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Questões de Concursos Vocabulário Vocabulary

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161Q1023332 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de Pedra Branca CE, IMPARH, 2023

Choose the option that best completes the sentence given:

“I ______ to smoke. It is not good for my health. My sister _______ to eat fish every day. And you? ________ you like to drink beer?”
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

162Q972675 | Inglês, Vocabulário Vocabulary, Segurança da Informação, TJDFT, FGV, 2022

Texto associado.
Here’s why we’ll never be able to build a brain in a computer

It’s easy to equate brains and computers – they’re both thinking machines, after all. But the comparison doesn’t really stand up to closer inspection, as Dr. Lisa Feldman Barrett reveals.

People often describe the brain as a computer, as if neurons are like hardware and the mind is software. But this metaphor is deeply flawed.

A computer is built from static parts, whereas your brain constantly rewires itself as you age and learn. A computer stores information in files that are retrieved exactly, but brains don’t store information in any literal sense. Your memory is a constant construction of electrical pulses and swirling chemicals, and the same remembrance can be reassembled in different ways at different times.

Brains also do something critical that computers today can’t. A computer can be trained with thousands of photographs to recognise a dandelion as a plant with green leaves and yellow petals. You, however, can look at a dandelion and understand that in different situations it belongs to different categories. A dandelion in your vegetable garden is a weed, but in a bouquet from your child it’s a delightful flower. A dandelion in a salad is food, but people also consume dandelions as herbal medicine.

In other words, your brain effortlessly categorises objects by their function, not just their physical form. Some scientists believe that this incredible ability of the brain, called ad hoc category construction, may be fundamental to the way brains work.

Also, unlike a computer, your brain isn’t a bunch of parts in an empty case. Your brain inhabits a body, a complex web of systems that include over 600 muscles in motion, internal organs, a heart that pumps 7,500 litres of blood per day, and dozens of hormones and other chemicals, all of which must be coordinated, continually, to digest food, excrete waste, provide energy and fight illness.[…]

If we want a computer that thinks, feels, sees or acts like us, it must regulate a body – or something like a body – with a complex collection of systems that it must keep in balance to continue operating, and with sensations to keep that regulation in check. Today’s computers don’t work this way, but perhaps some engineers can come up with something that’s enough like a body to provide this necessary ingredient.

For now, ‘brain as computer’ remains just a metaphor. Metaphors can be wonderful for explaining complex topics in simple terms, but they fail when people treat the metaphor as an explanation. Metaphors provide the illusion of knowledge.

(Adapted from https://www.sciencefocus.com/future-technology/canwe-build-brain-computer/ Published: 24th October, 2021, retrieved on February 9th, 2022)
According to the author, explaining the brain as a computer is:
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  5. ✂️

163Q1022875 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Alto Bela Vista SC, AMAUC, 2024

In the realm of lexicography, identify the word that best encapsulates the following definition: "A state of being excessively self-centered or absorbed in one's own thoughts and interests to the detriment of others, often manifested as a disregard for social norms."
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

164Q1020077 | Inglês, Vocabulário Vocabulary, Edital n 48, USP, FUVEST, 2025

Texto associado.
Texto para a questão


Extraterrestrial tongues


The challenge of imagining alien communication is highlighted in the film Arrival (2016), where linguists confront a language strikingly different from any on Earth. While fictional alien languages like Klingon (Star Trek) often resemble human languages with variations in sound or syntax, the possibilities for extraterrestrial tongues are far more diverse. To truly grasp the potential for alien linguistic systems, we must consider the fundamental components of language itself: signs, structure, semantics, and pragmatics.

The first level, signs, encompasses the means of expression, which could extend beyond spoken words and written symbols to include gestures, smells (as in animal communication), or even electrical impulses. Structure, the second level, involves the organization of language, including grammar and syntax. While we might initially assume alien languages would share structural similarities with our own, they could radically differ, potentially lacking familiar elements like nouns or verbs, or employing entirely novel grammatical categories, perhaps akin to the way maps convey information.

Semantics, the third level, deals with meaning. Here, the problem of untranslatability arises. While some differences in meaning between human languages exist (e.g., the German word "Fernweh"), alien languages might present more fundamental challenges. If aliens perceive and categorize the world in fundamentally different ways, their language might express concepts we struggle to even grasp.

Despite these obstacles, communication may still be possible. Shared needs, such as describing the world or giving commands, could provide a basis for finding points of connection between alien and human languages. Pragmatics, the fourth level, concerns how language is used in context, including metaphors and social conventions. Differences at this level, particularly when combined with semantic differences, as illustrated by the Tamarian language in Star Trek: The Next Generation, can further complicate understanding.

Ultimately, contemplating the possibilities of alien communication pushes us to expand our understanding of language itself. It encourages us to move beyond our "anthropocentric bubble" and consider that alien languages might possess levels or structures we haven't yet imagined, potentially transforming our perspectives on consciousness, intelligence, and what it means to communicate.


Aeon, April 9th, 2025,(Adaptado)
A palavra “grasp” (1º parágrafo) pode ser substituída, sem alterações substanciais de sentido, por
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165Q1046996 | Inglês, Vocabulário Vocabulary, Cadete do Exército, ESCOLA NAVAL, Marinha

Choose the best reply to this statement.

Dayse: I haven't seen The King's Speech yet. You: (1).
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

166Q1023708 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de Salgado de São Félix PB, APICE, 2024

Choose the word or phrase that best completes the sentence:

___________ people trying to get into the stores at Black Friday last year.

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

168Q1022695 | Inglês, Vocabulário Vocabulary, Analista em Ciência e Tecnologia, AEB, CESPE CEBRASPE, 2025

Texto associado.
Text 1A4-I


By the middle years of the 20th century, the optimistic story of limitless progress through scientific and technological advance came to be rivalled and sometimes overshadowed by a much more pessimistic, even apocalyptic vision of the trajectory of the modern project. It began to seem increasingly possible that technology would come to master its creators and carry humanity toward unforeseen and possibly catastrophic outcomes.

Premonitions of technological wizardry leading to disasters are extremely old, dating back at least to the myth of Icarus, who is said to have fatally fallen into the sea after flying too close to the sun on wings his father, Daedalus, constructed. As the Industrial Revolution gathered steam, dark anticipations became increasingly widespread, in works such as Mary Shelley’s Frankenstein; or, the Modern Prometheus and Karel Capek’s R.U.R. Perhaps technology, not man, was “in the saddle,” as Henry Adams worried. And perhaps machines, becoming ever more capable and interconnected, were the next step in the evolution of life, destined to dominate and eventually eliminate humanity, as Samuel Butler warned. The contours of the future, H. G. Wells announced in one of his famous lectures, “The Discovery of the Future,” were difficult to discern but would surely be unlike the past or the present, and definitely included disasters of new types and magnitudes.

In the ghastly world wars, technological advances empowered barbarism on a new scale, destroying the credibility of the simple modernist faith that more potent tools are a straight path to human betterment. Rather, technological advance has produced a cornucopia of double-edged swords, with amplified possibilities for both progress and disaster. A growing herd of horsemen of the anthropogenic apocalypse have ominously appeared on the human horizon of possibility: nuclear weapons, genetic engineering, total surveillance despotism, runaway artificial intelligence, and rampant environmental decay.


Daniel Deudney. Dark Skies: Space Expansionism, Planetary Geopolitics, and the Ends of Humanity. New York: Oxford University Press, 2020 (adapted).
Considering the meaning of the expressions used in text 1A4-I, choose the correct option.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

169Q1022702 | Inglês, Vocabulário Vocabulary, Analista em Ciência e Tecnologia Júnior, AEB, CESPE CEBRASPE, 2025

Texto associado.
Text CB1A2


Spending time in space and having an unrivalled view of planet Earth is an experience many of us dream of, but the human body evolved to function in the gravity of Earth. So fully recovering from spending time in the weightlessness of space can take years.

“It’s a fact that space is by far the most extreme environment that humans have ever encountered and we’ve just not evolved to handle the extreme conditions,” Professor Damian Bailey, who studies human physiology, says. To begin with, the heart and blood vessels have an easier time as they no longer have to pump blood against gravity — and they start to weaken. And the bones become weaker and more brittle. There should be a balance between the cells breaking down old bone and those making new, but that balance is disrupted without the feedback and resistance of working against gravity. “Every month, about 1% of bones and muscles are going to wither away — it’s accelerated ageing,” Professor Bailey says.

Microgravity also distorts the vestibular system, which is how you balance and sense which way is up. In space, there is no up, down or sideways. It can be disorientating when you go up — and again when you return to Earth.


James Gallagher. What nine months in space does to the human body.
Internet: <bbc.com> (adapted).
About the vocabulary used in the second paragraph of text CB1A2, it is correct to affirm that “brittle” (third sentence) and ‘wither away’ (last sentence)
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

170Q1047290 | Inglês, Vocabulário Vocabulary, Cadete do Exército, ESCOLA NAVAL, Marinha

Which sequence best completes this paragraph from arecommendation letter?
John is a very ____________ teacher. Attractive andprofessional-looking, he has __________ interpersonal skillsand is _________ understood by students and parents alike. Hecarries out every responsibility ____________ and in a timelymanner.
(Adapted from http://www.writeexpress.com).
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

171Q1022025 | Inglês, Vocabulário Vocabulary, Professor de Língua Portuguesa Inglesa, Prefeitura de Lucas do Rio Verde MT, SELECON, 2024

Texto associado.
TEXT:


How students can make rapid progress by reading
independently


By Stephanie Hirshman
January 2, 2024



Let me start with a true story. When I was seven years old, my family spent a year in France, and I had to go to school there. The only thing was, I didn’t speak French. Luckily my mother was fluent in that language, and she set out to prepare me a few months before we left. Armed only with a second-hand copy of a little picture book called Totor et Tristan, she sat me down on the sofa with her a few times a week for around 10 minutes. Sometimes she read the book to me while I followed the text silently and sometimes I had to read a page myself. She asked me questions in French and I answered in French, or she corrected my pronunciation. That was it.


My first day at school in France was memorable for many reasons, but one of these was that I was the only child in a class of native French speakers to score 100% on our first spelling test! Everyone was amazed, me most of all because I didn’t even know what most of the words meant.


So, what made this possible? I think it was reading with my mother – I guess had read more in French than my classmates and thus was able to recognize the tricky relationship between sound and spelling. My confidence was sky high and I was fluent within four months.


Exploring a written text for fun, on your own terms, is called extensive reading, and teachers can support their students to realize its many benefits.


Graded readers


Graded readers are books which have been adapted to be suitable for specific levels of language learners to enjoy. They can be classics (The Phantom of the Opera), film adaptations (Rain Man) or original works of fiction or non-fiction. They can be purchased online or at bookshops, or you can obtain them from libraries or even find some on websites.


There are many reasons for making them available to students. First, reading is fun. It’s also magic learning. Students who have a sustained habit of extensive reading see improvements in a range of areas: lexical, grammatical and spelling as well as reading speed, which is vital for success in academic and work contexts. Being able to select their own reading material gives students a sense of ownership.


Choosing a book


It’s helpful if a teacher initially introduces students to graded readers and explains how to choose and use them. Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story. Additional information can be found inside the book, in the Introduction.


While it’s not necessary to have 100% comprehension of the text, choosing a book which is too difficult or too easy will not lead to an enjoyable experience. Most books are labelled with a level, but no two intermediate readers will have the same needs. Therefore, a simple test can be performed: the student should choose one page at random and read it to see how many unknown words they encounter. If the answer is seven or fewer, this book will be suitable. More than seven, and it’ll be too hard to get a good flow going when reading.



Activities


While students are reading, they should try to work out the meaning of unfamiliar items from context. They should also be made aware of the Glossary at the back of some books and, of course, they can use a dictionary if they really need to. However, some items do notreally need further exploration - making decisions about what’s important and what’s not is an important skill for language learners. Some books also have comprehension questions at the back.


However, the main aim is to get into and enjoy the story without lots of interruptions and checks. Encourage students to read ten minutes a day on a regular basis (perhaps in bed or while commuting). Results will not be immediate, but within a few weeks, students should recognize the improvements.


Conclusion


A collection of readers is well worth investing in. Be creative when looking for material – why not try a graphic novel? Even authentic texts not intended for language learners can be worthwhile for advanced students or those with a special interest in or knowledge of a topic.


Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024

No trecho: “Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story”, o termo em destaque pode ser substituído, sem prejuízo de significado, por:
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  2. ✂️
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  4. ✂️

172Q1023309 | Inglês, Vocabulário Vocabulary, Professor de Língua Portuguesa, Prefeitura de Santa Helena SC, AMEOSC, 2023

Consider the sentence below:

"Her____insights on literature, science, and art left the audience captivated during the intellectual discussion."

Identify the word that best fills the gap above.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

173Q1024343 | Inglês, Vocabulário Vocabulary, Língua Inglesa, Prefeitura de São Benedito CE, CETREDE, 2025

Texto associado.
Read Text II and answer question

TEXT II

Uses of AI in Education

In May 2023, the U.S. Department of Education released a report titled Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations. The department had conducted listening sessions in 2022 with more than 700 people, including educators and parents, to gauge their views on AI. The report noted that “constituents believe that action is required now in order to get ahead of the expected increase of AI in education technology – and they want to roll up their sleeves and start working together.” People expressed anxiety about “future potential risks” with AI but also felt that “AI may enable achieving educational priorities in better ways, at scale, and with lower costs.

AI could serve – or is already serving – in several teachingand-learning roles, for instance: instructional assistants: AI’s ability to conduct human-like conversations opens up possibilities for adaptive tutoring or instructional assistants that can help explain difficult concepts to students. AI-based feedback systems can offer constructive critiques on student writing, which can help students fine-tune their writing skills. Some research also suggests certain kinds of prompts can help children generate more fruitful questions about learning. AI models might also support customized learning for students with disabilities and provide translation for English language learners; and teaching assistants: AI might tackle some of the administrative tasks that keep teachers from investing more time with their peers or students. Early uses include automated routine tasks such as drafting lesson plans, creating differentiated materials, designing worksheets, developing quizzes, and exploring ways of explaining complicated academic materials. AI can also provide educators with recommendations to meet student needs and help teachers reflect, plan, and improve their practice.

Along with these potential benefits come some difficult challenges and risks the education community must navigate. For example, both teachers and students face the risk of becoming overly reliant on AI-driven technology. For students, this could stifle learning, especially the development of critical thinking. This challenge extends to educators as well. While AI can expedite lesson-plan generation, speed does not equate to quality. Teachers may be tempted to accept the initial AI-generated content rather than devote time to reviewing and refining it for optimal educational value.

In light of these challenges, the Department of Education has stressed the importance of keeping “humans in the loop” when using AI, particularly when the output might be used to inform a decision. As the department encouraged in its 2023 report, teachers, learners, and others need to retain their agency. AI cannot “replace a teacher, a guardian, or an education leader as the custodian of their students’ learning,” the report stressed.

Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
Based on the context of text II, it is CORRECT to say that “roll up their sleeves” is used:
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174Q1024103 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de Palma Sola SC, AMEOSC, 2024

During an English class, a teacher assigns students to write a persuasive essay on a social issue of their choice. To enhance their communication and expression skills, the teacher emphasizes the importance of considering audience, tone, and structure. Which of the following steps best aligns with using text production as a tool for communication and expression while fostering critical thinking and collaborative learning?
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175Q1024630 | Inglês, Vocabulário Vocabulary, Inglês, Prefeitura de Nova Odessa SP, Avança SP, 2024

_______________ is a teaching approach that caters to the individual needs of students in a classroom. It recognizes that students learn at different paces and have varying strengths and weaknesses. The goal is to personalize learning experiences to ensure all students achieve the same learning objectives.
  1. ✂️
  2. ✂️
  3. ✂️
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  5. ✂️

176Q1023116 | Inglês, Vocabulário Vocabulary, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.

Read Text 1 and answer question.


TEXT 1


English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.


Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.


However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.


BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.

The words classroom, parameters and knowledge belong to the same part of speech as
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177Q1024425 | Inglês, Vocabulário Vocabulary, 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 sinônimo de “increase” ?
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  5. ✂️

178Q1022899 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de Jaborá SC, AMAUC, 2024

The word "fair" has multiple meanings. Which pair of meanings is correct for this word?
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  2. ✂️
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179Q971965 | Inglês, Vocabulário Vocabulary, Administração, Petrobras, CESPE CEBRASPE, 2022

Texto associado.
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 fifth paragraph, the word “stuntman” means a man who performs a dangerous action which needs to be done by someone skilled, especially instead of an actor in a film or television programme.

  1. ✂️
  2. ✂️

180Q1024731 | Inglês, Vocabulário Vocabulary, Área Língua Inglesa, IF RN, FUNCERN, 2025

Read the excerpt below and answer the question.

Cambridge Dictionary defines an idiom as a group of words in a fixed order that has a particular meaning that is different from the meaning of each word on its own.

From: CAMBRIDGE UNIVERSITY PRESS. Cambridge Dictionary. Available at: https://dictionary.cambridge.org/.

In the sentences: “I can’t go to school today. I’m feeling under the weather.”; “When healthy eating became popular, many people jumped on the bandwagon”; “I’m ready to paint the town red with my friends.” and “He spilled the beans about coming home for the holidays.” , the idiomatic expressions in bold have the following meanings:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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