ID: 1023817•
Inglês•
Pronomes Pronouns•
Instituto JK•
Prefeitura de Nina Rodrigues MA•
Inglês•
2024

In the following sentence, identify the correct use of indefinite and definite pronouns:

"_______ of the participants were aware of _______ importance in achieving the project goals."

ID: 1021683•
Inglês•
Pronomes Pronouns•
Avança SP•
Prefeitura de Juquitiba SP•
Professor de Educação Básica I•
2024

Regarding the use of subjects, objects, and possessive forms, analyze the following sentences:

I - _______ are you going to recommend?

II - _______ wrote this book?

III - _______ pencil is on the table?

Select the option that correctly fills in the blanks.

ID: 1023085•
Inglês•
Pronomes Pronouns•
SELECON•
Prefeitura de São Gonçalo RJ•
Inglês•
2024

Read the following text:


TEXT I


The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices


Read the following text:


The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.


A brief overview of the recent history of ELT in Brazilian regular schools


During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.


From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools.This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.


To be or not to be: professional identities and beliefs


When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.


Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).


Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.


Where do we go from here?


Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.


Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.


As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
The sentence where the underlined relative pronoun cannot be replaced by that is:

ID: 1047550•
Inglês•
Pronomes Pronouns•
Marinha•
Escola Naval•
Cadete do Exército

Hard Lesson in Sleep for Teenagers

By Jane E. Brody October 20, 2014

Few Americans these days get the hours of sleep optimal for their age, but experts agree that teenagers are more likely to fall short than anyone else.

Researchers report that the average adolescent needs eight and a half to nine and a half hours of sleep each night. However, in a poll taken in 2006 by the National Sleep Foundation, less than 20 percent reported getting that much rest on school nights. With the profusion of personal electronics, the current percentage is believed to be even worse. A study in Fairfax, Va., found that only 6 percent of children in the 10th grade and only 3 percent in the 12th grade get the recommended amount of sleep. Two in three teens were found to be severely sleep-deprived, losing two or more hours of sleep every night. The causes can be biological, behavioral or environmental. The effect on the well-being of adolescents — on their health and academic potential — can be profound.

Insufficient sleep in adolescence increases the risks of high blood pressure and heart disease, Type 2 diabetes and obesity, said Dr. Owens, pediatric sleep specialist at Children's National Health System in Washington. Sleeplessness is also linked to risk-taking behavior, depression, suicidal ideation and car accidents. Insufficient sleep also impairs judgment, decision-making skills and the ability to curb impulses, which are "in a critical stage of development in adolescence," Dr. Owens said. With the current intense concern about raising academic achievement, it is worth noting that a study by Kyla Wahlstrom of 9,000 students in eight Minnesota public high schools showed that starting school a half-hour later resulted in an hour's more sleep a night and an increase in the students' grade point averages and standardized test scores.

When children reach puberty, a shift in circadian rhythm makes it harder for them to fall asleep early enough to get the requisite number of hours and still make it to school on time. A teenager’s sleep-wake cycle can shift as much as two hours, making it difficult to fall asleep before 11 p.m. If school starts at 8 or 8:30, it is not possible to get enough sleep. Based on biological sleep needs, a teenager who goes to sleep at 11 p.m, should be getting up around 8 a.m.

Adding to the adolescent shift in circadian rhythm are myriad electronic distractions that cut further into sleep time, like smartphones, iPods, computers and televisions. A stream of text messages, tweets, and postings on Facebook and Instagram keep many awake long into the night.

Parents should consider instituting an electronic curfew and perhaps even forbid sleep-distracting devices in the bedroom, Dr . Owens said. Beyond the bedroom, many teenagers lead overscheduled lives that can lead to short nights.

Also at risk are many teenagers from low-income and minority families, where overcrowding, excessive noise and safety concerns can make it difficult to get enough restful sleep, the academy statement said. Trying to compensate for sleep deprivation on weekends can further compromise an adolescent's sleep-wake cycle by inducing permanent jet lag. Sleeping late on weekends shifts their internal clock, making it even harder to get to sleep Sunday night and wake up on time for school Monday morning.

(Adapted and abridged from http://www.nytimes.com)

What does the pronoun "their" refer to in the excerpt "Sleeping late on weekends shifts their internal clock, making it even harder to get to sleep Sunday night and wake up on time for school Monday morning."?

ID: 1023816•
Inglês•
Pronomes Pronouns•
Instituto JK•
Prefeitura de Nina Rodrigues MA•
Inglês•
2024

Select the sentence with the appropriate use of a reflexive pronoun.

ID: 1023142•
Inglês•
Pronomes Pronouns•
VUNESP•
SEDUC SP•
Promoção do QM 2022•
2025

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

ID: 1079533•
Inglês•
Pronomes Pronouns•
VUNESP•
PM SP•
Aspirante da Polícia Militar

Leia o texto para responder à questão.

What is organized crime?

Organized crime was characterised by the United Nations, in 1994, as: “group organization to commit crime; hierarchical links or personal relationships which permit leaders to control the group: violence, intimidation and corruption used to earn profits or control territories or markets; laundering of illicit proceeds both in furtherance of criminal activity and to infiltrate the legitimate economy; the potential for expansion into any new activities and beyond national borders; and cooperation with other organized transnational criminal groups.”

It is increasingly global. Although links between, for example, mafia groups in Italy and the USA have existed for decades, new and rapid means of communication have facilitated the development of international networks. Some build on shared linguistic or cultural ties, such as a network trafficking drugs and human organs, which links criminal gangs in Mozambique, Portugal, Brazil, Pakistan, Dubai and South Africa. Others bring together much less likely groups, such as those trafficking arms, drugs and people between South Africa, Nigeria, Pakistan and Russia, or those linking the Russian mafia with Colombian cocaine cartels or North American criminal gangs with the Japanese Yakuza. Trafficked commodities may pass from group to group along the supply chain; for instance heroin in Italy has traditionally been produced in Afghanistan, transported by Turks, distributed by Albanians, and sold by Italians.

Organized crime exploits profit opportunities wherever they arise. Globalization of financial markets, with free movement of goods and capital, has facilitated smuggling of counterfeit goods (in part a reflection of the creation of global brands), internet fraud, and money-laundering. On the other hand, organized crime also takes advantage of the barriers to free movement of people across national borders and the laws against non-medicinal use of narcotics: accordingly it earns vast profits in smuggling migrants and psychoactive drugs. Briquet and Favarel have identified deregulation and the “rolling back of the state” in some countries as creating lacunae that have been occupied by profiteers. The political changes in Europe in the late 1980s fuelled the growth in criminal networks, often involving former law enforcement officers. Failed states, such as the Democratic Republic of Congo or Sierra Leone, have provided further opportunities as criminal gangs smuggle arms in and commodities out, for example diamonds, gold, and rare earth metals, often generating violence against those involved in the trade and in the surrounding communities. Finally, there are a few states, such as the Democratic Republic of Korea and Burma and Guinea-Bissau (once described as a narco-state) where politicians have been alleged to have played an active role in international crime.

Organized criminal gangs have strong incentives. Compared with legitimate producers, they have lower costs of production due to the ability to disregard quality and safety standards, tax obligations, minimum wages or employee benefits. Once established, they may threaten or use violence to eliminate competitors, and can obtain favourable treatment by regulatory authorities either through bribes or threats.

(www.globalizationandhealth.com. Adaptado)

No trecho do segundo parágrafo – those linking the Russian mafia with Columbian cocaine cartels or North American criminal gangs with the Japanese Yakuza. – a palavra those refere-se, no texto, a

ID: 1022965•
Inglês•
Pronomes Pronouns•
COSEAC•
UFF•
Língua Inglesa•
2024

TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

In the sentence, “This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes.”, the pronoun This at the beginning of the sentence refers to

ID: 1024942•
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VUNESP•
SEDUC SP•
QM 2020•
2025

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.

ID: 1089478•
Inglês•
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IBADE•
Prefeitura de Castelo ES•
Língua Inglesa•
2025

Read the text below and answer the next question:


Gaia Pope: Family appeals for art in memory of teenager


The family of teenager Gaia Pope are appealing for people to create and donate artwork to honour her memory a year after her death.

The 19-year-old was reported missing from Swanage on 7 November. Her body was found 11 days later near the Dorset coast path.

Her family said as the anniversary of her disappearance approached they were "asking people to make something to show she is not forgotten".

The artwork will be displayed online.

Miss Pope, from Langton Matravers, near Swanage, made an allegation she was raped two years before her death.

Her family claimed an alleged failed police investigation "severely affected Gaia's mental and physical state".

Art, particularly pyrography (woodburning), became a form of therapy for the teenager, her family said.

Her mother Natasha Pope said: "I don't speak about my daughter in the past tense - I utter her name as I always have because I know she is still with me, every moment, in all we're doing.

"Gaia's art and poetry, inspired by the beauty of nature and the strength of femininity, is her way of connecting with her true self. In spite of all she's been through she is not defined by that.

"Our Gaia would want to provide a forum for others to find their voice and create."

Miss Pope's cousin Marienna Pope-Weidemann added: "Some things are so big, run so deep, they can only be expressed through art. Our love and our grief for Gaia feels that way.

"The love we've felt from the community felt that way too. We want to honour that, make it visible, maybe do something to show other survivors, families who's lost someone too soon, that they are not alone."

The family said the project was inspired by the #JusticeForLB social media campaign and want people to share their art on Twitter via #JusticeForGaia.

The #JusticeForLB campaign was set up by Dr Sara Ryan - the mother of 18-year-old Connor Sparrowhawk, who had epilepsy and drowned in a bath after having a seizure in Oxford.

Dorset Police is being investigated over the way it handled the rape allegation and its response to Miss Pope's disappearance.


Source: https://www.bbc.com/news/uk-england-dorset45571415
In the sentence “Her family said as the anniversary of her disappearance approached they were 'asking people to make something to show she is not forgotten'”, what does the pronoun “they” refer to?
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