Morphology is the study of the structure and formation of
words in the English language. Analyze the following
statements about word formation and morphology, and
select the correct alternative.
Questões de Concursos
filtre e encontre questões para seus estudos.
In the study of Syntax, Transformational-Generative
Grammar, proposed by Noam Chomsky, differs
significantly from traditional grammar approaches. Which
of the following best describes a fundamental distinction
between these two?
Consider the following excerpt from the poem 'The
Road Not Taken' by Robert Frost: 'Two roads diverged in
a yellow wood, And sorry I could not travel both'. If the
poet were to describe his regular journeys through the
woods in the simple present tense, how might he
express this? Formulate a sentence in the simple
present tense that captures the regularity and
frequency of the poet's journeys.
Analise o texto abaixo sobre o tema Atividade
Orientadora de Ensino (AOE).
Desenvolvida por Moura, tem como objetivo aprofundar a.................................e permitir processos mediadores da apropriação dos................................. pelos sujeitos em atividade.
Assinale a alternativa que completa corretamente as lacunas do texto.
Desenvolvida por Moura, tem como objetivo aprofundar a.................................e permitir processos mediadores da apropriação dos................................. pelos sujeitos em atividade.
Assinale a alternativa que completa corretamente as lacunas do texto.
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT I
Decolonizing English Language Teaching for Brazilian Indigenous Peoples
In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.
These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).
As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.
In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.
Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/
The pronoun in “Given its status” (1st paragraph) refers to
Climate crisis is making days longer, study finds
Melting of ice is slowing planet’s rotation and could disrupt internet traffic, financial transactions and GPS. The climate crisis is causing the length of each day to get longer, analysis shows, as the mass melting of polar ice reshapes the planet.
The phenomenon is a striking demonstration of how humanity’s actions are transforming the Earth, scientists said, rivalling natural processes that have existed for billions of years. The change in the length of the day is on the scale of milliseconds but this is enough to potentially disrupt internet traffic, financial transactions and GPS navigation, all of which rely on precise timekeeping.
The length of the Earth’s day has been steadily increasing over geological time due to the gravitational drag of the moon on the planet’s oceans and land. However, the melting of the Greenland and Antarctic ice sheets due to human-caused global heating has been redistributing water stored at high latitudes into the world’s oceans, leading to more water in the seas nearer the equator. This makes the Earth more oblate – or fatter – slowing the rotation of the planet and lengthening the day still further.
The planetary impact of humanity was also demonstrated recently by research that showed the redistribution of water had caused the Earth’s axis of rotation – the north and south poles – to move. Other work has revealed that humanity’s carbon emissions are shrinking the stratosphere.
“We can see our impact as humans on the whole Earth system, not just locally, like the rise in temperature, but really fundamentally, altering how it moves in space and rotates,” said Prof Benedikt Soja of ETH Zurich in Switzerland. “Due to our carbon emissions, we have done this in just 100 or 200 years. Whereas the governing processes previously had been going on for billions of years, and that is striking.”
https://www.theguardian.com/environment/article/2024/jul/15/climate-crisis-making-days-longer-study
Qual dessas palavras destacadas é um
pronome demonstrativo?
Read the following excerpt and answer the question.
"Language is not just a tool for conveying information; it is a means of constructing and understanding reality. Each word, each phrase, subtly shapes our view of the world, influencing our perceptions, biases, and reactions to our environment."
According to the excerpt, which of the following best describes the role of language in shaping human experience?
"Language is not just a tool for conveying information; it is a means of constructing and understanding reality. Each word, each phrase, subtly shapes our view of the world, influencing our perceptions, biases, and reactions to our environment."
According to the excerpt, which of the following best describes the role of language in shaping human experience?
Knowing that the main difference between affricate and fricative sounds lies in the way airflow is managed:
affricates involve a stop followed by a release into a fricative, while fricatives are produced by forcing air
through a narrow channel in the vocal tract, the alternative that brings only examples of words with affricate
sounds in English is:
Julgue o item subsequente.
Syntactic ambiguity, arising from grammatical structures
that allow for multiple interpretations, is an intriguing
linguistic phenomenon. Recognizing and mitigating
syntactic ambiguity requires a profound understanding of
the structural nuances of language, highlighting the
underlying complexity in the formation of sentences in
contemporary English.
Climate crisis is making days longer, study finds
Melting of ice is slowing planet’s rotation and could disrupt internet traffic, financial transactions and GPS. The climate crisis is causing the length of each day to get longer, analysis shows, as the mass melting of polar ice reshapes the planet.
The phenomenon is a striking demonstration of how humanity’s actions are transforming the Earth, scientists said, rivalling natural processes that have existed for billions of years. The change in the length of the day is on the scale of milliseconds but this is enough to potentially disrupt internet traffic, financial transactions and GPS navigation, all of which rely on precise timekeeping.
The length of the Earth’s day has been steadily increasing over geological time due to the gravitational drag of the moon on the planet’s oceans and land. However, the melting of the Greenland and Antarctic ice sheets due to human-caused global heating has been redistributing water stored at high latitudes into the world’s oceans, leading to more water in the seas nearer the equator. This makes the Earth more oblate – or fatter – slowing the rotation of the planet and lengthening the day still further.
The planetary impact of humanity was also demonstrated recently by research that showed the redistribution of water had caused the Earth’s axis of rotation – the north and south poles – to move. Other work has revealed that humanity’s carbon emissions are shrinking the stratosphere.
“We can see our impact as humans on the whole Earth system, not just locally, like the rise in temperature, but really fundamentally, altering how it moves in space and rotates,” said Prof Benedikt Soja of ETH Zurich in Switzerland. “Due to our carbon emissions, we have done this in just 100 or 200 years. Whereas the governing processes previously had been going on for billions of years, and that is striking.”
https://www.theguardian.com/environment/article/2024/jul/15/climate-crisis-making-days-longer-study
Qual das palavras destacadas é um
sinônimo de “increase” ?
Linguistic variation refers to the differences in language use across different regions, social groups, or contexts. In the context of
English language teaching, especially in countries like Brazil, where English is a foreign language, incorporating linguistic variation
plays a crucial role in developing students' communicative competence. English is not a monolithic language; it has many varieties,
including British,American,Australian, Indian, and Nigerian English, among others. Each variety is associated with different accents,
vocabulary, grammar, and cultural contexts.
One challenge in English language teaching is the overemphasis on certain "standard" forms of English, often British or American, to the exclusion of other varieties. This can lead to a narrow understanding of the language and limit students' ability to interact in global contexts where English is spoken in diverse forms. By exposing students to different accents, dialects, and usages, teachers can prepare them for real-world communication, where English functions as a global lingua franca. This approach also promotes linguistic tolerance and awareness, teaching students that no variety is inherently superior to another, but that different varieties serve different communicative purposes.
For example, a Brazilian student learning British English may encounter challenges when interacting with a Nigerian English speaker due to different pronunciations and expressions. Thus, it's important that students not only learn the grammatical structure of English but also develop the ability to adapt to and understand different varieties of English. This adaptability enhances their global communication skills.
Additionally, the Base Nacional Comum Curricular (BNCC) encourages teaching English as a means of fostering global citizenship and intercultural communication, which implicitly requires an understanding of linguistic variation. Recognizing English as a plural language, with many forms and functions, aligns with the goal of preparing students for global engagement.
Canagarajah, S. (2006). The Place of World Englishes in Composition: Pluralization Continued.College Composition and Communication, 57(4), 586-619.
Why is it important to include linguistic variation in English language teaching, particularly in non-English-speaking countries?
One challenge in English language teaching is the overemphasis on certain "standard" forms of English, often British or American, to the exclusion of other varieties. This can lead to a narrow understanding of the language and limit students' ability to interact in global contexts where English is spoken in diverse forms. By exposing students to different accents, dialects, and usages, teachers can prepare them for real-world communication, where English functions as a global lingua franca. This approach also promotes linguistic tolerance and awareness, teaching students that no variety is inherently superior to another, but that different varieties serve different communicative purposes.
For example, a Brazilian student learning British English may encounter challenges when interacting with a Nigerian English speaker due to different pronunciations and expressions. Thus, it's important that students not only learn the grammatical structure of English but also develop the ability to adapt to and understand different varieties of English. This adaptability enhances their global communication skills.
Additionally, the Base Nacional Comum Curricular (BNCC) encourages teaching English as a means of fostering global citizenship and intercultural communication, which implicitly requires an understanding of linguistic variation. Recognizing English as a plural language, with many forms and functions, aligns with the goal of preparing students for global engagement.
Canagarajah, S. (2006). The Place of World Englishes in Composition: Pluralization Continued.College Composition and Communication, 57(4), 586-619.
Why is it important to include linguistic variation in English language teaching, particularly in non-English-speaking countries?
Which of the following sentences CORRECTLYuses the comparative form?
FGV•
Atenção! Leia o poema a seguir para responder à questão.
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveler in the dark
Thanks you for your tiny spark,
How could he see where to go,
If you did not twinkle so?
In the dark blue sky you keep,
Often through my curtains peep
For you never shut your eye,
Till the sun is in the sky.
As your bright and tiny spark
Lights the traveler in the dark,
Though I know not what you are,
Twinkle, twinkle, little star.
TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.
Em um evento da escola, os alunos decidiram recitar esse poema em voz alta, mas estavam confundindo a pronúncia de algumas palavras dos versos, devido à semelhança na grafia. Para ajudá-los, a professora agrupou três palavras que possuíam sons vocálicos semelhantes e grafias distintas, como ocorre em
FGV•
Atenção! Leia o texto a seguir para responder à próxima questão.
Ain't It Fun
I don't mind
Letting you down easy, but just give it time
If it don't hurt now then just wait, just wait a while
You're not the big fish in the pond no more
You are what they're feeding on
So what are you gonna do
When the world don't orbit around you?
So what are you gonna do
When the world don't orbit around you?
Ain't it fun?
Living in the real world
Ain't it good?
Being all alone
Where you're from
You might be the one who's running things
Where you can ring anybody's bell and get what you want
See it's easy to ignore trouble
When you're living in a bubble
(…)
WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.
Em alguns contextos, como na linguagem oral ou em letras de música, a concordância verbal não segue a norma culta. Um exemplo de um verso em que isso ocorre é
O texto seguinte servirá de base para responder à questão.
Gigantic skull of prehistoric sea monster found on England's 'Jurassic Coast'
The remarkably well-preserved skull of a gigantic pliosaur, a prehistoric sea monster, has been discovered on a beach in the county of Dorset in southern England, and it could reveal secrets about these awe-inspiring creatures.
Pliosaurs dominated the oceans at a time when dinosaurs roamed the land. The unearthed fossil is about 150 million years old, almost 3 million years younger than any other pliosaur fins. Researchers are analyzing the specimen to determine whether it could even be a species new to science.
Originally spotted in spring 2022, the fossil, along with its complicated excavation and ongoing scientific investigation, are now detailed in the upcoming BBC documentary "Attenborough and the Jurassic Sea Monster" presented by legendary naturalist Sir David Attenborough, that will air February 14 on PBS.
Such was the enormous size of the carnivorous marine reptile that the skull, excavated from a cliff along Dorset's "Jurassic Coast", is almost 2 meters (6.6 feet) ling. In its fossilized form, the specimen weighs over half a metric ton. Pliosaurs species could grow to 15 meters (50 feet) in length, according to Encyclopaedia Britannica.
The fossil was buried deep in the cliff, about 11 meters (36 feet) above the ground and 15 meters (49 feet) down the cliff, local paleontologist Steve Etches, who helped uncover it, told the CNN in a video call.
Extracting it proved a perilous task, one fraught with danger as a crew raced against the clock during a window of good weather before summer storms closed in and the cliff eroded, possibly taking the rare and significant fossil with it.
Etches first learned of the fossil's existence when his friend Philip Jacobs called him after coming across the pliosaur's snout on the beach. Right from the start, they were "quite excited, because its jaws closed together which indicates (the fossil) is complete," Etches said.
After using drones to map the cliff and identify the rest of the pliosaur's precise position, Etches and his team embarked on a three-week operation, chiseling into the cliff while suspended in midair.
"It's a miracle we got it out," he said, "because we had one last day to get this thing out, which we did at 9:30 p.m."
Etches took on the task of painstakingly restoring the skull. There was a time he found "very disillusioning" as the mud, and bone, had cracked, but "over the following days and weeks, it was a case of ..., like a jigsaw, putting it all back. It took a long time but every bit of bone we got back in."
It's a "freak of nature" that this fossil remains in such good condition, Etches added. "It died in the right environment, there was a lot of sedimentation ... so when it died and went down to the seafloor, it got buried quite quickly."
Fearsome top predator of the seas
The nearly intact fossil illuminates the characteristics that made the pliosaur a truly fearsome predator, hunting prey such as the dolphinlike ichthyosaur. The apex predator with huge razor-sharp teeth used as a variety of senses, including sensory pits still visible on its skull that may have allowed it to detect changes in water pressure, according to the documentary.
The pliosaur had a bite twice as powerful as a saltwater crocodile, which has the world's most powerful jaws today, according to Emily Rayfield, a professor of paleobiology at the University of Bristol in the United Kingdom who appeared in the documentary. The prehistoric marine predator would have been able to cut into a car, she said.
Andre Rowe, a postdoctoral research associate of paleobiology at the University of Bristol, added that "the animal would have been so massive that I think it would have been able to prey effectively on anything that was unfortunate enough to be in its space."
By Issy Ronald, CNN
Published December 11, 2023
Available on https://edition.cnn.com/2023/12/11/world/skull-pliosaur-fo
Look at the following words and relate them with their
respective synonymous words in the context of the
presented article. Mark the alternative with the
CORRECT answer.
I.Roam.
II.Ongoing
III.Unearth.
IV.Snout.
V.Chisel.
I.Roam.
II.Ongoing
III.Unearth.
IV.Snout.
V.Chisel.
Scientists study the world’s oldest person
- After being bewildered by the “super grandmother’s” great health at 116 years old,
- scientists are studying Maria Branyas, the world’s oldest person, in an attempt to unearth the
- secret to a long life. Mr. Branyas was born __ San Francisco __ 1907, and __ the age of eight,
- she moved __ Catalonia, Spain, where her family was originally from. Ms. Branyas, known to her
- X followers as the “Super Catalan Grandma”, has lived in the region ever since and has resided
- in the same nursing home, Residència Santa María del Tura, for the last 22 years.
- She has agreed to undergo scientific testing, which researchers hope will further their
- understanding of certain illnesses associated with old age, such as neurodegenerative or
- cardiovascular diseases. Despite her age, Ms. Branyas has no health complications other than
- mobility issues and hearing (she suffered permanent hearing loss when she was a child). She also
- still has a great memory: “She has a completely lucid head,” scientist Manel Esteller told ABC, a
- Spanish outlet. “She remembers with impressive clarity episodes of her when she was only four
- years old, and she does not present any cardiovascular disease, common in elderly people.”
- Esteller, who studies genetics and how it applies to health conditions, became curious about how
- Ms. Branyas’ genetic makeup might affect her aging. After a long talk with Ms. Branyas, Mr.
- Esteller believes there must be more to her longevity than meets the eye.
- The remarkable woman has not had an easy life; she survived an earthquake while she
- was in the US, a major fire, both world wars, the Spanish Civil War, the Spanish Flu pandemic,
- and more recently, COVID-19 in 2020. Despite the various pandemics, wars, and family losses
- she has endured, her longevity has made scientists question what her secret could be. “We know
- Maria’s chronological age, 116 years, but we must determine her biological age,” Esteller said to
- ABC, believing that “she is much younger” physically. The scientist has taken biological samples
- of saliva, blood, and urine from Ms. Branyas, which are thought to be the “longest-lived” biological
- samples and have great scientific value, Josep Carreras, the head of a leukemia research institute,
- said to ABC. The samples will be compared with the 116-year-old’s middle daughter, who is 79
- years old.
- Ms. Branyas often has been asked what her secret is to her long life, and she uses her X
- account to post her advice for others. She attributed her longevity to “order, tranquillity, good
- connection with family and friends, contact with nature, emotional stability, no worries, no
- regrets, lots of positivity, and staying away from toxic people”. However, she also credits a great
- amount of luck. “It is clear that there is a genetic component because there are several members
- of her family who are over 90 years old,” said Esteller. The rare biological samples will assess her
- genes, which will hopefully advance the research of drugs that could help diseases associated
- with age and cancer. As for Ms. Branyas, she said on her X account that she is “very happy she
- can be useful for research and progress”.
(Available in: https://www.independent.co.uk/extras/lifestyle/maria-branyas-oldest-person-alive-spain-b2436228.html – text especially adapted for this test).
Choose the alternative that correctly completes the gaps in lines 03-04.
The Anglo-Saxon period in English literature, spanning
from the 5th to the 11th centuries, produced foundational
works with themes of heroism, fate, and the struggle for
survival. Which of the following works is considered a
central piece of Anglo-Saxon literature and is known for
its portrayal of a hero's battle against monsters?
READ TEXT IV AND ANSWER THE QUESTION THAT FOLLOWS IT:
TEXT IV
What is the global situation in relation to literacy?
Great progress has been made in literacy with most recent data (UNESCO Institute for Statistics) showing that more than 86 per cent of the world’s population know how to read and write compared to 68 per cent in 1979. Despite this, worldwide at least 754 million adults still cannot read and write, two thirds of them women, and 250 million children are failing to acquire basic literacy skills. Before the COVID-19 pandemic, which caused the worst disruption to education in a century, 617 million children and teenagers had not reached minimum reading levels.
Acquiring literacy is not a one-off act. Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich and fast-changing world.
Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.
Literacy is a continuum of learning and proficiency in reading, writing and using numbers throughout life and is part of a larger set of skills, which include digital skills, media literacy, education for sustainable development and global citizenship as well as jobspecific skills. Literacy skills themselves are expanding and evolving as people engage more and more with information and learning through digital technology.
Adapted from https://www.unesco.org/en/literacy/need-know
The adjective phrase in “most recent data” (1st paragraph) can be
replaced without significant change in form and meaning by
FGV•
Atenção! Leia o texto a seguir para responder à próxima questão.
The Two Goats
Two Goats, frisking gayly on the rocky steeps of a mountain valley, chanced to meet, one on each side of a deep chasm through which poured a mighty mountain torrent. The trunk of a fallen tree formed the only means of crossing the chasm, and on this not even two squirrels could have passed each other in safety. The narrow path would have made the bravest tremble. Not so our Goats. Their pride would not permit either to stand aside for the other.
One set her foot on the log. The other did likewise. In the middle they met horn to horn. Neither would give way, and so they both fell, to be swept away by the roaring torrent below.
Library of Congress. The Aesop for children. Library of Congress, 2024. Disponível em: https://read.gov/aesop/013.html. Acesso em: 12 jul. 2024.
Fábulas são textos que costumam ter uma moral ou um ensinamento ao final da leitura. A moral dessa fábula pode ser resumida pelo seguinte provérbio:
FGV•
Leia o texto a seguir:
What does a CCQ mean?
A concept checking question is a question designed to help the teacher check students’ understanding of a language item (grammar structure, vocabulary, fixed expression). “Do you understand?”, “Is that clear?”, “We all know that, right?” or “OK?” should be absolute taboos.
When to ask CCQs?
Every time you explain new material or need to check whether students know what you are talking about. CCQs are particularly useful after guided practice and at the end of the lesson as a review.
How to ask CCQs?
There are some simple rules that can help you create good CCQs and use them effectively:
1. CCQs should be easy to understand, use simple language in CCQs.
2. Don’t use the target language in CCQs;
E.g. I’ll meet her tomorrow.
Bad CCQ: Will I meet her next week?
3. Don’t use new vocabulary in CCQs;
4. Plan CCQs in advance;
5. Ask at least 2 CCQs to cover all of the important aspects of the target language;
6. CCQs should check the meaning of the target language, not of the situation.
E.g. She’s been in bed all day.
Bad CCQ: Is she sick?
7. Some of the most efficient CCQs are yes/no questions along with either/or questions; simple Wh-questions and true/false statements.
My TEFL.Concept Checking Questions (CCQs). My Tefl, 2024. Disponível em: https://mytefl.com/wp-content/uploads/2019/09/CCQs.pdf. Acesso em: 12 jul. 2024. Adaptado.
Considere que você precisa ensinar o sentido do termo em destaque na frase “His pink carstands outon the road”. A partir da leitura sobre as CCQ’s, qual das alternativas abaixo apresenta uma CCQ efetiva para checar o entendimento do aluno sobre o sentido do termo ‘stand out’?
What does a CCQ mean?
A concept checking question is a question designed to help the teacher check students’ understanding of a language item (grammar structure, vocabulary, fixed expression). “Do you understand?”, “Is that clear?”, “We all know that, right?” or “OK?” should be absolute taboos.
When to ask CCQs?
Every time you explain new material or need to check whether students know what you are talking about. CCQs are particularly useful after guided practice and at the end of the lesson as a review.
How to ask CCQs?
There are some simple rules that can help you create good CCQs and use them effectively:
1. CCQs should be easy to understand, use simple language in CCQs.
2. Don’t use the target language in CCQs;
E.g. I’ll meet her tomorrow.
Bad CCQ: Will I meet her next week?
3. Don’t use new vocabulary in CCQs;
4. Plan CCQs in advance;
5. Ask at least 2 CCQs to cover all of the important aspects of the target language;
6. CCQs should check the meaning of the target language, not of the situation.
E.g. She’s been in bed all day.
Bad CCQ: Is she sick?
7. Some of the most efficient CCQs are yes/no questions along with either/or questions; simple Wh-questions and true/false statements.
My TEFL.Concept Checking Questions (CCQs). My Tefl, 2024. Disponível em: https://mytefl.com/wp-content/uploads/2019/09/CCQs.pdf. Acesso em: 12 jul. 2024. Adaptado.
Considere que você precisa ensinar o sentido do termo em destaque na frase “His pink carstands outon the road”. A partir da leitura sobre as CCQ’s, qual das alternativas abaixo apresenta uma CCQ efetiva para checar o entendimento do aluno sobre o sentido do termo ‘stand out’?