Questões de Concurso Comentadas sobre pronomes | pronouns em inglês

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Q3680628 Inglês

•Use Text I for question.


TEXT I


HOW TO COPE WITH THE SUNDAY SCARIES


by Chantelle Lee


    ________(1) Sunday night, and you’re feeling sad and anxious about going back to work in the morning.

 

    Say hello to the Sunday scaries 


   You’re not alone in your workweek dread: “They’re very, very common,” says Susanne Cooperman, a neuropsychologist and psychoanalyst at New York University Langone Huntington Medical Group. “There’s nothing wrong with a person if they feel sad that the weekend is over. It’s when it really interferes in your functioning—when you can’t focus, when you can’t sleep, when you feel yourself medicating with alcohol—then you need help.”


   Here’s why people get the Sunday scaries and the best ways to combat those thoughts of doom and gloom.


   __________(2) are the Sunday scaries? The Sunday scaries typically manifest in two ways: feelings of depression that the weekend is ending, feelings of anxiety about the week to come, or both. These feelings typically start on Sunday afternoon.


   “It could be that you feel sad and irritable and you have difficulty concentrating and fatigue,”


   Cooperman says. That collection of feelings is called anhedonia—basically a loss of enjoyment.


   If you feel more dread for the work week ahead, that’s called “anticipatory anxiety,” she says.


   Why people get them 


   The scaries strike for all kinds of reasons. They could be related to work—maybe you’re afraid of losing your job, or you’re dreading going to the office in person, or you’re simply having a hard time unplugging from work after hours, Cooperman says.


   Or, she adds, it could also be that you overbooked yourself during the week and feel exhausted by the time Sunday comes around.


   How to deal with the Sunday scaries


  One of the best ways to deal with the Sunday scaries is to mentally plant yourself firmly in the present. One way to achieve this is to try a mediation or relaxation app, even if it’s only for 10 or 15 minutes, Cooperman says. “I think that’s probably the best out of all the tips: stay in the moment, really try to curtail that catastrophizing into the future,” she says. There are other paths away from the scaries, too: Unplug from your phone or social media, maintain a good work-life balance, do some exercise, or get some fresh air. Make sure to schedule fun activities for Sunday afternoon and evening and do things that reliably make you feel better or help you “refuel [your] batteries,” Cooperman says. Just as important is allowing yourself downtime to relax and unwind, she adds. She also recommends trying to split up errands throughout the week so you don’t feel like you wasted your entire Sunday doing them.


   While the Sunday scaries are common, people should keep an eye on how they’re coping come the end of the weekend. “Use healthy, adaptive ways to self-soothe when you’re anxious and have the scaries,” Cooperman says. “A glass of wine is fine, but if it’s more than that and you need it every night, then that’s a problem.” If the scaries are so bad that it’s significantly impacting your life, Cooperman suggests talking about these feelings with a therapist or a psychologist. Some warning signs include being so anxious that it’s hard to get out of bed in the morning, having anxiety attacks, needing alcohol to calm down, not being able to focus or sleep, or failing to enjoy the weekend at all. “If you just can’t get out of that loop where you’re constantly unhappy, then I think you’re at a place where you should see a psychologist or a therapist,” Cooperman says. “Sometimes it’s hard to [deal with it] on your own. It’s good to talk to a professional.” 



LEE, Chantelle. How to cope with the Sunday scaries. Time, New York, 6 Apr. 2025. Available at: https://time.com/7275089/what-are-sunday-scaries/. Accessed on: 11 Aug. 2025.

Based on the excerpt presented, consider the following statements:

“You’re not alone in your workweek dread: ‘They’re very, very common,’ says Susanne Cooperman, a neuropsychologist and psychoanalyst at New York University Langone Huntington Medical Group.”

I- The sentence ‘They’re very, very common’ consists of a direct speech.
II- In ‘You’re not alone in your workweek dread’, the term “your” is a possessive adjective.
III- Susanne Cooperman is the author of the text “How to Cope with the Sunday Scaries”.

Select the alternative in which the statements are CORRECT. 
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Q3680624 Inglês

•Use Text I for question.


TEXT I


HOW TO COPE WITH THE SUNDAY SCARIES


by Chantelle Lee


    ________(1) Sunday night, and you’re feeling sad and anxious about going back to work in the morning.

 

    Say hello to the Sunday scaries 


   You’re not alone in your workweek dread: “They’re very, very common,” says Susanne Cooperman, a neuropsychologist and psychoanalyst at New York University Langone Huntington Medical Group. “There’s nothing wrong with a person if they feel sad that the weekend is over. It’s when it really interferes in your functioning—when you can’t focus, when you can’t sleep, when you feel yourself medicating with alcohol—then you need help.”


   Here’s why people get the Sunday scaries and the best ways to combat those thoughts of doom and gloom.


   __________(2) are the Sunday scaries? The Sunday scaries typically manifest in two ways: feelings of depression that the weekend is ending, feelings of anxiety about the week to come, or both. These feelings typically start on Sunday afternoon.


   “It could be that you feel sad and irritable and you have difficulty concentrating and fatigue,”


   Cooperman says. That collection of feelings is called anhedonia—basically a loss of enjoyment.


   If you feel more dread for the work week ahead, that’s called “anticipatory anxiety,” she says.


   Why people get them 


   The scaries strike for all kinds of reasons. They could be related to work—maybe you’re afraid of losing your job, or you’re dreading going to the office in person, or you’re simply having a hard time unplugging from work after hours, Cooperman says.


   Or, she adds, it could also be that you overbooked yourself during the week and feel exhausted by the time Sunday comes around.


   How to deal with the Sunday scaries


  One of the best ways to deal with the Sunday scaries is to mentally plant yourself firmly in the present. One way to achieve this is to try a mediation or relaxation app, even if it’s only for 10 or 15 minutes, Cooperman says. “I think that’s probably the best out of all the tips: stay in the moment, really try to curtail that catastrophizing into the future,” she says. There are other paths away from the scaries, too: Unplug from your phone or social media, maintain a good work-life balance, do some exercise, or get some fresh air. Make sure to schedule fun activities for Sunday afternoon and evening and do things that reliably make you feel better or help you “refuel [your] batteries,” Cooperman says. Just as important is allowing yourself downtime to relax and unwind, she adds. She also recommends trying to split up errands throughout the week so you don’t feel like you wasted your entire Sunday doing them.


   While the Sunday scaries are common, people should keep an eye on how they’re coping come the end of the weekend. “Use healthy, adaptive ways to self-soothe when you’re anxious and have the scaries,” Cooperman says. “A glass of wine is fine, but if it’s more than that and you need it every night, then that’s a problem.” If the scaries are so bad that it’s significantly impacting your life, Cooperman suggests talking about these feelings with a therapist or a psychologist. Some warning signs include being so anxious that it’s hard to get out of bed in the morning, having anxiety attacks, needing alcohol to calm down, not being able to focus or sleep, or failing to enjoy the weekend at all. “If you just can’t get out of that loop where you’re constantly unhappy, then I think you’re at a place where you should see a psychologist or a therapist,” Cooperman says. “Sometimes it’s hard to [deal with it] on your own. It’s good to talk to a professional.” 



LEE, Chantelle. How to cope with the Sunday scaries. Time, New York, 6 Apr. 2025. Available at: https://time.com/7275089/what-are-sunday-scaries/. Accessed on: 11 Aug. 2025.

In “She also recommends trying to split up errands throughout the week so you don’t feel like you wasted your entire Sunday doing them.”, the term “them” refers to:
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Q3657723 Inglês
The teacher praised the student whose project showed great creativity and originality. She explained that academic success depends not only on knowledge but also on the ability to think critically. The class admired the student, whose dedication was evident throughout the semester.

In the passage, the word “whose” is used to:
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Q3657348 Inglês
Empowering Teens to Make an Impact in the World Through English

Teaching English to teenagers can be challenging, but it can also be exciting and rewarding. Why not inspire them to learn English while empowering them to use this global language to make a positive impact in the world? Join us to learn how to engage your teenage English learners with exciting, real-world content and projects that promote 21st century skills, such as technology integration, critical thinking, and creativity. Examples from the second edition ofimpact will be used to show what engaging and inspiring teen English learners looks like in practice. You will leave this webinar with new ideas to get your teens involved in your class, with each other, and with the world around them.


Disponível em:https://webinars.eltngl.com/28-augustempowering-teens-to-make-an-impact-in-the-world-through-english/. Acesso em: 10 de setembro de 2024.
Na última sentença do texto: “You will leave this webinar with new ideas to get your teens involved in your class, with each other, and with the world around them”, o pronome them faz referência à
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Q3652505 Inglês
Read the two sentences “Ms Lee met the parents, and they asked about the new schedule. This helped the team plan the workshops.” Identify the referent of the deictic “This” in the second sentence:
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Q3652490 Inglês
In the feedback paragraph for a class project, choose the option that employs personal, object, reflexive, possessive, and relative pronouns with standard agreement:
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Q3648806 Inglês
Choose the sentence in which the reflexive pronoun is used correctly to indicate that the subject acts upon the same entity. 
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Q3648802 Inglês
Choose the option with the incorrect pronoun use.
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Q3643958 Inglês
O texto seguinte servirá de base para responder à questão.


Primate thumbs and brains evolved hand-in-hand

By University of Reading Tue, Aug 26, 2025


University of Reading - Longer thumbs mean bigger brains, scientists have found − revealing how human hands and minds evolved together. Researchers studied 94 different primate species, including fossils and living animals, to understand how our ancestors developed their abilities. They found that species with relatively longer thumbs, which help with gripping small objects precisely, consistently had larger brains. The research, published today (Tuesday, 26 August) in Communications Biology, provides the first direct evidence that manual dexterity and brain evolution are connected across the entire primate lineage, from lemurs to humans. Humans and our extinct relatives boast both extraordinarily long thumbs and exceptionally large brains. However, the link remains strong across all primates: when scientists removed human data from their analysis, the connection between thumb length and brain size remained. 


Dr Joanna Baker, lead author from the University of Reading, said: "We've always known that our big brains and nimble fingers set us apart, but now we can see they didn't evolve separately. As our ancestors got better at picking up and manipulating objects, their brains had to grow to handle these new skills. These abilities have been fine-tuned through millions of years of brain evolution." 


Thumbs linked to thinking, not movement


The scientists made a surprising discovery about which part of the brain grows alongside longer thumbs. They expected longer thumbs to be linked to the cerebellum because it is the region of the brain that controls movement and coordination. Instead, longer thumbs were connected to the neocortex (a complex layered region comprising approximately half the volume of the human brain), which processes sensory information and handles cognition and consciousness. 


It was a surprise that only one of the two major brain regions they thought would be involved actually was. The findings suggest that as primates developed better manual skills for handling objects, their brains had to grow to process and use these new abilities effectively − but further work is needed to establish exactly how the neocortex supports manipulative abilities.


https://popular-archaeology.com/article/primate-thumbs-and-brains-evol ved-hand-in-hand/
Consider: "They expected longer thumbs to be linked to the cerebellum because it is the region of the brain that controls movement and coordination."

Choose the option that correctly identifies the antecedents of the bolded pronouns.
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Q3633656 Inglês
Relative clauses give us more information about someone or something. We can use relative clauses to combine sentences without repeating information. In this sense, choose the correct alternative.
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Q3633648 Inglês
A pronoun, in general, is a word that is used instead of a noun or noun phrase. In this sense, choose the option where both the personal pronoun and the object pronoun are correctly used in the sentence.
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Q3628178 Inglês
Balanced diet

    Keeping a balanced diet is essential for maintaining good health and well-being. It means consuming a variety of foods that provide your body with the right nutrients it needs to function properly. So, what does a balanced diet look like?
    Fruits and Vegetables: Start by fi lling half your plate with fruits and vegetables. These foods are rich in vitamins, minerals, and fi ber. They help you stay healthy and provide essential nutrients.
    Proteins: Include lean proteins like chicken, fi sh, beans, and tofu in your diet. Proteins are important for building and repairing tissues in your body.
    Whole Grains: Opt for whole grains like brown rice, whole wheat bread, and oatmeal. They provide energy and fi ber, keeping you full and satisfi ed.
    Dairy or Alternatives: Dairy products like milk, yogurt, and cheese are excellent sources of calcium. If you’re lactose intolerant or prefer plant-based options, try fortifi ed non-dairy alternatives like almond milk. 
    Healthy Fats: Don’t be afraid of fats; just choose healthy ones like avocados, nuts, and olive oil. These fats are essential for brain and heart health. Limit Sugars and Salt: Try to reduce your intake of sugary drinks, sweets, and high-sodium foods. Too much of these can harm your health.
    Hydration: Drink plenty of water throughout the day. It helps with digestion, keeps you hydrated, and supports overall health.
    Portion Control: Pay attention to portion sizes. Eating the right amount of food helps maintain a healthy weight.
    Remember, a balanced diet isn’t about perfection; it’s about making good choices most of the time. So, try to incorporate a variety of foods into your meals, and don’t forget to enjoy your food. A balanced diet is not only good for your body but also for your taste buds! 

(https://www.maxhealthcare.in/blogs/what-is-abalanced-diet)
Acessadado em: 20 de agosto de 2025
Observe o fragmento a seguir:

“Healthy Fats: Don’t be afraid of fats; just choose healthy ones like avocados, nuts, and olive oil. These fats are essential for brain and heart health.”

A reescritura no singular do trecho destacado acima fi ca correta da seguinte forma:
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Q3628173 Inglês
Balanced diet

    Keeping a balanced diet is essential for maintaining good health and well-being. It means consuming a variety of foods that provide your body with the right nutrients it needs to function properly. So, what does a balanced diet look like?
    Fruits and Vegetables: Start by fi lling half your plate with fruits and vegetables. These foods are rich in vitamins, minerals, and fi ber. They help you stay healthy and provide essential nutrients.
    Proteins: Include lean proteins like chicken, fi sh, beans, and tofu in your diet. Proteins are important for building and repairing tissues in your body.
    Whole Grains: Opt for whole grains like brown rice, whole wheat bread, and oatmeal. They provide energy and fi ber, keeping you full and satisfi ed.
    Dairy or Alternatives: Dairy products like milk, yogurt, and cheese are excellent sources of calcium. If you’re lactose intolerant or prefer plant-based options, try fortifi ed non-dairy alternatives like almond milk. 
    Healthy Fats: Don’t be afraid of fats; just choose healthy ones like avocados, nuts, and olive oil. These fats are essential for brain and heart health. Limit Sugars and Salt: Try to reduce your intake of sugary drinks, sweets, and high-sodium foods. Too much of these can harm your health.
    Hydration: Drink plenty of water throughout the day. It helps with digestion, keeps you hydrated, and supports overall health.
    Portion Control: Pay attention to portion sizes. Eating the right amount of food helps maintain a healthy weight.
    Remember, a balanced diet isn’t about perfection; it’s about making good choices most of the time. So, try to incorporate a variety of foods into your meals, and don’t forget to enjoy your food. A balanced diet is not only good for your body but also for your taste buds! 

(https://www.maxhealthcare.in/blogs/what-is-abalanced-diet)
Acessadado em: 20 de agosto de 2025
O pronome these em "These foods are rich in vitamins, minerals, and fi ber" (no 2º parágrafo) se refere a: 
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Ano: 2025 Banca: UNEB Órgão: SEC-BA Prova: UNEB - 2025 - SEC-BA - Professor - Inglês |
Q3626339 Inglês
Which of the following sentences demonstrates a grammatically and semantically correct use of a defining relative clause?
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Q3616900 Inglês
TEXT:


Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025


It’s no surprise that research shows a very strong relationship between reading comprehension and vocabulary knowledge. After all, we need to be able to understand the words that we encounter when reading in order to understand what we’re reading. As Grabe and Stoller so succinctly stated back in 1997, “reading improves vocabulary knowledge and vocabulary knowledge supports reading development” (p.119). It’s a reciprocal relationship: the larger your vocabulary, the easier it is to read, and the more you read, the more your vocabulary increases.

So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)? Research tells us that to read with adequate comprehension, 95 – 98% of the words in the text need to be known (Nation 2001: 147). But what does it mean to know a word when a single word can have many diff erent senses/meanings? Take a simple word like green. Now put yourself in your student’s shoes. Imagine fi rst encountering this word in a story about someone who lost their green jacket. Then in a diff erent context you read about someone who was green – instead of a color this could mean that the person was feeling sick, or envious, or a novice, or eco-conscious. Not so simple, is it?

We also know that reading texts on diff erent topics increases the chances that our students will encounter diff erent words and come across new meanings of known words. But how can we get them to do this consistently? One eff ective way is to combine “intensive” and “extensive” reading practice. This approach can both fi ne tune reading skills and increase vocabulary knowledge, all while making reading more pleasurable.

Intensive Reading

Intensive reading activities typically take place in class and involve diff erent ways of interacting with a text. Examples include timed readings, scanning for information, or skimming to get the gist of the text before diving in to read.

Newspaper articles off er great resources for scanning activities since they often include dates and names. If your school has a campus paper (print or online), use it as a resource for scanning activities. Rather than focusing on just one article, have your students scan the entire school paper for when or where certain events are taking place. This has the added benefi t of being directly relevant to their daily lives.

I’m also a fan of timed readings using short texts (200 – 400 words) that cover a wide range of topics. These increase the opportunity for students to encounter more diff erent words and to see words they already “know” in diff erent contexts and with diff erent meanings (as our example above of the word green).

Extensive Reading

Extensive reading usually happens outside the classroom, but there are benefi ts to including a dedicated time for this type of reading in class. When I teach reading, I always have 10 – 15 minutes of silent sustained reading as part of class. During that time everyone, including me, reads something of their choice. I set a timer so that we don’t lose track of time while reading.

With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time. It’s important that students are reading for pleasure during this time and NOT reading textbooks. Graded readers or young adult literature are great resources for extensive reading.

You can help motivate your students by keeping track of their reading. Here are two suggestions:

1. Reading logs – Have your students keep reading logs of how much time they spend reading each day. They should also write a sentence or two about what they read.

2. Reading progress tracker – Have a place in your classroom to show their reading progress. For example, if students commit to reading 15 minutes a day, create a board showing student progress in 15-minute increments. As students accumulate reading time, you can have benchmarks (e.g., an hour, fi ve hours) for when students receive diff erent rewards, such as a certifi cate, time for an in-class game, or even a free book.

Combining intensive and extensive reading activities has long been a recipe for success in my classrooms. I have no doubt that it will help you help your students become more successful, and happier, readers, too.


Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/ Acesso em 23/07/2025
No trecho “During that time everyone, including me, reads something of their choice”, o termo sublinhado é definido como:
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Q3613862 Inglês
Read the lyric excerpt from “Love is bigger than anything in its way” by U2.

The door is open to go through If I could I would come too But the path is made by you As you're walking start singing and stop talking Oh, if I could hear myself when I say Oh, love is bigger than anything in its way

(Available on: https://www.letras.mus.br/u2/love-is-bigger-than-anything-in-its-way/#autoplay. Accessed in: July 2025.)

The word “its” is used in this line because:
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Q3598100 Inglês
For this question choose the correct answer. 
She didn't have to lend her son any money. He bought a new house by __________.
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Q3591151 Inglês
O texto seguinte servirá de base para responder às questões de 1 a 5.


Population history of the Southern Caucasus

Max Planck Institute for Evolutionary Anthropology—An international team of researchers from Germany, Georgia, Armenia, and Norway has analyzed ancient DNA from 230 individuals across 50 archaeological sites from Georgia and Armenia. Within the framework of the Max Planck-Harvard Research Center for the Archaeoscience of the Ancient Mediterranean, co-directed by Johannes Krause, Director at the Max Planck Institute for Evolutionary Anthropology in Leipzig, and Philipp Stockhammer, Professor at Ludwig Maximilians University of Munich, this study reconstructs the genetic interactions of populations in the Southern Caucasus over time and down to the level of individual mobility.

Mostly constant ancestry with traces of Bronze Age migrations

Spanning from the Early Bronze Age (circa 3500 BCE) to after the Migration Period (circa 500 CE), the research shows that people in the Southern Caucasus retained a mostly constant ancestry profile. "The persistence of a deeply rooted local gene pool through several shifts in material culture is exceptional", says population geneticist Harald Ringbauer, whose research team at the Max Planck Institute for Evolutionary Anthropology led this study, "This stands out compared to other regions across Western Eurasia, where many changes were linked to substantial movement of people."

While there was overall genetic continuity, the research also found evidence of migration from neighboring regions. During the later phases of the Bronze Age, in particular, a portion of the area's genetic makeup traces back to people from Anatolia and the Eurasian steppe pastoralists—reflecting cultural exchange, technological innovation, burial practices, and the expansion of economic systems, such as mobile pastoralism. Following this period, the population size in the area increased, and genetic signatures of mixing were often more transient or confined to singular mobile individuals.

Cranial deformation: introduced by migration, then turned into a local tradition

One of the study's most striking findings concerns early Medieval individuals from the Iberian Kingdom, located in present-day eastern Georgia, who had intentionally deformed skulls. This cultural practice was long thought to be tied to Central Eurasian Steppe populations. "We identified numerous individuals with deformed skulls who were genetically Central Asian, and we even found direct genealogical links to the Avars and Huns " says lead author and geneticist Eirini Skourtanioti from the Max Planck Institute for Evolutionary Anthropology and Ludwig Maximilians University Munich. "However, our analyses revealed that most of these individuals were locals, not migrants. This is a compelling example of the cultural adoption of a practice that was likely disseminated in the area by nomadic groups."

Liana Bitadze, head of the Anthropological Research Laboratory at Tbilisi State University in Georgia and a co-author of the study, corroborates the significance of this finding: "Previously, we addressed this question through comparative morphometric analyses. Now, ancient DNA analysis has created a completely new line of evidence, helping us to reach more definitive answers."

A melting pot of diverse ancestries

The study also highlights how urban centers and early Christian sites in eastern Georgia became melting pots of people beginning in Late Antiquity. This further emphasizes the long-standing role of the Caucasus as a dynamic cultural and genetic frontier.

"Historical sources mention how the Caucasus Mountains served both as a barrier and a corridor for migration during Late Antiquity. Our study shows that increased individual mobility was a key feature of the emerging urban centers in the region", says Xiaowen Jia, co-lead author and PhD researcher at Ludwig Maximilians University Munich.

This research sets a new standard for understanding the population histories of regions that have long been overlooked by archaeogenetics.


https://popular-archaeology.com/article/population-history-of-the-southe rn-caucasus/
Read the sentence from the text: "This stands out compared to other regions across Western Eurasia, where many changes were linked to substantial movement of people." Match each highlighted word to its correct grammatical category:

COLUMN 1
I. This
II. other
III. where
IV. many
V. substantial

COLUMN 2
1.Relative adverb
2.Adjective
3.Quantifier adjective
4.Demonstrative pronoun
5.Attributive adjective

The correct matching is:
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Q3587381 Inglês
Read the excerpt from Marie Curie’s biography below:
Marie Curie, née Maria Sklodowska, was born in Warsaw on November 7, 1867, the daughter of a secondary-school teacher. She received a general education in local schools and some scientific training from her father. She became involved in a students’ revolutionary organization and found it prudent to leave Warsaw, then in the part of Poland dominated by Russia, for Cracow, which at that time was under Austrian rule. In 1891, she went to Paris to continue her studies at the Sorbonne, where she obtained Licenciateships in Physics and the Mathematical Sciences. She met Pierre Curie, Professor in the School of Physics, in 1894 and in the following year they were married.
(Available on: https://www.nobelprize.org/prizes/. Accessed on: may 2025.)
The alternative that correctly identifies the meaning and function of the relative pronoun in bold is:
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Q3565889 Inglês

Read the following text to answer question


his paper presents the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom and which, moreover, emphasize meaning. Throughout the paper, the theory of the use of tasks for the teaching/learning of a FL present in the literature will be discussed, and an approach which is based on the utilization of tasks as the backbone for the planning of course is presented. In addition to emphasizing meaning, the tasks analyzed take a relatively long time to complete, i.e. they last more than a single class. Thus, the input can be remembered and re-worked as it reappears in different ways, thus making it possible for learning to be more long-lasting and significant.


 (José Carlos Paes de Almeida Filho e Rita Barbirato. 
 Ambientes comunicativos para aprender línguas estrangeiras,
 2000. Adaptado)

In the extract from the text “the concept of task as the location for learning a foreign language (FL), a space for creation in and with the target language, with the tasks utilized simulating as closely as possible the situations which the students will encounter outside the classroom”, the word in bold introduces a clause that modifies
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Respostas
121: B
122: A
123: B
124: C
125: C
126: C
127: A
128: E
129: D
130: D
131: E
132: A
133: B
134: C
135: A
136: D
137: B
138: B
139: C
140: C