Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.188 questões
Leia o texto e responda à questão.
For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.
Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.
Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.
(Andrew D.Cohen. Second Language Assessment.
IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign
language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
Leia o texto e responda à questão.
For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.
Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.
Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.
(Andrew D.Cohen. Second Language Assessment.
IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign
language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
Leia o texto e responda à questão.
For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.
Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.
Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.
(Andrew D.Cohen. Second Language Assessment.
IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign
language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
Leia o texto e responda à questão.
For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.
Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.
Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.
(Andrew D.Cohen. Second Language Assessment.
IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign
language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
Leia os quadrinhos para responder à questão.
(www.magoosh.com)
Leia os quadrinhos para responder à questão.
(www.magoosh.com)
Leia o texto e responda à questão.
Culture is really an integral part of the interaction between language and thought. Cultural patterns, customs, and ways of life are expressed in language; culture-specific world views are reflected in language. Each culture has at its disposal a particular range of colours, illustrating its particular world view on what color is and how to identify color. The African Shona and Bassa peoples, for example, have fewer color categories than speakers of European languages and they break up the spectrum at different points, as shown below:
Of course, the Shona or Bassa are able to perceive and describe other colors, in the same way that an English speaker might describe a “dark bluish green”, but the labels which the language provides tend to shape the person’s overall cognitive organization of color and to cause varying degrees of color discrimination. Eskimo tribes commonly have as many as seven different words for snow to distinguish among different types of snow (falling snow, snow on the ground, fluffy snow, wet snow, etc.), whereas certain African cultures in the equatorial forests of Zaire have no word at all for snow.
(Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Leia o texto e responda à questão.
Culture is really an integral part of the interaction between language and thought. Cultural patterns, customs, and ways of life are expressed in language; culture-specific world views are reflected in language. Each culture has at its disposal a particular range of colours, illustrating its particular world view on what color is and how to identify color. The African Shona and Bassa peoples, for example, have fewer color categories than speakers of European languages and they break up the spectrum at different points, as shown below:
Of course, the Shona or Bassa are able to perceive and describe other colors, in the same way that an English speaker might describe a “dark bluish green”, but the labels which the language provides tend to shape the person’s overall cognitive organization of color and to cause varying degrees of color discrimination. Eskimo tribes commonly have as many as seven different words for snow to distinguish among different types of snow (falling snow, snow on the ground, fluffy snow, wet snow, etc.), whereas certain African cultures in the equatorial forests of Zaire have no word at all for snow.
(Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Leia o texto e responda à questão.
Culture is really an integral part of the interaction between language and thought. Cultural patterns, customs, and ways of life are expressed in language; culture-specific world views are reflected in language. Each culture has at its disposal a particular range of colours, illustrating its particular world view on what color is and how to identify color. The African Shona and Bassa peoples, for example, have fewer color categories than speakers of European languages and they break up the spectrum at different points, as shown below:
Of course, the Shona or Bassa are able to perceive and describe other colors, in the same way that an English speaker might describe a “dark bluish green”, but the labels which the language provides tend to shape the person’s overall cognitive organization of color and to cause varying degrees of color discrimination. Eskimo tribes commonly have as many as seven different words for snow to distinguish among different types of snow (falling snow, snow on the ground, fluffy snow, wet snow, etc.), whereas certain African cultures in the equatorial forests of Zaire have no word at all for snow.
(Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Leia o texto e responda à questão.
Culture is really an integral part of the interaction between language and thought. Cultural patterns, customs, and ways of life are expressed in language; culture-specific world views are reflected in language. Each culture has at its disposal a particular range of colours, illustrating its particular world view on what color is and how to identify color. The African Shona and Bassa peoples, for example, have fewer color categories than speakers of European languages and they break up the spectrum at different points, as shown below:
Of course, the Shona or Bassa are able to perceive and describe other colors, in the same way that an English speaker might describe a “dark bluish green”, but the labels which the language provides tend to shape the person’s overall cognitive organization of color and to cause varying degrees of color discrimination. Eskimo tribes commonly have as many as seven different words for snow to distinguish among different types of snow (falling snow, snow on the ground, fluffy snow, wet snow, etc.), whereas certain African cultures in the equatorial forests of Zaire have no word at all for snow.
(Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Leia a charge e responda à questão.
(www.cartoonstock.com)
Humor in the charge derives from
(Source: https://www.sciencedaily.com/releases/2019/11/191114141247.htm– Adapted)
I. Linguistic research suggests that accents are strongly shaped by the speaker's first language they learned growing up. II. The work is the first to evaluate these effects on a large scale and may help to improve methods of teaching for adults learning an additional language. III. New research pinpoints how to overcome specific problems related to more than 60 different languages when learning a foreign language.
Which ones are correct?
(Source: https://www.sciencedaily.com/releases/2019/11/191114141247.htm– Adapted)
I. Replacement of ‘sheds light on’ (l.07) with ‘clarifies’. II. Replacement of ‘handful’ (l.18) with ‘large number’. III. Replacement of ‘corroborate’ (l.37) with ‘validate’.
Disregarding any grammatical aspects, which ones alter the meaning of the sentence?
The Food and Drug Administration warned Wednesday that repeated or lengthy use of general anesthesia or sedation drugs _______ children younger than 3 or pregnant women in their third trimester may affect youngsters' developing brains. The agency, which said its warning is based _________ a comprehensive analysis of the latest research, issued a “drug-safety communication” to inform health-care providers, parents and pregnant women about the risks of using the drugs repeatedly or for more than three hours at a time. It also ordered manufacturers to add warnings to their products labels. “We recognize that in many cases these exposures may be medically necessary,” Janet Woodcock, director of the FDA's Center for Drug Evaluation and Research, said in a statement. The new data on potential harms, she said, “must be carefully weighed against the risk of not performing a specific medical procedure.
The agency said that laboratory studies show that using the drugs in pregnant or young animals for more than three hours at a time causes widespread loss of nerve cells, which correlated with long-term effects on learning and behavior.
Some studies have also been conducted in children, with some supporting the findings from the animal research, particularly after repeated or prolonged exposure to the drugs early ____ life. But, all the studies in children had limitations, and the FDA said that “it is unclear whether any negative effects seen in children’s learning or behavior were due to the drugs or to other factors, such as the underlying medical condition that led to the need for the surgery or procedure.” A single, short exposure to the drugs is unlikely to have a negative effect, the agency added. More than 1 million children under age 4 require anesthesia for surgery in the United States each year, for conditions such as congenital heart defects or pyloric stenosis, which is a narrowing of the opening from the stomach into the small intestine.
The FDA said it has been investigating the effects of anesthesia on brain development since the first animal study on the topic was published in 1999. In 2010, it formed a partnership ________ the International Anesthesia Research Society on a project called SmartTots – Strategies for Mitigating Anesthesia-Related Neurotoxicity in Tots – to fund research on the effect of the drugs on pregnant women and children.
The Washington Post - adapted.
The Food and Drug Administration warned Wednesday that repeated or lengthy use of general anesthesia or sedation drugs _______ children younger than 3 or pregnant women in their third trimester may affect youngsters' developing brains. The agency, which said its warning is based _________ a comprehensive analysis of the latest research, issued a “drug-safety communication” to inform health-care providers, parents and pregnant women about the risks of using the drugs repeatedly or for more than three hours at a time. It also ordered manufacturers to add warnings to their products labels. “We recognize that in many cases these exposures may be medically necessary,” Janet Woodcock, director of the FDA's Center for Drug Evaluation and Research, said in a statement. The new data on potential harms, she said, “must be carefully weighed against the risk of not performing a specific medical procedure.
The agency said that laboratory studies show that using the drugs in pregnant or young animals for more than three hours at a time causes widespread loss of nerve cells, which correlated with long-term effects on learning and behavior.
Some studies have also been conducted in children, with some supporting the findings from the animal research, particularly after repeated or prolonged exposure to the drugs early ____ life. But, all the studies in children had limitations, and the FDA said that “it is unclear whether any negative effects seen in children’s learning or behavior were due to the drugs or to other factors, such as the underlying medical condition that led to the need for the surgery or procedure.” A single, short exposure to the drugs is unlikely to have a negative effect, the agency added. More than 1 million children under age 4 require anesthesia for surgery in the United States each year, for conditions such as congenital heart defects or pyloric stenosis, which is a narrowing of the opening from the stomach into the small intestine.
The FDA said it has been investigating the effects of anesthesia on brain development since the first animal study on the topic was published in 1999. In 2010, it formed a partnership ________ the International Anesthesia Research Society on a project called SmartTots – Strategies for Mitigating Anesthesia-Related Neurotoxicity in Tots – to fund research on the effect of the drugs on pregnant women and children.
The Washington Post - adapted.
According to the text, analyze the following items:
I. The expression “which”, in “… agency, which said its warning…” (1st paragraph), refers to “agency”.
II. The word “single”, in “…single, short exposure to the drugs…” (3rd paragraph), has a similar meaning to “alone”.
III. The word “but”, in “… But, all the studies in children…” (3rd paragraph), could be substituted, without any change in meaning, by “also”.
The CORRECT item(s) is(are):
The Food and Drug Administration warned Wednesday that repeated or lengthy use of general anesthesia or sedation drugs _______ children younger than 3 or pregnant women in their third trimester may affect youngsters' developing brains. The agency, which said its warning is based _________ a comprehensive analysis of the latest research, issued a “drug-safety communication” to inform health-care providers, parents and pregnant women about the risks of using the drugs repeatedly or for more than three hours at a time. It also ordered manufacturers to add warnings to their products labels. “We recognize that in many cases these exposures may be medically necessary,” Janet Woodcock, director of the FDA's Center for Drug Evaluation and Research, said in a statement. The new data on potential harms, she said, “must be carefully weighed against the risk of not performing a specific medical procedure.
The agency said that laboratory studies show that using the drugs in pregnant or young animals for more than three hours at a time causes widespread loss of nerve cells, which correlated with long-term effects on learning and behavior.
Some studies have also been conducted in children, with some supporting the findings from the animal research, particularly after repeated or prolonged exposure to the drugs early ____ life. But, all the studies in children had limitations, and the FDA said that “it is unclear whether any negative effects seen in children’s learning or behavior were due to the drugs or to other factors, such as the underlying medical condition that led to the need for the surgery or procedure.” A single, short exposure to the drugs is unlikely to have a negative effect, the agency added. More than 1 million children under age 4 require anesthesia for surgery in the United States each year, for conditions such as congenital heart defects or pyloric stenosis, which is a narrowing of the opening from the stomach into the small intestine.
The FDA said it has been investigating the effects of anesthesia on brain development since the first animal study on the topic was published in 1999. In 2010, it formed a partnership ________ the International Anesthesia Research Society on a project called SmartTots – Strategies for Mitigating Anesthesia-Related Neurotoxicity in Tots – to fund research on the effect of the drugs on pregnant women and children.
The Washington Post - adapted.
The Food and Drug Administration warned Wednesday that repeated or lengthy use of general anesthesia or sedation drugs _______ children younger than 3 or pregnant women in their third trimester may affect youngsters' developing brains. The agency, which said its warning is based _________ a comprehensive analysis of the latest research, issued a “drug-safety communication” to inform health-care providers, parents and pregnant women about the risks of using the drugs repeatedly or for more than three hours at a time. It also ordered manufacturers to add warnings to their products labels. “We recognize that in many cases these exposures may be medically necessary,” Janet Woodcock, director of the FDA's Center for Drug Evaluation and Research, said in a statement. The new data on potential harms, she said, “must be carefully weighed against the risk of not performing a specific medical procedure.
The agency said that laboratory studies show that using the drugs in pregnant or young animals for more than three hours at a time causes widespread loss of nerve cells, which correlated with long-term effects on learning and behavior.
Some studies have also been conducted in children, with some supporting the findings from the animal research, particularly after repeated or prolonged exposure to the drugs early ____ life. But, all the studies in children had limitations, and the FDA said that “it is unclear whether any negative effects seen in children’s learning or behavior were due to the drugs or to other factors, such as the underlying medical condition that led to the need for the surgery or procedure.” A single, short exposure to the drugs is unlikely to have a negative effect, the agency added. More than 1 million children under age 4 require anesthesia for surgery in the United States each year, for conditions such as congenital heart defects or pyloric stenosis, which is a narrowing of the opening from the stomach into the small intestine.
The FDA said it has been investigating the effects of anesthesia on brain development since the first animal study on the topic was published in 1999. In 2010, it formed a partnership ________ the International Anesthesia Research Society on a project called SmartTots – Strategies for Mitigating Anesthesia-Related Neurotoxicity in Tots – to fund research on the effect of the drugs on pregnant women and children.
The Washington Post - adapted.
Pete is talking to his English teacher about the strategies he has been using to study at home. He seems to have forgotten the phrasal verbs he was studying and trying to use during this conversation in order to impress the teacher. Read an extract of their dialogue:
(…)
(Pete) – Phrasal verbs are so difficult! Well, I have been studying really, really hard. I have to learn so many things before the tests. There are some things I have been doing… For example, I try to… to…
memorize the expressions by reading them out loud several times a day.
(Teacher) – What else have you been doing that you consider effective?
(Pete) – I try to use the expressions and new words in stories… but often times they don’t… they don’t… make sense.
(Teacher) – There’s a phrasal verb for that.
(Pete) – I can’t remember it! I have to understand how I learn better…
(Teacher) – Maybe you are exaggerating a bit.
(Pete) – I am not. I have problems… reaching the same level of my classmates.
(Teacher) – I don’t agree with you, but if you feel you need to improve, we can talk about this later.
(Pete) – That would be great! Thank you!
Read the extract of a text written by a student. The proposal was to write a letter of complaint to the manager of a store where the student, as a client, had a problem when he bought something online. The teacher explained the task and highlighted that students were supposed to come up with a situation, explaining what happened exactly and how they would like the situation to be solved. One of the criteria for correction was grammar accuracy, since the letter is supposed to be formal:
(…) To my surprise, when I opened the box, I realized that it did not contain the cell phone I had purchased. I had already bought other items from Luke’s and I had never had any problems before. I was really anxious for my new cell phone and I just could not believe it. Though, I write this letter to inform you about what happened and to ask you for a refund or for the correct item. I called the store, but nobody could offer me a solution. People were a bit rude and I felt very disappointed. Never before had I been treated that way, which is why I also ask for a retraction.
I am aware of the good quality of the products you sell. I have been a client for about 5 years. I hope this situation can be solved soon.
Looking forward to hearing from you,
Yours sincerely,
(…)
3 Tech Trends to watch in 2019
By Amy Webb
It’s been a tumultuous year. Once-venerated companies found their stock trading below a dollar. Tweets rattled investor confidence. If 2018 has taught us anything, it’s that chaos is the new normal, and that it’s time to get smarter about anticipating change. But it also revealed an unsettling truth: We simply aren’t paying enough attention to meaningful signals in the present, and that’s why we’ve been caught in this constant cycle of surprise.
To understand the future of one thing, you must consider the future of many things. Otherwise, you’re essentially looking at the world through a pinhole.
This is especially true when it comes to technology’s influence on the economy. In the coming year, we will see tantalizing advancements in a host of emerging technologies—artificial intelligence, smart devices, space travel, genomic editing, electric vehicles, and automated hacking tools—that will move further from the fringe into the mainstream. As these technologies begin to converge, we’ll start to see acceleration. This is why pharmaceuticals must closely track developments in deep learning, and big agriculture should keep a close eye on CRISPR experiments in China. AI will help researchers develop precision medicine techniques, while gene editing could yield new crops that don’t require pesticides.
My approach is to intentionally look for weak signals and emerging trends across different areas, to find meaningful connections. Here are three tech trends on my radar for 2019.
This is the beginning of the end of smartphones
Globally, smartphone shipments are in decline. Apple will no longer report sales numbers for any of its hardware products, including iPhones—it’s a clear signal about what’s on the mid-horizon. And even as new form factors enter the consumer marketplace next year—you’ll see dual-sided phones and models with foldable screens—the functionality isn’t improving fast enough to merit tossing out existing phones for new ones. In the next ten years, we will transition from just one phone that we carry to a suite of next-gen communication devices, which we will wear and command using voice, gesture, and touch.
5G will be deployed at scale
The fifth generation of wireless technology will, at last, power up—but not where you’re expecting. While local governments continue to fight over incentives, private companies will ditch WiFi for 5G, which will shorten transmission latency from 30 milliseconds to just a single millisecond, allowing essentially instantaneous connectivity between devices on a network. Unlike WiFi, a private 5G network can be built to prioritize certain data transmissions over others. In practice, this means that heavy manufacturing companies and utilities can finally take advantage of the Internet of Things and begin to automate more of their core processes using robots. It also signals a massive emerging market for all of the components, devices, and consulting services that will soon be required.
Data regulation is coming, and it won’t be pretty
From ongoing privacy and security debacles at Facebook to how much influence Google and Amazon wield in our everyday lives, big tech will face a reckoning, one that will likely affect every single company mining, refining and storing our digital data. In the U.S., a newly Democratic House, joined by key senate members, will consider some important questions: Who should be the ultimate gate-keepers of our digital data? What role should automated decision-making play in our everyday lives? How can a publicly traded company serve both its shareholders and the broader interests of democratic society?
Policy-makers are not prepared to deal with new challenges that arise from emerging science and technology, and the relationship between our big tech titans and governments continues to be transactional at best. As a result, we are likely to see proposed regulations, rules, and legislation that are either too restrictive or don’t acknowledge that science and tech are in constant motion. It’s unlikely that sweeping new rules, like the E.U.’s General Data Protection Regulation, would pass in the U.S. Even so, going through the process will prove a serious distraction for big tech companies.
The best strategic positioning for 2019 is simple: think exponentially but act incrementally. You’re going to need to get comfortable with uncertainty. Broaden your thinking, look for intersecting vectors of change and figure out ways to make incremental decisions as often as possible.
Amy Webb is a professor of strategic foresight at the NYU Stern School of Business and author of The Big Nine: How Today’s Tech Titans and their Thinking Machines Could Warp Humanity.
(Fonte: https://www.barrons.com/articles/technology-trends-2019-
51546007213. Acesso em 28/02/2019)
Working with contextual reference is a useful strategy when approaching texts in English. Consider the following pronouns and mark the alternative that corresponds to what they refer to, respectively:
I. their (first paragraph).
II. this (second paragraph).
III. its (fourth paragraph).
IV. it (fifth paragraph).
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