Questões de Concursos Vocabulário Vocabulary

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121Q1024491 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de São José do Cedro SC, AMEOSC, 2024

Read the sentences below:
"The bark of the tree was rough and thick."
"I could hear the dog's bark from across the street."
Choose the option that correctly identifies and differentiates the meaning of the word "bark" in each context:

✂️ a) In the first sentence, "bark" refers to the outer covering of a tree, and in the second sentence, it refers to the sound made by a dog.
✂️ b) In the first sentence, "bark" refers to the sound made by a dog, and in the second sentence, it refers to the outer covering of a tree.
✂️ c) In both sentences, "bark" refers to the outer covering of a tree.
✂️ d) In both sentences, "bark" refers to the sound made by a dog.

124Q1023522 | Inglês, Vocabulário Vocabulary, Área 1, ANAC, CESPE CEBRASPE, 2024

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Drones are an integral part of the defense and supply-chain industry. However, their prowess and versatility extend beyond these sectors. As the demand for UAVs (unmanned aerial vehicles) continues to increase, the drone market is now estimated to be valued at over 127 billion dollars.

These uncrewed aircrafts can potentially develop numerous sectors, including transport and travel, exponentially. This is primarily due to their remarkable evolution of collision-avoidance technologies through computer vision and artificial intelligence, allowing them to operate autonomously.

The dynamic innovation of drone transportation can positively impact emergency services by decreasing emergency response time, offering valuable data from inaccessible regions, and identifying victims via thermal imaging.

Though the concept of a UAV emerges from being “unmanned,” its autonomous power can be used to create functional, personal transportation. Well-known companies like Uber, Airbus, and Boeing are constantly working on developing self-flying drones that can take people from one place to another.

In conclusion, drone transportation has a lot of untapped potential beyond supply chain and security surveillance. Whether it is for emergencies, luxury, or space exploration, the future is optimistic for the travel industry.

Internet: <www.skygrid.com> (adapted).

Based on the previous text, judge the following item.

In the context of drones, as presented in the text, the words “uncrewed” (first sentence of the second paragraph) and ‘unmanned’ (first sentence of the fourth paragraph) convey the same idea.

✂️ a) Certo
✂️ b) Errado

125Q1022265 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Descanso SC, AMEOSC, 2024

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New Research Sheds Light to The Persian Plateau: A Crucial Hub for Homo Sapiens Post-Africa Migration

March 31, 2024

The Persian plateau, a region that spans modern-day Iran, has been identified as a critical hub for Homo sapiens following their migration out of Africa. This pivotal role was established through the integration of genetic evidence, paleoecological models, and archaeological findings. The research, led by a team of scientists from various institutions, indicates that Homo sapiens dispersed from Africa approximately 70−60 thousand years ago (kya), but it wasn't until around 45 kya that they began to colonize all of Eurasia extensively. The interim period, which saw these early humans settle in the Persian plateau, has been a subject of considerable scientific interest.

The Genetic Evidence

Genetic studies reveal that populations within the Persian Plateau possess ancestry components closely matching those of the earliest Homo sapiens who left Africa. This suggests that the plateau acted as a significant waypoint for our species during their early Eurasian colonization attempts. The genetic markers found in the region provide a direct link to these ancient travelers, shedding light on the movements and expansions of early human populations.

Paleoecological Insights

The research further explores the environmental conditions that made the Persian plateau a suitable habitation site for early Homo sapiens. Using paleoecological models, the team reconstructed the climatic conditions of the plateau between 70 and 30 kya. The models indicate that the region could support human life throughout this period, offering a stable environment for these communities. Moreover, the plateau's ecological diversity and resources could sustain larger populations compared to other West Asian regions, making it an ideal settlement area during this epoch.

Archaeological Corroboration

Archaeological evidence from the Persian Plate supports the genetic and paleoecological findings. Sites across the region have yielded artifacts and remains dating back to the relevant period, indicating a continuous human presence. These archaeological sites, alongside the genetic and environmental data, paint a comprehensive picture of the plateau as a bustling hub for early humans.

The combination of genetic, paleoecological, and archaeological evidence positions the Persian plateau as a critical juncture in the story of human migration and settlement. This research not only highlights the importance of the region in our prehistoric past but also opens new avenues for understanding the complexjourney of Homo sapiens as they spread across the globe. Further investigations into this area are likely to yield even more insights into the early chapters of human history.

https://www.thearchaeologist.org/blog/new-research-sheds-light-to-the persian-plateau-a-crucial-hub-for-homo-sapiens-post-africa-migration

In the context of the passage, what does the word "interim" mean in the sentence: "The interim period, which saw these early humans settle in the Persian plateau, has been a subject of considerable scientific interest"?

✂️ a) Future period
✂️ b) Beginning period
✂️ c) Intermediate period
✂️ d) Insignificant period

126Q902457 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de São João do Ivaí PR, Instituto Access, 2024

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Capital One Sued Over Consumer-Data Disclosures to Meta, Google

Capital One Financial Corp. is facing a proposed class action alleging the financial giant disclosed the personal and financial information of millions of consumers to Meta Platforms Inc., Google LLC, Microsoft Corp., and other third parties without their consent in violation of state and federal privacy laws.

Vishal Shah and three other named plaintiffs accused Capital One of “knowingly and secretly” installing online tracking tools from third-party software providers and data-analytics companies on its website, allowing those third parties to collect information arising from consumer visits there.

Data allegedly disclosed to the third parties included information arising from consumers’ interactions with the website, information about bank and credit card accounts, information disclosed on credit card application forms, and employment information, according to the complaint filed Monday in the US District Court for the Northern District of California. Other third parties identified in the complaint included DoubleClick Inc., NewRelic Inc., Adobe Inc., Everest Technologies Inc., Kenshoo Ltd., Snowplow Analytics Ltd., BioCatch Inc., and Tealium Inc.

No third party is named as a defendant.

Meta’s Facebook and the others used the information for their own purposes, including for marketing and advertising, and made further disclosures to other third parties “who will profit off of the use of that information,” the complaint said. The plaintiffs seek to represent a nationwide class and a California subclass of people whose information was disclosed by Capital One without their consent.

The complaint alleges negligence, negligence per se, invasion of privacy, breach of express contract, breach of implied contract, unjust enrichment, bailment, breach of confidence, declaratory judgment, and violations of the Electronic Communications Privacy Act, the Computer Fraud and Abuse Act, the California Comprehensive Computer Data Access and Fraud Act, the Consumer Protection Law, the Consumer Privacy Act, the Customer Records Act, and the Invasion of Privacy Act. The plaintiffs are seeking actual, compensatory, statutory, and punitive damages; three years of credit-monitoring services for class members; restitution and disgorgement; attorneys’ fees and costs; and pre- and post-judgment interest.

(Available at: https://news.bloomberglaw.com/litigation/capital-one-sued-over-consumer-data-disclosures-to-meta-google. Acesso em: 28 de agosto de 2024.)

Other third parties identified in the complaint included DoubleClick Inc. According to the text, what does the word “parties” mean?

✂️ a) A social gathering for conversation.
✂️ b) A social event.
✂️ c) A political group.
✂️ d) Group that participates in some action.

128Q1020084 | Inglês, Vocabulário Vocabulary, Edital n 36, USP, FUVEST, 2025

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Leveraging Student Interests to Teach Critical Analysis

Critical analysis often feels burdensome to students—an exercise in sorting hazy ideas with no clear payoff. Yet, when learners glimpse something of value—a “gem” amid the clutter—the process becomes not just manageable but invigorating. By tapping into topics they already care about, we can model the habits of mind involved in deep thinking before guiding students into unfamiliar territory. In this way, what begins as an exploration of personal passion becomes a transferable skill for any subject.

First, invite students to choose a subject that genuinely interests them—whether it’s dissecting the social commentary in a favorite song or debating the ethics of a beloved athlete’s off-field behavior. Guide them through selecting an analytical angle, unpacking layers of meaning, and celebrating discoveries. As they experience critical analysis as an energizing process rather than a dry requirement, they build confidence in their own intellectual curiosity and learn to seek connections between ideas.

Next, when faced with assignments that initially seem remote—say, an art critique or a historical essay—provide a lens that resonates with each student’s strengths. A budding fiction writer, for example, can approach a painting as she would a story: considering character, narrative arc, and emotional impact. By framing unfamiliar topics through familiar mindsets, you grant students an entry point that makes critical analysis feel both relevant and compelling.

Once students have internalized the underlying process, encourage them to take the reins. Rather than asking, “What does this mean?” shift to, “What does this mean to me?” Students might analyze ecological themes in a novel from their passion for climate justice, or reinterpret a political speech through the lens of family heritage. These personal connections transform assignments from obligatory tasks into opportunities for authentic inquiry.

Ultimately, teaching critical analysis in this way moves learners from guided practice to independent exploration. By beginning with their interests, scaffolding new angles, and then inviting student-driven investigations, educators can help every learner—from the avid gamer to the reluctant essaywriter—carry these skills into diverse subjects. In doing so, critical analysis becomes not a chore but a doorway to richer understanding.

Edutopia, May, 1st, 2025

Na oração “Once students have internalized the underlying process, encourage them to take the reins.” a expressão take the reins tem o mesmo sentido da expressão destacada em:

✂️ a) Once internalized, encourage them to grab the saddle.
✂️ b) Once internalized, encourage them to jump the gun.
✂️ c) Once internalized, encourage them to hit the sack.
✂️ d) Once internalized, encourage them to face the music.
✂️ e) Once internalized, encourage them to take the plunge.

129Q971969 | Inglês, Vocabulário Vocabulary, Administração, Petrobras, CESPE CEBRASPE, 2022

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The worn wooden floorboards squeak under Rafael Molina’s heavy steps as he paces the saloon. Outside, the sound of galloping horses breaks the silence of the surrounding desert. All around him, the Old West town’s empty shops and abandoned houses look as if they have just been ransacked by cowboy bandits.

“When I was a kid, I could only dream about all this,” says the 68-year-old former actor and stuntman. “My aspiration was to see a film set firsthand. Today I own one of the most famous ones in the history of Western movies.”

But this busy movie site is located in Spain — not Montana or Texas. It’s one of three faux Old Western towns in the small village of Tabernas and the surrounding desert of the Almería province. Since the late 1950s, these rugged mountains, arid plains, and dry canyons have provided the backdrops for more than 170 movie Westerns, including The Good, The Bad and The Ugly (1966) and Once Upon a Time in The West (1968).

Molina belongs to a small community of local cowboy actors and stuntmen in Tabernas who have played a role in movies and TV shows since the first productions in the 1950s. They can perform anything from fistfights to horse drags. Knowledge and skills often pass from father to son, keeping tricks of the trade in the family. Steeped in the golden era of Westerns, these actors embody the values of their movie heroes: pride, bravado, freedom, and a trusting relationship with horses.

“I’ve always liked horses and the [U.S.] West,” says 29- year-old Ricardo Cruz Fernández, a stuntman and cowboy who appeared in recent productions including Game of Thrones. Fernández started his career as a cowboy after completing a stuntman course a decade ago.

Between productions, he performs daily shows at Fort Bravo for thousands of tourists who visit the set each year. In one show, Fernández portrays a bank robber who absconds with some gold. Visitors encounter him in the saloon, fist and (fake) gun fighting with actors playing his double-crossing accomplices. The town also offers cancan dance shows and set tours by horsedrawn wagon.

“I prefer to play the bad guy, because it gives me a wider range of possibilities,” says Fernández. “The good guy only has to keep things in order.”

Almería has hosted more than 500 productions, including blockbuster films (Patton, Terminator: Dark Fate) and TV shows (Doctor Who). “Our landscapes are very convenient. We have sea, desert, and snowy mountains all within a short distance,” says local producer Plácido Martínez. “We can serve as Texas, New Mexico, Arizona, California, and endless other natural settings.”

Matteo Fagotto. The Wild West lives on in southern Spain. In: National Geographic. Internet: (adapted)

Concerning the previous text and its linguistic aspects, judge the following item.

In the sentence “In one show, Fernández portrays a bank robber who absconds with some gold”, the fragment “absconds with” could be correctly replaced with keeps, without changing the meaning of the text.

✂️ a) Certo
✂️ b) Errado

130Q1021896 | Inglês, Vocabulário Vocabulary, Professor de Língua Inglesa, Prefeitura de São Lourenço da Mata PE, FGV, 2024

Na correção de atividades de escrita, é importante a atenção do professor na ortografia das palavras, principalmente quando se trata de termos que podem ser facilmente confundidos, devido a semelhanças fonéticas e/ou de grafia. Observe alguns exemplos retirados da escrita dos alunos:

I. I don’t eat meet, I’m a vegetarian.
II. I like to hang outch with my friends on the weekends.
III. I always listen to music while I take a shower. IV. I have brekfast in the morning with my parents.

As frases que precisam ser corrigidas por apresentarem termos grafados incorretamente são:

✂️ a) II e IV. apenas.
✂️ b) III e IV, apenas.
✂️ c) I, II e III, apenas.
✂️ d) I, II e IV, apenas.
✂️ e) II, III e IV, apenas.

132Q1021907 | Inglês, Vocabulário Vocabulary, Professor de Língua Inglesa, Prefeitura de São Lourenço da Mata PE, FGV, 2024

Leia o texto a seguir.

How do most teachers use micro-dictations?
However ‘small’ they are, micro-dictations have great value! They can help students notice connected speech, which is what usually blocks their understanding in a listening lesson. The teacher reads the sentences or plays the recording. They repeat each sentence a few times. Example: He must have gone out.
Students listen and write what they hear.
The teacher now writes the sentence on the whiteboard and asks students to compare it to theirs.
Finally, the teacher asks: which part was difficult to understand and why?

TSATERI, Rachel. World of better learning. Disponível em: https://www.cambridge.org/elt/blog/2023/06/11/using-micro-dictations-to-helpstudents-notice-connected-speech/. Acesso em: 12 jul. 2024. Adaptado.

O texto acima discorre sobre como os professores podem usar micro-dictations. Qual das estratégias abaixo corresponde a uma técnica de micro-dictation?

✂️ a) Ler uma frase pausadamente palavra por palavra, destacando a pronúncia de cada uma individualmente.
✂️ b) Pedir para que os alunos leiam em voz alta uma passagem do texto, corrigindo a pronúncia quando necessário.
✂️ c) Colocar um filme com legendas em português para os alunos assistirem e solicitar que se atentem à pronúncia das palavras.
✂️ d) Falar em voz alta uma frase curta sem o acompanhamento de sua forma escrita, para que percebam a ligação sonora entre as palavras.
✂️ e) Escrever uma frase na lousa e ditá-la em voz alta, de forma que os alunos percebam a correspondência entre grafia e som.

133Q1047284 | Inglês, Vocabulário Vocabulary, Cadete do Exército, ESCOLA NAVAL, Marinha

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Based on the text below, answer question.

How to Become a USNA Midshipman

Posted by: Jacqui Murray j December 8, 2010There are lots of how-to books on getting in the NavalAcademy, but they1re quite dry and impersonal. Mine -Buildinq a Midshipman - is from the perspective of a womanwho did it (my daughter!) and how she accomplished such alofty goal. It's down-to-earth and should give confidence toany teen, male or female, considering a military academy astheir college of choice.

I wrote this because there was a need for a book likethis. When my daughter wanted a step-by-step on how to getinto the Naval Academy, ali she could find were books thattold her how hard it was, how selective they were, how veryfew could achieve it. My daughter brushed the negativityoff, but I wondered how many kids were discouraged by thatapproach.

I decided to write a book (a) explaining how to achievethe goal, not why kids couldnTt; (b) showing how teens cansolve the problems that stand in their way rather than whythey can't, and (c) sharing the many but predictable stepsthat will take a motivated, committed applicant where theywant to go rather than why they can't get there.That approach worked for my daughter and I had no doubtit would work for others. From what I hear from readers,it1s true. I hope you find it useful. .

(MURRAY, Jacqui. Building a USNA Midshipman. How to crack the UnitedStates Naval Academy Application, 2n edition, 2008. Adapted fromhttps:// usnaorbust.wordpress.com)

Considering the text, the words "lofty" in how she accomplished such a lofty goal.n and "brushed off" in "[...] she brushed the negativity off [...] ." mean respectively.

✂️ a) unattempted/cleaned.
✂️ b) easy/defeated.
✂️ c) intelligent/surrendered.
✂️ d) noble/rejected.
✂️ e) practical/suffered.

134Q1046797 | Inglês, Vocabulário Vocabulary, Primeiro Dia, ESCOLA NAVAL, Marinha, 2019

Which is the correct option to complete the paragraph below?

The power of a thank-you note

Thank-you notes might seem old-fashioned ________ there's plenty of value to be found in the tradition. ________ a study by Accountemps, just 24% of job applicants send thank-you notes after interviews - ________ 80% of hiring managers who receive them say they are useful in evaluating the potential of applicants. Proponents of thank-you notes say they are an inexpensive way to strengthen a relationship ________ show the applicant cares about the job.

(Adapted from https://www.linkedin.com)

✂️ a) but / According to / but / and
✂️ b) and / Because of / because / but
✂️ c) so / According to / so / because
✂️ d) so / In addition to/ but / because
✂️ e) but / Because of / because / and

136Q1019923 | Inglês, Vocabulário Vocabulary, QM 2018, SEDUCSP, VUNESP, 2025

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The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

The key elements of CLIL lesson plans are:

Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)

Collocations are mentioned in the text as one of the language aspects to be covered in CLIL. A well-known difficulty Brazilian students contend with is the decision between “make” and “do” in collocations. The alternative with the correct use of a collocation is:

✂️ a) Stop doing excuses and finish what you have started.
✂️ b) They made me an interesting job offer, and I accepted it.
✂️ c) After he finished making the math exercises, he realized he was wrong.
✂️ d) Whenever they get home too late, they don’t do any noises.
✂️ e) Could you make me a favor and turn the lights off?

137Q1024286 | Inglês, Vocabulário Vocabulary, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

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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

Na frase: “Nonetheless, it is possible to flip an ELT classroom, with some adjustments...”, podemos substituir o termo em destaque, sem prejuízo de significado, por:

✂️ a) While
✂️ b) Whereas
✂️ c) Nevertheless
✂️ d) Consequently

138Q1022757 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Guabiruba SC, FURB, 2024

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NO KID-DING Why you should never let your kids take a bag on the plane − even if it's free

(§ 1) A TRAVEL expert has revealed you should never let your kids bring a bag on the plane if you want a stress-free journey.

(§ 2) Experienced flyer, Vanessa Grant recommends parents don't let their kids take a bag with them after sharing her recent experience of travelling with her kids - aged 8 and 11.

(§ 3) "Smart packing is what really saved us," she said.

(§ 4) Vanessa did two long-haul flights with her family from Canada to Indonesia which went smoothly because the kids didn't have bags, she claims.

(§ 5) It is important to "instil a sense of responsibility" in kids however, it is not worth the stress of tracking down a lost backpack __ a busy international airport, according to the travel expert.

(§ 6) Vanessa explained: "The stakes are just too high and even replacing a charging cord can be pricey at a duty-free shop, let alone a whole backpack's worth of stuff."

(§ 7) It is also important to bring the right type of carry-on when travelling with your family, to make your life a lot easier.

(§ 8) A small rolling suitcase is perfect for long-haul flights and "is like the clown car of carry-ons".

(§ 9) Vanessa added: "It fits a change of clothes for three of us, plus toiletries and some snacks."

(§ 10) Instead of storing your carry-on in the overhead bins you should put it __ the seat of your shortest child so they'll be able to rest their feet on it, Vanessa recommends.

(§ 11) This clever hack will stop your child from complaining as it is "uncomfortable to have your legs hanging for hours".

(§ 12) Packing a change of clothes for everyone will ensure you have a smoother journey, according to the experienced flyer.

(§ 13) "Spills and vomiting can happen to anyone," she said.

(§ 14) Vanessa added: "One of my kids lost multiple socks __ the plane and in the hotel.

(§ 15) "Luckily most airlines give passengers a little package including a toothbrush and toothpaste, ear plugs, an eye mask and socks so we had a few extra pairs."

(§ 16) Bringing snacks for your kids can end up saving a lot of money as they likely won't eat all the food offered by airlines, "unless your child is a unicorn".

(§ 17) Vanessa also recommends bringing an empty water bottle you can fill up before getting on the plane.

(§ 18) Most kids on flights are thrilled to get "hours of uninterrupted screen time, both on their tablets and thescreens on the back of seats in front of them".

(§ 19) However, screens even for kids can get old quickly.

(§ 20) Parents should bring alternative activities for their children.

(§ 21) Vanessa brought a book, notepad and pens which kept them entertained throughout the flight.

(§ 22) Forgetting either your charger or headphones can spoil the whole journey, the travel expert claims.

(§ 23) Parents will need the chargers to make sure their children can stay entertained on the screens.

(§ 24) "We brought headphones for everyone," Vanessa said.

(§ 25) She added: "No one—including you—wants to hear the sound effects from your kid's favourite video game for hours on end."

https://www.thesun.co.uk/travel/26306770/never-let-your-kidstake-a-bag-on-plane/ (adaptado)

Mark the word most commonly used in British English rather than in American English:

✂️ a) favourite (§ 25).
✂️ b) tablets (§ 18).
✂️ c) suitcase (§ 8).
✂️ d) expert (§ 1).
✂️ e) backpack (§ 5).

139Q1023835 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de Santarém PA, IVIN, 2024

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Text 4

Hope is the thing with feathers

(Emily Dickinson 1830 –1886)

Hope is the thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all,

And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm.

I've heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.

* This poem is in the public domain. Available in:< https://poets.org/poem/hope-thing-feathers-254>

The closest meaning of the word “abash” in the text 4 is:

✂️ a) To make yourself seem to be less important or to not deserve respect.
✂️ b) Shocked and upset by an unpleasant experience.
✂️ c) Liking or wanting someone or something very much.
✂️ d) Make feel embarrassed, disconcerted, or ashamed.
✂️ e) Sad or not satisfied with in a way that shows or involves sadness.

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