Questões de Concurso Comentadas sobre pronomes | pronouns em inglês

Foram encontradas 815 questões

Q3553785 Inglês
Identify the sentence that uses the correct subjectverb agreement: 
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Q3550795 Inglês
Considering the phrase “The child _____ playing in the field is my daughter”, which one of the following is CORRECT?
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Q3550792 Inglês
Read Text I to answer the question:
TEXT I
    “Many people believe that learning new languages is best done when they are young and that it gets tougher as they get older. The ability of the brain to create and reorganize synaptic connections, known as neuroplasticity, is the basis of this idea. Although it is true that as one gets older, this ability declines, many researchers today hold the opinion that learning a foreign language at an older age may have other benefits that contribute to the overall well-being of older individuals […].
    The findings of this review indicate that learning a foreign language can bring several benefits to older people, such as subjective satisfaction (Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023; Pikhart & Klimova, 2020; Pikhart et al., 2021), enhanced cognitive skills (Grossmann et al., 2023; Grossmann et al., 2021), and motivation why to study a foreign language (Pfenninger & Kliesch, 2023; Sandal et al., 2019). Similar findings were confirmed by other research studies. For example, Klimova (2018) in their study explains that bilingualism plays an important role in delaying cognitive decline and supports it with findings from the experimental studies by Bialystok et al. (2007) or Kroll and Dussias (2017). However, the main incentive why older people study a foreign language is not their desire to achieve excellent results, but the incentive to share their acquired knowledge and experience with peers of the same age and simply, engage in socializing with them (cf. Klimova et al., 2021a, 2021b; Pfenninger & Kliesch, 2023). On the contrary, the findings of this review indicate several drawbacks which hinder foreign language learning among older individuals. The results (Hertzog et al., 2020; Sandal et al., 2019) show that older people at a later age are not able to reach a high level of a foreign language. This is due to several reasons, e.g., physical impairments (problems with hearing, eyesight, or movement), language training being less effective than relaxation training (Berggren et al., 2020), as well as lower self-esteem, or short-term memory (cf. Antoniou et al., 2013).
    As far as the teaching approaches are concerned, Sandal et al. (2019) suggest that teaching materials and methods should be adapted to older learners' needs. This was confirmed also by other research studies in this review, such as Grossman et al., (2023). Generally, doing the needs analysis in foreign language classes is the first step that helps identify the learners' needs, desires, prerequisites, and learners' language background and thus, ensures successful learning outcomes (cf. Axmedovna et al., 2019). Klimova et al. (2021a) expand that teachers should consider their personalities and learning preferences. Furthermore, the authors report that older people need more time to do tasks and remember individual language structures, words, or phrases. Thus, more drilling exercises and scaffolding should be employed while teaching them. This is true not only for teaching individual language skills, such as reading, writing, listening, and speaking but also for instructions. Older people usually welcome to have instructions in their native language (Klimova & Sanda, 2021). In addition, due to their physical impairments, learning materials also should not be dense and written in small font (cf. Klimova & Sanda, 2021). Research also suggests that rather than introducing a great amount of new information and learning techniques, it may be more beneficial to stimulate older learners to retrieve and rely on previously acquired knowledge and consolidated learning approaches (Bosisio, 2019). More recently, research has shown that younger older people also tend to use technologies when learning a foreign language (Olson et al., 2011; Yap et al., 2022), which can enhance their learning in informal settings, as well as connect them with their peers online. According to Mora et al. (2018), the main language learning approaches of older people in learning a foreign language are primarily metacognitive ones, which are related to reflecting on, organizing, evaluating, and monitoring one's own learning process. Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation (Seven, 2020; Thohir, 2017).
[…]”
Available at: https://link.springer.com/10.1007/s10936-024-10088-3 (adapted)
“Teachers should also recognize elderly people's efforts and successes in learning a foreign language, and provide them with positive feedback to boost their confidence and motivation” The pronouns are referring to (respectively): 
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Q3541310 Inglês
Text V


Literacy as a Multidimensional Concept


   An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).

   Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018). As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.

   In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts. In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural. 

   These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.


Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.
In relation to the term “whose” in the sentence: “We define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills [...]”, select the correct alternative.
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Q3529894 Inglês

Read the text and answer question.


        Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.


        Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.


        Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.


(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado) 

In the excerpt from the third paragraph “Researchers and educators have sought new practices in education that will suit the demands of the present day”, the word in bold can be replaced, without meaning change, by
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Q3529175 Inglês
Read the text to answer question.


    Traditional EFL classrooms face several challenges, including limited exposure to authentic language use, lack of engagement, and varying learner proficiency levels. Research indicates that reliance on non-authentic materials can hinder listening comprehension and motivation among students. For instance, substituting traditional listening inputs with spontaneous teacher discourse and storytelling has been proposed as a means to enhance engagement and provide authentic language exposure (Ypsilanti, 2024). Additionally, the integration of Content and Language Integrated Learning (CLIL) approaches can bridge the gap between vocabulary learning and meaningful text production, fostering a more engaging learning environment (Balle & Olsen, 2023). Moreover, varying proficiency levels among learners often lead to common writing errors, such as grammatical mistakes and vocabulary misuse, which necessitate targeted instructional strategies to address these challenges effectively (Isma et al., 2023). Teachers also encounter difficulties in adapting to curriculum reforms and integrating digital media due to limited resources and training, which can further exacerbate engagement issues (Alnasib & Alharbi, 2024; Syarifuddin & Hz, 2023). Addressing these challenges requires innovative teaching strategies and a supportive infrastructure to enhance EFL learning outcomes.


(Sari, Nurhidayah. The Role of Technology in Facilitating EFL Learning: A Case Study Approach. Journal of Education Research, v. 5, 2024)
No trecho “which can further exacerbate engagement issues”, a palavra em negrito refere-se a
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Q3524721 Inglês
Read the text to answer question.


    Our world is changing rapidly and so are the needs and wants of our learners. Mobile phones and social media have become staples in students’ daily lives. Many work from home and value flexibility in when and where they learn. English has become an essential tool for international communication, and so have many transferable skills that are crucial to our learners’ employability in a landscape where new jobs and tasks are constantly being created.

    It can be tricky to define ‘innovation’ and often, when we talk about innovations, it is easy to only focus on technological innovations. However, innovations go beyond technological advancements. In the world of English language teaching (ELT), innovation introduces new and original elements in methodology, design, content, and, of course, in technology. However innovative, technology shouldn’t be used for the sake of using the latest technology because innovation is about addressing and solving current challenges and offering fresh solutions. It is about adapting to changing needs and contexts and enhancing learning outcomes. It is about reimagining old ways of teaching and learning and attempting new pedagogies. In other words, innovation is about moving forward with the way we do things because it can make things more effective and more efficient for the educator and the learner.


(https://www.britishcouncil.org/voices-magazine/2024)
The excerpt from the text “It can be tricky to define ‘innovation’ and often, when we talk about innovations, it is easy to only focus on technological innovations” shows two instances of the use of an ambient “it” or empty “it”. Unlike the common pronoun it, empty it does not refer to anything; it simply serves a grammatical function. In other words, empty it has a grammatical meaning, but no lexical meaning.

Mark the alternative in which it has a lexical meaning. 
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Q3524709 Inglês
Read the text and answer question.


    A new age has dawned in additional language teaching methodology which directly reflects wider changes in the world. In the corresponding sea-change in educational philosophy, Content and Language Integrated Learning (CLIL) presents an opportunity and a threat to accepted language teaching practice. As with immersion, formal language instruction remains integral to most CLIL models. But for this to be synchronous to subject teaching through an additional language, curricular and methodological adjustment is often required.

    The ways in which content and language are integrated influence decision-making on how each is handled within the model. For example, this may be through language-learning preparation before the CLIL course, language learning embedded in the CLIL course, or language learning parallel to the CLIL course.

    A useful starting point is to consider the content of learning. The concept of what constitutes content in a CLIL context is much more flexible than selecting a discipline from a traditional school curriculum such as geography, music, biology or physics. Whilst curricular subjects such as these might be appropriate for some CLIL programmes, contextual variables such as teacher availability, language support, age of learners and the social demands of the learning environment may mean that a different choice of content is more appropriate. In other words: what exactly is meant by ‘content’ in CLIL will depend on the context of the learning institution.

    However, the crucial point here is that, no matter whether issues concerning the content or the language are more dominant at a given point, neither must be subsumed or the interrelationship between the two ignored.


(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
In the excerpt from the first paragraph “additional language teaching methodology which directly reflects wider changes in the world”, the word in bold can be replaced, with no change in meaning, by
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Q3524698 Inglês
Read the text to answer questions from.


    Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used.

    The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work.


(Harmer, J. 1998. Adaptado)
In the excerpt from the first paragraph “which students should learn how to perform”, the word in bold has as its referent
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Q3524655 Inglês
   Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

   In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

   Examples of these are: in the 1920s, radio sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.

   The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

   Although the first computers were developed in the ‘30s, everyday use computers were introduced in the ‘80s. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. The foundation of immediate learning capabilities had been laid. Time magazine declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”


(https://education.purdue.edu/. Adaptado)
Both adjective clauses and adjective phrases are used to qualify nouns. Select from the following alternatives the one which contains a relative clause. 
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Q3524654 Inglês
   Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

   In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

   Examples of these are: in the 1920s, radio sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.

   The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

   Although the first computers were developed in the ‘30s, everyday use computers were introduced in the ‘80s. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. The foundation of immediate learning capabilities had been laid. Time magazine declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”


(https://education.purdue.edu/. Adaptado)
In the fragment from the text’s final sentence “a technological revolution that has been in the making for four decades”, the highlighted word is a type of pronoun called
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Q3524632 Inglês
    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.
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Q3517840 Inglês
        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.  

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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?

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Q3509500 Inglês

Texto para a questão


    The idea of time blindness, or difficulty perceiving and managing time, has spread across social media. While there is no diagnosis for it, some people explain that, despite their best efforts, they frequently lose track of time, underestimate or overestimate how long tasks will take, show up late, and miss deadlines.

    Time blindness is a psychological phenomenon that nearly everyone experiences from time to time, said Michael Manos, at the Cleveland Clinic.

      “Who doesn’t get completely occupied with a hobby or a conversation they’re having with somebody, or some kind of activity that is so interesting that it occupies attention, and it takes attention away from other things that might be pressing?” he said.

     Not all experts agree, but some suggest that it could be a limitation for some people.

    Renae Beaumont, an associate professor of psychology in clinical psychiatry, said time blindness and flow, a state of intense focus in an activity that is engaging, enjoyable and temporarily distracts from the passage of time, are different phenomena.

    “Flow is typically associated with positive emotions when you’re doing something you enjoy, and you are able to shift to a different task when you need to. Time blindness involves getting stuck, losing track of time and typically having trouble transitioning to a different task,” she said.

    There is no clear consensus, but some researchers consider time blindness to be an impairment in temporal perception, or the way the brain experiences time.

    Certain strategies may help people who struggle with time perception and management, experts said. Use digital reminders including alarms, timers and calendars to keep track of appointments, dates and deadlines. Washington Post.


February 5, 2025. Adaptado.

No trecho "Who doesn’t get completely occupied with a hobby or a conversation they’re having with somebody, or some kind of activity that is so interesting that it occupies attention" (3º parágrafo), o pronome "they" refere-se
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Q3504880 Inglês

In our modern world, there are many factors that place the wellbeing of the planet in jeopardy. While some people have the opinion that environmental problems are just a natural occurrence, others believe that human beings have a huge impaction the environment. Regardless of your viewpoint, take into consideration the following factors that place our environment as well as the planet Earth in danger.

Global warming or climate change is a major contributing factor to environmental damage. Because of global warming, we have seen an increase in melting ice caps, a rise in sea levels, and the formation of new weather patterns. These weather patterns have caused stronger storms, droughts, and flooding in places that they formerly did not occur.

Air pollution is primarily caused as a result of excessive and unregulated emissions of carbon dioxide into the air. Pollutants mostly emerge ____________the burning_________fossil fuels______  addition __________ chemicals, toxic substances, and improper waste disposal. Air pollutants are absorbed into the atmosphere, and they can cause smog, a combination of smoke and fog, in valleys as well as produce acidic precipitation in areas far away from the pollution source.

In many areas, people and local governments do not sustainably use their natural resources. Mining for natural gases, deforestation, and even improper use of water resources can have tremendous effects on the environment. While these strategies often attempt to boost local economies, their effects can lead to oil spills, interrupted animal habitats, and droughts.

Ultimately, the effects of the modern world on the environment can lead to many problems. Human beings need to consider the repercussions of their actions, trying to reduce, reuse, and recycle materials while establishing environmentally sustainable habits. If measures are not taken to protect the environment, we can potentially witness the extinction of more endangered species, worldwide pollution, and a completely uninhabitable planet.

source: lingua.com

Study the use of the underlined word in the following sentence from the text:

Human beings need to consider the repercussions of their actions, trying to reduce, reuse, and recycle materials while establishing environmentally sustainable habits.

The underlined word in the sentence:
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Q3502717 Inglês
Relative clauses are parts of a sentence that provide more information about a noun. They are introduced by
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Q3502716 Inglês
Choose the sentence that presents a correct classification of linguistic case. 
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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.
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Q3502701 Inglês
Mark the alternative that presents a possessive adjective. 
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Respostas
221: C
222: A
223: E
224: B
225: A
226: E
227: E
228: C
229: B
230: D
231: C
232: B
233: E
234: B
235: B
236: B
237: E
238: A
239: D
240: A