Questões Militares
Sobre pronome demonstrativo | demonstrative pronoun em inglês
Foram encontradas 14 questões
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259738
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
In the fragment from the second paragraph — and so
that they would be able to write letters of complaint —,
the fragment in bold could be rewritten, with no change in
meaning, as:
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259737
Inglês
Texto associado
Most teachers recognise the need for the students’
awareness about the potential relevance and utility of the
language and skills they are teaching. And researchers have
confirmed the importance of this need.
In ESP (English for specific purposes) materials, for
example, it is relatively easy to convince the learners that
the teaching points are relevant and useful by relating them
to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language.
In general English materials this is obviously more difficult; but
it can be achieved by researching what the target learners
are interested in and what they really want to learn the
language for. An interesting example of such research was a
questionnaire in Namibia which revealed that two of the most
important reasons for secondary school students to wish to
learn English were so they would be able to write love letters
in English and so that they would be able to write letters of
complaint for villagers to the village headman and from the
village headman to local authorities.
Perception of relevance and utility can also be achieved
by relating teaching points to challenging classroom tasks
and by presenting them in ways which could facilitate the
achievement of the task outcomes desired by the learners.
The ‘new’ learning points are not relevant and useful because
they will help the learners to achieve longterm academic or
career objectives, but because they could help the learners to
achieve short-term task objectives now. Of course, this only
works if the tasks are begun first and the teaching is then
provided in response to discovered needs. This is much more
difficult for the materials writer than the conventional approach
of teaching a predetermined point first and then getting the
learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
Demonstrative pronouns may refer to one particular
element (a person or an object, for example), or to
whole ideas in clauses, sentences or paragraphs. In
the fragment from the second paragraph — In general
English materials this is obviously more difficult —, the
demonstrative pronoun in bold refers to the difficulty in
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695780
Inglês
Which option completes the paragraph below correctly?
It is important that female navy officers are now commanding vessels, not only because of ________ achievement in and of itself, but also because ________ types of posts will help ______ advance even more in ______ careers.
(Adapted from http://cimsec.org)
It is important that female navy officers are now commanding vessels, not only because of ________ achievement in and of itself, but also because ________ types of posts will help ______ advance even more in ______ careers.
(Adapted from http://cimsec.org)
Ano: 2020
Banca:
Aeronáutica
Órgão:
EEAR
Prova:
Aeronáutica - 2020 - EEAR - Sargento da Aeronáutica - Controle de Tráfego Aéreo (Turma 2) |
Q1663089
Inglês
Complete the sentences with the right demonstrative pronoun:
Who is ________ officer over there?
Ano: 2020
Banca:
Aeronáutica
Órgão:
EEAR
Prova:
Aeronáutica - 2020 - EEAR - Sargento da Aeronáutica - Aeronavegantes e Não-Aeronavegantes (Turma 1) |
Q1658697
Inglês
Choose the alternative that best completes the dialogue:
Mary: Hi, ____ am Mary Smith. ___ am from the USA. What’s your name?
Paul: _____ name is Paul Thompson.
Mary: Nice to meet you. _____ are you from?
Paul: Nice to meet you, too. _____ am from London. And who is ____ woman?
Mary: ____ is Jessica Lopez. ____ is from the USA too.
Ano: 2019
Banca:
Aeronáutica
Órgão:
AFA
Provas:
Aeronáutica - 2019 - AFA - Aspirante da Aeronáutica (Aviador)
|
Aeronáutica - 2019 - AFA - Aspirante da Aeronáutica (Infantaria) |
Aeronáutica - 2019 - AFA - Aspirante da Aeronáutica (Intendente) |
Q1042352
Inglês
Mark the sentence in which “that” can correctly replace the
pronoun.
Q949369
Inglês
Texto associado
O texto a seguir é referência para a questão.
Ancient dreams of intelligent machines: 3,000 years of robots
The French philosopher René Descartes was reputedly fond of automata: they inspired his view that living things were biological
machines that function like clockwork. Less known is a strange story that began to circulate after the philosopher’s death in 1650.
This centred on Descartes’s daughter Francine, who died of scarlet fever at the age of five.
According to the tale, a distraught Descartes had a clockwork Francine made: a walking, talking simulacrum. When Queen
Christina invited the philosopher to Sweden in 1649, he sailed with the automaton concealed in a casket. Suspicious sailors forced
the trunk open; when the mechanical child sat up to greet them, the horrified crew threw it overboard.
The story is probably apocryphal. But it sums up the hopes and fears that have been associated with human-like machines for
nearly three millennia. Those who build such devices do so in the hope that they will overcome natural limits – in Descartes’s case,
death itself. But this very unnaturalness terrifies and repulses others. In our era of advanced robotics and artificial intelligence (AI),
those polarized responses persist, with pundits and the public applauding or warning against each advance. Digging into the deep
history of intelligent machines, both real and imagined, we see how these attitudes evolved: from fantasies of trusty mechanical
helpers to fears that runaway advances in technology might lead to creatures that supersede humanity itself.
(Disponível em: <https://www.nature.com/articles/d41586-018-05773-y>.)
In the sentence “This centred on Descartes’s daughter Francine, who died of scarlet fever …”, the underlined word
refers to the:
Ano: 2017
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2017 - ESCOLA NAVAL - Aspirante - 2ª Dia |
Q839201
Inglês
Texto associado
Too many third graders can’t read this sentence
9 Feb. 2017- Editor's Picks
Two-thirds of U.S. third graders face challenges that will impact their future, including academic struggles that could lead to dimmer academic and career prospects. Sadly, only one in three U.S. students demonstrates reading proficiency at the end of third grade. This has alarming consequences for these children, and for our country.
A report released today from the Business Roundtable (BRT) sheds light on this troubling trend in American education, and advises business leaders on how they can help put more children on a path to success.
(...)
I’ve heard it said that before third grade, students are learning to read, while after third grade, they’re reading to learn. Grade three is a critical crossroads in a life's journey. If you’ve read this far, then you understand why this is so important. Not enough of our young learners can say the same.
I encourage you to read the BRT report. As you read, please consider ways to help our schools and our teachers keep students on paths to bright futures.
Leave your comments below
Michel Jonas
Really, all I read was blabla wa wa wa. Are you Charlie Brown’s teacher? If we can't understand our children who are crying out for help and direction, then there is something wrong with you. Please go back and check yourself! They are worth so much more.
Rick Shire
Thanks for sharing. With two young children, I increasingly think about the importance of early childhood education. Pre-k care is far too inaccessible, ultimately magnifying inequality from the earliest stages of life.
Tom Franks
What exactly is education? Academic education doesn't make someone a better person or even a better employee, I would guess that anything we learn in the education process is at the most 10% useful to us as people. Education should teach academia but also life skills such as budgeting, EQ skills, languages etc., all the elements to be a successful person and not necessarily a successful professional.
(Adapted from https ://www.linkedin.com)
By reading the text, we CANNOT state that the pronoun
Ano: 2016
Banca:
Aeronáutica
Órgão:
ITA
Provas:
Aeronáutica - 2016 - ITA - Aluno - Inglês
|
Aeronáutica - 2016 - ITA - Aluno - Português |
Q754430
Inglês
Texto associado
A tirinha a seguir mostra um diálogo entre duas pessoas, com a participação de um terceiro interlocutor. Analise-a e responda a questão.
As palavras utilizadas como referentes aos aplicativos são
Ano: 2015
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2015 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q543129
Inglês
In which sentence ‘it’ is not correctly used?
Ano: 2014
Banca:
Exército
Órgão:
EsPCEx
Prova:
Exército - 2014 - EsPCEx - Cadete do Exército - 2° Dia |
Q619262
Inglês
Texto associado
Japan WW2 Soldier Who Refused to Surrender Dies
A Japanese soldier who refused to surrender after World War Two ended and spent 29 years
in the jungle has died aged 91 in Tokyo. Hiroo Onoda remained in the jungle on Lubang Island near
Luzon, in the Philippines, until 1974 because he did not believe that the war had ended. He was
finally persuaded to emerge after his ageing former commanding officer was flown in to see him.
Onoda was greeted as a hero on his return to Japan.
The young soldier had orders not to surrender - a command he obeyed for nearly three
decades. “I became an officer and I received an order. If I could not carry it out, I would feel
shame. I am very competitive”, he said. Three other soldiers were with him at the end of the war.
One emerged from the jungle in 1950 and the other two died.
Mr Onoda ignored several attempts to get him to surrender. He later said that he dismissed
search parties sent to him, and leaflets dropped by Japan, because there was always something
suspicious, so he never believed that the war had really ended. Though Onoda had been officially
declared dead in December 1959, search parties were sent out in 1972, when the last person from
his group was killed by local police, but they did not find him. Onoda was now alone.
On February 20, 1974, a Japanese man, Norio Suzuki, found Onoda after four days of searching.
They became friends, but Onoda still refused to surrender, saying that he was waiting for orders
from a superior officer. Suzuki returned to Japan with photographs of himself and Onoda as proof of
their encounter, and the Japanese government located Onoda’s commanding officer, Major Yoshimi
Taniguchi. He flew to Lubang where on March 9, 1974, he finally met with Onoda and rescinded his
original orders in person.
The Philippine government granted him a pardon, although many in Lubang never forgave
him for killing 30 people during his campaign on the island. The news media reported on this and
other misgivings, but at the same time welcomed his return home.
Adapted from http://www.bbc.co.uk/news/world-asia-25772192
and http://en.wikipedia.org/wiki/Hiroo_Onoda
In the sentence “The news media reported on this and other misgivings...” (paragraph 5), this
refers to
Ano: 2012
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2012 - ESCOLA NAVAL - Aspirante - 2º Dia |
Q633229
Inglês
Texto associado
Genetically Modified Foods, Pros and Cons.
Genetically modified foods (GMs)are becoming increasingly
coirtmon in many countries. However, before one opts for any of
these foods, it is very important to know about their pros and
cons.
There are a variety of reasons for developing GMs. For
instance, some foods are genetically modified to prevent the
occurrence of allergies after consumption, while some are
developed to improve their shelf life.
Though the seeds of GMs are quite expensive, their cost of
production is said to be lesser than that of the traditional crops
for these foods do have natural resistance towards damaging pests
and insects. This reduces the necessity of exposing crops to
hazardous Chemicals. It is also said that GMs grow faster. Due to
this, productivity increases, providing the population with more
food. At times, GMs crops can be grown at places with unfavorable
climatic conditions whereas a normal crop can grow only in
specific season or under some favorable climatic conditions.
The biggest threat caused by GMs is that they can have
harmful effects on the human body. It is believed that they can
cause diseases which are immune to antibiotics. Moreover,
according to some experts, people who consume such foods have high
chances of developing câncer. Besides, not much is known about
their long-term effects on human beings.
In many countries, manufacturers do not mention on the labei
that foods are genetically modified because they think that this
would affect their business. However, this is not a good practice
as consumers do not get the chance to decide whether they should
really opt for these foods, Experts are of the opinion that with
the increase of genetically modified foods, developing countries
would start depending more on industrial countries because it is
likely that the food production would be controlled by them in the
time to come.
(Adapted from http://www.buzzle.com)
Which alternat:ive below is INCORRECT, basied on the
above?
Ano: 2012
Banca:
UNEMAT
Órgão:
PM-MT
Prova:
UNEMAT - 2012 - PM-MT - Aspirante da Polícia Militar - 1° dia |
Q368021
Inglês
Releia o trecho: “Biologists have found a vírus that causes obesity in animals such as dogs. Nowadays, the researchers are testing people for it”.
A que se referem os pronomes destacados, respectivamente?
A que se referem os pronomes destacados, respectivamente?
Ano: 2010
Banca:
Aeronáutica
Órgão:
ITA
Prova:
Aeronáutica - 2010 - ITA - Aluno - Português e Inglês |
Q545971
Inglês
Assinale a opção em que o referente do pronome está INCORRETO.
Conheça nossos planos