Questões de Concurso
Sobre pronomes | pronouns em inglês
Foram encontradas 1.055 questões
Ano: 2014
Banca:
FUNCAB
Órgão:
PRODAM-AM
Provas:
FUNCAB - 2014 - PRODAM-AM - Assistente de Hardware
|
FUNCAB - 2014 - PRODAM-AM - Programador - Desenvolvedor |
FUNCAB - 2014 - PRODAM-AM - Programador - Desenvolvedor Especialista |
Q422606
Inglês
Texto associado
WELCOME!
And congratulations on your new purchase. You’re now entitled to an unsurpassed service and a number of benefits as part of the Ericsson warranty and service program. Your Ericsson mobile phone was designed to offer you the ultimate in quality, convenience and performance. And of course, we guarantee it. From now on, as the new owner of an Ericsson mobile phone, you’ll have access to a number of exclusive advantages such as: a vast network of Ericsson service centers; a limited 1 year warranty and service agreement, and a toll-free customer service hotline.
WARRANTY CONDITIONS
Dear Customer,
If your Ericsson product needs warranty service, you should send the product to any company authorized service facility. For information contact the store from which you purchased the product. The product in all cases must be accompanied by the following items: your name, address, telephone number, warranty card, bill of sale bearing the serial number, date of delivery, or reasonable proof of these dates, and a detailed description of the problem.
Our warranty
This warranty is extended by Ericsson Inc. (“The Company”) to the original purchaser for use only. Ericsson warrants this product to be free of defects in material and workmanship at the time of its original purchase and for the subsequent period of one (1) year. All accessories for the product are covered for a period of one (1) year fromthe date of purchase.
What we will do
If, during the period of warranty, this product proves defective under normal use and service due to improper materials or workmanship, the company will repair or replace the defective item with a new or factory rebuilt replacement.
(Taken from Ericsson - One yearWarranty and ServiceAgreement)
And congratulations on your new purchase. You’re now entitled to an unsurpassed service and a number of benefits as part of the Ericsson warranty and service program. Your Ericsson mobile phone was designed to offer you the ultimate in quality, convenience and performance. And of course, we guarantee it. From now on, as the new owner of an Ericsson mobile phone, you’ll have access to a number of exclusive advantages such as: a vast network of Ericsson service centers; a limited 1 year warranty and service agreement, and a toll-free customer service hotline.
WARRANTY CONDITIONS
Dear Customer,
If your Ericsson product needs warranty service, you should send the product to any company authorized service facility. For information contact the store from which you purchased the product. The product in all cases must be accompanied by the following items: your name, address, telephone number, warranty card, bill of sale bearing the serial number, date of delivery, or reasonable proof of these dates, and a detailed description of the problem.
Our warranty
This warranty is extended by Ericsson Inc. (“The Company”) to the original purchaser for use only. Ericsson warrants this product to be free of defects in material and workmanship at the time of its original purchase and for the subsequent period of one (1) year. All accessories for the product are covered for a period of one (1) year fromthe date of purchase.
What we will do
If, during the period of warranty, this product proves defective under normal use and service due to improper materials or workmanship, the company will repair or replace the defective item with a new or factory rebuilt replacement.
(Taken from Ericsson - One yearWarranty and ServiceAgreement)
The pronoun WE in “And of course, we guarantee it” refers to:
Q418806
Inglês
Texto associado
This (Illegal) American Life
By Maria E. Andreu
My parents came to New York City to make their fortune when I was a baby. Irresponsible and dreamy and in their early 20s, they didn't think things through when their visa expired; they decided to stay just a bit longer to build up a nest egg.
But our stay got progressively longer, until, when I was 6, my grandfather died in South America. My father decided my mother and I should go to the funeral and, with assurances that he would handle everything, sat me down and told me I'd have a nice visit in his boyhood home in Argentina, then be back in America in a month.
I didn't see him for two years.
We couldn't get a visa to return. My father sent us money from New Jersey, as the months of our absence stretched into years. Finally, he met someone who knew "coyotes" - people who smuggled others into the U.S. via Mexico. He paid them what they asked for, and we flew to Mexico City.
They drove us to the Mexican side of the border, and left us at a beach. Another from their operation picked us up there and drove us across as his family. We passed Disneyland on our way to the airport, where we boarded the plane to finally rejoin my father.
As a child, I had thought coming back home would be the magical end to our troubles, but in many ways it was the beginning. I chafed at the strictures of undocumented life: no social security number meant no public school (instead I attended a Catholic school my parents could scarcely afford); no driver's license, no after-school job. My parents had made their choices, and I had to live with those, seeing off my classmates as they left on a class trip to Canada, or packing to go off to college, where 1 could not go.
The year before I graduated from high school, Congress passed the amnesty law of 1987. A few months after my 18th birthday, I became legal and what had always seemed a blank future of no hope suddenly turned dazzling with possibility.
When I went for my interview at the Immigration and Naturalization Service, the caseworker looked at me quizzically when he heard me talk in unaccented English and joke about current events. Surely this American teenager did not fit in with the crowd of illegals looking to make things right.
At the time, I was flattered. His confusion meant I could pass as an American.
(Newsweek, October 2f 2008. Page 12.)
In "Finally, he met someone who knew 'coyotes' - people who smuggled others into the United States via Mexico." the relative pronouns can
Ano: 2014
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE / CEBRASPE - 2014 - SEDF - Estudantes Universitários |
Q417577
Inglês
Based on the text above, judge the following items.
In “tuck them up close” (l.40), “them” refers to “sixteen brown eggs” (l.49).
In “tuck them up close” (l.40), “them” refers to “sixteen brown eggs” (l.49).
Ano: 2014
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE / CEBRASPE - 2014 - SEDF - Estudantes Universitários |
Q417565
Inglês
Judge the following items according to the text.
In the sentence “Research has demonstrated its critical role in memory consolidation” (l.20 and 21), the pronoun “its” refers to “Research”.
In the sentence “Research has demonstrated its critical role in memory consolidation” (l.20 and 21), the pronoun “its” refers to “Research”.
Ano: 2014
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE / CEBRASPE - 2014 - SEDF - Estudantes Universitários |
Q417559
Inglês
Based on the text above, judge the following items.
In the phrase “their emotional state” (l.23), the word “their” refers to “Ethan Kross and colleagues” (l.22).
In the phrase “their emotional state” (l.23), the word “their” refers to “Ethan Kross and colleagues” (l.22).
Ano: 2014
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE / CEBRASPE - 2014 - SEDF - Estudantes Universitários |
Q417548
Inglês
Based on the text, judge the items that follow.
In “took some classes that helped me to have a good career” (l.5 and 6), “that” can be correctly replaced by who.
In “took some classes that helped me to have a good career” (l.5 and 6), “that” can be correctly replaced by who.
Ano: 2014
Banca:
CESGRANRIO
Órgão:
EPE
Provas:
CESGRANRIO - 2014 - EPE - Advogado
|
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Conhecimentos Básicos |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Projetos da Geração de Energia |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Recursos Energéticos |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Petróleo Abastecimento |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Gás e Bioenergia |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Meio Ambiente - Recursos Hídricos |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Economia de Energia |
Q402331
Inglês
The boldfaced pronoun in the fragment of Text II: “No government is prepared for it.” (lines 28-29) refers to
Ano: 2014
Banca:
CESGRANRIO
Órgão:
EPE
Provas:
CESGRANRIO - 2014 - EPE - Advogado
|
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Conhecimentos Básicos |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Projetos da Geração de Energia |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Recursos Energéticos |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Petróleo Abastecimento |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Gás e Bioenergia |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Meio Ambiente - Recursos Hídricos |
CESGRANRIO - 2014 - EPE - Analista de Pesquisa Energética - Economia de Energia |
Q402328
Inglês
In Text I, in terms of reference, the boldfaced word
Ano: 2014
Banca:
CESGRANRIO
Órgão:
EPE
Prova:
CESGRANRIO - 2014 - EPE - Assistente Administrativo - Apoio Administrativo |
Q389538
Inglês
In Text II, the word it (line 31) refers to
Ano: 2014
Banca:
CESPE / CEBRASPE
Órgão:
TJ-CE
Prova:
CESPE - 2014 - TJ-CE - Analista Judiciário - Ciências Computação |
Q386556
Inglês
The pronoun “which” in “which promotes interoperability” (l.13 and 14) refers to:
Ano: 2014
Banca:
FUMARC
Órgão:
AL-MG
Provas:
FUMARC - 2014 - AL-MG - Analista de Sistemas - Desenvolvimento
|
FUMARC - 2014 - AL-MG - Analista de Sistemas - Administração de Rede |
Q383668
Inglês
Texto associado
TEXT 2
Food Engineering
MAKE A DIFFERENCE BE A FOOD ENGINEER
Food engineering is the application of engineering principles to the storage, processing and distribution of food materials and _____ bio-products. It requires a sound engineering education, as well as fundamental training in chemistry and food science.
Food Engineers can make valuable contributions in various capacities of food chain such as design of processing, handling, packaging and storage equipment and systems; scale-up of prototype food processes, machinery, and equipment; product/process research and development; regulation and protection of the public health; and engineering and technical Sales.
Fonte: http://baen.tamu.edu/foodengineering/FEngr/FEngr.html Acesso em: 15/10/2013.
Food Engineering
MAKE A DIFFERENCE BE A FOOD ENGINEER
Food engineering is the application of engineering principles to the storage, processing and distribution of food materials and _____ bio-products. It requires a sound engineering education, as well as fundamental training in chemistry and food science.
Food Engineers can make valuable contributions in various capacities of food chain such as design of processing, handling, packaging and storage equipment and systems; scale-up of prototype food processes, machinery, and equipment; product/process research and development; regulation and protection of the public health; and engineering and technical Sales.
Fonte: http://baen.tamu.edu/foodengineering/FEngr/FEngr.html Acesso em: 15/10/2013.
The correct word to fill in the space provided in “food materials and ____ bio-products.” from text 2 is
Ano: 2014
Banca:
FUMARC
Órgão:
AL-MG
Provas:
FUMARC - 2014 - AL-MG - Analista de Sistemas - Desenvolvimento
|
FUMARC - 2014 - AL-MG - Analista de Sistemas - Administração de Rede |
Q383667
Inglês
Texto associado
TEXT 1
When was the first computer unvented?
The word "computer" was first recorded as being used in 1613 and was originally used to describe a human who performed calculations or computations. The definition of a computer remained the same until the end of the 19th century when people began to realize machines never get tired and can perform calculations much faster and more accurately than any team of human computers ever could.
In 1822, Charles Babbage began developing the Difference Engine, which was considered to be the first automatic computing engine. It was capable of computing several sets of numbers and making hard copies of the results. Unfortunately, because of funding he was never able to complete a full-scale functional version of this machine. In June of 1991, the London Science Museum completed the Difference Engine Nº 2 for the bicentenni- al year of Babbage's birth and later completed the printing mechanism in 2000.
Fonte: http://www.computerhope.com/issues/ch000984.htm Acesso em: 15/10/2013
When was the first computer unvented?
The word "computer" was first recorded as being used in 1613 and was originally used to describe a human who performed calculations or computations. The definition of a computer remained the same until the end of the 19th century when people began to realize machines never get tired and can perform calculations much faster and more accurately than any team of human computers ever could.
In 1822, Charles Babbage began developing the Difference Engine, which was considered to be the first automatic computing engine. It was capable of computing several sets of numbers and making hard copies of the results. Unfortunately, because of funding he was never able to complete a full-scale functional version of this machine. In June of 1991, the London Science Museum completed the Difference Engine Nº 2 for the bicentenni- al year of Babbage's birth and later completed the printing mechanism in 2000.
Fonte: http://www.computerhope.com/issues/ch000984.htm Acesso em: 15/10/2013
The word it in “It was capable of computing several sets of numbers” refers to
Ano: 2014
Banca:
CESGRANRIO
Órgão:
FINEP
Prova:
CESGRANRIO - 2014 - FINEP - Nível Superior - Conhecimentos Básicos - Cargos 1 a 6 |
Q375261
Inglês
In the sentence of the text: “They will then be motivated to continue and keep learning” (lines 9-10), the pronoun they refers to
Ano: 2014
Banca:
FCC
Órgão:
AL-PE
Provas:
FCC - 2014 - AL-PE - Analista Legislativo - Direito Tributário, Financeiro e Cidadania
|
FCC - 2014 - AL-PE - Analista Legislativo - Infraestrutura |
FCC - 2014 - AL-PE - Analista Legislativo - Orçamento Público e Desenvolvimento Econômico |
FCC - 2014 - AL-PE - Analista Legislativo - Sistemas |
FCC - 2014 - AL-PE - Analista Legislativo - Contabilidade |
FCC - 2014 - AL-PE - Analista Legislativo - Comunicação Social - Mídia Impressa |
FCC - 2014 - AL-PE - Agente Legislativo - Consultoria Administrativa - Administração e Políticas Públicas |
Q368774
Inglês
Texto associado
House Approves Higher Debt Limit Without Condition
By JONATHAN WEISMAN and ASHLEY PARKER
Feb. 11, 2014
WASHINGTON - Ending three years of brinkmanship in which the threat of a devastating default on the nation’s debt was used to wring conservative concessions from President Obama, the House on Tuesday voted to raise the government’s borrowing limit until March 2015, without any conditions.
The vote - 221 to 201 - relied almost entirely on Democrats in the Republican-controlled House to carry the measure and represented the first debt ceiling increase since 2009 that was not attached to other legislation. Only 28 Republicans voted yes, and only two Democrats voted no.
Simply by holding the vote, Speaker John A. Boehner of Ohio effectively ended a three-year Tea Party-inspired era of budget showdowns that had raised the threat of default and government shutdowns, rattled economic confidence and brought serious scrutiny from other nations questioning Washington’s ability to govern. In the process, though, Mr. Boehner also set off a series of reprisals from fellow Republican congressmen and outside groups that showcased the party’s deep internal divisions.
During the October 2013 government shutdown, The Times’s David Leonhardt explained the debt limit and how a failure to raise it could have affected the economy both at home and abroad.
"He gave the president exactly what he wanted, which is exactly what the Republican Party said we did not want,” said a Republican representative, Tim Huelskamp of Kansas, who last year unsuccessfully tried to rally enough support to derail Mr. Boehner’s re-election as speaker. “It’s going to really demoralize the base.”
The vote was a victory for President Obama, Democrats and those Senate Republicans who have argued that spending money for previously incurred obligations was essential for the financial standing of the federal government. “Tonight’s vote is a positive step in moving away from the political brinkmanship that’s a needless drag on our economy,” Jay Carney, the White House press secretary, said in a statement.
"A clean debt ceiling is a complete capitulation on the speaker’s part and demonstrates that he has lost the ability to lead the House of Representatives, let alone his own party,” said Jenny Beth Martin, co-founder of the Tea Party Patriots. “It is time for him to go.”
Senator Harry Reid of Nevada, the majority leader, commended the speaker and promised to pass the bill as soon as possible. “We’re happy to see the House is legislating the way they should have legislated for a long time,” he said.
(Adapted from http://www.nytimes.com/2014/02/12/us/politics/ boehner-to-bring-debt-ceiling-to-vote-without-policy- attachments. html?nl=todaysheadlines&emc=edit_th_2014021 2&_r=0)
By JONATHAN WEISMAN and ASHLEY PARKER
Feb. 11, 2014
WASHINGTON - Ending three years of brinkmanship in which the threat of a devastating default on the nation’s debt was used to wring conservative concessions from President Obama, the House on Tuesday voted to raise the government’s borrowing limit until March 2015, without any conditions.
The vote - 221 to 201 - relied almost entirely on Democrats in the Republican-controlled House to carry the measure and represented the first debt ceiling increase since 2009 that was not attached to other legislation. Only 28 Republicans voted yes, and only two Democrats voted no.
Simply by holding the vote, Speaker John A. Boehner of Ohio effectively ended a three-year Tea Party-inspired era of budget showdowns that had raised the threat of default and government shutdowns, rattled economic confidence and brought serious scrutiny from other nations questioning Washington’s ability to govern. In the process, though, Mr. Boehner also set off a series of reprisals from fellow Republican congressmen and outside groups that showcased the party’s deep internal divisions.
During the October 2013 government shutdown, The Times’s David Leonhardt explained the debt limit and how a failure to raise it could have affected the economy both at home and abroad.
"He gave the president exactly what he wanted, which is exactly what the Republican Party said we did not want,” said a Republican representative, Tim Huelskamp of Kansas, who last year unsuccessfully tried to rally enough support to derail Mr. Boehner’s re-election as speaker. “It’s going to really demoralize the base.”
The vote was a victory for President Obama, Democrats and those Senate Republicans who have argued that spending money for previously incurred obligations was essential for the financial standing of the federal government. “Tonight’s vote is a positive step in moving away from the political brinkmanship that’s a needless drag on our economy,” Jay Carney, the White House press secretary, said in a statement.
"A clean debt ceiling is a complete capitulation on the speaker’s part and demonstrates that he has lost the ability to lead the House of Representatives, let alone his own party,” said Jenny Beth Martin, co-founder of the Tea Party Patriots. “It is time for him to go.”
Senator Harry Reid of Nevada, the majority leader, commended the speaker and promised to pass the bill as soon as possible. “We’re happy to see the House is legislating the way they should have legislated for a long time,” he said.
(Adapted from http://www.nytimes.com/2014/02/12/us/politics/ boehner-to-bring-debt-ceiling-to-vote-without-policy- attachments. html?nl=todaysheadlines&emc=edit_th_2014021 2&_r=0)
No texto, o pronome sublinhado he refere-se a
Ano: 2014
Banca:
IADES
Órgão:
TRE-PA
Prova:
IADES - 2014 - TRE-PA - Analista Judiciário - Análise de Sistemas |
Q365998
Inglês
According to the text, the words their (line 5), their (line 14), which (line 19), who (line 21), and ones (line 26) refer, respectively, to
Q1230584
Inglês
Read this text, taken from a site named My Read: Strategies for teaching reading in the middle years, which supports teachers of underperforming students. All students can be successful readers Reading is a complex and challenging process. Yet for all but the 5 - 10% of students who have intellectual, sensory or learning disabilities the issue is one of underperformance rather than ability. For the majority of students reaching the middle years of school, recurrent experience of failure and negative perceptions about themselves as readers will be major obstacles to learning. For these students, performance in reading is likely to be a consequence of a well-learned selfpreservation strategy of non-engagement.
Underperforming middle years readers must first be motivated to engage and re-engage with texts. Specific reading skills can only develop as an outcome of that engagement. Engagement is an interactive process. It requires teachers to have a close knowledge of students and their reading, and so be able both to provide sufficiently challenging learning experiences as well as the necessary support for those experiences to ensure successful learning. Student engagement can only occur as they recognise that they can be successful partners in this process.
(http://www.myread.org/BELIEFS.HTM. Accessed on March 2nd, 2013.)
Read the sentence: “It requires teachers to have a close knowledge of students and their reading, and so be able both to provide sufficiently challenging learning experiences as well as the necessary support for those experiences to ensure successful learning.” The pronoun ‘their’ here refers to
Underperforming middle years readers must first be motivated to engage and re-engage with texts. Specific reading skills can only develop as an outcome of that engagement. Engagement is an interactive process. It requires teachers to have a close knowledge of students and their reading, and so be able both to provide sufficiently challenging learning experiences as well as the necessary support for those experiences to ensure successful learning. Student engagement can only occur as they recognise that they can be successful partners in this process.
(http://www.myread.org/BELIEFS.HTM. Accessed on March 2nd, 2013.)
Read the sentence: “It requires teachers to have a close knowledge of students and their reading, and so be able both to provide sufficiently challenging learning experiences as well as the necessary support for those experiences to ensure successful learning.” The pronoun ‘their’ here refers to
Ano: 2013
Banca:
Colégio Pedro II
Órgão:
Colégio Pedro II
Prova:
Colégio Pedro II - 2013 - Colégio Pedro II - Professor - Inglês |
Q1015029
Inglês
Texto associado
TEXT 4:
The use of one in “[…] the meaning of texts and symbols is situated in what one does […]” (L. 26,27)
is related to
Ano: 2013
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-CE
Prova:
CESPE - 2013 - SEDUC-CE - Professor Pleno I - Língua Inglesa |
Q866986
Inglês
In “But over the years as I’ve gotten to know her better” (ℓ.7) “I”
and “her” are respectively
Ano: 2013
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-CE
Prova:
CESPE - 2013 - SEDUC-CE - Professor Pleno I - Língua Inglesa |
Q866975
Inglês
In “who call themselves” (ℓ.1), “who” is
Q789415
Inglês
The word “one” in “one needs to question” (lines 21 and 22) is
a(n)
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