Choose the correct option to fill in the blanks with “who,” “whom,” or “whose.”
1 - The man car ____was parked outside the office came in to ask about the meeting.
2 - The teacher ___you spoke to is on vacation.
3 - I have a colleague____ knows a lot about modern art.
4 - The musician_____ song won the award is very talented.
5 - The participants_____ answers were correct received certificates.
Four types of English exist in Africa, identifiable in terms of history, functions, and linguistic characteristics. West African Pidgin English has a history going back to the 15th century, 400 years before formal colonization. Creole varieties of English have a history going back to repatriation of enslaved people from the Caribbean and the United States of America in the 19th century. Second language varieties, which are the most widespread on the continent, are prototypically associated with British colonization and its education systems. L1 (first language) English occurred mostly in Southern and East Africa and is best represented in South Africa. The latter shows significant similarities with the other major Southern Hemisphere varieties of English, spoken in Australia and New Zealand.
African Englishes From a Sociolinguistic Perspective.
Internet: <oxfordre.com> (adapted).
Considering the previous text, its ideas and linguistic features, as well as the reading strategies that apply to it, judge the following item.
In the last sentence of the text, “The latter” is a noun phrase that refers to “South Africa”.
“All1 that we see or seem is but a dream within a dream." (Edgar Allan Poe)
“As a writer, I'm more interested in what people tell themselves2 happened rather than what actually happened.” (Kazuo Ishiguro)
“That is what learning is. You suddenly understand something3 you've understood all your life, but in a new way.” (Doris Lessing)
“There is nothing4 either good or bad but thinking makes it so.” (William Shakespeare)
In these sentences, the pronouns in bold are, respectively,
Read the following text carefully.
Despite _______desire to explore new places, neither Clara nor Liam is willing to compromise on comfort.______ are both cautious, so______ choose destinations with well-established amenities. However, their differing tastes mean that one of _____often ends up conceding to the other’s preferences, even though _______have similar ideas of what makes a perfect vacation.
Choose the following option with five pronouns that complete the text correctly
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?
Read the following text to answer the question.
Written by Virginia Woolf, the following letter expresses her fear of another mental breakdown and her decision to take her own life.
“Dearest, I feel certain that I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier 'til this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that – everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been. V.”
Which of the following sentences contains a grammatically correct use of the subjunctive mood?
Read the text and answer question.
Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.
Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.
Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.
(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)
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