Questões de Concurso
Comentadas sobre pronomes | pronouns em inglês
Foram encontradas 847 questões
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Pedro Velho - RN
Prova:
FACET Concursos - 2025 - Prefeitura de Pedro Velho - RN - Professor de Inglês |
Q3158172
Inglês
Choose the correct sentence using an object
pronoun:
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Pedro Velho - RN
Prova:
FACET Concursos - 2025 - Prefeitura de Pedro Velho - RN - Professor de Inglês |
Q3158171
Inglês
Which demonstrative pronoun is used to refer
to something far from the speaker?
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Pedro Velho - RN
Prova:
FACET Concursos - 2025 - Prefeitura de Pedro Velho - RN - Professor de Inglês |
Q3158170
Inglês
Which of the following sentences uses a
possessive adjective to show ownership?
Ano: 2025
Banca:
Unesc
Órgão:
Prefeitura de Campos Novos - SC
Prova:
Unesc - 2025 - Prefeitura de Campos Novos - SC - Professor de Inglês |
Q3139404
Inglês
Qual alternativa apresenta o uso correto do pronome
possessivo?
Ano: 2025
Banca:
Unesc
Órgão:
Prefeitura de Campos Novos - SC
Prova:
Unesc - 2025 - Prefeitura de Campos Novos - SC - Professor de Inglês |
Q3139403
Inglês
Qual a forma interrogativa da frase "He can swim"?
Ano: 2024
Banca:
Instituto UniFil
Órgão:
Prefeitura de Guapirama - PR
Prova:
Instituto UniFil - 2024 - Prefeitura de Guapirama - PR - Professor Ensino Fundamental II - Inglês |
Q4328790
Inglês
You must use who/that/which when it is the subject of
the relative clause. Sometimes who/that/which is the
object of the verb and when it happens, you can
Ano: 2024
Banca:
Instituto UniFil
Órgão:
Prefeitura de Guapirama - PR
Prova:
Instituto UniFil - 2024 - Prefeitura de Guapirama - PR - Professor Ensino Fundamental II - Inglês |
Q4328789
Inglês
A clause is a part of a sentence. A relative clause tells
us which person or thing (or what kind of person or
thing) the speaker means. We use who in a relative
clause when we are talking about
Ano: 2024
Banca:
Máxima
Órgão:
Prefeitura de Santo Antônio do Grama - MG
Prova:
Máxima - 2024 - Prefeitura de Santo Antônio do Grama - MG - Professor de Inglês |
Q4208663
Inglês
Observe a conversa entre um diretor de uma escola americana que veio
visitar outra escola no Brasil e complete o diálogo com as palavras certas.
M: Good morning Mrs. Forks! I’m very pleased to have you here. F: “Good morning Mrs. Miranda! Thanks for having me here at school. M: Let me show you _____________ the school. F: Sure, but first I___________ like to know more ______________ the school. M: Absolutely. What do you have in _____________________?
Escolha a opção CORRETA.
M: Good morning Mrs. Forks! I’m very pleased to have you here. F: “Good morning Mrs. Miranda! Thanks for having me here at school. M: Let me show you _____________ the school. F: Sure, but first I___________ like to know more ______________ the school. M: Absolutely. What do you have in _____________________?
Escolha a opção CORRETA.
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Afonso Cunha - MA
Prova:
Instituto JK - 2024 - Prefeitura de Afonso Cunha - MA - Professor Anos Finais - Inglês |
Q3991291
Inglês
What’s the correct sequence to fill the gaps with the right pronouns for the sentences below:
I. This is _______ (we) newspaper.
II. Those toothbrushes are _____(I).
III. ______(you) cousin is here.
IV. _____(they) car is black and ____(she) is white.
I. This is _______ (we) newspaper.
II. Those toothbrushes are _____(I).
III. ______(you) cousin is here.
IV. _____(they) car is black and ____(she) is white.
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Cachoeira Grande - MA
Prova:
Instituto JK - 2024 - Prefeitura de Cachoeira Grande - MA - Professor Anos Finais - Inglês |
Q3990445
Inglês
Which option has the right use of possessive
adjectives and pronouns according to the
sentence given:
Silvia’s car is at home. Where is your car?
Silvia’s car is at home. Where is your car?
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Cachoeira Grande - MA
Prova:
Instituto JK - 2024 - Prefeitura de Cachoeira Grande - MA - Professor Anos Finais - Inglês |
Q3990437
Inglês
Read the excerpt from the song “Bye Bye Bye”
by ‘N Sync and answer the questions:
“Don't want to be a fool for you
Just another player in your game for two
I don't want to be your fool
But it ain't no lie
Baby bye bye bye
Bye bye
Don't really want to make it tough
I just want to tell you that I've had enough
It might sound crazy but it ain't no lie
Bye bye”
In the sentence “I just want to tell you that I’ve had enough it might sound crazy but it ain’t no lie”, how many Subject Pronouns are there?
“Don't want to be a fool for you
Just another player in your game for two
I don't want to be your fool
But it ain't no lie
Baby bye bye bye
Bye bye
Don't really want to make it tough
I just want to tell you that I've had enough
It might sound crazy but it ain't no lie
Bye bye”
In the sentence “I just want to tell you that I’ve had enough it might sound crazy but it ain’t no lie”, how many Subject Pronouns are there?
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984287
Inglês
Choose the option that correctly fill the gaps in the questions below:
1. _______ demands for a higher salary?
2. _______ did Robert present the staff?
3. _______ do you think you are going?
4. _______ is he starting his new job?
5. _______ are they looking at the river?
Ano: 2024
Banca:
GUALIMP
Órgão:
Prefeitura de Alfredo Chaves - ES
Prova:
GUALIMP - 2024 - Prefeitura de Alfredo Chaves - ES - Professor MAPB - Língua Estrangeira - Inglês |
Q3665322
Inglês
What is the best option to complete the sentence: I have a nice car, but I think_________is better.
Ano: 2024
Banca:
GUALIMP
Órgão:
Prefeitura de Alfredo Chaves - ES
Prova:
GUALIMP - 2024 - Prefeitura de Alfredo Chaves - ES - Professor MAPB - Língua Estrangeira - Inglês |
Q3665321
Inglês
What is the best option to complete the sentence: John is a really good friend of________. We see
each other every day.
Ano: 2024
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2024 - Prefeitura de Fortaleza - CE - Professor - Língua Inglesa |
Q3595989
Inglês
Choose the correct alternative to complete the sentence below:
The children didn't tidy up after ______.
Ano: 2024
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2024 - Prefeitura de Fortaleza - CE - Professor - Língua Inglesa |
Q3595988
Inglês
Choose the correct word from options A, B, C or D to complete the sentence.
a: ________ one is a salesperson?
b: None of them is. Paul is a journalist and Elena is a doctor.
Ano: 2024
Banca:
IMPARH
Órgão:
Prefeitura de Fortaleza - CE
Prova:
IMPARH - 2024 - Prefeitura de Fortaleza - CE - Professor - Língua Inglesa |
Q3595983
Inglês
Choose the correct option.
They told me they would leave at 6pm. I hope they haven't gone without ______.
They told me they would leave at 6pm. I hope they haven't gone without ______.
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Araruna - PB
Prova:
CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550795
Inglês
Considering the phrase “The child _____ playing in the field is my daughter”, which one of the following is CORRECT?
Ano: 2024
Banca:
CPCON
Órgão:
Prefeitura de Araruna - PB
Prova:
CPCON - 2024 - Prefeitura de Araruna - PB - Professor Magistério Classe B - Inglês |
Q3550792
Inglês
Texto associado
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):
Ano: 2024
Banca:
FUVEST
Órgão:
USP
Prova:
FUVEST - 2024 - USP - Técnico de Laboratório (Saúde Bucal) |
Q3509500
Inglês
Texto associado
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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