UPENET-2011-Colégio Militar/PE-Concurso Público para PROFESSOR DE INGLÊS do Colégio Militar/PE - Profº Valdenor Sousa loja virtual - Prova de INGLÊS com gabarito e questões comentadas.

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Hey, what's up my friends!!!...How have you been?! Welcome back to another post!

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Neste post, veremos a Prova de INGLÊS UPENET(Concursos da Universidade de Pernambuco)-2011 do Colégio Militar/PE. Cargo: Professor de Inglês. Prova aplicada em 2011.

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LEITURA de textos de jornais digitais,revistas, websites, dicionários a seguir, é um excelente treino para a provas de inglês da UPENET.
➦www.economist.com
➦www.bbc.co.uk
➦www.nature.com
➦www.scientificamerican.com
➦www.theguardian.com
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[a]Banca/Organizador 

http://www.upenet.com.br/

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[b]Padrão/Composição da prova 

➦ A prova de Inglês é composta por 30 questões.
➦ Compreensão Textual de eventos atuais de relevância mundial.
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[c] FONTES TEXTUAIS :
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➦Programa de Noticias para TV, Rádio e Internet: BBC NEWS.

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➦Revista Norte-Americana: SCIENTIFIC AMERICAN.

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➦Jornal norte-americana: THE NEW YORK TIMES, www.nytimes.com.

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[c] DICIONÁRIOS :

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

🔄Verbos

➽[ → ]
🔄Phrasal Verbs: 

➽[ → ]
🔄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 VERBAIS EM GERAL:
➽[ → ]
🔄Substantivos(NOUNS):

➽[ → ]
🔄Adjetivos (Adjectives):

➽[ → ]
🔄Adverbos(Adverbs):

➽[ → ]

🔄Conectores(Conectors/Conjuctions): 

➽[ → ]
🔄Expressões comuns:
➽[ → ]
🔄Expressões técnicas(Educação/Saúde):
➽[ → ]

🔄Expressões com 'S (Genitive case=indica posse):

➽[ → ]
🔄Expressões com frações/números:

➽[ → ]

🔄Questions:

➽[ → ]
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Agora, vamos à prova.
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Choose the correct answer.
Read the text below and answer questions from 21 to 25.
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BRAZIL’S EDUCATION CHALLENGE IN BID TO BE WORLD PLAYER

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BRAZIL'S EDUCATION CHALLENGE IN BID TO BE WORLD PLAYER
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Eric and Raquel live in Brazil's biggest city, Sao Paulo, but although their schools are just 40km (25 miles) apart, there is a world of difference in the education they are getting.

Raquel, 16, is in the last year at the private Colegio Vertice, where monthly fees are around 2,000 reais ($,1160; £740), twice the average monthly income. But there is a long waiting list of parents willing and able to pay for the best education possible for their children.

This year, Colegio Vertice's pupils scored the best marks in Brazil's national school exams.

"I feel that students here really want to learn. We have this goal, which is to get into university, and this goal drives us to study," says Raquel. "I am aware of what I have and of the opportunities I have and I am aware that great parts of Brazil's and the world's population don't have what we have."

The brightly painted school buildings spaced around shady courtyards are well cared for and decorated with pupils' art work.

Across town in Sao Paulo's poor eastern suburbs, Eric, also 16, gets ready for class. His home, overlooking a slum where drug dealers rule, is close to his school but it is a walk along poor streets and past burned out cars.

"Sometimes I see friends who don't want to come to class so I try to convince them to come with me. But many say it's no use because we learn nothing," says Eric.

Madre Paulina state school, where pupil performance was among the 20 worst in Sao Paulo last year, is a big, grim building covered with graffiti. Inside many doors, windows and desks are broken.

"Nobody here is motivated, not even the teachers. How can that happen? These teachers are the people who have to prepare the doctors and engineers for the future," says Eric.

Over the last 15 years, Brazilian government programmes have managed to achieve near 100% attendance in basic education from ages seven to 14.
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http://www.bbc.co.uk/news/world-latin-america-11413590
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👉 Questão  21 :
According to the text say T for TRUE or F for FALSE. 1. Eric and Raquel are the same age.
2. They live in the same neighborhood.
3. They study in the same school.
4. Vertice is a very expensive school.
5. They are good friends.
The correct sequence is:
A) V, F, F, V, F.
B) F, V, V, F, V.
C) V, V, F, F, F.
D) F, F, V, V, V.
E) V, F, V, F, V
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  22 :
The word “biggest” in the sentence “Eric and Raquel live in Brazil‟s biggest city…” is a
A) superlative of inferiority.
B) superlative of superiority.
D) comparative of inferiority.
C) comparative of equality.
E) comparative of superiority.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  23 :
According to the text, say T for TRUE or F for FALSE.
1. Eric and Raquel both study in private schools.
2. Eric and Raquel both study in public schools.
3. They receive the same education in school.
4. Their schools are in the same neighborhood.
5. Their schools give the same level of education.
The CORRECT sequence is:
A) V, V, V, V,V.
B) F, F, F, F, V.
C) F, F, F, F, F.
D) V, V, V, V, F.
E) V, F, V, F, V.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  24 :
The word “us” in the 4 th paragraph is related to
A) students.
B) I.
C) Raquel.
D) we.
E) this goal.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  25 :
The same word “us” is a(an)
A) subject pronoun.
B) preposition.
D) possessive pronoun.
C) possessive adjective.
E) object pronoun.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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Read the text below and answer questions from 26 to 28.
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BRAZIL'S PRESIDENT DILMA ROUSSEFF

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A few months ago Dilma Rousseff was not exactly a household name, even inside Brazil. She was a career civil servant who had never held nor run for elected office.

Now, in a major leap to the top job, she has become the first woman to be elected Brazil's president.

But if many Brazilians, and the wider world, have to date known little about her, she is very familiar with Brazil's corridors of power.

Ms Rousseff, 63, joined President Luiz Inacio Lula da Silva's government in 2003 as energy minister.

In 2005, after a corruption scandal brought down key government figures, Mr Lula made her his chief of staff, a post she held until March 2010, when she launched her campaign for the presidency as the Workers Party (PT) candidate.

Mr Lula dubbed her "the mother of the PAC", a reference to the government's economic development project responsible for spending billions of dollars on upgrading Brazil's infrastructure.

Ms Rousseff also headed the board of Brazil's oil company Petrobras and was responsible for drafting much of the legislative framework for the exploration of the country's offshore oilfields.

During the election campaign, Mr Lula also referred to her constantly as "mother of the nation" - an image picked up and glossily embellished in her TV election advertisements.

Ms Rousseff made it clear that she represented continuity with the Lula government, under which millions of Brazilians saw their standard of living rise.

She is known to favour a strong state role in strategic areas, including banking, the oil industry and energy.

She has also promised to tackle Brazil's complicated tax system.

But if she is to achieve this and other reforms, she will need to quickly acquire political and negotiating skills to get her political programme through Congress.
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http://www.bbc.co.uk/news/world-latin-america-11446466

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👉 Questão  26 :
The word “household” in the context of the 1st paragraph means
A) all the people in a family who live together.
B) all the people in a group living together.
C) everything connected with looking after a house. D) a house the government is giving to poor people. E) someone very well known and often talked about.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  27 :
According to the text say T for TRUE or F for FALSE. 1. This was the first Rousseff's election.
2. Rousseff's the first Brazilian woman president.
3. Rousseff was energy minister, chief of staff, and worked for Petrobras.
4. She joined the government in 2003.
5. She was named “the mother of the PAC”.
The CORRECT sequence is:
A) V, V, F, V, V.
B) F, F, V, F, F.
C) F, F, F, F, F.
D) V, V, V, V, V.
E) V, F, F, V, V.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  28 :
The '(apostrophe) plus S in "Brazil's" and "country's" (7th paragraph) mean
A) the possessive pronoun.
B) the possessive adjective.
D) the verb to be.
C) the genitive case.
E) the verb to have.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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Read the text below and answer questions from 29 to 33.
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The interactive classroom.

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Whether by small groups or whole-class discussion, teachers can do much to create an interactive classroom. Chet Meyers suggests some basic rules for consistently encouraging student interaction:

Begin each class with a controversy or problem. Instead of "We're going to cover this...," begin with "Here's the question we want to answer."

Use silence to encourage reflection. A reflective pause in your own discourse tells students that "I'm thinking about this, and so should you." Pauses after teacher-initiated questions encourage student responsibility; a teacher should resist the temptation to fill the silence or answer the question for them.

Arrange and use classroom space to encourage interaction. Move chairs, have students face each other, form a semi-circle or circle. During lecture, move to different parts of room, or teach from the back and have students write on the board.

Create a friendly environment. Teachers should invest some class time in learning students' names, asking about other classes, inquiring about students' lives outside college, or sharing something about their own. These informal interactions offer a chance to use facilitative responses (see the related resource "Teacher Talk and Student Success"). It may seem like schmoozing, but studies indicate that this kind of hospitality pays off in higher student achievement.
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http://faculty.valenciacc.edu/pbishop/lcrb/clssrm-interact.pdf

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👉 Questão  29 :
O professor, que põe em prática as sugestões propostas no 4º parágrafo, pode ser considerado um profissional
1. voltado para práticas que contemplam a escola tradicional.
2. sintonizado com as propostas da escola moderna. 3. preocupado com sua prática pedagógica.
4. que considera o aluno o foco central do ensino.
5. que se coloca como o centro das atenções.
Está(ão) CORRETA(S) apenas
A) 1 e 5.
B) 2, 3 e 4.
C) 2, 3, 4 e 5.
D) 4 e 5.
E) 3.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  30 :
Ainda no parágrafo 04, a expressão “each other” indica
A) reciprocidade.
B) igualdade.
C) superioridade.
D) inferioridade.
E) irmandade.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  31 :
As pausas e o silêncio citados no contexto do parágrafo 03 (três) são momentos que devem ser preenchidos
A) pelos alunos.
B) pelo professor.
D) menos pelo aluno.
C) mais pelo professor.
E) igualmente pelo professor e pelos alunos.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  32 :
What's the question for the sentence “Chet Meyers suggests some basic rules for consistently encouraging student interaction”?
A) What does Chet Meyers suggests?
B) What do Chet Meyers suggest?
C) What do Chet Meyers suggests?
D) What does Chet Meyers suggest?
E) What does Chet Meyers suggest some basic rules?
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  33 :
A teacher who arranges the students (in a circle or semi-circle) like suggested in the 4th paragraph
1. knows the “lay-out” is relevant for learning.
2. is in a traditional model of teaching.
3. knows the “lay-out” is not relevant for learning.
4. knows the “lay-out” is good for communicative tasks.
5. knows the communicative approach.
The CORRECT option(s) is (are) just
A) 1, 2 , and 3.
B) 1, 2, 3, 4, and 5.
C) 2 and 3.
D) 1, 4, and 5.
E) 4 and 5.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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Read the text below and answer questions from 34 to 37.
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How Relevant Learning Impacts Classroom Control

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Educators struggling with the idea of relevant learning impacting classroom management may just be able to find some insights at their next faculty meetings or in-services. Paulson laughs, “I often watch teachers in professional development filling out meaningless paper work, participating in activities that are too easy, or being forced to play ice breaker games that have no relevance, and those teachers become the worst behaved bunch in the world. They argue, they read magazines, they check e-mail, they talk over the presenter, they resent their time being wasted.”

According to Paulson, students are no different from adults in this respect. Their behavior is directly correlated to the relevancy of a lesson. “When I was being trained to teach teachers,” Paulson recalls, “I thought, „working with teachers is basically like working with kids. They want choices, they want to move, they want their background knowledge and experiences to be taken into account.‟ When I went back into my classroom, I had the opposite thought. „Working with kids is the same as working with adults. They want choices, they want to be involved, they want their experiences to be honored.‟” According to Paulson, when kids believe they are respected and valued, and the work they are asked to do is authentic and relevant, behavior problems go down dramatically.

For a first step toward greater classroom control, teachers can evaluate their lessons to determine whether learning is relevant and appeals to the students‟ wants or needs. For more effective classroom management techniques, instructors can check out related articles covering practical ways to make learning relevant through new classroom technology, classroom management strategies which involve teaching respect, and classroom control applied to small group instruction and group projects.
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http://www.suite101.com/content/new-classroom-technology-impacts-classroom-contr-a157742

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👉 Questão  34 :
In the sentence “working with kids is the same as working with adults.”, the word“ working” has the function of a
A) verb.
B) subject.
C) verb in gerund.
D) verb in ING form.
E) possessive adjective.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  35 :
According to Paulson, say T for TRUE or F for FALSE.
1. Student, s behavior is directly correlated to the relevancy of a lesson.
2. Working with teachers is basically like working with kids.
3. Working with kids is the same as working with adults.
4. Adults and kids want their background knowledge and experiences to be taken in Account.
5. Kids are not interested if the work in classroom is relevant or not.
The CORRECT sequence is:
A) F, F, F, F, V.
B) V, V, V, V, F.
C) V, V, F, V, V.
D) F, V, V, F, F.
E) V, V, V, F, V.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  36 :
The word “their” in the second line of the first paragraph is related to
A) insights.
B) meetings.
C) in services.
D) Educators.
E) relevant learning.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  37 :
The same word ”their” in the same paragraph is a(n) A) possessive pronoun.
B) possessive case.
D) genitive case.
C) possessive adjective.
E) object pronoun.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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Read the text below and answer questions from 38 to 40.
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Prior Knowledge and Learning

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Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. It is the proper entry point for instruction, which should build on what is already known, and a major factor in comprehension--that is, making sense of our learning experiences. (Kujawa and Huske, 1995)

Teachers can use class discussions and graphic organizers to activate and illustrate students' prior knowledge. Such dialoging and visualizations also encourage students to think about their thinking (What do I do in a particular situation and why?), transferring the thought process to a conscious level.

By tapping their students' prior knowledge in all subject areas, teachers can plan lessons that will: clarify incomplete or erroneous prior knowledge, determine the extent of instruction necessary in a particular topic area, and discern necessary adjustments to planned independent activities and assessment materials. (Kujawa and Huske, 1995)

Teachers also can use prior knowledge to make instruction more meaningful. Many researchers (Peshkin, 1992; Protheroe & Barsdate, 1992; & Lee, 1992) emphasize the importance of incorporating parallels between a student's cultural background and the curriculum's design. As the world changes, students must learn to understand and appreciate the experiences and contributions of people from different backgrounds. A culturally responsive education links curriculum, instruction, and assessment to the students' experiences, language and culture, in other words, to their prior knowledge.
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http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm

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👉 Questão  38 :
“Prior learning” can be explained as
1. something not very relevant in the classroom.
2. an entry point that doesn‟t help students‟ new learning.
3. considering students‟ background.
4. the knowledge students come to the classroom with.
5. a combination of the learner‟s preexisting attitudes, experiences, and knowledge.
The CORRECT option(s) is(are) just
A) 3, 4, and 5.
B) 1 and 2.
C) 5.
D) 2, 3, and 4.
E) 1, 3, and 5.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  39 :
Considerando a compreensão contextualizada de vocabulário, “prior knowledge” pode ser traduzido como “conhecimento _________”.
A) perfeito.
B) atual.
C) natural.
D) autêntico.
E) prévio.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  40 :
Observe the cartoon below and fill in the blanks using prepositions.
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A) in; over
B) at; at
C) near; for
D) next; to
E) out of; for
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  41 :
In the context of the cartoon above, “blog” is a(n)
A) verb.
B) noun.
C) substantive.
D) object pronoun.
E) preposition.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  42 :
O professor sugerido no cartoon abaixo pode ser considerado
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Adapted fromhttp://90daysenglish.blogspot.com/

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1. um professor que não se deixa trair pelo presente perfeito de ensinar, conforme Almeida Filho.
2. um professor articulado com as mais modernas abordagens de ensino.
3. um professor que atua em uma escola reflexiva, conforme Dewey.
4. um profissional crítico-reflexivo, conforme Schön. 5. um professor que valoriza o conhecimento de mundo, conforme Paulo Freire.
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Estão CORRETAS
A) 1 e 2, apenas.
B) 2, 3 e 4, apenas.
C) 4 e 5, apenas.
D) 1, 2, 3, 4 e 5.
E) 3, 4 e 5, apenas.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Look at the cartoon below and answer questions from 43 to 45.
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http://quarksegluoes.blogspot.com/

2009_10_01_archive.html

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👉 Questão  43 :
According to the cartoon above, the guy
1. is a very good student
2. loves being in school.
3. is projecting a success career.
4. thinks about graduating and getting a job.
5. will probably become a couch potato.
The CORRECT option(s) is(are)
A) 1, 2, 3 , and 4.
B) 4 and 5.
C) 5.
D) 1 and 2.
E) 1, 3, and 5.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  44 :
“get fired” means
A) to find a new job.
B) to be dismissed from job.
D) to get a new job.
C) to begin working at a new job.
E) to have a job in a office.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  45 :
Considerando o estudo contextualizado de vocabulário, “bankrupt” significa
A) ir à falência, mas ter dinheiro para pagar os débitos.
B) ir à falência e não ter dinheiro para pagar os débitos.
C) obter sucesso financeiro através da carreira profissional escolhida.
D) conseguir evoluir na pirâmide social.
E) fundar uma instituição financeira.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  46 :
According to the cartoon below.
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http://blog.educacional.com.br/fernandafalconi/

category/8%C2%B0-ano/

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1. the doctor doesn‟t know the man‟s disease.
2. the man doesn‟t have any disease.
3. the man is receiving very good news.
4. the man is receiving very bad news.
5. the man will probably die.
The CORRECT option(s) is (are)
A) just 1, 4, and 5.
B) 1, 2 , 3, 4, and 5.
C) just 2 and 3.
D) just 2, 3, and 4.
E) just 5.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  47 :
According to the context of the cartoon below, the word "google" has the function of
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http://www.englishexperts.com.br/forum/como-dizer-desde-que-me-entendo-por-gente-em-ingles-t10338.html

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A) a verb.
B) a site on the Internet.
D) an object pronoun.
C) a site to search on the Internet.
E) a subject.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  48 :
Paulo Freire foi um educador que valorizava
1. o conhecimento de mundo do aluno.
2. o conhecimento prévio do aluno.
3. a educação como chave para a liberdade.
4. a autonomia.
5. a afeição e a ternura no contexto educacional.
Está CORRETO o que se afirma
A) 1, 2, 3 e 4, apenas.
B) 1, 2 e 3, apenas.
C) 1, 2, 3, 4 e 5.
D) 1 e 2, apenas.
E) 2, 3 e 5, apenas.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  49 :
A “Lexical Approach” é uma abordagem de ensino cuja preocupação principal é
1. o ensino integrado de gramática e vocabulário.
2. o ensino especificamente de vocabulário.
3. o ensino da estrutura gramatical da língua-alvo.
4. apenas o ensino de palavras conhecidas como de baixa frequência.
5. o ensino fonético das palavras conhecidas como de alta frequência.
Está(ão) CORRETA(S) apenas
A) 2, 3, 4 e 5.
B) 1.
C) 3 e 4.
D) 2.
E) 3 e 5.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  50 :
A expressão “piloto automático” de Perrenoud pode ser comparada com a expressão de Almeida Filho:
A) presente perfeito de ensinar.
B) modelo consciente de ensinar.
C) piloto automático de sala de aula.
D) piloto automático do professor.
E) presente mais que perfeito de ensinar.   
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: