Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.443 questões
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311643
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
According to the text, in order to lead the learner from the
reading stage into the task of production,
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311642
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
According to the text, a holistic education does not
include connections between
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311641
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
The text advises that a teacher should
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311640
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
The text is very specific when dealing with foreign
language learners. It says they
Ano: 2019
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Ervália - MG
Prova:
FUNDEP (Gestão de Concursos) - 2019 - Prefeitura de Ervália - MG - Professor - Inglês |
Q1311639
Inglês
Texto associado
Acessed on: August 8th, 2018.
TEXT ONE:
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in
recent decades, three prominent ideas emerge as most
critical for understanding what “learning to read” means:
• Reading is a process undertaken to reduce
uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning
between the text and its reader.
• The knowledge, expectations, and strategies a
reader uses to uncover textual meaning all play
decisive roles way the reader negotiates with the
text’s meaning.
Reading does not draw on one kind of cognitive skill, nor
does it have a straightforward outcome — most texts are
understood in different ways by different readers.
Background Knowledge
For foreign language learners to read, they have to be
prepared to use various abilities and strategies they
already possess from their reading experiences in their
native language. They will need the knowledge they
possess to help orient themselves in the many dimensions
of language implicated in any text. Researchers have
established that the act of reading is a non-linear process
that is recursive and context-dependent. Readers tend to
jump ahead or go back to different segments of the text,
depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers
specify a reading goal. One minimal goal is to ask the
learner to find particular grammatical constructions or to
identify words that relate to particular features or topics
of the reading. But such goals are always only partial.
For example, a text also reveals a lot about the readers
for which it is written and a lot about subject matter
that foreign language learners may or may not know or
anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic
curriculum, following Miller (1996). Holistic education
is concerned with connections in human experience –
connections between mind and body, between linear
thinking and intuitive ways of knowing, between academic
disciplines, between the individual and the community A holistic curriculum emphasizes how the parts of a
whole relate to each other to form the whole. From this
perspective, reading relates to speaking, writing, listening
comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be
pedagogically staged so that learners approach it by
moving from pre-reading, through initial reading, and
into rereading. This sequence carefully moves the
learner from comprehension tasks to production tasks.
In addition, these tasks should build upon each other in
terms of increasing cognitive difficulty.
• Pre-Reading: The initial levels of learning,
as described in Bloom’s Taxonomy, involve
recognizing and comprehending features of a
text. As proposed here, pre-reading tasks involve
speaking, reading, and listening.
• Initial Reading: Initial reading tasks orient the
learner to the text and activate the cognitive
resources that are associated with the learner’s
own expectations. For example, discussions of
genres and stereotypes may help the learner
to identify potential reading difficulties and to
strategize ways to overcome these challenges.
Simple oral and written reproduction tasks should
precede more complex production tasks that call
for considering creative thinking about several
issues at the same time.
• Rereading:In rereading, the learner is encouraged
to engage in active L2 production such as verbal
or written analysis and argumentation. These
activities require longer and more complex
discourse. At this point, the language learner’s
critical thinking needs to interact with their general
knowledge. Ideally, cultural context and the
individual foreign language learner’s own identity
emerge as central to all acts of production.
Available at:<https://coerll.utexas.edu> .
According to the text, reading is a process that
Ano: 2018
Banca:
Crescer Concursos
Órgão:
Prefeitura de Conceição do Canindé - PI
Prova:
Crescer Consultorias - 2018 - Prefeitura de Conceição do Canindé - PI - Professor - Inglês |
Q1309433
Inglês
Choose the CORRECT definition of the phrasal verb.
Work is so hectic lately! Tonight, I will have get down to it.
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304462
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the following sentences about the text:
I. In the last paragraph, there’s a reference to a movie from the 90s. The text only makes sense if you remember and understand its plot.
II. The text refers to a modern problem faced online concerning security and strong passwords.
III. The narrative makes humour with the fact that people find hard to keep track of the passwords and have to re-set them often.
Which ones are correct?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304461
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the expression “iH8You69” (line 43) and the following sentences:
I. It plays with the sound of the word ‘eight’ and ‘hate’.
II. It is a slang commonly used in texting.
III. It is an abbreviation.
Which ones are correct?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304459
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the following sentences:
I. A duck walked waddled out onto the street in front of my car today, and I had to swerve to avoid hitting it.
II. I swerved to avoid a solitary drunk who dreamily crossed the road backwards.
III. Dozens were injured when a passenger bus swerved off and slammed into another bus.
In which sentences the verb ‘swerve’ has the same meaning as used in line 25?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304458
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the following statements about the expression ‘bald-faced lies’ (l.15):
I. It is an idiomatic expression.
II. It means “showing no shame or embarassment about doing something bad”.
III. It could be translated as ‘mentira descarada’.
Which ones are correct?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304457
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider “Error: Password must not be an item you’re looking at on your desk.” (l.17) and the following sentences:
I. The pronoun ‘you’ refers exclusively to the reader.
II. The item being referred to is a desk lamp.
III. The sentence is not coherent, because there’s no reference available in the text.
Which ones are correct?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304456
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the following sentences about the use of ‘must’ along the text (lines 3, 5, 11, e.g):
I. It is used to indicate possibility.
II. It is used for emphasis.
III. It shows that something is necessary, as a requirement.
Which ones are correct?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304455
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the following sentences about the word ‘Yeesh’ (l.11):
I. It’s an emphatic word.
II. It is informal.
III. A word to describe something that isn't good.
Which ones are correct?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304454
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the following statements:
I. ‘colder’ (line 09) is the superlative form of ‘cold’.
II. In line 11, ‘less sad’ is incorrect, ‘saddest’ should have been used.
III. ‘sadder’ (line 13) has a spelling error as it should have been spelled with only one letter ‘d’.
Which ones are correct?
Ano: 2019
Banca:
FUNDATEC
Órgão:
Prefeitura de Cordilheira Alta - SC
Prova:
FUNDATEC - 2019 - Prefeitura de Cordilheira Alta - SC - Professor - Inglês |
Q1304453
Inglês
Texto associado
Instruction: answer the question based one the following text.
Consider the following statements:
I. In line 1, the blank should be filled in by ‘for create’.
BECAUSE
II. The verb ‘to thank’ is always followed by the preposition ‘for’ plus a noun.
Considering the sentences above:
Ano: 2018
Banca:
FEPESE
Órgão:
Prefeitura de São José - SC
Prova:
FEPESE - 2018 - Prefeitura de São José - SC - Professor - Inglês |
Q1303777
Inglês
What does the pronoun “them” refers to in the
following sentence from the text: …”users are finding
new ways to use them to communicate.
Ano: 2018
Banca:
FEPESE
Órgão:
Prefeitura de São José - SC
Prova:
FEPESE - 2018 - Prefeitura de São José - SC - Professor - Inglês |
Q1303776
Inglês
Read the following sentences and, according to the text, decide if they are true ( T ) or false ( F ).
( ) All text posted in Instagran is much higher than the ones posted in Facebook.
( ) Internet slang has decreased due to the use of emoji.
( ) The number of available emoji is over 700.
( ) Paring two or more emoji you can form complete sentences.
Choose the alternative which presents the correct sequence, from top to bottom
Ano: 2018
Banca:
FEPESE
Órgão:
Prefeitura de São José - SC
Prova:
FEPESE - 2018 - Prefeitura de São José - SC - Professor - Inglês |
Q1303773
Inglês
According to the article, we can infer that Emoji:
Ano: 2018
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Xavier - RS
Prova:
FUNDATEC - 2018 - Prefeitura de Porto Xavier - RS - Professor - Inglês |
Q1301944
Inglês
Texto associado
Answer the question based on the following text.
Source: adapted from https://www.theguardian.com/books/2018/sep/19/oed-appeals-to-teenagers-to-help-itunderstand-slang-dictionary
Considering the meaning of the words ‘bare’, ‘hench’ and ‘dank’ as explicited in the
text, fill in the blanks of the following sentences.
• Not all girls like _____ guys - some actually like skinny fellas. • The ____ memes are always the best. • The woman had _____ cats.
The correct order of filling in the blanks is:
• Not all girls like _____ guys - some actually like skinny fellas. • The ____ memes are always the best. • The woman had _____ cats.
The correct order of filling in the blanks is:
Ano: 2018
Banca:
FUNDATEC
Órgão:
Prefeitura de Corumbá - MS
Prova:
FUNDATEC - 2018 - Prefeitura de Corumbá - MS - Professor - Inglês |
Q1300113
Inglês
Texto associado
A questão refere-se ao texto abaixo.
Fonte: adaptado de <https://www.theguardian.com/books/2014/sep/08/maya-angelou-hip-hop-albumcaged-bird-songs>.
The sentence “If she was alive, she would be recording other albuns” (l.17)
I. Is used to talk about the possible result of an imagined situation in the present. II. Is an example of the second conditional. III. Implies that the woman is no longer alive.
Which ones are correct?
I. Is used to talk about the possible result of an imagined situation in the present. II. Is an example of the second conditional. III. Implies that the woman is no longer alive.
Which ones are correct?
Conheça nossos planos