CESPE/UnB-2003-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 12/01/2003.

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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: 75 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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Text CE-I – items from 51 through 62
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As researchers develop new methods for studying the brain and its functions, they are slowly but surely gaining new insights into how people acquire and store information. This knowledge leads learning theorists to formulate different models for learning and suggests to teachers that they reconsider the operating principles upon which they base their teaching activities. Up-to-date teaching, like up-to-date learning theory, should be consistent with the latest data on the brain.

In essence, researchers and theorists are now telling 10 teachers that learning materials and tasks should be meaningful and that students must be active participants in the learning process. For learning to be meaningful, students must have adequate past knowledge to comprehend what they are to learn, new material must be relatable to the students’ cognitive network, and students must make an effort to incorporate new knowledge into their existing information system.

To subsume new knowledge into long-term memory in their cognitive network, students must be willing and must have the opportunity to rehearse and elaborate the material in their short-term memory prior to storage. Both meaningful learning and processing for long-term memory are affected by students’ immediate emotional states as well as general attitudes and beliefs.

Kenneth Chastain.

Developing second-language 

skills – theory and practice.

Harcourt Brace Jovanovich Publishers,

1998,p. 49-50.

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From text CE-I, it can be deduced that
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51 scientists already know how our brain works.
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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 more research works are developed, the more theorists set up new methods.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 52(C):
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53 teaching activities should be based on  theoretical advances.
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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 learning process ought to be based on the teacher’s preferences.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 54(E):
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55 previous learning should be taken into consideration when new items are taught.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 55(C):
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56 new knowledge should directly be incorporated into the students’ long-term memory.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 56(E):
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57 extra linguistic factors should be taken into account, if long term-memory is considered in the learning process.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 57(C):
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In text CE-I,
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58 “which” (R.7) can be correctly replaced by what.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 58(E):
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59 “up-to-date” (R.8) is the opposite of out-of-date.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 59(C):
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60 “latest” (R.9) is synonymous with last.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 60(E):
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61 “make” (R.17) can be replaced by do.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 61(E):
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62 “subsume” (R.18) is the same as include.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 62(C):
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Text CE-II – items from 63 through 78
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Psychological experiment has shown that people are more likely to continue a conversation when other people agree than when they disagree. In many societies, cultural patterns have conditioned people to keep their ideas to themselves if expressing them could cause unpleasantness and embarrassment for themselves or for the people with whom they are conversing.

The student who is continually corrected by the teacher for every little mistake will withdraw from the unequal contest. A little reflection will make the teacher conscious of the fact that many slips in conversation do not indicate lack of knowledge.

Continual correction in areas where the student really knows what should be said can be very irritating, especially as teachers often jump in before students have had time to correct themselves. When the student hesitates long enough to show inability to continue, or has made a mistake in pronunciation or structure which hinders comprehension, or is clearly not conveying the meaning intended, the teacher may supply items or corrections in a low, supportive voice which does not interrupt the flow of thought. 

The student speaking usually picks up the helpful correction without pausing. These tactful offers of assistance sometimes lead to questions from students, either during or at the end of the session. Such questions should be answered at the time students show interest in them, unless this is clearly going to distract the student’s attention from the train of thought or disrupt the activity.

Wilga M. Rivers. Teaching foreign language skills.

The University of Chicago Press, 1981, p. 226.

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Based on text CE-II, judge items from 63 through 67.
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63 Disagreement is usually a way to keep a conversation for a longer time.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 63(E):
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64 In some societies expressing one’s own viewpoint is not well accepted.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 64(C):
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65 Teachers should avoid putting their students into  unequal contests.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 65(C):
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66 Correction may cause embarrassment.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 66(C):
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67 Students only make mistakes when there is lack of knowledge.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 67(E):
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It can be deduced from text CE-II that
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68 never should teachers let students correct themselves.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 68(E):
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69 corrections should be made when understanding is hindered.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 69(C):
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70 the flow of thought is more important than  pronunciation mistakes.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 70(C):
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71 mistakes in structure clearly prevent comprehension.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 71(E):
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72 tactful corrections can only be made at the end of the students’ presentation.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 72(E):
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73 students mistakes should be corrected whenever they make them.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 73(E):
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In relation to the pronunciation of words taken from text CE-II, judge the items below.
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74 In “that” (R.1); “other” (R.2); and “than” (R.2) the th has the same pronunciation.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 74(C):
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75 In “unpleasantness” (R.5); “teacher” (R.7); and “meaning” (R.17) the ea has the same pronunciation.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 75(E):
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76 In “agree” (R.2); “patterns” (R.3); and “withdraw” (R.8) the a has different pronunciations.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 76(C):
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77 In “student” (R.7); “hesitates” (R.14); and “tactful” (R.20) the first t has the same pronunciation.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 77(E):
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78 In “themselves” (R.6); “knows” (R.11); and “hinders” (R.16) the final s has the same pronunciation.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 78(C):
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Text CE-III – items from 79 through 90
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In many foreign-language classrooms in the early part of the twentieth century, emphasis was placed on the intellectual aspect of language learning. There was much talk about details of the grammatical system and the meaning of words, followed by practice in constructing written phrases and sentences according to the rules.

Communication skills were expected to develop after the systematic study of the written language, if at all. This approach produced students who could construct well-formed sentences slowly and carefully, after running through the many rules they had learned and after editing and reediting what they had written down.

They usually had difficulty, however, in comprehending normal speech and in constructing utterances at a satisfactory rate which would enable them to participate comfortably in real communication.

In a revolution of language teaching methods, the major emphasis swung to the early cultivation of the speaking skill. Students were to be taught from the beginning to use quite complicates segments of the new language (which they had learned by imitation and memorization) in the production of meaningful utterances by analogy and variation. They would thus be able to construct many useful sentences orally before they had a clear understanding of the systematic operation of the language.
Idem, Ibidem, p. 94.
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Considering text CE-III, judge the items from 79 through 90.
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79 All over Brazil, emphasis is no longer laid on the intellectual aspect of the foreign language teaching.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 79(E):
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80 Grammar should always be taught in details in their own right.
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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 study of the meaning of words remains important.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 81(C):
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82 Foreign language teaching should normally begin with the oral understanding.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 82(C):
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83 To build up correct sentences, it is imperative to know all the grammatical rules.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 83(E):
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84 Systematic studies of the written language are an essential tool to help language oral production.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 84(E):
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85 Oral expression should be based on written expression.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 85(E):
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86 In some cases, written understanding may hinder oral understanding.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 86(C):
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87 Communication can only be realised through oral practice.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 87(E):
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88 Normal speech is always easy to be understood by nonnative speakers.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 88(E):
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89 Meaningful utterances can be produced by analogy and variation.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 89(C):
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90 Useful sentences can be produced without the clear understanding of the systematic operation of the language.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 90(C):
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Text CE-IV – items from 91 through 102
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For almost six decades now research and practice in  English language teaching have identified the “four skills” — listening, speaking, reading, and writing — as of paramount importance. In textbooks and curricula in widely varying contexts, ESL classes around the world tend to focus on one or two of the four skills, sometimes to the exclusion of the others. And a visit to the most recent TESOL Convention will offer you a copious assortment of presentations indexed according to the four skills.

It is perfectly appropriate to so identify language performance. The human race has fashioned two forms of productive performance, oral and written, and two forms of receptive performance, aural (or auditory) and reading. There are of course offshoots of each mode. Lumped together under a non-verbal communication are various visually perceived messages delivered through gestures, facial expressions, proximity, and so forth. Graphic art (drawings, paintings, diagrams) is also a powerful form of communication. And we could go on. But for learners of a second language, some attention to the four different skills does indeed pay off as learners discover the differences among these four primary modes of performance along with their interrelationships.

With all our history of treating the four skills in separate segments of a curriculum, there is nevertheless a more recent trend toward skill integration. That is, rather than designing a curriculum to teach the many aspects of one skill, say, reading, curriculum designers are taking more of whole language approach whereby reading is treated as one of the two or more interrelated skills. A course that deals with reading skills, then, will also deal with related listening, speaking, and writing skills.

H. Douglas Brown. Teaching by principles.

Prentice Hall Regents, 1994, p. 217-8

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From text CE-IV, it can be deduced that
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91 L2 can be studied either integrating the four skills or treating them separately.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 91(C):
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92 ESL has always emphasised the integration of the four skills.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 92(E):
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93 human language has two forms of productive performances and two of receptive performances.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 93(C):
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94 linguistic studies should only be concerned with language performance in its own right, regardless of any other extra aspects of communication.
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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 four identified skills should be kept apart, no matter the teaching situation considered.
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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 teaching of a particular ability may include the teaching of other abilities.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 96(C):
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97 emphasis on skills should be based on the choice of goals.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 97(C):
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As found in text CE-IV,
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98 “have identified” (R.2) is a perfective form.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 98(C):
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99 “sometimes” (R.6) is an adverb of time.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 99(C):
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100 “most recent” (R.7) is a comparative of superiority.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 100(E):
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101 “delivered” (R.16) is a simple past form.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 101(E):
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102 “through” (R.16) is a preposition.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 102(C):
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Text CE-V – items from 103 through 125
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Teachers do not intentionally plan to diminish a student’s self-concept. However, they may at times do so simply by teaching as they were taught without seriously considering the consequences of their actions. Tolar (1975) lists three major ways in which teachers may hinder student emotional development. 

The first is the use of threat to coerce students into classroom conformity. This practice may be counterproductive in that students may reach the point at which they are dependent on external authority for direction. Too, this practice may produce feelings of fear and anxiety, and these feelings can lead to psychological and social maladjustment problems.

The second is the practice of appealing to guilt feelings. Students are made to feel that their self-worth is dependent upon classroom achievement, and they are shamed in order to elevate performance.

The third is the teacher that places students in the position of a captive audience participating in unchallenging classroom experience.

Tolar (1975, p. 72) states that teacher contribute to students’ sense of inadequacy by offering classroom experiences which are not challenging. Some teachers unwittingly confuse respectful empathy with sympathy, and’ invite self-pity by offering sympathy”. He adds that self-reliance and independence are crucial to healthy emotional development.

Another way in which teachers may damage a student’s self-concept is by using him in various ways as a scapegoat for their own inadequate self-images. Many of the articles listed in the selected references section of this chapter refer to the widely held belief that the teacher must have an adequate self-concept to develop positive self-esteem among students.

Oliva (1972) maintains that teachers should be aware of the importance of a positive self-concept both in themselves and in their students. He gives examples of teachers with low self-concepts as being those who see students as monsters or vegetables, who avoid controversial issues, who think students are opposed to their subjects, who are afraid to try new ideas, and who talk about the students in the teacher’s lounge.
Kenneth Chastain. Developing second-language skills – theory and practice. Harcourt Brace Jovanovich, Publishers, 1998, p. 168.
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From text CE-V, it can be concluded that
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103 the best way to teach is to teach as one was taught.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 103(E):
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104 students’ emotional development may affect learning.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 104(C):
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105 threatening does no harm to students.
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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 should always be guided through external authority.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 106(E):
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107 teachers may unintentionally cause feelings of fear and anxiety to students.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 107(C):
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108 classroom performance may bring about guilt feelings.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 108(C):
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109 classroom experience should not be challenging.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 109(E):
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110 self-pity should always be offered to promote selfreliance.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 110(E):
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111 students should serve as a scapegoat for teachers’ inadequacies.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 111(E):
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112 students’ self-concept is believed to depend on teachers’ self-esteem.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Item 112(C):
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113 controversial issues should be avoided in classrooms.
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👍 Comentários e Gabarito  E 
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*Item 113(E):
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114 some teachers fear to introduce new ideas.
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*Item 114(C):
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115 teachers’ negative self-concept will not influence students.
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*Item 115(E):
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116 the teachers’ lounge is an appropriate place to talk about one’s own students.
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*Item 116(E):
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In text CE-V,
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117 “to diminish a student’s self-concept” (R.1-2) functions as a direct object.
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*Item 117(C):
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118 “were taught” (R.3) is an active voice.
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*Item 118(E):
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119 “three major ways in which teachers” (R.4-5) functions as the subject of “may hinder” (R.5).
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*Item 119(E):
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120 “counterproductive” (R.8) functions as a predicative.
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*Item 120(C):
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121 “who” (R.33) is a relative pronoum.
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*Item 121(C):
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In text CE-V,
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122 “at times” (R.2) is synonymous with sometimes.
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*Item 122(C):
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123 “hinder” (R.5) means block.
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*Item 123(C):
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124 “practice” (R.7) is a verb.
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*Item 124(E):
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125 “scapegoat” (R.26) refers to “student” (R.25).
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*Item 125(C):