CESGRANRIO – 2012 – CBM – ANALISTA DA CMB – GESTÃO EM TI – LÍNGUA INGLESA – CONCURSO PÚBLICO – CASA DA MOEDA DO BRASIL – GABARITO & TEXTO TRADUZIDO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• CESGRANRIO-2012-CBM-ANALISTA DA CASA DA MOEDA.

www.cesgranrio.org.br

❑ ESTRUTURA-PROVA:

➭ 05 MCQs (Multiple Choice Questions) / 5 Options Each Question.

• Text – United States Mint Announces 2012 Presidential $1 Coin Designs | www.usmint.gov |

❑ TEXTO:

❑ TRADUÇÃO - TEXTO:

United States Mint Announces 2012 Presidential $1 Coin Designs

Casa da Moeda dos Estados Unidos Anuncia Designs Presidenciais de Moedas de $ 1 para 2012

WASHINGTON, January 5, 2012

(Press Release by the US Mint)

WASHINGTON, 5 de janeiro de 2012

(Comunicado de imprensa da Casa da Moeda dos EUA)

The United States Mint, created by Congress in 1792, is the Nation's unique manufacturer of dollars (bills and coins), so that the country can conduct its trade and commerce. A Casa da Moeda dos Estados Unidos, criada pelo Congresso em 1792, é o único fabricante de dólares (notas e moedas) da Nação, para que o país possa efetuar as suas trocas comerciais. 

In addition to producing currency, the United States Mint also produces uncirculated and commemorative coins; Congressional Gold Medals; and silver, gold and platinum coins. Para além de produzir moeda, a Casa da Moeda dos Estados Unidos também produz moedas não circuladas e comemorativas; medalhas de ouro do Congresso; e moedas de prata, ouro e platina.

Today the United States Mint announced the new designs that will appear on the Presidential $1 Coins in 2012. Hoje, a Casa da Moeda dos Estados Unidos anunciou os novos desenhos que aparecerão nas moedas presidenciais de 1 dólar em 2012.

Each coin has two sides: the heads and the tails. Cada moeda tem duas faces: a cara e a coroa.

The obverse (heads sides) of the coins will bear portraits of former Presidents Chester Arthur, Grover Cleveland (first term), Benjamin Harrison and Grover Cleveland (second term). O anverso (lado da cara) das moedas ostenta os retratos dos antigos Presidentes Chester Arthur, Grover Cleveland (primeiro mandato), Benjamin Harrison e Grover Cleveland (segundo mandato).

Inscriptions on the obverse of each coin include the President's name, the years of his term in office, a number indicating the order in which he served, and the inscription IN GOD WE TRUST. As inscrições no anverso de cada moeda incluem o nome do Presidente, os anos do seu mandato, um número que indica a ordem em que exerceu o cargo e a inscrição EM DEUS NÓS CONFIAMOS.

The portraits of Chester Arthur and Grover Cleveland were designed and sculpted by United States Mint Sculptor-Engraver Don Everhart. Os retratos de Chester Arthur e Grover Cleveland foram desenhados e esculpidos pelo escultor-gravador da Casa da Moeda dos Estados Unidos, Don Everhart.

The portrait of Benjamin Harrison was designed and sculpted by United States Mint SculptorEngraver Phebe Hemphill. O retrato de Benjamin Harrison foi desenhado e esculpido pelo escultor da Casa da Moeda dos Estados Unidos, gravador Phebe Hemphill.

All coins in the Presidential $1 Coin Program bear a common reverse (tails side) featuring the iconic Statue of Liberty, designed and sculpted by Everhart. Todas as moedas do Programa Presidencial de Moedas de $ 1 carregam um reverso comum (lado da cauda) com a icônica Estátua da Liberdade, projetada e esculpida por Everhart.

Inscriptions on the reverse are $1 and UNITED STATES OF AMERICA. The year of minting, or issuance, E PLURIBUS UNUM and the mint mark are incused on the edge of the coins. As inscrições no verso são $ 1 e ESTADOS UNIDOS DA AMÉRICA. O ano de cunhagem, ou emissão, E PLURIBUS UNUM e a marca da casa da moeda são gravados na borda das moedas.

The Presidential $1 Coin Program is authorized by Public Law 109-145. Although production of circulating Presidential $1 Coins will soon be suspended, collectible versions of the coin will continue to be available in select United States Mint offerings. O Programa Presidencial de Moedas de $ 1 é autorizado pela Lei Pública 109-145. Embora a produção de moedas presidenciais de $ 1 em circulação seja suspensa em breve, as versões colecionáveis da moeda continuarão disponíveis em ofertas selecionadas da Casa da Moeda dos Estados Unidos.

For information on the availability and pricing of products featuring Presidential $1 Coins, visit http://www.usmint.gov/catalog or call 1-800-USAMINT (872-6468). Para obter informações sobre a disponibilidade e preços de produtos com moedas presidenciais de $ 1, visite http://www.usmint.gov/catalog ou ligue para 1-800-USAMINT (872-6468).

Available at :<http://www.usmint.gov/pressroom/?action=press_

release&id=1319>. Retrieved on: Jan. 10, 2012. Adapted.

06 – (CESGRANRIO-2012-CBM-ANALISTA) 

According to the text, the United States Mint is

(A) an unofficial governmental organization.
(B) an official governmental organization.
(C) a private organization that establishes commerce and trade.
(D) a governmental bank that operates for the Congress.
(E) a department of the US Congress.

 👍   Comentários e Gabarito    B  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

According to the text, the United States Mint is

De acordo com o texto, a Casa da Moeda dos Estados Unidos é
(A) an unofficial governmental organization. uma organização governamental não oficial.
(B) an official governmental organization. uma organização governamental oficial.
(C) a private organization that establishes commerce and trade. uma organização privada que estabelece comércio e comércio.
(D) a governmental bank that operates for the Congress. um banco governamental que opera para o Congresso.
(E) a department of the US Congress. um departamento do Congresso dos EUA.

07 – (CESGRANRIO-2012-CBM-ANALISTA)

In the text, the word in parentheses that describes the idea expressed by the words in bold-face type is in:

(A) "the Nation's unique manufacturer" – line 2 (first)
(B) "the country can conduct its trade and commerce." – lines 3-4 (transportation)
(C) "In addition to producing currency" – line 4 (Besides)
(D) "producing currency, the United States Mint" – lines 4-5 (chain)
(E) "commemorative coins; Congressional Gold
Medals." – line 6 (bills)

 👍   Comentários e Gabarito    C  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

In the text, the word in parentheses that describes the idea expressed by the words in bold-face type is in:

No texto, a palavra entre parênteses que descreve a ideia expressa pelas palavras em negrito está em:

(A) "the Nation's unique manufacturer" – line 2 (first) "o fabricante único da Nação" – linha 2 (primeira)
(B) "the country can conduct its trade and commerce." – lines 3-4 (transportation) “o país pode conduzir seu comércio e comércio”. – linhas 3-4 (transporte)
(C) "In addition to producing currency" – line 4 (Besides) “Além de produzir moeda” – linha 4 (Além)
(D) "producing currency, the United States Mint" – lines 4-5 (chain) "produção de moeda, a Casa da Moeda dos Estados Unidos" - linhas 4-5 (cadeia)
(E) "commemorative coins; Congressional Gold
Medals." – line 6 (bills) "moedas comemorativas; Ouro do Congresso Medalhas." – linha 6 (notas)

08 – (CESGRANRIO-2012-CBM-ANALISTA)

In 2012, the heads of the $1 coins will carry illustrations of

(A) former presidents' portraits
(B) former presidents standing up
(C) a former president sitting down
(D) the current president's face
(E) the current president standing up

 👍   Comentários e Gabarito    A  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

Em 2012, as cabeças das moedas de 1 dólar terão ilustrações de

(A) former presidents' portraits retratos de ex-presidentes
(B) former presidents standing up ex-presidentes em pé
(C) a former president sitting down um ex-presidente sentado
(D) the current president's face o rosto do atual presidente
(E) the current president standing up o atual presidente em pé

09 – (CESGRANRIO-2012-CBM-ANALISTA)

According to the text, the obverse of each coin includes all the following pieces of information, EXCEPT

(A) a former president's portrait
(B) a numeral with the president's term order
(C) an inscription
(D) an engraving with Don Everhart's face
(E) the year the president served his term

 👍   Comentários e Gabarito    D  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

According to the text, the obverse of each coin includes all the following pieces of information, EXCEPT

De acordo com o texto, o anverso de cada moeda inclui todas as seguintes informações, EXCETO
(A) a former president's portrait retrato de um ex-presidente
(B) a numeral with the president's term order um numeral com a ordem de mandato do presidente
(C) an inscription uma inscrição
(D) an engraving with Don Everhart's face uma gravura com o rosto de Don Everhart
(E) the year the president served his term o ano em que o presidente cumpriu seu mandato

10 – (CESGRANRIO-2012-CBM-ANALISTA)

An equivalent way of saying

"The portrait of Benjamin Harrison was designed and sculpted by United States Mint Sculptor-Engraver Phebe Hemphill." (lines 21-23) is in:

(A) Benjamin Harrison designed and sculpted the portrait of Phebe Hemphill in the United States.
(B) Authored by United States Mint Sculptor-Engraver
Benjamin Harrison, the portrait of Phebe Hemphill was designed and sculpted.
(C) Phebe Hemphill's portrait of Benjamin Harrison
was designed and sculpted by a United States Mint
Sculptor-Engraver.
(D) United States Mint Sculptor-Engraver Phebe Hemphill designed and sculpted the portrait of Benjamin Harrison.
(E) United States Mint Sculptor-Engraver Phebe Hemphill had her portrait designed and sculpted by Benjamin Harrison.

 👍   Comentários e Gabarito    D  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

Uma maneira equivalente de dizer

"The portrait of Benjamin Harrison was designed and sculpted by United States Mint Sculptor-Engraver Phebe Hemphill." (lines 21-23) is in:

"O retrato de Benjamin Harrison foi projetado e esculpido pela escultora e gravadora da Casa da Moeda dos Estados Unidos, Phebe Hemphill." (linhas 21-23) está em:

(A) Benjamin Harrison designed and sculpted the portrait of Phebe Hemphill in the United States. Benjamin Harrison desenhou e esculpiu o retrato de Phebe Hemphill nos Estados Unidos.
(B) Authored by United States Mint Sculptor-Engraver
Benjamin Harrison, the portrait of Phebe Hemphill was designed and sculpted.
(C) Phebe Hemphill's portrait of Benjamin Harrison was designed and sculpted by a United States Mint Sculptor-Engraver. O retrato de Benjamin Harrison por Phebe Hemphill foi projetado e esculpido por um escultor-gravador da Casa da Moeda dos Estados Unidos.
(D) United States Mint Sculptor-Engraver Phebe Hemphill designed and sculpted the portrait of Benjamin Harrison. A escultora e gravadora da Casa da Moeda dos Estados Unidos, Phebe Hemphill, projetou e esculpiu o retrato de Benjamin Harrison.
(E) United States Mint Sculptor-Engraver Phebe Hemphill had her portrait designed and sculpted by Benjamin Harrison. A escultora e gravadora da Casa da Moeda dos Estados Unidos, Phebe Hemphill, teve seu retrato desenhado e esculpido por Benjamin Harrison.

CONSULPLAN – 2015 – PMDC/RJ – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – SECRETARIA MUNICIPAL DE EDUCAÇÃO DE DUQUE DE CAXIAS/RJ – PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: CONSULPLAN-2015-PM-DUQUE DE CAXIAS-PROFESSOR. Prova aplicada em 12/07/2015.

➧ BANCA/ORGANIZADOR: www.consulplan.net.

➧ PADRÃO / COMPOSIÇÃO DA PROVA: 20 questões do tipo (A,B,C,D).

➧ GABARITO:

01-C, 02-A, 03-B, 04-B, 05-A

06-B, 07-A, 08-A, 09-D, 10-C

11-A, 12-B, 13-B, 14-A, 15-A

16-D, 17-C, 18-D, 19-B, 20-B

21-C

➧ TEXT I: Read the text to answer 01, 02, 03, 04, 05, 06 and 07.

The role of consciousness in L2 acquisition

When children acquire their L1 they seem to do so without conscious effort. In contrast, especially adults, seem to have to work hard and to study the language consciously in order to succeed. This comparison is not entirely accurate, however, for L2 learners, even adult ones, are also capable of “picking up” language in much the same way as children do in L1 acquisition. At stake here is one of the most controversial issues in SLA – the role of consciousness.

Two opposing positions can be identified. Stephen Krashen has argued the need to distinguish “acquired” L2 knowledge (i.e. implicit knowledge of the language) and “learned” L2 knowledge (i.e. explicit knowledge about language). He claims that the former is developed subconsciously through comprehending input while communicating, while the latter is developed consciously through deliberate study of the L2. However, as we will shortly see, this claim is controversial. So, too, is Krashen’s claim that the two knowledge systems are entirely independent of one another and that “learned” knowledge can never be converted into “acquired knowledge”. This contradicts skill‐building theories of L2 acquisition, according to which learners can achieve grammatical accuracy by automatizing “learned” knowledge through practice.

Richard Schmidt has pointed out that the term “consciousness” is often used very loosely in SLA and argues that there is a need to standardize the concepts that underlie its use. For example, he distinguishes between consciousness as “intentionality” and consciousness as “attention”. “Intentionality” refers to whether a learner makes a conscious and deliberate decision to learn some L2 knowledge. It contrasts with “incidental learning”, which takes place when learners pick up L2 knowledge through exposure. Schmidt argues that no matter whether learning is intentional or incidental, it involves conscious attention to features in the input.

This distinction is important and helpful. It helps us to see that when Krashen talks about “acquisition” being “incidental” and “subconscious” he has failed to recognize that “incidental” acquisition might in fact still involve some degree of conscious “attention” to input. In other words, learning incidentally is not the same as learning without conscious attention.

(Ellis, Rod. Second Language Acquisition.

Oxford University Press, 1997. P. 54‐55.)

01 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

According to the text, Krashen defines “learned” L2 knowledge as

A) oral accuracy reached by automatizing through practice.

B) implicit knowledge constructed on language information.

C) knowledge prospered advisedly through the willful study.

D) explicit knowledge converted into heedless improvement.

02 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

Learning incidentally is not the same as learning without conscious attention because:

A) Subconscious attainment comprises awareness to some extent.

B) Exposure determines how learners will pick up the L2 knowledge.

C) Individuals have different levels of attention due to their interests.

D) Intentionality is the degree to reach enduring incidental acquisition.

03 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

“Takes place” (3rd par) means

A) remains.

B) happens.

C) changes.

D) disappears.

04 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

Schmidt argues second language learning always involves

A) random attention. 

B) deliberate thought.

C) conscious exposure.

D) grammatical accuracy.

05 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

“At stake” (1st par) does NOT mean

A) at risk.

B) at issue.

C) in question.

D) at question.

06 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

In

“learning is intentional or incidental, it involves... input” (3rd par),

the gerund is a/an

A) verb.

B) noun.

C) adjective.

D) determiner.

07 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

Krashen has fallen into controversy when he claims that

A) knowledge systems are autonomous.

C) L2 skill‐building abilities are innate.

B) knowledge is automatized learning.

D) knowledge comes through practice.

➧ TEXT II: Read the text to answer 08, 09, 10 and 11.

How is English for Specific Purposes (ESP) different from English as a Second Language (ESL)?

The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job‐related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners.

However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.

As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation. The students’ abilities in their subject‐matter fields, in turn, improve their ability to acquire English. Subjectmatter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject‐matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster.

The term “specific” in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.

A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She/He should recognize the ways in which her/his teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she/he will need to look for content specialists for help in designing appropriate lessons in the subject matter field she/he is teaching.

(Available: http://www.usingenglish.com/articles/teaching‐english‐for‐specific‐purposes‐esp.html. Adapted.)

08 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

One of the ESP teachers’ strategy to adapt lessons to students’ needs is

A) team work.

B) reading skills.

C) computer science.

D) business knowledge.

09 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

In

“The teacher can make...faster.” (3rd par),

THUS introduces a/an:

A) Adding.

B) Balancing.

C) Similarity.

D) Consequence.

10 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

The word “specific” is used in ESP because

A) learners focus one of the four abilities.

C) learners have explicit goals for learning.

B) English learners know it is potentialized.

D) most adult learners are never in a daze.

11 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

In

“An ESP program...assessment of purposes” (1st par) 

ASSESSMENT does NOT mean:

A) denial.

B) estimate.

C) evaluation.

D) determination.

➧ TEXT III: Read the text to answer 12, 13, 14, 15, 16, 17 and 18.

Strategies for Developing Reading Skills

Language instructors are often frustrated by the fact that students do not automatically transfer the strategies they use when reading in their native language to reading in a language they are learning. Instead, they seem to think reading means starting at the beginning and going word by word, stopping to look up every unknown vocabulary item, until they reach the end. When they do this, students are relying exclusively on their linguistic knowledge, a bottom‐up strategy. One of the most important functions of the language instructor, then, is to help students move past this idea and use top‐down strategies as they do in their native language. Effective language instructors show students how they can

adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help

students develop a set of reading strategies and match appropriate strategies to each reading situation. Strategies that can help students read more quickly and effectively include:

1. Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a

reading selection;

2. Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content;

3. Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions;

4. Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up; and,

5. Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text.

Instructors can help students learn when and how to use reading strategies in several ways.

By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning,

and paraphrasing. This shows students how the strategies work and how much they can know about a text before they

begin to read word by word.

By allowing time in class for group and individual previewing and predicting activities as preparation for in‐class or out‐of‐class reading. Allocating class time to these activities indicates their importance and value.

By using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning

from context.

By encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.

When language learners use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language.

Reading to Learn

Reading is an essential part of language instruction at every level because it supports learning in multiple ways.

Reading to learn the language: Reading material is language input. By giving students a variety of materials to read, instructors provide multiple opportunities for students to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. Students thus gain a more complete picture of the ways in

which the elements of the language work together to convey meaning.

Reading for content information: Students' purpose for reading in their native language is often to obtain information about a subject they are studying, and this purpose can be useful in the language learning classroom as well. Reading for content information in the language classroom gives students both authentic reading material and an authentic purpose for reading.

Reading for cultural knowledge and awareness: Reading everyday materials that are designed for native speakers can give students insight into the lifestyles and worldviews of the people whose language they are studying. When students have access to newspapers, magazines, and Web sites, they are exposed to culture in all its variety, and monolithic cultural stereotypes begin to break down.

When reading to learn, students need to follow four basic steps:

1. Figure out the purpose for reading. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate reading strategies.

2. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables

students to focus on specific items in the input and reduces the amount of information they have to hold in short‐term

memory.

3. Select strategies that are appropriate to the reading task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top‐down and bottom‐up skills simultaneously

to construct meaning.

4. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate strategies.

(Available: http://www.nclrc.org/essentials/reading/stratread.htm. Adapted.)

12 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

An example of a bottom‐up strategy in the text is

A) using prior information.

B) checking of new words.

C) reviewing photo captions.

D) activate genre knowledge.

13 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

When predictions about discourse structure are made

A) knowledge of text genre fizzles.

B) text typology knowledge is used.

C) native language command follows.

D) new strategies purposes backslide.

14 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

One of stages followed when a student reads to learn is:

A) Information processing techniques’ singling out.

B) Recognizing cultural value other than one’s own.

C) Reading authentic materials aiming natural input.

D) Reading everyday materials designed for natives.

15 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

The word “match” (1st par) means

A) fit.

B) avoid.

C) harass.

D) overlook.

16 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

In

“One of the most important…strategies” (1st par)

“move past” means

A) oppose.

B) weed out.

C) defy.

D) transcend.

17 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

Since reading supports learning in multiple ways,

it also enhances

A) authentic social contexts. 

B) native languages’ spread. 

C) a wider world perception.

D) some cultural stereotypes.

18 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

“By using cloze exercises to review vocabulary items.” (5th par)

follows the same pattern of gerund use as:

A) That will help them approach a reading task.

B) Relying on linguistic knowledge is dangerous.

C) He got information about what he’s studying.

D) My children are accustomed to reading books.

➧ TEXT IV: Read the text to answer 19, 20 and 21.

'We need community cohesion': Ministers' pledge to end era of multiculturalism by appealing to 'sense of British identity'

By Charles Walford for The Daily Mail

UPDATED: 15:58 GMT, 21 February 2012

The English language and Christian faith will be restored to the centre of public life, ministers pledged today.

Communities Secretary Eric Pickles heralded the end of state‐sponsored multiculturalism by vowing to stand up for ‘mainstream’ values by strengthening national identity. He said the government will celebrate what people in England

have in common, rather than what divides them, and he called for local communities to use events such as the Big Lunch or the Queen’s Diamond Jubilee and inter‐faith activities to bring together people of different backgrounds.

Mr Pickles said there will be a strategy on community cohesion and integration which calls for people to come

together around shared values.

He accused the previous Labour administration, and its equalities minister Harriet Harman, of taking the country

down ‘the wrong path’ by encouraging different communities to live separate lives.

Migrants will be required to speak English, the number of official documents translated into other languages will be

reduced and councils will be allowed to hold prayers at the start of meetings.

New education standards will bar schools from teaching which ‘undermines fundamental British values’, said

today’s document from his Department for Communities and Local Government.

(Available: http://www.dailymail.co.uk/news/article‐2104049/Eric‐Pickles‐signals‐end‐multiculturalism‐says‐Tories‐stand‐majority.)

19 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

According to the context “mainstream” values are:

A) Essential to keep us biased.

B) Those which will join people.

C) Able to set apart backgrounds.

D) More important than religions.

20 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

About the text, it is true that it

A) praised multiculturalism.

B) blamed multiculturalism.

C) condoned multiculturalism.

D) concealed multiculturalism.

21 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)

In

“There will be a strategy on… shared values” (3rd par)

WHICH refers back to

A) values.

B) people.

C) strategy.

D) community.

PAS 2 UnB – Edital 2012– 2ª Etapa – Universidade de Brasília – COLLEGE ENTRANCE EXAMINATION, ANSWERS & LEXICAL APPROACH.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

•  UnB-PROCESSO SELETIVO-EDITAL 2012-PROGRAMA DE AVALIAÇÃO SERIADO-2ª ETAPA-UNIVERSIDADE DE BRASÍLIA-Aplicação: 02/12/2012.

❑ ESTRUTURA-PROVA:

• 09 True False Questions.

• 01 MCQs (Multiple Choice Questions) / 4 Options Each Question.

❑ PROVA:

Teens Like Going Out to See Movies –

They Just Don’t Care Which Ones

Os adolescentes gostam de sair para ver filmes –

Eles simplesmente não se importam com quais

I have always said there is nothing like going to the movie theater. There is something wonderful about going to the cinema, joining a crowd of people to share in a viewing experience of a project that took thousands of people over months and months and months of time and took millions of dollars and loads of creative energy from hundreds of artists and professionals…. all so you can take your seat and sit back for 2 hours to enjoy. I love it. And with all due respects to home theater enthusiasts (of which I am a minor one myself), but NOTHING in any home can come close to the experience of watching a film in a theater. At least that’s my opinion.

It seems that the majority of teens believe that also…well…sort of.

Our friends over at a film site give us this:

• A new report from a financial services firm attempts to capture the media habits of a modern-day teenager. The findings conclude that teenagers are “very reluctant” to pay for music (80 percent download it illegally, most have never bought a CD) and 10 the majority consider newspapers and other print media as “irrelevant.” The good news (at least for Hollywood) is that despite the availability of movies on bit torrent sites, going to the movies is one of only a “few beneficiaries” teens consider worthy of payment (concerts and video games also appear on that list).
• The bad news is that teenagers don’t really care which movie they see. According to the study, most teens look at movies as more of a social gathering/experience, and often don’t even choose the film until after they arrive at the movie theater.

So going to the theater is still considered one of the great social activities… they just don’t decide what to see until they get there.

• Internet: <www.themovieblog.com> (adapted).

❑ RADUÇÃO DO TEXTO:

Teens Like Going Out to See Movies –

They Just Don’t Care Which Ones

Os adolescentes gostam de sair para ver filmes –

Eles simplesmente não se importam com quais

I have always said there is nothing like going to the movie theater.

Sempre disse que não há nada como ir ao cinema.

There is something wonderful about going to the cinema, joining a crowd of people to share in a viewing experience of a project that took thousands of people over months and months and months of time and took millions of dollars and loads of creative energy from hundreds of artists and professionals…. all so you can take your seat and sit back for 2 hours to enjoy.

Há algo de maravilhoso em ir ao cinema, juntar-se a uma multidão para partilhar a experiência de assistir a um projeto que levou milhares de pessoas ao longo de meses e meses e consumiu milhões de dólares e muita energia criativa de centenas de artistas e profissionais... tudo para que se possa sentar e relaxar durante 2 horas para desfrutar.

I love it. And with all due respects to home theater enthusiasts (of which I am a minor one myself), but NOTHING in any home can come close to the experience of watching a film in a theater. At least that’s my opinion.

Eu adoro isso. E com todo o respeito pelos entusiastas de cinema em casa (dos quais eu sou um pouco mais pequeno), NADA em qualquer casa pode chegar perto da experiência de ver um filme no cinema. Pelo menos é a minha opinião.

It seems that the majority of teens believe that also…well…sort of.

Parece que a maioria dos adolescentes também acredita nisso... bem... mais ou menos.

Our friends over at a film site give us this:

Os nossos amigos num site de filmes deram-nos isto:

• A new report from a financial services firm attempts to capture the media habits of a modern-day teenager. The findings conclude that teenagers are “very reluctant” to pay for music (80 percent download it illegally, most have never bought a CD) and 10 the majority consider newspapers and other print media as “irrelevant.” The good news (at least for Hollywood) is that despite the availability of movies on bit torrent sites, going to the movies is one of only a “few beneficiaries” teens consider worthy of payment (concerts and video games also appear on that list).
• Um novo relatório de uma empresa de serviços financeiros tenta captar os hábitos mediáticos de um adolescente moderno. Os resultados concluem que os adolescentes são “muito relutantes” em pagar pela música (80% fazem downloads ilegais, a maioria nunca comprou um CD) e 10% consideram os jornais e outros meios impressos como “irrelevantes”. A boa notícia (pelo menos para Hollywood) é que, apesar da disponibilidade de filmes nos sites de torrents, ir ao cinema é um dos poucos "beneficiários" que os adolescentes consideram dignos de pagamento (os concertos e os videojogos também aparecem nesta lista).
• The bad news is that teenagers don’t really care which movie they see. According to the study, most teens look at movies as more of a social gathering/experience, and often don’t even choose the film until after they arrive at the movie theater.
• A má notícia é que os adolescentes não ligam muito ao filme que vêem. De acordo com o estudo, a maioria dos adolescentes vê os filmes mais como uma experiência/encontro social e, muitas vezes, nem sequer escolhe o filme até chegar ao cinema.

So going to the theater is still considered one of the great social activities… they just don’t decide what to see until they get there.

Portanto ir ao teatro ainda é considerado uma das grandes atividades sociais… só decidem o que ver quando lá chegam.

• Internet: <www.themovieblog.com> (adapted).

The text above was posted on the Internet by a movie enthusiast. Using this text as reference, judge the items from 1 through 10.

1 In “took millions of dollars and loads of creative energy from hundreds of artists and professionals” (R.3), the word “hundreds” means 200 or more people.

>> CERTO: Em “levou milhões de dólares e muita energia criativa a centenas de artistas e profissionais”, a palavra “centenas” significa 200 ou mais pessoas.

2 One fifth of teenagers agree to pay for music.

>> CERTO: Um quinto dos adolescentes aceita pagar pela música.

3 To most teens, going to the movies means meeting with their friends.

>> CERTO: Para a maioria dos adolescentes, ir ao cinema implica encontrar-se com os amigos.

4 Before leaving their house, teens decide which film they want to see.

>> ERRADO: Antes de sair de casa, os adolescentes decidem qual o filme que querem ver.

5 In “they just don’t decide what to see until they get there” (R.15-16), the word “get” is synonymous with arrive.

>> CERTO: Em “simplesmente não decidem o que ver até lá chegarem”, a palavra “get” é sinônimo de chegar.

6 80 percent of music is downloaded illegally.

>> ERRADO: 80% das músicas são descarregadas ilegalmente.

Based on the text, it can be concluded that

7 most teens prefer to download the films they watch at home.

>> ERRADO: A maioria dos adolescentes prefere descarregar os filmes que vê em casa.

8 most teenagers can’t afford to buy CDs.

>> ERRADO: A maioria dos adolescentes não tem dinheiro para comprar CD.

9 the author never watches films at home.

>> ERRADO: o autor nunca vê filmes em casa.

10 – (PAS 2 UnB-Edital 2012-2ª Etapa) In

• “you can take your seat and sit back for 2 hours to enjoy” (R.3-4),

the grammatical relation between the words “...seat... …sit…” is the same in

(A) enthusiast – enthusiastically.

(B) payable – paid.

(C) film – movie.

(D) choice – choose.

TREINANDO VOCABULÁRIO E PRONÚNCIA - LÍNGUA INGLESA (Estudo 1).

001 – It's been pouring for over an hour. 

• pouring (Pôrén) = very rainy (Véurí-Rên'ní)
• an hour = énNáuôr
• for over = fôRôvôr
• for over an = fôRôvôrén
• for over an hour= fôRôvôr-énNáuôr

002 – The prices are exorbitant in this store. 

• exorbitant (êgZôrbitênt) = very expensive (Véurí-êksPênsêv)
• prices are = PráiZó
• this store = dêsTór

003 – The food in that restaurante is superb. 

• superb (suPôrb) = very good (Véurí-Gûd)
• food in = Fûrén
• food in that= FûrénNé
• is superb = êçuPôrbê

004 – The mornings are okay, but the afternoons are sweltering. 

• sweltering (suÉuthôrén), boiling (Bóilén) = very hot (Véurí-RRáót)
• mornings are = MórnénZó
• afternoons are = áftôrnûnZó

005 – I was stunned by the news. 

• stunned (sTãnêd) = very surprised (suPráizd)
• was stunned = uósTãn
• by the news = báidêNhíus

006 – Even though his grammar is atrocious, we understand him. 

• atrocius (aTrôuxês), appalling (óPólén) = very bad (Véurí-báéd)
• Even though his grammar = ívénDôu-êzGrãmar
• is atrocious = êzaTrôuxês
• understand him = ãndôrsTéndém

007 – He committed a horrendous crime. 

• horrendous (rrôRéndês) = very terrible (Véurí-Thérêbôl)
• committed a = kãMêrêrá
• crime = Kráim

008 – She had an excruciating headache. 

• excruciating (êkskruxiÊirén), unbearable (ãBêrêbôl) = very painful (Véurí-Pénfôl)
• had an = RRérén
• an excruciating = énNêkskruxiÊirén
• headache = rréRêik

009 – Your problems are minuscule compared to theirs. 

• miniscule (mênískiô) = very small (Véurí-sMól)
• an hour = énNáuôr
• compared to = kãPéuthu (sons idênticos, elimina um deles)

010 – That's an ancient building. 

• ancient (Énxén) = very old (Véurí-ôld)
• That's an = détSSén
• That's an ancient = détSSénNénxén
• building = Bíldén

011 – This medication will lessen your pain. 

• to lessen (Léssén) = to become smaller, to diminish (diMén'nêxi)
• A pronúncia de LESSEN (diminuir) é a mesma de LESSON (lição, aula) - same pronunciation.
• medication = mériKêixã
• That's an ancient = détSSénNénxén
• pain = pénn

012 – We can't go out until the storm subsides. 

• to subside (sôbSáid) = to become less intense, less severe (Lés-sêVíuôr)
• A pronúncia de LESSEN (diminuir) é a mesma de LESSON (lição, aula) - same pronunciation.