Faculdade Albert Einstein-2018/1 - Vestibular DISSERTATIVA DE INGLÊS da Faculdade Albert Einstein - Profº Valdenor Sousa - Prova de Inglês com gabarito, resolvida e comentada.

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

👍Neste post, veremos a Prova DISSERTATIVA DE INGLÊS da Faculdade Albert Einstein-2018.

[a]Banca/Organizador

Albert Einstein
[b]Padrão/Composição da prova

👉01 Texto e 01 Gráfico
👉10 Questões(múltiplas escolhas com 05 alternativas cada)
👉Interpretação textual
👉Vocabulário

🔄  FONTES DO TEXTOS:
➧Site: http://blog.tesol.org

🔄  TEMAS ABORDADOS:
 RE

🔄Texto I  The Flipped Classroom(A sala de Aula invertida) 

➧Com 03 questões (a,b,c)

[c]Dictionary:

Caso necessário,sugiro que consulte os 02(dois) excelentes dicionários a seguir:
http://www.thefreedictionary.com/
http:/www.macmillandictionary.com/

🔄Verbos
➽[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 30 verbos/substantivos que transmitem ideia que ALGO CAIU, DESPENCOU, DECLINOU, REDUZIU, ENFRAQUECEU, AFOGOU (fall/flop/faint/drop/droop/down/ decrease/decline/diminish/dwindle/dip/dive/duck/ease/ebb/gasp/lower/mitigate/ plunge/sag/slash/slump/split/shrink/sink/stoop/stumble/wane/weaken/wilt):
👉["]
🔄Expressões: 25 verbs/nouns que transmitem ideia que algo SUBIU,ELEVOU, AUMENTOU, MELHOROU,REAGIU,ABASTECEU,AMPLIOU,(arise,better,boom, boost, broaden, clim, flood, fuel,further,grow,improve,increase,jump,lift,raise,rally,rise, skyrocket, soar, strenghten, surface,surpass,trigger, up, upgrade,widen):
➽["]
🔄Expressões: verbs/nouns que transmitem ideia que ALGO MUDOU, TROCOU, PERMUTOU, TRANSFORMOU,ALTEROU,REFORMOU, SUBSTITUIU, CONVERTEU, ESCAMBOU, MODIFICOU, VIROU(amend,barter,change ,convert, exchange,replace,swap,switch ,swop,vary, turn around):
["]
🔄Expressões com 20 verbos que transmitem ideia de COMBATE, DISPUTA, LUTA, GUERRA, COLISÃO, ATINGIR, ESPANCAR, SOCAR, BATER(bash,battle,beat, brawl, clash,cuff, fight ,grapple,hit,knock,punch,quarrel,slap,apank,apar, strike, tackle ,tussle,whack,wrestle):
["]  
🔄Expressões com verbos com ING:

➽["]

🔄Expressões com VERBOS EM GERAL:
➽[."]

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🔄Substantivos:
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🔄Adjetivos/Locuções adjetivas:
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🔄Expressões com 30 adjetivos que transmitem ideia que ALGO/ALGUÉM ESTÁ EM SITUAÇÃO RUIM/PARA BAIXO/DIFÍCIL (annoying, awful,boring,dim,dire, downward ,dreadful,dull,fearsome,frightful,gloomy,grim,hard,idle,irksome,maddening,misty,murky,nagging,wane,outrageous,pesky,shadowy,sluggish,thankless,thorny,tiresome,troublesome,worrisome,wearisome):
["]

🔄Advérbios/Locução adverbial:

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🔄Conectores/Marcadores de discurso:
➽["]

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

🔄Falso cognato:

➽[]

Agora vamos a PROVA:

WRITING

The Flipped Classroom

Posted on 7 January 2013 by Tara Arntsen
http://blog.tesol.org/the-flipped-classroom/Acessado em 25.07.2017

More and more, you might hear about the fl ipped classroom. What is it? Well, the fl ipped classroom is a teaching model where students do traditional classroom activities, such as listen to lectures, at home via the Internet, resulting in more time for engaging practice activities in class. It’s a nice setup because students listening to lesson materials at home can set whatever pace they are comfortable with. For example, lower level students can view materials multiple times and higher level students can breeze through everything more quickly. In a traditional classroom, students of various levels all have to follow the same pace set by the teacher and this is less than ideal for many students. In fl ipped classrooms, teachers are more involved in practice activities which are done in class, rather than for homework. This allows teachers to see exactly where students struggle and adjust their teaching accordingly.

Using the text above, write an up to ten-line paragraph in Portuguese stating:

a) what this approach is and its expected result;
b) its advantages for fast and slow students with examples;

c) benefits to teaching;