Questões de Concurso
Sobre pronomes | pronouns em inglês
Foram encontradas 1.046 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524721
Inglês
Texto associado
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.
Mark the alternative in which it has a lexical meaning.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524709
Inglês
Texto associado
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
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2020 |
Q3524698
Inglês
Texto associado
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
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524655
Inglês
Texto associado
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.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524654
Inglês
Texto associado
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
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524632
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
Look at the fragment: “others, such as content-based
language teaching or English as an Additional Language
(EAL)”. In English, there are also the terms other,
another, the other, the others – all of them used to
refer to something or someone different from the one(s)
already mentioned.
Choose the alternative with the correct use of one of these terms.
Choose the alternative with the correct use of one of these terms.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
Instituto Rio Branco
Prova:
CESPE / CEBRASPE - 2025 - Instituto Rio Branco - Diplomata (Terceiro Secretário) - Manhã e Tarde |
Q3517842
Inglês
Texto associado
A lack of women at decision-making tables around the
world is hindering progress when it comes to tackling conflicts or
improving health and standard of living, the highest-ranking
woman in the UN (United Nations) has said.
“We’re half the population. And what we bring to the
table is incredibly important and it’s missing”, said Amina
Mohammed, the UN deputy secretary general. “I think it’s why
mostly our human development indices are so bad, why we have
so many conflicts and we’re unable to come out of the conflicts.”
Since her appointment in 2017, Mohammed has been a
constant voice in pushing back against the under-representation
of women in politics, diplomacy and even the UN general
assembly. Her efforts have helped cast a spotlight on the fact that
women remain relegated to the margins of power around the
world; last year the global proportion of female lawmakers stood
at 26.9%, according to Switzerland’s Inter-Parliamentary Union.
Speaking to The Guardian, Mohammed said “flexing
muscle and testosterone” often dominated at tables of power
around the world. “This win, win, win at all costs — I think that
would change if women were at the table”, she said.
She acknowledged that the world had seen a handful of
female leaders who had not used their position to advocate for
greater peace or conflict resolution. “Fair point, we see women in
power and they’re sometimes the image of men”, she said. But
she described it as unfair to judge women on an individual basis
while they were still within the confines of a system dominated
by men. “We don’t judge men that way.”
Mohammed highlighted how many parts of society still
view women in power as “about taking away, rather than adding”
value. “And we have to change that mentality”, she said.
“We kept looking at the Band-aid: put the women in
office, let’s have affirmative action. And we never connected the
dots for women themselves to build the constituencies and to go
out and vote”, she said. “So we have to have a conversation with
women first. Because if we’re doing this for women, should it not
be by women?”
Ashifa Kassam. Lack of women at global tables of power hinders progress, says top UN official.
In: The Guardian, 19/6/2024. Internet:: <www.theguardian.com.> (adapted).
Based on the previous text, judge the following item.
In the excerpt ‘And we have to change that mentality’ (last sentence of the sixth paragraph) the fragment ‘that mentality’ refers back to the belief that, when in power, women diminish value instead of adding it.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
Instituto Rio Branco
Prova:
CESPE / CEBRASPE - 2025 - Instituto Rio Branco - Diplomata (Terceiro Secretário) - Manhã e Tarde |
Q3517840
Inglês
Texto associado
A lack of women at decision-making tables around the
world is hindering progress when it comes to tackling conflicts or
improving health and standard of living, the highest-ranking
woman in the UN (United Nations) has said.
“We’re half the population. And what we bring to the
table is incredibly important and it’s missing”, said Amina
Mohammed, the UN deputy secretary general. “I think it’s why
mostly our human development indices are so bad, why we have
so many conflicts and we’re unable to come out of the conflicts.”
Since her appointment in 2017, Mohammed has been a
constant voice in pushing back against the under-representation
of women in politics, diplomacy and even the UN general
assembly. Her efforts have helped cast a spotlight on the fact that
women remain relegated to the margins of power around the
world; last year the global proportion of female lawmakers stood
at 26.9%, according to Switzerland’s Inter-Parliamentary Union.
Speaking to The Guardian, Mohammed said “flexing
muscle and testosterone” often dominated at tables of power
around the world. “This win, win, win at all costs — I think that
would change if women were at the table”, she said.
She acknowledged that the world had seen a handful of
female leaders who had not used their position to advocate for
greater peace or conflict resolution. “Fair point, we see women in
power and they’re sometimes the image of men”, she said. But
she described it as unfair to judge women on an individual basis
while they were still within the confines of a system dominated
by men. “We don’t judge men that way.”
Mohammed highlighted how many parts of society still
view women in power as “about taking away, rather than adding”
value. “And we have to change that mentality”, she said.
“We kept looking at the Band-aid: put the women in
office, let’s have affirmative action. And we never connected the
dots for women themselves to build the constituencies and to go
out and vote”, she said. “So we have to have a conversation with
women first. Because if we’re doing this for women, should it not
be by women?”
Ashifa Kassam. Lack of women at global tables of power hinders progress, says top UN official.
In: The Guardian, 19/6/2024. Internet:: <www.theguardian.com.> (adapted).
Based on the previous text, judge the following item.
In the fragment ‘And what we bring to the table is incredibly important and it’s missing’ (second sentence of the second paragraph), the pronoun ‘we’ refers specifically to the women that are part of decision-making tables.
Ano: 2025
Banca:
IGEDUC
Órgão:
Prefeitura de Japaratinga - AL
Prova:
IGEDUC - 2025 - Prefeitura de Japaratinga - AL - Professor II de Língua Inglesa |
Q3510314
Inglês
Read the short dialogue below and answer the question:
A:Did you finish the report?
B:I tried, but it wasn't easy. I asked Mark, but he didn't know much about it either.
A:Did he at least send you the files?
B:No. Said he'd do it later.
Which of the following best explains a cohesive mechanism used in this dialogue?
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502717
Inglês
Relative clauses are parts of a sentence that provide more information about a noun. They are introduced by
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502716
Inglês
Choose the sentence that presents a correct classification of linguistic case.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502715
Inglês
Mark the correct classifications, in order, of the determiners
used in these sentences:
I - The car is parked outside; II - Her book is on the table; III - There are some apples on the counter.
I - The car is parked outside; II - Her book is on the table; III - There are some apples on the counter.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502701
Inglês
Mark the alternative that presents a possessive adjective.
Ano: 2025
Banca:
FRONTE
Órgão:
Prefeitura de Santa Bárbara - MG
Prova:
FRONTE - 2025 - Prefeitura de Santa Bárbara - MG - PEB-Língua Inglesa |
Q3498924
Inglês
Texto associado
Context: Anny and Lizzie are two friends who study at
NY University. There'll be a long holiday and they are trying
to decide what to do. Anny is American, Lizzie is British
and both of them love to make fun of each other's accent.
Read the dialogue below and answer the question.
- What are you up to this weekend?
- I've got no idea, actually… What about you? Maybe
football?
- No, no. Soccer is not my thing. Maybe… dancing?
- I'm keen to dance. Why not?
- Alright, let's call Martha and Susie. Maybe they wanna join
us.
- Absolutely.
Which other pronouns could we use to
substitute “us” in the expression “join us”?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Titular) |
Q3456338
Inglês
Texto associado
Leia o texto para responder às questão.
Let’s start by discussing smoking. It continues to be the leading cause of preventable disease and death in many countries. The highest percent of smoking tends to be seen among people with a high school diploma (or not even that!), and the lowest is among those with a bachelor’s degree or higher. Trends in efforts to quit smoking habits also vary by educational level. Adults with only a high school diploma historically have had the lowest rates of quitting smoking compared to adults overall. But these data document the relationship when it is too late: Adults don’t drop out of school, children do.
The field of public health recognizes education is a social determinant of health and an indicator of well-being. National efforts in North America are currently focused on promoting literacy, and increasing high school completion and college enrollment. It is critical to ensure that children have positive learning experiences while they are still young so that they can achieve educational success. This is one of the best ways to ensure that they can live healthier lives as adults.
A human baby’s brain is not fully developed at birth. Rapid brain developments and the acquisition of foundation skills occur in the first few years of life and then steady into childhood and adolescence. Abuse, neglect, poverty and related stressful exposures can put children at risk for problems with healthy cognitive, social and emotional development, which can interfere with learning.
To effectively address the problem, learning environments must include staff who have knowledge about trauma and symptoms of trauma. Most importantly, the school ecosystems, which include the schools’ staff, must be prepared and able to provide children, and each other, safe, supportive and trusting environments. Thus, creating effective solutions will require a multigenerational approach – that is, one that focuses on the children affected as well as on the adults dealing with them. In order to promote well-being across the lifespan, we must collectively invest in meeting the needs of future generations.
(Shanta R. Dube. 07.02.2018, https://theconversation.com. Adaptado)
Pronouns are important reference elements contributing
to the cohesion in texts. In the fragment from the second
paragraph “This is one of the best ways to”, the bolded
pronoun refers to the following idea in the two sentences
that precede it:
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439634
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
https://www.merriam-webster.com/dictionary/other.
Forms of other can be used as either adjectives or pronouns –
besides the more recent verb form. They include others, the
other, the others, another. Indicate the correct use of one of
these forms:
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439632
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
Is other a verb?
Like many English words, other possesses great flexibility in
meaning and function. Over the past few centuries, it has served
as an adjective, an adverb, a noun, and a pronoun. In recent
decades, other has increased its part-of-speech portfolio to
include verb use, having acquired the meaning "to treat or
consider (a person or a group of people) as alien to oneself or
one's group.” Some people find it disconcerting when a word
takes on a new part of speech, a process known as functional
shift. The phenomenon is quite common, however -- our
language contains many thousands of words which are reported
to have been formed in this fashion.
https://www.merriam-webster.com/dictionary/other.
In the sentence taken from the text “Over the past few centuries,
it has served as an adjective, an adverb, a noun, and a pronoun”,
the pronoun in bold letters refers to the word “other”.
Sometimes, though, “it” does not have a referent and serves a
grammatical function only, thus being named, for example,
“dummy it”. Mark the alternative in which “it” has a referent.
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439625
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
Because the culture of any community has many facets and
manifestations, it would be practically impossible to deal with all
of them in the classroom and prepare students for the many
situations that they might encounter in the course of their
functioning in ESL/EFL environments. However, many important
aspects of teaching the second culture can be brought forth and
addressed via classroom instruction, and some of these are
discussed here. The most important long-term benefits of
teaching culture may be to provide learners with the awareness
and the tools that will allow them to achieve their academic,
professional, social, and personal goals and become successful in
their daily functioning in L2 environments.
CELCE-MURCIA, M. et alii. Teaching English as a Second or Foreign
Language. 4th ed. USA, Cengage Learning (2013). Adaptado.
In the excerpt “and some of these are discussed below”, the
referent of the word in bold is
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430825
Inglês
Texto associado
Read the text and answer question:
A language ecosystem describes a holistic environment
that encourages and extends the learning and application of
language beyond the classroom. While an ecosystem is a
simple concept, there are a few things to keep in mind. Here
are quick tips to get you started.
Tip #1. Go on language missions (gather and utilize
resources).
The concept of exploring is at the center of attention here
for good reason. Your mission (should you choose to accept
it) is to find and gather resources that are potential candidates
for your language ecosystem. It is not unlike going shopping
for furniture, in that you want to find items that will match your
personal preference and lifestyle in a natural way. As you
search for items to “add” to your ecosystem, you will want to
consider how well they function in your life or home.
You might be wondering how one begins a search to
find resources. I primarily use search engines, social media,
streaming video, and music to look for resources that might
work. I am not the only one, however, who has learned to
keep an eye out for resources. Since inviting many of my own
friends to learn a language with me, many people now send
me links to things I might like.
Tip #2: Join a language-learning network
Speaking of people, one of the most essential strategies
in forming a language ecosystem is finding the right people
to join you on your journey. I call this “forming a language
learning network.” While fluent speakers are an excellent
resource, I also find that fellow language learners, people
who are learning the language just like me, are more patient
conversation partners. Finally, I often find that people who
share my same interests (say, French cooking, for example),
can be excellent companions for listening and speaking
practice.
(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help
You Conquer Any Language. Edição do Kindle. Adaptado)
In the extract “people who are learning the language just
like me” the word in bold may be correctly substituted by
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393777
Inglês
Texto associado
Read the following cartoon and answer question:
(Andy Marlette. Disponível em: https://larrycuban.wordpress.
com/2023/01/26/)
The pronoun “it” in “I can’t turn in my homework because it
was seized” has “homework” as its referent. Sometimes,
this pronoun does not have a referent, and in such cases
is called a nonreferential, dummy or empty pronoun.
One such pronoun is found in
One such pronoun is found in
Conheça nossos planos