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Q3400994 Inglês

Analyze the use of articles in the sentences below.



I. Anna and I saw an movie last night.


II. It usually takes a hour by bus.


III. The moon was beautiful last night.



Choose the correct answer.

Alternativas
Q3399847 Inglês
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

Analyze the use of articles in the sentences below.


I. Anna and I saw an movie last night.

II. It usually takes a hour by bus.

III. The moon was beautiful last night.


Choose the correct answer.

Alternativas
Q3397954 Inglês
The Role of the Teacher in Promoting Intercultural Approaches


Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.


(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.) 
Read the sentence taken from the previous text: "From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality", observe the following statements, then, classify them as True (T) or False (F):

(__) The sentence does not have any types of articles.
(__) There are a total of eleven words classified as nouns in the sentence.
(__) In the sentence, it is possible to find four different pronouns.
Alternativas
Q3382595 Inglês
Complete the sentence with the appropriate articles, if necessary:

_____ teacher was reading _____ book to her class. She noticed _____ student in the back who seemed distracted. "Do you need _____ help?" she asked. "No, thank you," replied _____ student, "I was just thinking about _____ story you are reading." 
Alternativas
Q3353224 Inglês
As regards articles and prepositions, analyze the sentences below.
I. Anna bought fifteen books __ August.
II. They usually watch __ stars together.
III. Can I return your call __ six o’clock?
IV. Everyone says we’re __ united group.
In the order presented, the words that fill in the gaps in the sentences are correctly and respectively:
Alternativas
Q3202707 Inglês
As regards the sentences below, put (C) if the use of articles is Correct or (I) if it is Incorrect.

( ) So much can happen in an month.
( ) I visited the my cousins last week.
( ) My apartment is an hour away from Ryan’s bakery.
( ) In ‘Yellow’, Chris Martin sings, “Look at the stars, look how they shine for you”.

In the order presented, the correct sequence is: 
Alternativas
Q3167920 Inglês

Fill in the blanks with the correct article (a, an, or the).


"After ___ long day at work, I decided to read ___ interesting book I found at ___ bookstore."

Alternativas
Q3144827 Inglês
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: 
Alternativas
Q3122152 Inglês
Analyze the following lists.

List 1: You can’t borrow the my book. List 2: Do you think it’s going to rain? List 3: My uncle is an ambulance driver. List 4: I fortunately work in a united group.

The lists in which the use of articles is correct are:
Alternativas
Q3101541 Inglês
Analyze the sentences below about the correct use or not of articles (a, an, the or X (=no article)).

1. Kate has been talking to a customer who has just come into the shop.
2. She went to the zoo, but she didn’t see the monkeys there. She hates the monkeys.
3. People don’t write X letters nowadays. They write X emails. But I haven’t written an email for ages.
4. Jerry works in an university in the center of X London.

Select the option that presents the correct sentences. 
Alternativas
Q3086627 Inglês

Considering the lexical-grammatical aspects of the English language, evaluate the following item.


It is correct to use "a" before words that start with a vowel sound, as in "a apple."

Alternativas
Q3076880 Inglês
Analyze the use of definite and indefinite articles in the sentences below:

I. Julia eats a aple every morning.
II. Paula’s uncle is a teacher.
III. I love the my job.

Choose the CORRECT answer. 
Alternativas
Q3072533 Inglês
For question, choose the best option to fill in the blanks correctly and respectively.
“He is ________ US citizen”. 
Alternativas
Q3064101 Inglês
In which sentence is the use of articles incorrect? 
Alternativas
Q3034738 Inglês
Choose the correct option to complete the sentence: “There is ________ interesting city in the south of England. ________ city is called Brighton. There is a ________ palace there. ________ palace is fantastic.”
Alternativas
Q3028612 Inglês
The sentence that indicates the CORRECT use of a tag question is:
Alternativas
Q3028611 Inglês
Fill the gaps in the sentences below by choosing one of the two options in parenthesis.

A. People who owned ______ (a / an) MP3 player ______ (was / were) considered popular back in the day.
B. Henrique no longer works ______ (on / in) Saturdays.
C. I ______ (do / don’t) know this song.
D. We’ve ______ (come /came) across as ______ (a / an) united group.


In the order presented, the gaps are correctly and respectively filled by:
Alternativas
Q3028606 Inglês

As regards the sentence


“After analyzing the my profile, they told me I was not suitable ___ the management position”


choose the CORRECT answer.

Alternativas
Q3009837 Inglês
“Cybersecurity firm CrowdStrike apologized after an update to its antivirus software”.
About the indefinite articles “an/a”, mark the option which it is NOT properly used 
Alternativas
Q2629112 Inglês

The Reasons Why We Dance


  1. As a choreographer, I get asked to share my opinion about a myriad of dance-related
  2. topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
  3. my dancing a projection of my self-image?”. But the question I think matters most is: why do
  4. people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
  5. Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
  6. we love it so?
  7. There are the obvious answers. We dance for physical fitness, mental clarity, emotional
  8. stability, and other such pluses. However, all these benefits could be attained by other means –
  9. though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
  10. heart rate and spirits. There must be something glorious about dancing that is more than just
  11. intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
  12. tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
  13. Perhaps dance is the way we express ourselves when words are insufficient. The joy we
  14. feel over newfound love, the determination we have in the face of great sorrow or adversity, the
  15. passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
  16. they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
  17. be understood, and if we could truly speak the words that describe our feelings, how deep and
  18. powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
  19. dance is simply a translator for the human heart.
  20. Perhaps dance is the medium through which we show the world who we truly are and who
  21. we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
  22. ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
  23. way that no one on earth could possibly have our same make-up. We know it. We just do not
  24. always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
  25. we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
  26. our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
  27. the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
  28. march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
  29. waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
  30. forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
  31. butterflies once again, and if only for a moment, return to the purest part of our lives when time
  32. was of no matter…for we were dancing.
  33. Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
  34. better question is, “Why would we not?”


*Cha Cha: an energetic modern dance.


(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).

Mark the alternative that correctly fills out the gaps in the 4th paragraph, from top to bottom.

Alternativas
Respostas
41: B
42: B
43: D
44: A
45: A
46: D
47: A
48: A
49: D
50: C
51: E
52: E
53: B
54: C
55: B
56: E
57: A
58: B
59: C
60: A