Which of the following is the correct way to say
the date "March 10, 2024"?
Assine uma alternativa que complete as lacunas.
".........são estas agendas? Da Lisa.
“.........esse filme é?155 minutos.
".........aqueles caras são os do lado da sua irmã? Peter e a esposa dele.
"........você joga esse jogo? Quase nunca.
“.........você começou a trabalhar nesta empresa? Depois da reunião
".........são estas agendas? Da Lisa.
“.........esse filme é?155 minutos.
".........aqueles caras são os do lado da sua irmã? Peter e a esposa dele.
"........você joga esse jogo? Quase nunca.
“.........você começou a trabalhar nesta empresa? Depois da reunião
FURB•
Read the following statements about coordinate and
subordinate clauses. Write T for true statements and F
for false ones:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
Qual é a alternativa errada de acordo com a
norma culta da língua inglesa?
FURB•
Read the excerpt of the book entitled 'The Other Tongue: English across cultures' written by Joshua A. Fishman, published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in various parts of the world proceeds within the penumbra of a rather stable and widespread image of English. This image is itself both influenced by and, in turn, contributory to an international sociolinguistic balance of power that characterizes the latter part of the twentieth century. This balance of power rests solidly on three realities: (1) not only is English increasingly associated with technological modernity and power, but this association is now being fostered by non-English mother-tongue interests; (2) English is both functionally fostered and regulated by local political authorities; and (3) indigenous "preferred languages" are complementary fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being spread by non-English mother-tongue interests.
The world has previously witnessed the spread of languages of empire, the diffusion of lingua francas, and the growth of international languages. In most respects, therefore, the continued spread of English for international and intranational purposes is not novel in the annals of world history—or, if it is novel, it is so primarily in a quantitative sense, in terms of scale, rate, and degree, rather than in any qualitative sense or in terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the spread has reached such an order of magnitude that it is now significantly fostered by the non- English mother-tongue world, rather than being predominantly de- pendent on resources, efforts, or personnel of the English mother -
tongue world (Conrad and Fishman 1977). Whether we monitor the veritable army of English-speaking econo-technical specialists, advisors, and representatives, or whether we examine the diffusion of English publications, films, radio and television programs, literacy programs and educational opportunities, it is becoming increasingly clear that non-English mother-tongue countries are significantly active in each of these connections. Nor is their involvement merely that of Third World recipients of Western largesse. True, Third World nations are themselves fostering massive efforts via and on behalf of English. On the other hand, however, equally massive programs via English are being conducted by the Soviet Union, the Arab world, and mainland China-world powers that have their own well-developed standard languages and that normally oppose various political, philosophical, and economic goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional language. The other tongue: English across cultures, v. 2, p. 19-26, 1992.
Which statement about the use of prepositions in relation
to support or causation is accurate according to the text?
IS CHOCOLATE GOOD FOR HEALTH?
Yes, but only bitter and in small doses. Chocolate is one
of those foods that, throughout history, has alternated
its position in relation to its effects on health. At
sometimes, considered beneficial, in others, as harmful
to health.
https://www.medicalnewstoday.com/articles/270272
The words “small, its and health” are classified as:
Text 1 – How children learn languages
Questions 31 to 39
How long does it take to learn a language?
Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.
Is it true that boys and girls learn languages differently?
Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.
Do primary and secondary children learn languages differently?
Yes, there are differences.
Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.
Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.
Will learning another language affect how well my child does at school?
Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.
What kind of learner is my child?
Watch your child playing. What do they enjoy doing? Puzzlesand problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.
Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
The sentence “What do they enjoy
doing?” becomes indirect speech as:
Choose the sentence that uses the present
continuous tense:
Na sentença "You should listen to your teacher, or you
____ understand the lesson.", o verbo modal que a
completa corretamente a frase é:
That american engineer to .............you talked at the conference was actually the most famous person
lecturing this year.
TEXT 1
SCHOOL RULES.
The British College of Benalmádena provides its students with an environment in which they can feel safe, cared for and supported, in which they can adequately develop their individual skills, helping them to face the modern world in an autonomous and critical way, preparing them to participate positively in society and in the various professional fields to which they may one day have access.
To achieve these objectives, we encourage our students to accept responsibility and be tolerant, to understand the point of view of others, to help their peers and to maintain a high standard of work, to the best of their ability.
In addition, they must maintain a code of conduct based essentially on respect for their teachers and their peers, as well as on some basic rules that, although obvious, are important to remember:
1. Students must arrive at school on time.
2. During school hours, the pupils are the responsibility of the school and their teachers and therefore, they must always follow their indications.
3. A lack of respect towards peers or teachers will not be tolerated at any time.
4. No type of bullying, neither psychological, physical or cyber will be tolerated under any circumstances.
5. To help their fellow students whenever necessary, to protect the younger ones and be friendly towards everybody is a golden rule for our students.
6. All the school uniform must be worn by all students throughout the school.
7. Students should not bring any valuable items to school. If for any reason they have to do so, they must hand it into the office for safekeeping.
8. Mobiles phones are TOTALLY FORBIDDEN.
9. The school keeps an exhaustive record of the absences of the students and immediately contacts the parents if a child is absent. We therefore beg parents to notify the school of any absences that they might know of in advance, such as doctor’s and dentist’s appointments, etc.
10. Any work missed through absence will have to be made up, including internal examinations.
11. Obviously, smoking or drinking alcohol is TOTALLY FORBIDDEN in school.
12. Students must look after their own belongings and respect others’, as well as the school’s.
Available at: https://thebritishcollege.com/school-rules/
Which of the actions is not allowed under any
circumstances in school?
Which of the following sentences correctly uses
an adjective in the superlative degree?
Imagine that you are reading about a famous scientist's life,
who made significant discoveries in his field. Which of the
following sentences correctly uses the simple past tense to
describe an event that happened in the scientist's life?
In the sequence, the terms unkind, misuse, helpful and fearless are:
Escolha a alternativa que apresenta a forma correta de
escrever o número 1.250 em inglês:
A expressão “Every now and then”, pode ser substituída por:
1. Now and again.
2. Now and never.
3. Every so often.
4. Eventually.
1. Now and again.
2. Now and never.
3. Every so often.
4. Eventually.
Read the excerpt of the book entitled 'The Other Tongue: English across cultures' written by Joshua A. Fishman, published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in various parts of the world proceeds within the penumbra of a rather stable and widespread image of English. This image is itself both influenced by and, in turn, contributory to an international sociolinguistic balance of power that characterizes the latter part of the twentieth century. This balance of power rests solidly on three realities: (1) not only is English increasingly associated with technological modernity and power, but this association is now being fostered by non-English mother-tongue interests; (2) English is both functionally fostered and regulated by local political authorities; and (3) indigenous "preferred languages" are complementary fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being spread by non-English mother-tongue interests.
The world has previously witnessed the spread of languages of empire, the diffusion of lingua francas, and the growth of international languages. In most respects, therefore, the continued spread of English for international and intranational purposes is not novel in the annals of world history—or, if it is novel, it is so primarily in a quantitative sense, in terms of scale, rate, and degree, rather than in any qualitative sense or in terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the spread has reached such an order of magnitude that it is now significantly fostered by the non- English mother-tongue world, rather than being predominantly de- pendent on resources, efforts, or personnel of the English mother -
tongue world (Conrad and Fishman 1977). Whether we monitor the veritable army of English-speaking econo-technical specialists, advisors, and representatives, or whether we examine the diffusion of English publications, films, radio and television programs, literacy programs and educational opportunities, it is becoming increasingly clear that non-English mother-tongue countries are significantly active in each of these connections. Nor is their involvement merely that of Third World recipients of Western largesse. True, Third World nations are themselves fostering massive efforts via and on behalf of English. On the other hand, however, equally massive programs via English are being conducted by the Soviet Union, the Arab world, and mainland China-world powers that have their own well-developed standard languages and that normally oppose various political, philosophical, and economic goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional language. The other tongue: English across cultures, v. 2, p. 19-26, 1992.
Based on the text, which of the following statements are
correct?
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
TEXT 1
Anxiety has kept 28% of UK children away from school
Many children in the UK are missing school because they feel too anxious, according to a new survey. Research by stem4, a mental health charity for young people, found that 28% of children aged between 12 and 18 had missed school in the last year because of anxiety. The charity is asking the government, the health service and schools to do more to help pupils with their mental health.
More than 1,000 young people were surveyed, and almost half said that they were suffering from a mental health difficulty. Experts say that the problems have gotten worse since the coronavirus pandemic. At the moment, 38%of schools in England have a mental health support team. But the government has said that it wants to increase that to at least 50% by the end of March 2025, as well as training teachers and giving more money to the health service.
However, the survey also found that it is not only mental health that is keeping children away from school. Almost a quarter of children aged between 12 and 18 have missed school because of family problems, while 18% have stayed away because of problems with friends or other pupils. The stress of exams was also given as a reason for missing school.
Nihara Krause, the founder of stem4, said that spending a lot of time away from school can have long-lasting negative effects on children.
Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28- of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg
In the sentence “Experts say that the problems have
gotten worse (…)”, the word “worse” is:
"To make sure we have enough snacks for everyone, we should
buy _____ bags of chips and _____ bottles of soda."
Qual a tradução apropriada da seguinte frase de
Krishnamurti?
Real learning comes about when the competitive spirit has ceased.
https://kfoundation.org/quotes/#ambition
Real learning comes about when the competitive spirit has ceased.
https://kfoundation.org/quotes/#ambition