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1

457941200560922
Ano: 2021Banca: IF Sul Rio-GrandenseOrganização: IF Sul Rio-GrandenseDisciplina: Língua InglesaTemas: Análise Sintática

The words: atypical, bilingual, drainage, guarantee are examples of English words with affixes.


I. Yes – two – instance of – object of the verb

II. Yes – two – instance of – object of the noun

III. Not – two – instance of – object of the verb

IV. Not – two – instance of – object of the noun


The meaning of the affixes in the words listed above are:

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2

457941202002023
Ano: 2024Banca: FGVOrganização: Prefeitura de São Lourenço da Mata - PEDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética | Análise Sintática
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Atenção! Leia o texto a seguir para responder à próxima questão.


Ain't It Fun


I don't mind

Letting you down easy, but just give it time

If it don't hurt now then just wait, just wait a while

You're not the big fish in the pond no more

You are what they're feeding on

So what are you gonna do

When the world don't orbit around you?

So what are you gonna do

When the world don't orbit around you?

Ain't it fun?

Living in the real world

Ain't it good?

Being all alone

Where you're from

You might be the one who's running things

Where you can ring anybody's bell and get what you want

See it's easy to ignore trouble

When you're living in a bubble

(…)


WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.

Em alguns contextos, como na linguagem oral ou em letras de música, a concordância verbal não segue a norma culta. Um exemplo de um verso em que isso ocorre é 
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3

457941200026178
Ano: 2025Banca: VUNESPOrganização: Prefeitura de Tremembé - SPDisciplina: Língua InglesaTemas: Análise Sintática
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Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
Sintagmas nominais são unidades sintáticas compostas de um núcleo (um substantivo) e seus modificadores. No trecho “Martin-the-conductor’s flippant enquiry”, retirado do primeiro parágrafo, o núcleo do sintagma nominal é
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4

457941200367677
Ano: 2025Banca: FGVOrganização: Prefeitura de Canaã dos Carajás - PADisciplina: Língua InglesaTemas: Compreensão de Texto | Análise Sintática
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READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT


TEXT I


National Assessment Reform: Core Considerations for Brazil


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



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

The contraction (‘s) in “today’s workforce” has the same function as in  
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5

457941201334150
Ano: 2013Banca: UECE-CEVOrganização: UECEDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Análise Sintática
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TEXT
   
   HARVARD BUSINESS REVIEW calls data science “the sexiest job in the 21st century,” and by most accounts this hot new field promises to revolutionize industries from business to government, health care to academia. 
   The field has been spawned by the enormous amounts of data that modern technologies create — be it the online behavior of Facebook users, tissue samples of cancer patients, purchasing habits of grocery shoppers or crime statistics of cities. Data scientists are the magicians of the Big Data era. They crunch the data, use mathematical models to analyze it and create narratives or visualizations to explain it, then suggest how to use the information to make decisions. 
     In the last few years, dozens of programs under a variety of names have sprung up in response to the excitement about Big Data, not to mention the six-figure salaries for some recent graduates. In the fall, Columbia will offer new master’s and certificate programs heavy on data. The University of San Francisco will soon graduate its charter class of students with a master’s in analytics.
      Rachel Schutt, a senior research scientist at Johnson Research Labs, taught “Introduction to Data Science” last semester at Columbia (its first course with “data science” in the title). She described the data scientist this way: “a hybrid computer scientist software engineer statistician.” And added: “The best tend to be really curious people, thinkers who ask good questions and are O.K. dealing with unstructured situations and trying to find structure in them.”
      Eurry Kim, a 30-year-old “wannabe data scientist,” is studying at Columbia for a master’s in quantitative methods in the social sciences and plans to use her degree for government service. She discovered the possibilities while working as a corporate tax analyst at the Internal Revenue Service. She might, for example, analyze tax return data to develop algorithms that flag fraudulent filings, or cull national security databases to spot suspicious activity.
     Some of her classmates are hoping to apply their skills to e-commerce, where data about users’ browsing history is gold.
     “This is a generation of kids that grew up with data science around them — Netflix telling them what movies they should watch, Amazon telling them what books they should read — so this is an academic interest with real-world applications,” said Chris Wiggins, a professor of applied mathematics at Columbia who is involved in its new Institute for Data Sciences and Engineering. “And,” he added, “they know it will make them employable.”
  Universities can hardly turn out data scientists fast enough. To meet demand from employers, the United States will need to increase the number of graduates with skills handling large amounts of data by as much as 60 percent, according to a report by McKinsey Global Institute. There will be almost half a million jobs in five years, and a shortage of up to 190,000 qualified data scientists, plus a need for 1.5 million executives and support staff who have an understanding of data.
      Because data science is so new, universities are scrambling to define it and develop curriculums. As an academic field, it cuts across disciplines, with courses in statistics, analytics, computer science and math, coupled with the specialty a student wants to analyze, from patterns in marine life to historical texts.
    With the sheer volume, variety and speed of data today, as well as developing technologies, programs are more than a repackaging of existing courses. “Data science is emerging as an academic discipline, defined not by a mere amalgamation of interdisciplinary fields but as a body of knowledge, a set of professional practices, a professional organization and a set of ethical responsibilities,” said Christopher Starr, chairman of the computer science department at the College of Charleston, one of a few institutions offering data science at the undergraduate level.
     Most master’s degree programs in data science require basic programming skills. They start with what Ms. Schutt describes as the “boring” part — scraping and cleaning raw data and “getting it into a nice table where you can actually analyze it.” Many use data sets provided by businesses or government, and pass back their results. Some host competitions to see which student can come up with the best solution to a company’s problem.
     Studying a Web user’s data has privacy implications. Using data to decide someone’s eligibility for a line of credit or health insurance, or even recommending who they friend on Facebook, can affect their lives. “We’re building these models that have impact on human life,” Ms. Schutt said. “How can we do that carefully?” Ethics classes address these questions.
       Finally, students have to learn to communicate their findings, visually and orally, and they need business know-how, perhaps to develop new products.

From: www.nytimes.com
The sentences “In the fall, Columbia will offer new master’s and certificate programs heavy on data.” and “Data scientists are the magicians of the Big Data era.” contain, respectively, at least one
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6

457941200609230
Ano: 2020Banca: UECE-CEVOrganização: UECEDisciplina: Língua InglesaTemas: Análise Sintática
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Americans May Add Five Times More Plastic to the Oceans Than Thought

The United States is using more
plastic than ever, and waste exported for
recycling is often mishandled, according
to a new study.
The United States contribution
to coastal plastic pollution worldwide is
significantly larger than previously
thought, possibly by as much as five
times, according to a study published
Friday. The research, published in Science
Advances, is the sequel to a 2015 paper
by the same authors. Two factors
contributed to the sharp increase:
Americans are using more plastic than
ever and the current study included
pollution generated by United States
exports of plastic waste, while the earlier
one did not.
The United States, which does
not have sufficient infrastructure to
handle its recycling demands at home,
exports about half of its recyclable waste.
Of the total exported, about 88 percent
ends up in countries considered to have
inadequate waste management.
“When you consider how much
of our plastic waste isn’t actually
recyclable because it is low-value,
contaminated or difficult to process, it’s
not surprising that a lot of it ends up
polluting the environment,” said the
study’s lead author, Kara Lavender Law,
research professor of oceanography at
Sea Education Association, in a
statement.
The study estimates that in
2016, the United States contributed
between 1.1 and 2.2 million metric tons of
plastic waste to the oceans through a
combination of littering, dumping and 
mismanaged exports. At a minimum,
that’s almost double the total estimated
waste in the team’s previous study. At the
high end, it would be a fivefold increase
over the earlier estimate.
Nicholas Mallos, a senior
director at the Ocean Conservancy and an
author of the study, said the upper
estimate would be equal to a pile of
plastic covering the area of the White
House Lawn and reaching as high as the
Empire State Building.
The ranges are wide partly
because “there’s no real standard for
being able to provide good quality data on
collection and disposal of waste in
general,” said Ted Siegler, a resource
economist at DSM Environmental
Solutions, a consulting firm, and an
author of the study. Mr. Siegler said the
researchers had evaluated waste-disposal
practices in countries around the world
and used their “best professional
judgment” to determine the lowest and
highest amounts of plastic waste likely to
escape into the environment. They settled
on a range of 25 percent to 75 percent.
Tony Walker, an associate
professor at the Dalhousie University
School for Resource and Environmental
Studies in Halifax, Nova Scotia, said that
analyzing waste data can amount to a
“data minefield” because there are no
data standards across municipalities.
Moreover, once plastic waste is shipped
overseas, he said, data is often not
recorded at all.
Nonetheless, Dr. Walker, who
was not involved in the study, said it
could offer a more accurate accounting of
plastic pollution than the previous study,
which likely underestimated the United
States’ contribution. “They’ve put their
best estimate, as accurate as they can be
with this data,” he said, and used ranges,
which underscores that the figures are
estimates.
Of the plastics that go into the
United States recycling system, about 9
percent of the country’s total plastic
waste, there is no guarantee that they’ll
be remade into new consumer goods. New
plastic is so inexpensive to manufacture
that only certain expensive, high-grade
plastics are profitable to recycle within the
United States, which is why roughly half
of the country’s plastic waste was shipped
abroad in 2016, the most recent year for
which data is available.
Since 2016, however, the
recycling landscape has changed. China
and many countries in Southeast Asia
have stopped accepting plastic waste
imports. And lower oil prices have further
reduced the market for recycled plastic.
“What the new study really underscores is
we have to get a handle on source
reduction at home,” Mr. Mallos said. “That
starts with eliminating unnecessary and
problematic single-use plastics.”

From: https://www.nytimes.com/2020/10/30/
“At a minimum” (line 41) and “in the team's previous study” (lines 41-43) are examples of
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7

457941201140739
Ano: 2020Banca: IBADEOrganização: Prefeitura de Linhares - ESDisciplina: Língua InglesaTemas: Análise Sintática
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An interview with Paolo Kwan, 20, from Hong Kong, who is improving his English while studying Business Administration at Sierra College in northern California.


WHY DID YOU DECIDE TO STUDY IN THE USA?

It provides a nice education in a beautiful country. When I was younger I used to watch American movies and I wanted to visit the United States. They always talked about the American dream, and I wanted to come and see it.


HOW DID YOU CHOOSE YOUR INTENSIVE ENGLISH PROGRAM?

Sierra College is one of the biggest community colleges in northern California. It is in a quiet location but has a beautiful campus.

The college has a good business program. I can study for two years at Sierra College and then two years at my transfer school to earn my degree.


WHAT DO YOU LIKE BEST?

I also enjoy the quality of the teaching at the college. There is a writing center where I can go at any time. The teachers can make suggestions to improve my essay, regarding grammar and my vocabulary. At the Math Center, they can explain in detail the problems.


WHAT DO YOU MISS MOST?

I miss the food and also my family.


WHAT WAS YOUR BIGGEST SURPRISE?

I was surprised by the cultural difference. The taste and style of food is very different. The amount of food is a lot larger. A small portion in the USA is a large portion in Hong Kong. When people from America find out that I am from another country they ask a lot of questions. They are very interested in you and finding out about Hong Kong. 


... YOUR BIGGEST DISAPPOINTMENT?

I have not had any since I came here. 


HOW HAVE YOU HANDLED:

... LANGUAGE DIFFERENCES?

It is important not to be shy, as that does not help you when you are trying to improve your language. I make sure that I study, practice and speak as often as I can—that is the only way to improve. ...

FINANCES?

I am being supported by my family.


... ADJUSTING TO A DIFFERENT EDUCATIONAL SYSTEM?

The American system is much more open. In Hong Kong you just learn what the teacher writes on the board. In America, you discuss the issues and focus more on ideas


WHAT ARE YOUR ACTIVITIES?

I am interested in traveling around the USA. I have been to San Francisco, which you can reach by train from Sierra College. In my free time I go out with friends. 


HOW EASY OR DIFFICULT IS MAKING FRIENDS?

It has not been that hard to make friends in the USA. Other people at the college are friendly and want to make friends as well.


HOW IS YOUR U.S. EDUCATION RELEVANT TO YOUR PERSONAL GOALS AND TO THE NEEDS OF YOUR COUNTRY?

I think that the U.S. education system will provide me with good resources and skills to be able to support myself in order to get hired in my own country


WHAT IS YOUR ADVICE TO OTHER STUDENTS?

An awesome life experience is waiting for you in the future. You will learn so much more than you think. Nothing is impossible, so go ahead and give it a try.

Adapted from: https://www.studyusa.com


Read the sentences below and choose the one that is grammatically correct.
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8

457941201277369
Ano: 2025Banca: DECORPOrganização: Prefeitura de Marechal Thaumaturgo - ACDisciplina: Língua InglesaTemas: Análise Sintática | Orações Condicionais
What is the correct classification of the sentence: "If you study hard, you will pass the test"? 
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9

457941200473510
Ano: 2021Banca: UnescOrganização: Prefeitura de Laguna - SCDisciplina: Língua InglesaTemas: Análise Sintática

Qual das alternativas a seguir apresenta sintaxe correta da língua inglesa padrão?

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10

457941201879511
Ano: 2024Banca: BRBOrganização: Prefeitura de Senhor do Bonfim - BADisciplina: Língua InglesaTemas: Compreensão de Texto | Análise Sintática
Which option correctly represents the first conditional?
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