Questões Militares
Sobre pronomes | pronouns em inglês
Foram encontradas 252 questões
Q3303830
Inglês
Read the short excerpt below and answer the question
that follows:
"During the annual cultural festival, students and teachers alike participated in activities ranging from traditional dances to interactive art exhibitions. Some students even created visual posters without any text, relying solely on symbols and colors to convey powerful social messages. Each participant's display represented a unique perspective on community and collaboration."
Based on the excerpt, which statement most accurately reflects both the verbal and non-verbal elements mentioned, as well as the use of possessive forms and indefinite pronouns?
"During the annual cultural festival, students and teachers alike participated in activities ranging from traditional dances to interactive art exhibitions. Some students even created visual posters without any text, relying solely on symbols and colors to convey powerful social messages. Each participant's display represented a unique perspective on community and collaboration."
Based on the excerpt, which statement most accurately reflects both the verbal and non-verbal elements mentioned, as well as the use of possessive forms and indefinite pronouns?
Q3214470
Inglês
Texto associado
2024 USHERED IN TWO FIRSTS FOR MILITARY WOMEN. WE’RE ALL CELEBRATING.
PETULA DVORAK Adaptado de washingtonpost.com, 15/01/2024.
They told Hanley Disher − when she reached out to them for reunions or events − that they can’t. (l. 34-35)
The underlined pronoun refers to women that are:
Q3487266
Inglês
Match the columns. Then choose the alternative with
correct sequence.
1 – Who
2 – Why
3 – What
4 – When
5 – Which
6 – Where
( ) do you live?
( ) is your father?
( ) are you crying?
( ) were you born?
( ) color is the sky?
( ) do you prefer: tea or coffee?
1 – Who
2 – Why
3 – What
4 – When
5 – Which
6 – Where
( ) do you live?
( ) is your father?
( ) are you crying?
( ) were you born?
( ) color is the sky?
( ) do you prefer: tea or coffee?
Q3487265
Inglês
Choose the correct alternative to complete the dialog.
Alex: Can you see the soldier in the camouflaged uniform? Camille: __________________. There are two.
Alex: Can you see the soldier in the camouflaged uniform? Camille: __________________. There are two.
Q3487260
Inglês
Texto associado
Read the text and answer question.
How long will you live?
Everyone wants to live a long and healthy life. Today, many
scientists are trying to find the habits that help people live
longer. In 1970, some scientists talked to 7,000 people in the
United States and got information about ___________ habits.
Then they checked to see how long the people lived.
The scientists learned that the people with the longest
lives did seven things. (1) They ate breakfast every day. (2) They
didn’t eat snacks between meals. (3) They weren’t too heavy or
too thin. (4) They exercised regularly. (5) They slept seven to
eight hours every night not more, and not less. (6) They didn’t
smoke. (7) They didn’t drink more than two alcoholic drinks per
day.
These were the habits that made a big difference. People
who did all of these things lived 12 years longer than people
who did only one to three of the things.
Scientists say that you should change your habits slowly.
Make one small change every week. You need about 21 days to
make a new habit.
Adapted. World English 1B. 2010. Heinle Cengage Learning.
Choose the correct word to complete the text.
Q3487259
Inglês
Texto associado
Read the text and answer question.
How long will you live?
Everyone wants to live a long and healthy life. Today, many
scientists are trying to find the habits that help people live
longer. In 1970, some scientists talked to 7,000 people in the
United States and got information about ___________ habits.
Then they checked to see how long the people lived.
The scientists learned that the people with the longest
lives did seven things. (1) They ate breakfast every day. (2) They
didn’t eat snacks between meals. (3) They weren’t too heavy or
too thin. (4) They exercised regularly. (5) They slept seven to
eight hours every night not more, and not less. (6) They didn’t
smoke. (7) They didn’t drink more than two alcoholic drinks per
day.
These were the habits that made a big difference. People
who did all of these things lived 12 years longer than people
who did only one to three of the things.
Scientists say that you should change your habits slowly.
Make one small change every week. You need about 21 days to
make a new habit.
Adapted. World English 1B. 2010. Heinle Cengage Learning.
Choose the correct alternative to replace the underlined
word in the text, without changing the meaning.
Q3347588
Inglês
Avoid repetition in text by replacing the underlined phrases with the right pronouns.
MARIA EDUARDA’S CHANGE OF CAREERS
Maria Eduarda was an English teacher at a private school in Três Corações. Seven years ago, she saw a military parade on Independence Day and thought about joining the Brazilian Army. At first Maria Eduarda’s husband didn’t support Maria Eduarda’s radical career change because Maria Eduarda’s husband was very worried about her radical career change. On the other hand, Maria Eduarda’s mother and father encouraged Maria Eduarda because Maria Eduarda’s mother and father were very proud of their daughter’s decision. Then Maria Eduarda applied for the Army exam and passed it. Now she is a brilliant English Teacher in the Language Teaching Section of the NCO Academy.
Q3347585
Inglês
Complete the story with the correct indefinite adjectives and pronouns.
During a patrol a United Nations Peacekeeping mission patrol, Sergeant Reis and his squad scans the surroundings of the area carefully.
Sergeant Reis: - Everything seems to be calm around here. I see ____ signs of danger but remain on alert. Corporal Santos: - We are vigilant, sir, but I sincerely hope ____ bad happens tonight. However, we are ready to respond to ____ situation.
Private Costa: - There is ____ moving ahead in the darkness,
Sergeant Reis. Can you see it? Is it a dog? Corporal Santos: - I think it’s a person. ____ is coming towards us.
Sergeant Reis: - Take cover and cock your weapons. I will warn him or her of our presence. We have to follow the rules of engagement. Sergeant Reis: Is ____ there? United Nations! Stop or I’ll shoot!
Although the mission is to maintain peace and security, Sergeant Reis is ready to protect his men at any cost and make sure that ____ poses a threat to his unit.
Q3043501
Inglês
Texto associado
TEXT I
“All crimes are not created equal in the harm they cause: homicide is many times more harmful than shoplifting
but in crime statistics where offences are counted by number, they appear equivalent. For example, in the UK
for the year ending September 2019, there were 3,578,000 incidents of theft and 729 homicides (Office for
National Statistics, 2019). An increase of 500 thefts would be a small change in the overall number of thefts
and have little impact on police resources. 500 extra homicides would have large consequences both for the
harm caused and the impact on police resources. In a number-only count, the additional 500 thefts or
homicides would result in the same overall number of crimes, yet clearly the impacts are disparate.
This reality has led to the proposition of a “Harm Index” to measure how harmful different crimes are in
proportion to the others. This approach adds a larger weight to more harmful crimes (e.g. homicide, rape and
grievous bodily harm with intent), distinguishing them from less harmful types of crime (e.g. minor thefts,
criminal damage and common assault). Practically, adoption of a harm index can allow targeting of the highestharm places, the most harmful offenders, the most harmed victims, and can assist in identifying victimoffenders. Experimentally, use of a harm index can add an additional dimension to the usual measures of
success or failure, by considering harm prevented as well as reductions in prevalence or frequency. For the
police, creation of harm index could allow them to invest scarce resources in proportion to the harm of each
offence type.
Sherman, Neyroud and Neyroud (2016) propose that any index needs to meet three requirements in order to
be considered a legitimate measure of harm: An index must meet a democratic standard, be reliable and also
be adopted at minimal cost to the end user. To meet these requirements, Sherman, Neyroud and Neyroud
(2016) opted for using sentence starting points rather than maximum or average actual sentences. The
sentencing starting point is used to calculate crime harm as it provides a baseline penalty relative to the crime.
We propose that it is a better measure of harm caused by the crime than average actual sentences, which are
offender-focused and thus substantially affected by previous offending history.
The Cambridge Crime Harm Consensus proposes creation of seven statistics for counting crime, usefully
including separation of historic crime reports, creation of a harm detection fraction and separation of public
reported crime and those detected by proactive police activity, with the aim of providing the public with a more
reliable and realistic assessment of trends, patterns and differences in public safety.
Counting crime by harm is an idea that has spread beyond the United Kingdom with indices published for
Denmark (Andersen and Mueller-Johnson, 2018), Sweden (Karrholm et al. 2020), Western Australia (House
and Neyroud, 2018), California (Mitchell, 2017), New Zealand and other countries.”
Cambridge Centre for Evidence-Based Policing. Available at: https://www.cambridge-ebp.co.uk/thechi Accessed on: June 30, 2024.
In the sentence "Counting crime by harm is an idea that has spread beyond the United
Kingdom”, identify the grammatical function of "that”:
Q2567209
Inglês
Concerning the underlined pronouns (l. 11),
Ano: 2023
Banca:
Exército
Órgão:
EsPCEx
Prova:
Exército - 2023 - EsPCEx - Cadete do Exército - 2º Dia |
Q3605839
Inglês
Texto associado
Leia o texto a seguir e responda à questão.
Entertainment
In the summer of 1944, the popular comedian and radio personality Bob Hope began another of
his famous tours of military camps for the United Service Organizations (USO). This particular tour
made stops in Hawaii and on small islands all across the Pacific theater, where Hope and his troupe
performed 150 shows in two months. American military personnel loved the shows. Hope's jokes and
silly stunts made them laugh and took their minds away from the war for a few minutes. Entertainment
gave them something to fight for.
Military commanders in all wars throughout history have understood that morale is essential to a
force's willingness to fight and endure hardship. While good morale depends (1) ________ many things,
including good leadership, clear purposes and good food, entertainment played a crucial role in the
morale of American military forces during World War II (WWII). Entertainment also served particular
purposes for different constituent groups. Of course, entertainment gave servicemen a break from the
stresses and the boredom of war. Radio programs, movie showings, USO shows, and visits from Red
Cross women serving donuts all allowed soldiers to think (2) ________ something besides the war,
relax and even to laugh.
Adapted from https://americansoldierww2.org/topics/entertainment
In the sentence "Hope's jokes and silly stunts made them laugh and took their minds away from the
war for a few minutes." (paragraph 1), the words them and their refer to
Ano: 2023
Banca:
Exército
Órgão:
EsSA
Provas:
Exército - 2023 - EsSA - Sargento - Saúde
|
Exército - 2023 - EsSA - Sargento - Música |
Q2509820
Inglês
What are the missing question words in the inquiry made by Sergeant Brooks?
Sergeant Brooks: Can you tell me _____ you last saw Private Johnson?
Corporal Diaz: I last saw him in Colonel Grant’s office.
Sergeant Brooks: _____ did you see him exactly?
Corporal Diaz: Five minutes before lunch break.
Sergeant Brooks: And _____ was he doing there?
Corporal Diaz: He was repairing the colonel’s computer.
Sergeant Brooks: _____ was he with?
Corporal Diaz: Nobody. He was alone.
Sergeant Brooks: _____ did you go to the Colonel’s Office?
Corporal Diaz: Because I had to take documents to Colonel Grant before he left for lunch.
Sergeant Brooks: Can you tell me _____ you last saw Private Johnson?
Corporal Diaz: I last saw him in Colonel Grant’s office.
Sergeant Brooks: _____ did you see him exactly?
Corporal Diaz: Five minutes before lunch break.
Sergeant Brooks: And _____ was he doing there?
Corporal Diaz: He was repairing the colonel’s computer.
Sergeant Brooks: _____ was he with?
Corporal Diaz: Nobody. He was alone.
Sergeant Brooks: _____ did you go to the Colonel’s Office?
Corporal Diaz: Because I had to take documents to Colonel Grant before he left for lunch.
Q2509778
Inglês
“When Johnny comes marching home” is a popular song from the American
Civil War (1861 – 1865) that expressed people’s longing for the return of their
friends and relatives who were fighting in the war. It was written in 1863 by an
Irish-American called Patrick Sarsfield Gilmore.
When Johnny comes marching home By Patrick Sarsfield Gilmore
When Johnny comes marching home again Hurrah! Hurrah!
We’ll give him a hearty welcome then Hurrah! Hurrah!
The men will cheer and the boys will shout The ladies they will all turn out
[…]
Disponível em https://www.battlefields.org/learn/primary-sources/civil-war-music-when-johnny-comes-marching-home-again. Acesso em 22 de dezembro de 2022.
Read the song and choose the correct answer.
When Johnny comes marching home By Patrick Sarsfield Gilmore
When Johnny comes marching home again Hurrah! Hurrah!
We’ll give him a hearty welcome then Hurrah! Hurrah!
The men will cheer and the boys will shout The ladies they will all turn out
[…]
Disponível em https://www.battlefields.org/learn/primary-sources/civil-war-music-when-johnny-comes-marching-home-again. Acesso em 22 de dezembro de 2022.
Read the song and choose the correct answer.
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259748
Inglês
Texto associado
Fricatives are consonants with the characteristic that
air escapes through a narrow passage and makes a hissing
sound. The dental fricatives are sometimes described as if the
tongue were placed between the front teeth, and it is common
for teachers to make their students do this when they are
trying to teach them the sound. The thing is, however, that the
tongue is normally placed behind the teeth; the air escapes
through the gaps between the tongue and the teeth. There is
a distiction between fortis (unvoiced) fricatives, as in the word
“thin”, and lenis (voiced) fricatives, as in “thus”. (Roach 2003)
(Mark Roach,. English Phonetics and Phonology.
Cambridge: CUP, 2003. Adaptado)
There are several words with fricatives in the preceding
text. The word with an unvoiced initial fricative is
Ano: 2023
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259747
Inglês
Na frase “in situations where students are expected to
learn English as an additional language”, a palavra destacada em negrito pode ser corretamente substituída por:
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: 2023
Banca:
Aeronáutica
Órgão:
EEAR
Prova:
Aeronáutica - 2023 - EEAR - Sargento da Aeronáutica – BMA – Mecânico de Aeronaves |
Q2201222
Inglês
Texto associado
Read the text and answer the question.
Kids can show anxiety symptoms early on
Kristen Rogers - CNN
Excessive clinginess to parents can be a sign a child is struggling with an anxiety disorder, experts have said.
(...)
Anxiety disorders are marked by persistent and excessive worries. While someone with generalized anxiety might worry about various everyday things, someone with social anxiety typically has ‘intense or persistent fears or worries about being judged negatively by other people’, said Rachel Busman, a New York-based clinical psychologist and cognitive and behavioral consultant _______ specialized in anxiety.
One fifth of children worldwide have anxiety symptoms that are clinically elevated, or worse than what is considered normal, according to a 2011 study.
Anxiety symptoms can be difficult to spot, but the sooner parents notice signs, the earlier mental health professionals ‘can help parents and kids understand what is happening’, said Dr. Rebecca Baum, a professor of general pediatrics and adolescent medicine at the University of North Carolina.
Children with anxiety might begin to avoid anxietyinducing situations. This behavior can facilitate a cycle that makes their fears bigger and bigger.
Adapted from https://edition.cnn.com/2022/05/16/health/anxiety-earlysigns-in-kids-wellness/index.html
The correct word that completes the text is
Ano: 2023
Banca:
Aeronáutica
Órgão:
EEAR
Prova:
Aeronáutica - 2023 - EEAR - Sargento da Aeronáutica – BMA – Mecânico de Aeronaves |
Q2201214
Inglês
Texto associado
Read the text and answer the question.
The arm of Liberty
Anonymous
The Statue of Liberty is probably the ______ icon of the
USA.
( ...) When the American Civil war ended, Édouard de
Laboulaye wanted to commemorate the end of the slave trade
with a gift. He and other people who opposed slavery raised
money and hired a sculptor, Frédéric-Auguste Bartholdi, to
design the Statue. Bartholdi later employed the French
engineer, Gustave Eiffel, to devise its structure.
Eiffel designed the Statue to be built around a massive
metal skeleton, similar to the Eiffel Tower. In 2018, a map
dealer bought some historic papers at an auction in Paris,
which included original plans. After special treatment, the
papers clearly showed that Eiffel’s plans had been changed by
Bartholdi.
(...) We don’t know what Eiffel thought of Bartholdi’s
changes. By then, Eiffel was working on other projects, and
only his assistants were working with Bartholdi.
(...) At first, visitors could climb a ladder to the torch in
Liberty’s arm, but in 1916, there was an explosion on a
nearby island. It damaged the Statue and made it unsafe, and
the stairway to the torch has been closed ever since. During
restoration work in the 1980s, engineers noticed that the
structure inside Liberty’s head, shoulders, and arm were
different from how they were shown on Eiffel’s plans. They
thought that the builders had made mistakes, but some
historians believed that Bartholdi had changed Eiffel’s design.
The newly discovered papers confirm those theories.
Adapted from https://test-english.com/reading
Choose the alternative which refers to the pronoun
“They” in bold in the text.
Ano: 2022
Banca:
Aeronáutica
Órgão:
EPCAR
Prova:
Aeronáutica - 2022 - EPCAR - Cadete da Aeronáutica |
Q1944822
Inglês
Texto associado
Direction: Read the text below and answer question according to it.
Adapted from https://www.bbc.com/future/article/20211206-howclimate-change-has-altered-christmas.
Accessed on March 05th, 2022
Glossary:
1. To threaten: to announce or warn of something bad,
disastrous or dangerous
2. To rise: to move upwards, to increase
3. To flood: to become covered with water
4. To gather: to come together in a group
5. Mud: wet earth that is soft and sticky
6. Basement: a room in a house below the level of the ground
7. Despite: not prevented/influenced by; although
8. Drought: a long period when there is little or no rain
9. Dutch: people from the Netherlands
Mark the only alternative that the underlined word can be
replaced by THAT.
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