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Questões de Concurso Sobre pronomes | pronouns em inglês

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Foram encontradas 1.055 questões

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Q3616900
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: SELECON Órgão: Prefeitura de Tapurah - MT Prova: SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
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:
Alternativas
Q3613862
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: Instituto Consulplan Órgão: Prefeitura de João Ramalho - SP Prova: Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
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:
Alternativas
Q3613857
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: Instituto Consulplan Órgão: Prefeitura de João Ramalho - SP Prova: Instituto Consulplan - 2025 - Prefeitura de João Ramalho - SP - Professor de Inglês |
Q3613857 Inglês

Read the comic strip below:


Imagem associada para resolução da questão



(Available on: https://pyrosophy.net/2012/12/16/comic-strip-reblog/. Accessed in: July 2025. Adapted.)


The relative pronoun that best fills the blank is:

Alternativas
Q3610235
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: AMAUC Órgão: Prefeitura de Seara - SC Prova: AMAUC - 2025 - Prefeitura de Seara - SC - Professor de Inglês |
Q3610235 Inglês
Postclassic Period


The end of the Terminal Classic Period has been viewed as the death knell for the Maya civilization, and the Postclassic Period has traditionally been described as a militaristic, decadent, and degenerate phase in Maya history. But more enlightened views would see that the militarism was part and parcel with other features that suggest a tendency towards secularism and the resultant downplaying of the ceremonial rituals that dominated the Classic Period. Moreover, much of our interpretations of the Postclassic were projected from ethnohistoric accounts of the Spanish intrusions in the region. Very little attention has been directed towards understanding the Postclassic through archaeology, although recent research on the period, particularly at Santa Rita in northern Belize, suggests continuity from the Classic Period.The focus of cultural developments moved from the Central Maya Lowlands north, to the Yucatan, where the Spanish first contacted the Maya culture.

Once the Spanish established their base in northern Yucatan by 1546, they began to impose their views and customs upon the Maya. This was a time of great disruption. The Maya people suffered from introduction of European diseases suppression of native traditions conscription of labor.

Tragically, the vast majority of Maya documents were destroyed by Spanish religious zealots. The Auto de Fe of Fray DeLanda is among the most famed. Credited with providing scraps of information on the Mayan language, in truth he is responsible for burning the majority of the known text at the time. The created a huge void of information about the language and practices of this advanced civilization. The Maya of the Yucatan struggled to maintain their life ways under Spanish rule. The Maya forest garden and milpa strategy, unfamiliar to and unappreciated by the Spanish, was not accepted.

After the conquest of the northern Yucatan, the southern Maya Itza kingdom still dominated the southern lowlands, where Tikal once ruled. Hostile to their neighbors and ensconced in the Maya forest, they were able to maintain their independence for nearly two centuries after the Spanish arrived.





Postclassic Mural

It was not until 1696 that the Spanish conquered the last of the independent Maya city-states, the Itza of Tayasal, the descendants of the ancient Maya realm. The Central Maya Lowlands, which today include most of Belize and the Peten of Guatemala, are still home to Maya who can trace their ancestry back into prehistory as attested by the patronyms of local villagers: Teck, Bacab, Mai, Cocom, and Panti to name a few.


https://www.marc.ucsb.edu/research/maya/ancient-maya-civilization/po stclassic-period
Within the sentence explaining how independence was maintained in the southern lowlands, to whom does the pronoun "they" most plausibly refer, given the surrounding details? 
Alternativas
Q3598100
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: IMPARH Órgão: Prefeitura de Fortaleza - CE Prova: IMPARH - 2025 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
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 __________.
Alternativas
Q3598090
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: IMPARH Órgão: Prefeitura de Fortaleza - CE Prova: IMPARH - 2025 - Prefeitura de Fortaleza - CE - Professor Substituto - Língua Inglesa |
Q3598090 Inglês

A PERFECT FAMILY HOLIDAY


The pronoun “them” (line 1) refers to:
Alternativas
Q3591151
Inglês Adjetivos | Adjectives , Determinantes e quantificadores | Determiners and quantifiers , Pronomes | Pronouns ,
Ano: 2025 Banca: AMEOSC Órgão: Prefeitura de Santa Helena - SC Prova: AMEOSC - 2025 - Prefeitura de Santa Helena - SC - Professor com Licenciatura Plena em Língua Portuguesa e Estrangeira (Inglês) - Edital nº 6 |
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:
Alternativas
Q3587381
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: Instituto Consulplan Órgão: Prefeitura de Vermelho Novo - MG Prova: Instituto Consulplan - 2025 - Prefeitura de Vermelho Novo - MG - Professor de Inglês |
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:
Alternativas
Q3565889
Inglês Pronomes | Pronouns , Análise sintática | Syntax Parsing ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Ensino Fundamental e Médio - Inglês |
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
Alternativas
Q3553785
Inglês Pronomes | Pronouns , Verbos | Verbs , Presente simples | Simple present , Pronome indefinido | Indefinite Pronouns
Ano: 2025 Banca: EVO Concursos Órgão: Prefeitura de Romelândia - SC Prova: EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553785 Inglês
Identify the sentence that uses the correct subjectverb agreement: 
Alternativas
Q3541310
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: INSTITUTO AOCP Órgão: IF-MS Prova: INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
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.
Alternativas
Q3529894
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
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
Alternativas
Q3529175
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2023 |
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
Alternativas
Q3524721
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
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. 
Alternativas
Q3524709
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
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
Alternativas
Q3524698
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
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
Alternativas
Q3524655
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
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. 
Alternativas
Q3524654
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
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
Alternativas
Q3524632
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
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.
Alternativas
Q3517840
Inglês Pronomes | Pronouns , Pronome subjetivo | Subjective pronoun ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco Prova: CESPE / CEBRASPE - 2025 - Instituto Rio Branco - Diplomata (Terceiro Secretário) - Manhã e Tarde |
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.  

Alternativas
Respostas
221: A
222: D
223: B
224: D
225: B
226: C
227: B
228: C
229: C
230: C
231: B
232: A
233: E
234: E
235: C
236: B
237: D
238: C
239: B
240: E
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