CESPE/UnB-2006-Concurso Público para PROFESSOR DE INGLÊS da SECRETARIA DE ESTADO DE GESTÃO ADMINISTRATIVA do Distrito Federal(CGA/DF) - Profº Valdenor Sousa - Prova de INGLÊS com gabarito e questões comentadas.

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Hey, what's up my friends!!!...How have you been?!

Neste post, veremos a Prova de INGLÊS do Concurso Público CESPE/UnB-2006–SGA/DF-SECRETARIA DE ESTADO DE GESTÃO ADMINISTRATIVA-PROFESSOR DE INGLÊS. Prova aplicada em 10/09/2006.

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[a]Banca Organizadora do Concurso Público 
   Centro de Seleção e de Promoção de Eventos Universidade de Brasilia.ia

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[b]Padrão/Composição da prova 

➦PROVA OBJETIVA: 50 Questões do tipo (C) ou (E).
➦Reading Comprehension(Compreensão textual).

➦Use of english(uso do inglês).
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[c]Dictionary:

Caso necessário,sugiro que consulte os excelentes dicionários a seguir:
http://www.thefreedictionary.com/
http:/www.macmillandictionary.com/

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🔄 VERBS :
➽[to )
🔄 PHRASAL VERBS :
➽[to )

🔄Expressões verbais com o TO BE(simple present/simple past/simple future/ be going to/present continuous/past continuous/future continuous):
➽["]
🔄Expressões verbais no PERFECT TENSE(present perfect/past perfect/present perfect continuous/past perfect continuous):
➽["]
🔄Expressões com os 10 modais(can/could/may/might/must/should/would/ought to/will/shall):
➽["]   
🔄Expressões com verbos com ING:
➽[]
🔄Expressões VERBAIS EM GERAL:
➽["]
🔄Substantivos(NOUNS):
➽[)
🔄Adjetivos/Locuções adjetivas :
➽[]
🔄Advérbios/Locução adverbial:
➽["]
🔄 Pronomes Relativos(who, which, whom, that) :
➽[.]
🔄 CONJUCTION (but, yet):
➽["]

🔄Expressões comuns:
➽["] 
🔄Expressões idiomáticas :
➽["]
🔄Expressões ADJETIVO+SUBSTANTIVO:
➽[]
🔄IF-CLAUSE:
➽["]
🔄Expressões/Vocábulos técnicos :
➽[] 
🔄 Comparativos (superioridade) :
➽[]
🔄Expressões com 'S (Genitive case=proprietário 'S propriedade):
➽["]
🔄PAR CORRELATO:
➽[]  
🔄Expressões com frações/números:
➽["]
🔄Questions:
➽[]

🔄Falso cognato:

➽[.]

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Agora vamos à prova.
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PROVA DE CONHECIMENTOS ESPECÍFICOS

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This text refers to items from 51 through 68.
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The little red schoolhouse

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While growing up in Kentucky and Indiana, I went to several one-room schools because my family moved around in search of fertile land and a town with a good church and honest people.

Each schoolhouse looked pretty much the same inside and outside. We sat on backless benches and worked at tables placed along the walls of the room, while the teacher’s desk sat at a little higher level at the front of the room. We heated the schoolhouse with a stove in the center of the room. We put whatever wood we could find into the fire to stay warm. The outside of the small wooden building was painted red, so everybody called it “the little red schoolhouse”. A bell hung above the porch, and the teacher rang that bell to tell the students it was time to come inside and get to work.

Instruction in school was mainly what we called the three R’s — reading, [w]ritin’, and [a]rithmetic. Because the teacher couldn’t help all of us at the same time, sometimes the teacher had the younger students go to the front of the room, while the older students worked on assignments at their desks. All of the kids in my family made it through the eight-grade system. We worked together, taught one another, and this helped all of us graduate. There weren’t enough books for all of us at school. We made up for this through rote memorization and reciting what we learned. I am still able to recite parts of some famous speeches we memorized. The teacher also had us act out plays and compete in spelling bees.

We called our teacher a schoolmarm. Besides teaching us, she took care of us like a nurse, gave advice like a counselor, and made us sit and stand straight like a drill sergeant. I really don’t know how my teacher managed a large group of students, aged 5 to 20. Students didn’t come to class everyday because most of us worked in the fields on our families’ farms. When the teacher had trouble with loud and active boys, she always shook her head and said, “boys will be boys”.

Getting an education is important. Our town just built a new church and elected a sheriff. And people say the railroad will build a train station here soon. I know that I can be more than a farmer. Honesty and hard work will bring you a long way in this land of opportunity. Our greatest president, Abraham Lincoln, studied in a one-room schoolhouse just like me.
Internet: <www.exchanges.state.gov>.
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Judge the following items about the schoolhouse mentioned in the text above.
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51 The center of the schoolhouse was bare.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 51(E):
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52 The pupils had to look for special wood to light the fire.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 52(E):
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53 Regardless of the students’ age, everybody studied together in the same room.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 53(C):
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54 The teacher must have been a devoted one.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 54(C):
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55 Usually, students who attended schoolhouses rarely missed classes.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 55(E):
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56 Schoolhouse teachers played different roles.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 56(C):
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57 Rote memorization was the schoolhouse teacher’s preferred technique to deal with active students.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 57(E):
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The narrator of the text
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58 came from a family where the spirit of cooperation was present.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 58(C):
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59 views education as an important step toward making progress in life.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 59(C):
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60 succeeded in completing the eighth grade.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 60(C):
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61 considered President Lincoln a source of inspiration.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 61(C):
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In the text,
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62 the suffix “-less”, as in “backless” (R.6), means few.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 62(E):
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63 the verb “hung” (R.13) is the past tense of to hang.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 63(C):
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64 a “porch” (R.13) is another word for garage.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 64(E):
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65 “all of” (R.18) can be correctly replaced by most of.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 65(E):
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66 the phrasal verb “made up for” (R.24) is synonymous with fought.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 66(E):
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67 when the teacher said “boys will be boys” (R.36-37), she meant that there is hope for boys once they have reached manhood.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 67(E):
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68 the modal “will”, in “hard work will bring” (R.41), can be correctly replaced by is going to.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 68(E):
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Taking a look at schools

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In the United States in the 19th century, one-room schools were common on the frontier. The country was expanding westward. The government encouraged adventurous people to settle new territories by offering them land ownership if they worked a plot of land for five years. This offered poor immigrants hope for a better life for their children, even though clearing and cultivating the land could be backbreaking work.

One-room schools were another source of hope for the settlers. Their children could learn skills their parents didn’t have, thus increasing possibilities for their future success in the United States (US). To establish these schools, community members pooled their resources to build a school and hire a teacher. The community then took responsibility for maintaining the school and slowly updating the building and the teaching materials.
Internet: <//www.exchanges.state.gov> (with adaptations).
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Judge the following items based on the text above.
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69 The text does not tell us if one-room schools were common in the United States in the 1900s.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 69(C):
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70 After having worked the land for five years, people were granted their legal possession.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 70(C):
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71 The text mentions two sources of hope for settlers.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 71(C):
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72 Cleaning the land and making it suitable for growing crops was an easy job.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 72(E):
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73 The US government built the first schools on the frontier.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 73(E):
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This text refers to items from 74 through 81.
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Docusoap

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I was watching a docusoap on television the other day. A what, you might be saying? A docu-soap. Well, it’s another one of these blend-words, where two words have come together to make a third word. In this particular case, I’m talking about a TV genre, which mixes a documentary programme and a soap. Now the documentary programmes we all know, and these are particular fly-on-the-wall documentaries we’re talking about now, where people are carrying on their everyday lives, doing their ordinary things and yet being televised or radio-recorded at the same time.

But why soap? Why are these things called soap operas? Well, that goes back to the 1930s and it was probably because some of the early sponsors of radio programmes at the time and television programmes were soap manufacturers, and so the idea came that a soap was one of these everyday, you know, washing machine kind of16 dramas. And so a docusoap is a documentary attempt to take one of these programmes and put it into an everyday circumstance.

It’s not the only word of its kind — docudrama is another one, for a dramatised film based on a semi-fictional interpretation of real events. Oh, and don’t forget, it’s used in the novel as well, in literature. You talk about “factions” — documentary fiction in the novel — it’s a blurring of reality and fiction: very popular these days!
Internet: <www.bbc.co.uk> (with adaptations).
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Judge the following items considering the text above.
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74 The text shows how some words are formed.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 74(C):
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75 The narrator of the text uses colloquial language.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 75(C):
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In the text,
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76 the expression “fly-on-the-wall” (R.7) means to be able to watch what people are doing without their noticing you.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 76(C):
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77 the adjective “ordinary” (R.9) is synonymous with unusual.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 77(E):
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78 the modal disjunct “probably” (R.13) expresses the author’s view on how likely it is that what follows this word is true.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 78(C):
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79 the spelling of the words “programmes” (R.18) and “dramatised” (R.21) indicates the use of British English.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 79(C):
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80 the word “its”, in “of its kind” (R.20), is the full form of it’s.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 80(E):
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81 the pronoun “one” (R.21) refers to docudrama.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 81(E):
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This text refers to items from 82 through 103.
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Circle Games

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Circle games are any games or activities that involve1 the whole class, sitting in a circle. Many of the games recycle vocabulary and involve an element of fun. Nowadays, in the world of EFL (English as a Foreign Language), pair work and work in small groups is very much in fashion. The communicative approach encourages teachers to use a lot of pair work and therefore increase “student talking time”.

I believe that for a group to gel and for a good group dynamic to prevail there are times when the class should work together as a whole. Circle games are a good opportunity to bring the group together. I tend to use them to start or end a class. They can be used as warmers at the beginning of a class or as “filler” at the end.

An activity such as Chain Drawings is great for when you have to do a last minute substitution class for a colleague. Very little material is required, it's suitable for all levels and a lot of language can be generated.
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Chain Drawings
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a. Give each student a piece of paper and some colored19 pencils.
b. Tell them that you are going to play some music and you want them to draw whatever comes into their heads.
c. As music is playing all students should be drawing. d. After 20 or 30 seconds, stop the music.
e. Students stop drawing and pass their picture to the person to the left of them in the circle.
f. Play the music again and they continue with the drawing the person next to them had started.
g. Stop the music again, pass pictures on and this continues until the end of the song.
h. When you have finished, each student will have a picture that several students contributed to.
i. Then it’s up to you what to do with the pictures:
(i) They can be used to describe to the group, to write a story about, or to pretend they were a dream the student had the night before.
(ii) The rest of the class can try to analyze the meaning of the dream. Use different types of music to get different types of pictures. Reggae and samba usually produce happy beach scenes and dance music gets futuristic city scenes!

If you want to “force” the pictures towards a topic you are studying, ask some questions about the topic first and get students into thinking about the theme. Beware — with teenagers this activity can be quite an eye-opener as it tends to reveal what is going on in their minds!
Internet: <www.teachinenglish.org.uk> (with adaptations).
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In the text,
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82 the noun “Circle” (R.1) functions as an adjective.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 82(C):
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83 the determiner “any” (R.1) means some.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 83(E):
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84 the relative pronoun “that” (R.1) can be correctly replaced by which.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 84(C):
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85 the article “a”, in “a circle” (R.2), can be correctly replaced by the.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 85(E):
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86 the conjunct “therefore” (R.7) expresses concession.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 86(E):
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87 the verb “to gel” (R.8) means to disrupt.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 87(E):
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88 the function word “as” (R.10) can be correctly replaced by like.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 88(E):
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89 the word “them” (R.11) refers to “Circle games” (R.10).
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 89(C):
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90 the phrase “They can be used as warmers” (R.12) is the passive voice of You can use them as warmers.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 90(C):
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91 the word “filler” (R.13) is a noun formed from the verb to fill.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 91(C):
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92 the phrase “at the end” (R.13) is synonymous with in the end.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 92(E):
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93 the direct speech version of the second set of directions (b) is I would have played some music if you had drawn whatever came into your heads.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 93(E):
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94 the verbal phrase “stop drawing” (R.26) can be correctly replaced by stop to draw.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 94(E):
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95 the use of “will”, in “each student will have” (R.32), shows agreement.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 95(E):
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96 the verbs “finished” (R.32), “contributed” (R.33) and “used” (R.35) are examples of the three different pronunciations for the final “-ed”.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 96(C):
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97 the expression “it’s up to you” (R.34) means that you make a decision about it.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 97(C):
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98 the relative pronouns which and that can be used after the word “topic” (R.43) without changing the meaning of the sentence.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 98(C):
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99 “thinking” (R.45) is in the -ing form because it comes after a preposition.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 99(C):

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100 the verb “Beware” (R.45) implies a warning.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 100(C):
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Considering the text, judge the following items.
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101 The words “whole” (R.10) and role are pronounced the same.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 101(E):
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102 The teaching of English in Brazil is considered EFL.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 102(C):
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103 When the music stops, the action which had been going on can be described as The students have been drawing.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 103(C):
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The table below compares two teaching methods.

H. Douglas Brown. Teaching by principles:

an interactive approach

to language pedagogy, Second Edition.

Longman, 2001, p. 79.

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Judge whether the actions proposed in the items below are in accordance with the Communicative Language Teaching approach.
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104 Using the students’ native language in some situations.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 104(C):
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105 Extensive drilling in near-native pronunciation.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 105(E):
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106 Students talking about and concentrating on the forms of language.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 106(E):
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107 Practicing sentences out of context.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 107(E):
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108 Focusing on accuracy, rather than fluency, as the desired goal.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 108(E):
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109 Using newspaper articles or any other authentic material as part of a lesson.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 109(C):
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110 Accepting that errors are natural in conversation.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 110(C):
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Taking a Look at Schools

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In the United States in the 19th century, one-room1 schools were common on the frontier. The country was expanding westward. The government encouraged adventurous people to settle new territories by offering them land ownership if they worked a plot of land for a number of years (usually 5). This offered poor immigrants hope for a better life for their children, even though clearing and cultivating the land could be backbreaking work. 

One-room schools were another source of hope for the settlers. Their children could learn skills their parents didn't have, thus increasing possibilities for their future success in the United States. To establish these schools, community members pooled their resources to build a school and hire a teacher. The community then took responsibility for maintaining the school and slowly updating the building and the teaching materials.

Internet: <exchanges.state.gov/forum/vols/vol43/no2/p48.htm> ( with adaptations).

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Judge the following items based on the previous text.
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111 The words “one” and “ room”, separated by a hyphen (R.1), function as an adjective.
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*Item 111(C):
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112 The verb “were” (R.2) would convey the same idea if it were replaced by had been.
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*Item 112(E):
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113 The suffix “-ward”, in “westward” (R.3), means in a particular direction.
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*Item 113(C):
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114 The final “-ed” in “encouraged” (R.3), “worked” (R.5), “offered” (R.6) and “pooled” (R.13) is pronounced the same because its preceding sound is voiced.
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*Item 114(E):
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115 The verb “settle” (R.4) is to “settlers” (R.10) as teach is to teachers.
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*Item 115(C):
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116 The verb “clearing” (R.7) can be correctly replaced by to clear._____________________________________________________________________________

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*Item 116(E):
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117 The clause introduced by “even though” (R.7) is a concessive clause.
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*Item 117(C):
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118 The verbal tense “could be” (R.8) can be correctly replaced by must have been.
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*Item 118(E):
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119 The modal “could”, in “could be” (R.8), means that it was possible.
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*Item 119(C):
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120 The determiner “another” (R.9) can be correctly replaced by other.
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*Item 120(E):