Questões de Concurso
Comentadas sobre pronomes | pronouns em inglês
Foram encontradas 847 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524632
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
Look at the fragment: “others, such as content-based
language teaching or English as an Additional Language
(EAL)”. In English, there are also the terms other,
another, the other, the others – all of them used to
refer to something or someone different from the one(s)
already mentioned.
Choose the alternative with the correct use of one of these terms.
Choose the alternative with the correct use of one of these terms.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
Instituto Rio Branco
Prova:
CESPE / CEBRASPE - 2025 - Instituto Rio Branco - Diplomata (Terceiro Secretário) - Manhã e Tarde |
Q3517840
Inglês
Texto associado
A lack of women at decision-making tables around the
world is hindering progress when it comes to tackling conflicts or
improving health and standard of living, the highest-ranking
woman in the UN (United Nations) has said.
“We’re half the population. And what we bring to the
table is incredibly important and it’s missing”, said Amina
Mohammed, the UN deputy secretary general. “I think it’s why
mostly our human development indices are so bad, why we have
so many conflicts and we’re unable to come out of the conflicts.”
Since her appointment in 2017, Mohammed has been a
constant voice in pushing back against the under-representation
of women in politics, diplomacy and even the UN general
assembly. Her efforts have helped cast a spotlight on the fact that
women remain relegated to the margins of power around the
world; last year the global proportion of female lawmakers stood
at 26.9%, according to Switzerland’s Inter-Parliamentary Union.
Speaking to The Guardian, Mohammed said “flexing
muscle and testosterone” often dominated at tables of power
around the world. “This win, win, win at all costs — I think that
would change if women were at the table”, she said.
She acknowledged that the world had seen a handful of
female leaders who had not used their position to advocate for
greater peace or conflict resolution. “Fair point, we see women in
power and they’re sometimes the image of men”, she said. But
she described it as unfair to judge women on an individual basis
while they were still within the confines of a system dominated
by men. “We don’t judge men that way.”
Mohammed highlighted how many parts of society still
view women in power as “about taking away, rather than adding”
value. “And we have to change that mentality”, she said.
“We kept looking at the Band-aid: put the women in
office, let’s have affirmative action. And we never connected the
dots for women themselves to build the constituencies and to go
out and vote”, she said. “So we have to have a conversation with
women first. Because if we’re doing this for women, should it not
be by women?”
Ashifa Kassam. Lack of women at global tables of power hinders progress, says top UN official.
In: The Guardian, 19/6/2024. Internet:: <www.theguardian.com.> (adapted).
Based on the previous text, judge the following item.
In the fragment ‘And what we bring to the table is incredibly important and it’s missing’ (second sentence of the second paragraph), the pronoun ‘we’ refers specifically to the women that are part of decision-making tables.
Ano: 2025
Banca:
IGEDUC
Órgão:
Prefeitura de Japaratinga - AL
Prova:
IGEDUC - 2025 - Prefeitura de Japaratinga - AL - Professor II de Língua Inglesa |
Q3510314
Inglês
Read the short dialogue below and answer the question:
A:Did you finish the report?
B:I tried, but it wasn't easy. I asked Mark, but he didn't know much about it either.
A:Did he at least send you the files?
B:No. Said he'd do it later.
Which of the following best explains a cohesive mechanism used in this dialogue?
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502717
Inglês
Relative clauses are parts of a sentence that provide more information about a noun. They are introduced by
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502716
Inglês
Choose the sentence that presents a correct classification of linguistic case.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502715
Inglês
Mark the correct classifications, in order, of the determiners
used in these sentences:
I - The car is parked outside; II - Her book is on the table; III - There are some apples on the counter.
I - The car is parked outside; II - Her book is on the table; III - There are some apples on the counter.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502701
Inglês
Mark the alternative that presents a possessive adjective.
Ano: 2025
Banca:
FRONTE
Órgão:
Prefeitura de Santa Bárbara - MG
Prova:
FRONTE - 2025 - Prefeitura de Santa Bárbara - MG - PEB-Língua Inglesa |
Q3498924
Inglês
Texto associado
Context: Anny and Lizzie are two friends who study at
NY University. There'll be a long holiday and they are trying
to decide what to do. Anny is American, Lizzie is British
and both of them love to make fun of each other's accent.
Read the dialogue below and answer the question.
- What are you up to this weekend?
- I've got no idea, actually… What about you? Maybe
football?
- No, no. Soccer is not my thing. Maybe… dancing?
- I'm keen to dance. Why not?
- Alright, let's call Martha and Susie. Maybe they wanna join
us.
- Absolutely.
Which other pronouns could we use to
substitute “us” in the expression “join us”?
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439634
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
https://www.merriam-webster.com/dictionary/other.
Forms of other can be used as either adjectives or pronouns –
besides the more recent verb form. They include others, the
other, the others, another. Indicate the correct use of one of
these forms:
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439632
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
https://www.merriam-webster.com/dictionary/other.
In the sentence taken from the text “Over the past few centuries,
it has served as an adjective, an adverb, a noun, and a pronoun”,
the pronoun in bold letters refers to the word “other”.
Sometimes, though, “it” does not have a referent and serves a
grammatical function only, thus being named, for example,
“dummy it”. Mark the alternative in which “it” has a referent.
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439625
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
Because the culture of any community has many facets and
manifestations, it would be practically impossible to deal with all
of them in the classroom and prepare students for the many
situations that they might encounter in the course of their
functioning in ESL/EFL environments. However, many important
aspects of teaching the second culture can be brought forth and
addressed via classroom instruction, and some of these are
discussed here. The most important long-term benefits of
teaching culture may be to provide learners with the awareness
and the tools that will allow them to achieve their academic,
professional, social, and personal goals and become successful in
their daily functioning in L2 environments.
CELCE-MURCIA, M. et alii. Teaching English as a Second or Foreign
Language. 4th ed. USA, Cengage Learning (2013). Adaptado.
In the excerpt “and some of these are discussed below”, the
referent of the word in bold is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430825
Inglês
Texto associado
Read the text and answer question:
A language ecosystem describes a holistic environment
that encourages and extends the learning and application of
language beyond the classroom. While an ecosystem is a
simple concept, there are a few things to keep in mind. Here
are quick tips to get you started.
Tip #1. Go on language missions (gather and utilize
resources).
The concept of exploring is at the center of attention here
for good reason. Your mission (should you choose to accept
it) is to find and gather resources that are potential candidates
for your language ecosystem. It is not unlike going shopping
for furniture, in that you want to find items that will match your
personal preference and lifestyle in a natural way. As you
search for items to “add” to your ecosystem, you will want to
consider how well they function in your life or home.
You might be wondering how one begins a search to
find resources. I primarily use search engines, social media,
streaming video, and music to look for resources that might
work. I am not the only one, however, who has learned to
keep an eye out for resources. Since inviting many of my own
friends to learn a language with me, many people now send
me links to things I might like.
Tip #2: Join a language-learning network
Speaking of people, one of the most essential strategies
in forming a language ecosystem is finding the right people
to join you on your journey. I call this “forming a language
learning network.” While fluent speakers are an excellent
resource, I also find that fellow language learners, people
who are learning the language just like me, are more patient
conversation partners. Finally, I often find that people who
share my same interests (say, French cooking, for example),
can be excellent companions for listening and speaking
practice.
(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help
You Conquer Any Language. Edição do Kindle. Adaptado)
In the extract “people who are learning the language just
like me” the word in bold may be correctly substituted by
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393014
Inglês
Texto associado
Hypatia (born c. 355 CE—died March 415,
Alexandria) was a mathematician, astronomer, and
philosopher who lived in a very turbulent era in Alexandria’s
history. She is the earliest female mathematician of whose
life and work reasonably detailed knowledge exists. Hypatia
was the daughter of Theon of Alexandria, himself a
mathematician and astronomer and the last attested
member of the Alexandrian Museum. Hypatia continued his
program, which was essentially a determined effort to
preserve the Greek mathematical and astronomical heritage
in (1) extremely difficult times. She is credited with
commentaries on geometry, number theory, as well as an
(2) astronomical table. These works, the only ones she is
listed as having written, have been lost, although there have
been attempts to (3) reconstruct aspects of them. She was,
in her time, the world’s leading mathematician and
astronomer, the only woman for (4) whom such claim can be
made.
She was also a popular teacher and lecturer on
philosophical topics of a less-specialist nature, attracting
many loyal students and large audiences. Her philosophy
was Neoplatonist and was thus seen as “pagan” at a time of
bitter religious conflict between Christians (both orthodox
and “heretical”), Jews, and pagans. Her philosophy also led
her to embrace a life of dedicated virginity.
The climate of tolerance lapsed, and shortly
afterward Hypatia became the victim of a particularly brutal
murder at the hands of a gang of Christian zealots.
The affair
made Hypatia a powerful feminist symbol and a figure of
affirmation for intellectual endeavor in the face of ignorant
prejudice. Her intellectual accomplishments alone were
quite ______ to merit the preservation and respect of her
name, but, sadly, the manner of her death added to it an
even greater emphasis.
Source: Encyclopedia Britannica. Adapted.
The words numbered in the first paragraph are
classified, in order, as:
Ano: 2025
Banca:
Prefeitura de Trombudo Central - SC
Órgão:
Prefeitura de Trombudo Central - SC
Prova:
Prefeitura de Trombudo Central - SC - 2025 - Prefeitura de Trombudo Central - SC - Professor de Língua Inglesa |
Q3391463
Inglês
Leia o trecho em português e a frase correspondente em inglês. Depois, assinale a alternativa que apresenta a
tradução correta e o uso adequado do tempo verbal e pronome:
Português: "Ela estuda inglês todos os dias."
Inglês:
Português: "Ela estuda inglês todos os dias."
Inglês:
Ano: 2025
Banca:
Prefeitura de Trombudo Central - SC
Órgão:
Prefeitura de Trombudo Central - SC
Prova:
Prefeitura de Trombudo Central - SC - 2025 - Prefeitura de Trombudo Central - SC - Professor de Língua Inglesa |
Q3391462
Inglês
Assinale a alternativa que apresenta o uso correto dos pronomes pessoais na frase em inglês:
Ano: 2025
Banca:
VUNESP
Órgão:
AresPCJ - SP
Provas:
VUNESP - 2025 - AresPCJ - SP - Analista de Ouvidoria
|
VUNESP - 2025 - AresPCJ - SP - Contador |
VUNESP - 2025 - AresPCJ - SP - Analista de Fiscalização e Regulação - Área: Biologia/Química |
VUNESP - 2025 - AresPCJ - SP - Analista de Fiscalização e Regulação - Área: Contábil/Economia/Administração |
VUNESP - 2025 - AresPCJ - SP - Analista de Fiscalização e Regulação - Área: Engenharia Ambiental/Engenharia Química |
VUNESP - 2025 - AresPCJ - SP - Analista de Fiscalização e Regulação - Área: Engenharia Civil/Sanitária |
Q3390447
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
The United Nations Environment Programme (UNEP)
reports that once water is contaminated, it is difficult, costly,
and often impossible to remove the pollutants. Currently, 80%
of global wastewater goes untreated, and is contaminated by
a wide range of substances, from human waste to highly toxic
industrial discharges. The type and amount of pollutants in
freshwater determines its suitability for human uses such as
drinking, bathing, and agriculture.
Pollution of freshwater ecosystems can also impact the
habitat and quality of life of fish and other wildlife. This can
include pathogens (largely from human and animal waste),
organic matter (including nutrients from agricultural run-off
such as nitrogen or phosphorus), chemical pollution (from
irrigation, domestic wastewater and runoff of mines into
rivers) and salinity. Plastics, and chemicals of emerging
concern, such as certain pharmaceutical products, are issues
for which their extent and impacts on freshwater are largely
unknown. A preliminary assessment of water quality in rivers
in Latin America, Africa and Asia, “A Snapshot of the World’s
Water Quality” (Ringler, et al., 2016), estimated that severe
pathogenic pollution affects around one third of all rivers,
severe organic pollution around one seventh of all rivers, and
severe and moderate salinity pollution around one-tenth of all
rivers in these regions.
(UNDRR, “Pollution”. Disponível em: www.undrr.org/
understanding-disaster-risk/terminology/hips/tl0028#:~:text=Pollution%20
is%20defined%20as%20the,UN%20data%2C%20n o%20date. Adaptado)
No trecho do segundo parágrafo “This can include
pathogens”, o termo destacado em negrito se refere a
Ano: 2025
Banca:
Prefeitura de Bombinhas - SC
Órgão:
Prefeitura de Bombinhas - SC
Prova:
Prefeitura de Bombinhas - SC - 2025 - Prefeitura de Bombinhas - SC - Professor de Ensino Fundamental II - Inglês |
Q3369480
Inglês
Analyze:
“The woman who lives here is an engineer.”
Select the alternative that presents the correct classification of the highlighted word:
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340701
Inglês
Texto associado
Text 7A2-I
If we believe that our own information age is defined by the digital structures of electronic communication, we must take early modern culture as inextricably bound to the medium of print. Printed text and image arose within a few years of each other in the mid-fifteenth century, credited to the German goldsmith Johannes Gutenberg, who seemingly drew together a series of extant yet disparate technologies into a new machine that could print several thousand sheets a day. The ancient oil or wine press, the goldsmith’s craft in fine metal carving, the late-medieval development of plentiful rag paper, and the recent formulation of more stable oil-based inks enabled Gutenberg’s ‘revolution’.
Similarly, early photography developed from a coming together of two otherwise disparate technologies: on the one hand, the pinhole camera through which capture a refected view of the world as an image, and on the other the chemical means to fix the effects of light exposure on paper. In both cases, these technologies shared aesthetic resources with other media available at the time, while also producing forms of representation that were uniquely theirs, and which offered access to new ways of seeing, and enabled new forms of subjectivity. The greatly expanded flow of visual information facilitated by these technological breakthroughs worked to quicken the circulation of knowledge, and the foundations of thought itself.
Genevieve Warwick and Richard Taws. After Prometheus:
Art and Technology in Early Modern Europe. In:
Art History – Journal of the Association of Art Historians.
Special Edition: Art and Technology in Early Modern Europe. p. 201 (adapted)
In the last two sentences of text 7A2-I, the word
Ano: 2025
Banca:
UFF
Órgão:
UFF
Prova:
UFF - 2025 - UFF - Residência - Anatomia Patológica Veterinária |
Q3338579
Inglês
Texto associado
How the Human Body Changes in Space
For years, TRISH (The Translational Research
Institute for Space Health) has supported
research projects and studies that aim to solve
the challenges of human exploration in space. It
is important that we know, first, the risks to
human health during space travel.
Understanding some of these risks (see below)
is essential for a successful return to the moon
in NASA’s Artemis missions.
Muscles
Astronauts experience decreased muscle
mass, strength, and endurance because
moving around requires reduced work from the
legs and back. As a result, the muscles can
begin to weaken or atrophy. To help combat
this, astronauts aboard the International Space
Station (ISS) have a strict exercise regime.
Neurological
In space missions, astronauts can experience
disorientation, space motion sickness, and a
loss of sense of direction, making completion of
even basic tasks difficult. In an emergency,
decreased sensorimotor function and postural
stability could be dangerous.
Cardiovascular
In space, astronauts may face decreases in
blood volume and aerobic capacity, while also
experiencing increased arrhythmias. Although
the cardiovascular system functions well in
space, the body does not require as much work
from the heart (still a muscle, after all) in
microgravity. This could lead to deconditioning
and a decrease in the size of the heart.
Available at: https://www.bcm.edu/academiccenters/space-medicine. Access: 30 Dec. 2023. Adapted.
“This, in the sentence “This could lead to
deconditioning and a decrease in the size of the
heart” (last paragraph), refers to the fact that:
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336621
Inglês
Texto associado
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? Puzzles and 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
In the sentence ‘Research has
found that children who speak more than one language
do better in school, and have better memories and
problem-solving skills.’, the relative pronouns ‘that’
and ‘who’:
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