic, as presented in the first paragraph, has a threefold objective.

  1. ✂️
  2. ✂️

75Q1023148 | Inglês, Análise Sintática Syntax Parsing, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the paragraph and answer question:


William Shakespeare (23 April 1564 – 23 April 1616), who was an English playwright, poet and actor, is regarded as the greatest writer in the English language and one of the most famous in the history of humanity. He was very fond of creating words, of which Arch-villain is an example. He also created words by attaching prefixes or suffixes to existing phrases. In Romeo and Juliet, Shakespeare popped ‘un’ in front of ‘comfortable’ to create a word that’s now used every day by people around the world.


(https://www.shakespeare.org.uk/explore. Adaptado)
The extract from the text “who was an English playwright, poet and actor” is being used as
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

76Q1021876 | Inglês, Análise Sintática Syntax Parsing, Língua Inglesa, Prefeitura de Macaé RJ, FGV, 2024

Texto associado.
TEXT II


Language matters. The words we use shape the stories we construct of people and places, and ultimately, the policies and decisions we make.


Source: https://jpia.princeton.edu/news/do-what-i-say-not-what-i-do-decolonizinglanguage-international-development
The second word in the phrase “Language matters” presents a(n)
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

78Q1024094 | Inglês, Análise Sintática Syntax Parsing, tarde, Instituto Rio Branco, CESPE CEBRASPE, 2024

Texto associado.
Text II


This book wants to show the newcomer the lie of the land without confusing him with details. In writing it I thought first and foremost of readers in their teens. But I have never believed that books for young people should differ from books for adults except for the fact that they must reckon with the most exacting class of critics, critics who are quick to detect and resent any trace of pretentious jargon or bogus sentiment. I know from experience that these are the vices which may render people suspicious of all writings. I have striven to use plain language even at the risk of sounding casual or unprofessional. I hope that no reader will attribute my decision to get along with a minimum of the art historian’s conventional terms to any desire on my part of ‘talking down’ to him. Apart from this decision, I have tried to follow a number of more specific self-imposed rules, such as limiting myself to real works of art and cutting out anything which might merely be interesting as a specimen of taste or fashion. This decision entailed a considerable sacrifice of literary effects. Praise is so much duller than criticism, and the inclusion of some amusing monstrosities might have offered some light relief. Thus, while I do not claim that all the works illustrated represent the highest standard of perfection, I did make an effort not to include anything which I considered to be without a peculiar merit of its own.

A second rule also demanded a little self-denial. I vowed to resist any temptation to be original in my selection, lest the well-known masterpieces be crowded out by my own personal favourites. This book, after all, is not intended merely as an anthology of beautiful things; it is meant for those who look for bearings in a new field, and for them the familiar appearance of apparently ‘hackneyed’ examples may serve as welcome landmarks.

One more rule I have followed. When in doubt I have always preferred to discuss a work which I had seen in the original rather than one I knew only from photographs. I should have liked to make this an absolute rule, but I did not want the reader to be penalized by the accidents of travel restrictions which sometimes dog the life of the art-lover.


E. H. Gombrich. The Story of Art. Phaidon, New York – London: 1995, p. 7-8 (adapted).

Considering text II, judge whether the following statements are right (C) or wrong (E).

In the fragment “most exacting class of critics, critics who are quick to (…)” (third sentence of the first paragraph), omitting the second occurrence of the word “critics” would maintain the grammar correctness of the sentence.

  1. ✂️
  2. ✂️

79Q1024964 | Inglês, Análise Sintática Syntax Parsing, QM 2019, SEDUC SP, VUNESP, 2025

A noun phrase is a group of words that functions like a noun in a sentence. It consists of a noun and its modifiers, which can be words or groups of words that describe the noun. Adjective clauses and adjective phrases may modify the noun and help readers by providing more information about nouns and pronouns in a sentence. In the following alternatives, the expression in bold that corresponds to an adjective clause is found in
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
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