CONSULPLAN/2017 – PMS/MG – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – PREFEITURA MUNICIPAL DE SABARÁ/MG – PROVA COM GABARITO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA: 

• CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR-PEB LETRAS-05/02/2017.

www.consulplan.net.

❑ ESTRUTURA-PROVA:

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

❑ TEXTO 1:

31 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

The knowledge of approaches and methods is an essential part of teacher preparation programs, since they enclose the beliefs and principals that can be used for teaching a language.

Choose the item which is an approach:

A) Government Policy Directives.
B) Crossover Educational Trends.
C) Content-Based Instruction.
D) Situational Language Teaching.

      Comentários e Gabarito    C  
TÓPICO - APPROACH :

O conhecimento de abordagens e métodos é parte essencial dos programas de formação de professores, pois encerram as crenças e princípios que podem ser utilizados para o ensino de uma língua.

Escolha o item que é uma abordagem:

A) Government Policy Directives. Diretivas de Política Governamental.
B) Crossover Educational Trends. Tendências Educacionais Cruzadas.
C) Content-Based Instruction. Instrução Baseada em Conteúdo.
D) Situational Language Teaching. Ensino Situacional de Línguas.

❑ TEXTO: Read the text to answer 32, 33, 34, 35 and 36.

Why I miss technology-free travel

(Monday, Dec 12, 2016. Josh Noel.)

I've been a travel writer for almost eight years, but here's the irony: I'm probably a worse traveler now. Back when I was freewheeling and in my early 20s, I'd get into my car every summer with an atlas, a bag stuffed with CDs and very little forethought about where I was headed. I'd be gone for two weeks to three months. The extent of the technology I carried was the portable disc player connected to my tape player by a snaking wire. I stayed in pristine riverside campgrounds, quiet roadside motels operated by charming gray-haired couples and on the couches of people I'd met earlier that day. Once I forced myself to pick up a hitchhiker, a peaceful-looking, hippie-type dude. It wasn't the life-altering experience I'd hoped for; he just needed a ride to work at a restaurant 10 miles up the road. Another time I got to talking with a guy who said he wasn't sure he'd be able to afford his next tank of gas. I gave him five bucks — all I could spare — and he gave me a pink crystal that he said had special powers or some such. I rode around with that crystal on my dashboard for 15 years until I gave it to a friend who was dying of cancer. I wanted her to have something meaningful to me, and that was it, secured by chance at an Oklahoma rest stop and hauled everywhere I went until it became hers.

I don't travel so much anymore. As much as I'd like to say it's because of having a family and a job and obligations weightier than whether to turn left or turn right, it has more to do with the shiny little machines in our pockets. When it comes to conquering the unknown, those shiny little machines can tell us everything about everything: the top 10 hotels, top 10 attractions, top 10 kid-friendly sushi places and the top 10 vegan-and-dog-friendly cafes with Wi-Fi and a pool table. Worse, we've mostly given up thinking about how we get from point A to point B. I have mistyped a couple of letters of a street name into Waze, and unquestioningly driven a route that I knew made no sense. But the shiny little machine says it is so! When I realized my mistake, I was furious not because I was going to be late or because I had wasted time, but because I had surrendered my critical thinking about how I got from point A to point B.

So as I can, I build unpredictability into my routine. I walk different ways to work, to the train, to the bus and around our neighborhood with my little son. When traveling, I demand unpredictability. Yes, the quickest route and top-ranked whatever is mighty attractive (especially the quickest route), but when I can build in time for wandering, I do it. When I can spend time finding my way by foot — no apps or phone maps — I do that. When I can leave a hotel room with only a minimal plan, I walk out the front door. I duck into a bar. I sip a beer that I can’t find back home. I chat with a local. I ask for a dinner recommendation. And I value that answer over the wisdom of the online crowd every time.

(Available: http://www.chicagotribune.com. Adapted.)

32 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR

The writer has been deeply bothered by:

A) The giving up of his demanding reasoning.
B) The amount of technological flops on trips.
C) The time lost out on avoidable route error.
D) The poor quality of technology indications.

      Comentários e Gabarito    A  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

33 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR

It is true about the text that its author:

A) Has once had a pink cristal bereaved.
B) Will not welcome some uncertainty.
C) Looked for life-altering experiences.
D) Finds prescriptions not worthwhile.

      Comentários e Gabarito    A  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

34 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR

Some of the places where the writer has been were:

A) Glossy.
B) Hauled.
C) Untouched.
D) Filthy.

      Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

35 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR

Wi-Fi and restaurants are examples of:

A) Technologies.
B) Automation.
C) Foresight.
D) Facilities.

      Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

36 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR

According to the text, apps and phone maps do NOT offer

A) hasty ways to your needs.
B) choices to taxing customers.
C) outstanding ranked options.
D) exercising unheralded wonder.

      Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read the text and analyse the image to answer 37 and 38.

(Available: https://www.shutterfly.com/cards.)

37 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR

Choose the item to complete the sentence.

"Guests should ____ the invitation in case they cannot _____ the party."

A) overture / answer
B) curse / show up
C) reply / attend
D) yearn / throw

      Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

38 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

Taylor Hines

A) quit the education course.
B) has majored in education.
C) has outset his course.
D) had given in the course.

      Comentários e Gabarito    B  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read and analyse the dialogue to answer 39.

Martin: Oh man, we need to get back home.

Lea: How come?
Martin: I don't remember locking the front door.

39 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

What does Martin mean?

A) He forgot to lock the front door.
B) He has locked it before going out.
C) He doesn't know how to lock it.
D) He may or may not have locked it.

      Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Analyse the image to answer 40.

(Available: https://br.pinterest.com/

labelsshop/united-colors-of-benetton-ads.)

40 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

Mark the item that matches the image.

A) If the going is smooth, the tough get going.
B) Empty vessels always make the most success.
C) Many a true word is generally spoken in jest.
D) Bliss will sure blossom among the comrades.

      Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read the piece of news to answer 41 and 42.

Chapecoense Soccer Team’s Plane Crashes, Leaving Brazil Devastated

(By Simon Romero and Nicholas Casey.)

 

RIO DE JANEIRO – For climbing the ranks of Brazilian soccer, the team was on its way to face one of its biggest tests yet: a chance to win the final of the Copa Sudamericana, an international competition for South American soccer. But over the mountains near Medellín, Colombia, the plane carrying the members of Chapecoense, a soccer team from a scrappy industrial city in southern Brazil, made an emergency call on Monday night after experiencing an electrical failure, the authorities said. Moments later, it crashed into the mountains with 77 people aboard.

The team accomplished a lot without relying on big-name superstars. Its top scorer, Bruno Rangel, was a 34-year-old journeyman with more than a dozen stops on his résumé. The team captain, Cléber Santana, 35, had plied his trade all over Brazil and also in Spain. Both were killed, according to an official list of the dead that was confirmed by the team. The final of the Copa Sudamericana was to be held over two legs, first in Medellín and then in Brazil, in the southern city of Curitiba.

The matches were to have been the biggest in Chapecoense’s history by a long way. Authorities are also investigating possible human failure.

(Available: http://www.nytimes.com.)

41 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

The item in which gerund use follows the pattern of “experiencing” (L 4) is

A) Relying (L 6).
B) According (L 8).
C) Carrying (L 3).
D) Investigating (L 10).

      Comentários e Gabarito    A  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

42 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

“That” (L 8) refers back to

A) death.
B) both.
C) list.
D) team.

      Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read and analyse the poster to answer 43.

(Available: https://www.google.com.br/search?q=politicallycorrect.)

43 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

The poster contains a joke on:

A) Genre prejudice.
B) Semantic bias.
C) Trendy mien.
D) Lexicon spelling.

      Comentários e Gabarito    B  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read and analyse the sentence.

On no account will he accept that you didn’t make well on that easy test.

44 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

Mark the item that contains an inconsistency and its corresponding correction.

A) Never.
B) He will.
C) Do.
D) In.

      Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read and analyse the sentence.

He had to apologize with the baby-sitter for having talked trash behind her back.

45 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

Mark the item that contains an inconsistency and its corresponding correction.

A) To.
B) To have.
C) Litter.
D) Rear.

      Comentários e Gabarito    A  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

46 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

The process by which language learners utilize discourse to help them construct structures that lie outside their competence is known as:

A) Overuse.
B) Interlanguage.
C) Fossilization.
D) Scaffolding.

      Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read and analyse the paragraph to answer 47.

“Reflexive practice in teacher education is without any doubt a wide area of investigation. This is why the focus on some aspects is very important in order to better understand the evolution of this practice and to identify the challenges that may arise and propose means to achieve desired goals in initial and inservice teacher education to enhance teachers’ capacity of self-observation, self-analysis and self-evaluation. In general, reflexive practice is viewed as evolving in stages, although an individual teacher’s evolution is not necessary linear. Teachers may reflect at different levels simultaneously, questioning different areas of their practice.”

47 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

According to Larrivee (2008), the one kind of reflection when teachers focus on strategies used to reach predetermined goals is known as:

A) Pre-reflection.
C) Surface reflection.
B) Critical reflection.
D) Pedagogical reflection.

      Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read to answer 48.

There has been a tremendous growth of information communication technologies (ICT) use in educational practices in recent years. An overwhelming majority of teachers in Europe (90 per cent) use ICT to prepare their lessons (Empirica, 2006). All around the world countries have invested in ICT in schools and this has included spending on equipment, connectivity, professional development and digital learning content, and in Brazil things have not been different. Mobile Assisted Language Learning (MALL) is one of the most interesting emerging types of technology enhanced learning, especially now that mobile devices are carried by more and more people every day, and that the mobile phone ‘has evolved from a simple voice device to a multimedia communications tool. Some of the advantages of technology use are:

I – Using technology enhances language learning for increased learner autonomy and control, providing a more student-centred pedagogy with learners at the centre of the learning process and more actively engaged in their learning than in traditional direct instruction methods.

II – Training in ICT skills is crucial in implementing ICT in the teaching and learning of English and the extent to which teachers are given time and access to pertinent training to use computers to support learning plays a major role in determining whether or not technology has a major impact on achievement.

III – Teachers may direct their own learning when it comes to using technology, and are increasingly turning to online communities of practice, taking courses and building their own plans to act as a support system to help with the implementation of learning technology.

IV – Learning technologies are becoming more normalised in language classrooms and teachers are beginning to stop seeing them as technologies and start seeing them as tools which suit some purpose and not others.

48 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

As to promoting integration of technology into English language teaching, the true statements are:

A) I, II e III.
B) II e III.
C) I, II, III e IV.
D) I e IV.

      Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Analyse the image to answer 49.

(Available: https://www.google.com.br/search?q=linguistic+identity+images&espv.)

49 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

The placard implies that linguistic identity is:

A) A hazard.
B) In jeopardy.
C) A risk.
D) At length.

      Comentários e Gabarito    B  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

50 – (CONSULPLAN-2017-PM-SABARÁ/MG-PROFESSOR)

“The proper assessment of English Language Learners (ELLs) merits attention at all levels in our education systems. That is no easy task, but it is key to improving equal educational opportunities for all students.”

The item that is NOT an influencing planning/developing assessment factor is:

A) Different linguistic background consideration.
B) Native language proficiency level knowledge.
C) Observation of the formal schooling degree.
D) Paramount word root pattern accomplishment.

      Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

COSEAC/2016 – PMN/RJ – PROFESSOR II – LÍNGUA INGLESA – CONCURSO PÚBLICO – FUNDAÇÃO PÚBLICA MUNICIPAL DE EDUCAÇÃO DE NITERÓI/RJ – GABARITO & TEXTOS TRADUZIDOS.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• COSEAC-2016-PMN/RJ-PROFESSOR

https://portal.coseac.uff.br

❑ ESTRUTURA-PROVA:

• 18 MCQs (Multiple Choice Questions) / 5 Options Each Question.

• Texto (1) – | planetpdf.com |

• Texto (2) – | Multicultural Education in Your Classroom | teachhub.com |

• Texto (3) – | Why teach reading?  | http://mozva.blogspot.com.br |

• Texto (4) – | Approaches and Methods in Language Teaching | RICHARDS, J; ROGERS, T; SWAN, M. | 

• Texto (5) – | Simple Steps to Improve Your English Reading Comprehension | fluentu.com |

❑ PROVA:

❑ TRADUÇÃO - TEXT 1: 

"John Reed was a schoolboy of fourteen years old; four years older than I, for I was but ten: large and stout for his age, with a dingy and unwholesome skin; thick lineaments in a spacious visage, heavy limbs and large extremities. He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks.
"John Reed era um estudante de catorze anos; quatro anos mais velho do que eu, pois eu tinha apenas dez: grande e robusto para a sua idade, com uma pele suja e pouco saudável; linhas grossas num rosto espaçoso, membros pesados e extremidades grandes. Alimentava-se habitualmente à mesa, o que o tornava bilioso e lhe dava um olhar turvo e descolorido e bochechas flácidas.
He ought now to have been at school; but his mama had taken him home for a month or two, 'on account of his delicate health.' Mr. Miles, the master, affirmed that he would do very well if he had fewer cakes and sweetmeats sent him from home; but the mother's heart turned from an opinion so harsh, and inclined rather to the more refined idea that John's sallowness was owing to over-application and, perhaps, to pining after home.
Já devia estar na escola, mas a mãe tinha-o levado para casa durante um mês ou dois, "por causa da sua saúde delicada". O Sr. Miles, o mestre, afirmava que ele se sairia muito bem se lhe mandassem menos bolos e doces de casa; mas o coração da mãe desviava-se de uma opinião tão dura e inclinava-se mais para a ideia mais refinada de que a falta de cor do João se devia a um excesso de aplicação e, talvez, a uma saudade de casa.
John had not much affection for his mother and sisters, and an antipathy to me.
O João não tinha muito afeto pela mãe e pelas irmãs, e tinha uma antipatia por mim.
He bullied and punished me; not two or three times in the week, nor once or twice in the day, but continually: every nerve I had feared him, and every morsel of flesh in my bones shrank when he came near.
Não duas ou três vezes por semana, nem uma ou duas vezes por dia, mas continuamente: todos os nervos que eu tinha o temiam e todos os pedaços de carne dos meus ossos se encolhiam quando ele se aproximava.
There were moments when I was bewildered by the terror he inspired, because I had no appeal whatever against either his menaces or his inflictions; the servants did not like to offend their young master by taking my part against him, and Mrs. Reed was blind and deaf on the subject: she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back."

Havia momentos em que eu ficava desnorteada com o terror que ele inspirava, porque não tinha qualquer recurso contra as suas ameaças ou os seus golpes; os criados não gostavam de ofender o seu jovem patrão tomando a minha parte contra ele, e a Sra. Reed era cega e surda sobre o assunto: ela nunca o viu bater nem o ouviu abusar de mim, embora ele o fizesse de vez em quando na sua própria presença, mais frequentemente, porém, nas suas costas."

(Extract from http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/jane_eyre_nt.pdf Accessed on 20 April 2016.)

03 – (COSEAC-2016-PMN/RJ-PROFESSOR)

The expression "on account of" has similar meaning to the underlined expression in:

(A) The kids had to work, regardless of their ages.
(B) He decided to go, unmindful of the traffic.
(C) There is no class because of the bad weather.
(D) He did that at the drop of the hat.
(E) The lawyer sued Bob on behalf of her client.

👍 Comentários e Gabarito  C 
TÓPICO - Idiom :

* ON ACCOUNT OF SOMETHING (= because of, for the sake of) — POR CAUSA DE ALGO (especially a problem or difficulty).

• She retired early on account of ill health. — Ela se aposentou cedo por causa de problemas de saúde. [Oxford Dictionary]
• He doesn't drink alcohol on account of his poor health. — Ele não toma bebida alcoólica por causa de sua saúde debilitada. [Cambridge Dictionary]
• She was told to wear flat shoes, on account of her back problem. — Disseram-lhe para usar sapatos baixos, por causa de seu problema nas costas. [Longman Dictionary]
• Games are often canceled on account of rain. — Muitas vezes os jogos são cancelados por causa da chuva. [Longman Dictionary]

- NO TEXTO:

• He ought now to have been at school; but his mama had taken him home for a month or two, 'on account of his delicate health.'.
• Ele agora deveria estar na escola; mas sua mãe o levou para casa por um mês ou dois, 'por causa de sua saúde delicada'.
• A expressão idiomática "ON ACCOUNT OF , tem significado semelhante à "BECAUSE OF".
• Sendo assim, a alternativa (C) é a correta.

- RESOLUÇÃO RÁPIDA CONTEXTUAL:

The expression "on account of" has similar meaning to the underlined expression in:

(A expressão "on account of" tem significado semelhante à expressão sublinhada em:)

(A) The kids had to work, regardless of their ages.

(s crianças tinham que trabalhar, INDEPENDENTEMENTE DE suas idades)

(B) He decided to go, unmindful of the traffic.

(Ele decidiu ir, SEM SE IMPORTAR COM o tráfego.)

(C) There is no class because of the bad weather.

(Não há aula POR CAUSA do mau tempo.)

(D) He did that at the drop of the hat.

(Ele fez isso sem planejar.)

(E) The lawyer sued Bob on behalf of her client.

(A advogada processou Bob EM NOME DO cliente dela.)

04 – (COSEAC-2016-PMN/RJ-PROFESSOR)

In the fragment, "He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks…", the underlined term can be best replaced by:

(A) amicable.
(B) foiled.
(C) joyful.
(D) sickly.
(E) passionate.

👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

- DICAS IMPORTANTES (BILIOUS COM 3 SIGNIFICADOS):

* BILIOUS (1) — BILIOSO, NO SENTIDO DE DOENTIO, SUSCETÍVEL À NÁUSEAS, INDISPOSTO, PREDISPOSTO A VÔMITOS. Sinônimo de SICKLY, NAUSEATED, QUEASY, OUT OF SORTS, LIVERISH.

• I felt a little bilious after last night’s dinner. — Eu me senti um pouco bilioso depois do jantar da noite passada. [Oxford Dictionary]
• She suffered from bilious attacks. — Ela sofria de ataques biliosos (ataques de vômitos). [Cambridge Dictionary]
• She felt a bilious attack coming on. — Ela sentiu um ataque de vômitos chegando. [Longman Dictionary]
• After all, it was only a bilious attack ... uncomfortable at the time, but it soon passed. — Afinal, foi apenas um ataque bilioso ... incômodo na hora, mas logo passou. [Longman Dictionary]

* BILIOUS (2) — BILIOSO, NO SENTIDO DE CRIAR UM EFEITO DE COR EXTREMAMENTE DESAGRADÁVEL .

• A bilious green dress. — Um vestido verde bilioso. [Oxford Dictionary]
• His shirt was a bilious shade of green. — Sua camisa era de um tom bilioso de verde. [Cambridge Dictionary]

* BILIOUS (3) — BILIOSO, NO SENTIDO DE ESTAR MAL HUMORADO. Sinônimo de BAD-TEMPERED, IRRITABLE.

• A bilious old man. — Um idoso mal-humorado. [Oxford Dictionary]
• His shirt was a bilious shade of green. — Sua camisa era de um tom bilioso de verde. [Cambridge Dictionary]

- NO TEXTO:

• He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks.
• Costumava empanturrar-se à mesa, o que o tornava bilioso, com olhos poucos perceptíveis e turvos e bochechas flácidas.
• Contextualmente, o adjetivo "BILIOUS, tem o sentido de "SICKLY".
• Sendo assim, a alternativa (D) é a correta.

- RESOLUÇÃO RÁPIDA CONTEXTUAL:

In the fragment,

"He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks…",

the underlined term can be best replaced by:

(A) amicable. (AMIGÁVEL)
(B) foiled. (FRUSTADO)
(C) joyful. (ALEGRE)
(D) sickly. (DOENTIO)
(E) passionate. (APAIXONADO)

05 – (COSEAC-2016-PMN/RJ-PROFESSOR)

In the fragment,

"…she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.…",

the underlined clause is an example of a:

(A) purpose clause.
(B) concessive clause.
(C) reason clause.
(D) result clause.
(E) time clause.

👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
IDEIA CONTEXTUAL: THOUGH (embora, se bem que) transmite → IDEIA DE CONTRADIÇÃO ou PERMISSÃO DE UM FATO CONTRADITO ANTERIORMENTE.
"…she never saw him strike or heard him abuse me, though he did both now and then in her very presence, more frequently, however, behind her back.…"
(ela nunca o viu atacar ou ouviu-o abusar de mim, EMBORA ele tenha feito as duas coisas de vez em quando na presença dela, com mais frequência, no entanto, pelas costas dela ...")
*Alternativa (A): Oração de finalidade.
*Alternativa (B): Oração concessiva.
*Alternativa (C): Oração causal.
*Alternativa (D): Oração finalidade.
*Alternativa (E): Oração temporal.

❑ TRADUÇÃO - TEXT 2: 

Multicultural Education in Your Classroom

Educação multicultural na sua sala de aula

By: E.K. Garcia

America has always been referred to as a melting pot, but ideally, it's a place where we strive to invite everyone to celebrate exactly who they are. As the US. population is becoming increasingly diverse and technology makes the world feel increasingly smaller, it is time to make every classroom a multicultural classroom.
A América sempre foi referida como um caldeirão de culturas, mas o ideal é que seja um lugar onde nos esforcemos por convidar toda a gente a celebrar exatamente quem é. Como  população norte-americana está se tornando cada vez mais diversificada e a tecnologia faz o mundo parecer cada vez menor, é hora de fazer de cada sala de aula uma sala de aula multicultural.
Multicultural education is more than celebrating Cinco de Mayo with tacos and piñatas or reading the latest biography of Martin Luther King Jr. It is an educational movement built on basic American values such as freedom, justice, opportunity, and equality. It is a set of strategies aimed to address the diverse challenges experienced by rapidly changing U.S. demographics. And it is a beginning step to shifting the balance of power and privilege within the education system.
A educação multicultural é mais do que celebrar o Cinco de Mayo com tacos e piñatas ou ler a última biografia de Martin Luther King Jr. É um movimento educativo assente em valores americanos básicos como a liberdade, a justiça, a oportunidade e a igualdade. É um conjunto de estratégias destinadas a enfrentar os diversos desafios enfrentados pela rápida evolução demográfica dos EUA. E é um passo inicial para alterar o equilíbrio de poder e privilégio no sistema educativo.
The goals of multicultural education include creating a safe, accepting and successful learning environment for all, increasing awareness of global issues, strengthening cultural consciousness, strengthening intercultural awareness, teaching students that there are multiple historical perspectives, encouraging critical thinking and preventing prejudice and discrimination.
Os objetivos da educação multicultural incluem a criação de um ambiente de aprendizagem seguro, aceitável e bem sucedido para todos, a sensibilização para as questões globais, o reforço da consciência cultural, o reforço da consciência intercultural, o ensino aos alunos de que existem múltiplas perspectivas históricas, o incentivo ao pensamento crítico e a prevenção do preconceito e da discriminação.
According to the National Association for Multicultural Education (NAME), the advantages of multicultural education are helping students develop positive self-image, offering students an equitable educational opportunity, allowing multiple perspectives and ways of thinking, combating stereotypes/prejudicial behavior and teaching students to critique society in the interest of social justice.
De acordo com a Associação Nacional para a Educação Multicultural (NAME), as vantagens da educação multicultural são ajudar os alunos a desenvolver uma autoimagem positiva, oferecer aos alunos uma oportunidade educativa equitativa, permitir múltiplas perspectivas e formas de pensar, combater estereótipos/comportamentos preconceituosos e ensinar os alunos a criticar a sociedade no interesse da justiça social.
Contrary to popular belief, multicultural education is more than cultural awareness, but rather an initiative to encompass all under-represented groups (people of color, women, people with disabilities, etc) and to ensure curriculum and content including such groups is accurate and complete.
Contrariamente à crença popular, a educação multicultural é mais do que uma consciencialização cultural, mas sim uma iniciativa para abranger todos os grupos sub-representados (pessoas de cor, mulheres, pessoas com deficiência, etc.) e para garantir que o currículo e os conteúdos que incluem esses grupos são exatos e completos.
Most curriculums focus more on North America and Europe than any other region. Most students have learned about genocide through stories of the Holocaust, but do they know that hundreds of thousands of people are being killed in places like Darfur and Rwanda? Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history.
A maior parte dos currículos centra-se mais na América do Norte e na Europa do que em qualquer outra região. A maioria dos alunos aprendeu sobre o genocídio através de histórias do Holocausto, mas será que sabem que centenas de milhares de pessoas estão a ser mortas em locais como o Darfur e o Ruanda? Apesar da nossa grande proximidade com a América Latina, as escolas americanas normalmente passam pouco tempo a ler literatura latino-americana ou a aprender sobre a sua cultura e história.
_______, multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy. Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy.
_______, a educação multicultural é mais bem sucedida quando implementada como uma abordagem a nível de toda a escola, com a reconstrução não só do currículo, mas também da política organizacional e institucional. Os educadores têm de estar conscientes, receptivos e aceitar as diversas crenças, perspectivas e experiências. Devem também estar dispostos e prontos a abordar questões controversas.
These issues include, but are not limited to, racism, sexism, religious intolerance, classism, ageism, etc.

Estas questões incluem, mas não se limitam a, racismo, sexismo, intolerância religiosa, classismo, discriminação etária, etc.

Adapted from http://www.teachhub.com/multiculturaleducation-your-classroom Accessed on 21 April 2016)

06 – (COSEAC-2016-PMN/RJ-PROFESSOR)

According to the text, Multiculturalism Education has become an important issue in American classrooms because they:

(A) need to learn more about North American and European history.
(B) have to respond to the challenges aroused by their diverse population.
(C) want to change their educational system to be more cultural aware.
(D) decided to embrace typical celebrations from all over the world.
(E) believe they can be more conscious of relevant global issues.

👍 Comentários e Gabarito   B  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

According to the text, Multiculturalism Education has become an important issue in American classrooms because they:

De acordo com o texto, a Educação Multiculturalista tornou-se uma questão importante nas salas de aula americanas porque elas:

(A) need to learn more about North American and European history. – precisam aprender mais sobre a história da América do Norte e da Europa.

(B) have to respond to the challenges aroused by their diverse population. – têm que responder aos desafios suscitados pela diversidade da sua população.
(C) want to change their educational system to be more cultural aware. – querem mudar o seu sistema educativo para terem mais consciência cultural.
(D) decided to embrace typical celebrations from all over the world. – decidiram abraçar as celebrações típicas de todo o mundo.
(E) believe they can be more conscious of relevant global issues. – acreditam que podem ser mais conscientes das questões globais relevantes.

07 – (COSEAC-2016-PMN/RJ-PROFESSOR)

According to the author, it can be said that one of the gains of multicultural education is to:

(A) develop students' confidence.
(B) teach the truth of historical facts.
(C) focus on the local issues.
(D) avoid debates about hot topics.
(E) promote a standard.

👍 Comentários e Gabarito   A  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

According to the author, it can be said that one of the gains of multicultural education is to:

De acordo com o autor, pode-se dizer que um dos ganhos da educação multicultural é:

(A) develop students' confidence. – desenvolver a confiança dos alunos.
(B) teach the truth of historical facts. – ensinar a verdade dos fatos históricos.
(C) focus on the local issues. – centrar-se nas questões locais.
(D) avoid debates about hot topics. – evitar debates sobre temas quentes.
(E) promote a standard. – promover um padrão.

08 – (COSEAC-2016-PMN/RJ-PROFESSOR)

The word "consciousness" is formed by a process called suffixation. The word formed by the same process is:

(A) taxfree.
(B) democracy.
(C) nightfall.
(D) outnumber.
(E) surcharge.

👍 Comentários e Gabarito   B  
TÓPICO – SUFFIX :

The word "consciousness" is formed by a process called suffixation.

(A palavra "consciousness" é formada por um processo chamado sufixação.)

The word formed by the same process is:

(A palavra formada pelo mesmo processo é:)

(A) taxfree. (FORMADA POR COMPOSIÇÃO)
(B) democracy. (FORMADA POR SUFIXAÇÃO)
(C) nightfall. (FORMADA POR COMPOSIÇÃO)
(D) outnumber. (FORMADA POR PREFIXAÇÃO)
(E) surcharge. (FORMADA POR PREFIXAÇÃO)

- SUBSTANTIVOS FORMADOS PELO SUFIXO - CRACY:

* SUFIXO ( - CRACY) — Sufixo que significa GOVERNO, REGRA ou CORPO GOVERNANTE.

• DEMOCRACY — Democracia.
• ARISTOCRACY — Aristocracia.
• BUREAUCRACY — Burocracia.

09 – (COSEAC-2016-PMN/RJ-PROFESSOR)

In the fragment,

"Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history.",

the underlined term can be substitute by:

(A) notwithstanding.
(B) additionally.
(C) furthermore.
(D) unless.
(E) even if.

👍 Comentários e Gabarito   A  
TÓPICO - PREPOSITION - DESPITE - APESAR DE:

➭ DESPITE (preposition) – APESAR DE. [www.linguee.com.br]

➭ DESPITE (preposition) – Sinônimo de NOTWITHSTANDING. [https://dictionary.cambridge.org]

From: www.ldoceonline.com

From: https://dictionary.cambridge.org

10 – (COSEAC-2016-PMN/RJ-PROFESSOR)

"_______, multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy."

The best expression to complete the excerpt is:

(A) However.
(B) But.
(C) Despite.
(D) Seldom.
(E) Thus.

👍 Comentários e Gabarito   E  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

❑ TRADUÇÃO - TEXT 3:

Why teach reading?

Porquê ensinar a ler?

There are many reasons why getting students to read English texts is an Important part of the teacher‟s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
Há muitas razões pelas quais levar os alunos a ler textos em inglês é uma parte importante do trabalho do professor. Em primeiro lugar, muitos deles querem ser capazes de ler textos em inglês, seja para as suas carreiras, para fins de estudo ou simplesmente por prazer. Tudo o que pudermos fazer para lhes facilitar a leitura deve ser uma boa ideia.
Reading is useful ___ other purposes too: any exposure to English, (provided students understand it more or less) is a good thing for language students. At the very least, some of the language sticks ___ their minds as part of the process ___ language acquisition, and, if the reading text is, especially interesting and engaging, acquisition is likely to be even more successful.

Reading texts also provide good model ____ English writing. When we teach the skill of writing, we will need to show students models _____ what we are encouraging them to do.

Reading texts also provide opportunities ______ study language vocabulary, grammar, punctuation, and the way We construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard ______ well-rounded, fascinating lessons.

Adapted from http://mozva.blogspot.com.br/2014/10/how-toteach-reading-by-jeremy-harmer.html

Accessed on 21 April 2016)

11 – (COSEAC-2016-PMN/RJ-PROFESSOR)

The best sequence of prepositions to fill in the blanks is:

(A) for – on – of – of – of – to – at.
(B) to – in – on – in – of – for – to.
(C) for – in – of – for – of – to – for.
(D) to – on – on – of – in – for – at.
(E) for – on – in – for – of – to – at

👍 Comentários e Gabarito   C  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

12 – (COSEAC-2016-PMN/RJ-PROFESSOR)

When teaching reading skills, teachers need to teach different ways of reading a text.

The instruction which is related to reading for gist is represented by:

(A) Answer this question: how many brothers does she have?
(B) Find out Jane‟s phone number in Kate‟s phone book.
(C) Read the label and identify the number of calories in the jam.
(D) Decide which is the best heading for the text.
(E) Tell your partner what time is the movie session.

👍 Comentários e Gabarito   D  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

❑ TRADUÇÃO - TEXT 4:

(…) In describing methods, the difference between a philosophy of language teaching at the level of theory and principles, and a set of derived procedures for teaching a language, is central. In an attempt to clarify this difference, a scheme was proposed by the American applied linguist Edward Anthony in 1963. He identified three levels of conceptualization and organization, ________ he termed approach, method, and technique.

The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach ...
A organização é hierárquica. A chave organizacional é que as técnicas executam um método que é consistente com uma abordagem ...
An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught...
Uma abordagem é um conjunto de pressupostos correlativos que tratam da natureza do ensino e da aprendizagem de línguas. Uma abordagem é axiomática. Descreve a natureza da matéria a ser ensinada...
... Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods ...
... O método é um plano global para a apresentação ordenada de material linguístico, em que nenhuma parte contradiz a abordagem selecionada e em que toda ela se baseia. Uma abordagem é axiomática, um método é processual. Dentro de uma abordagem, pode haver muitos métodos ...
... A technique is implementational - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.
(Anthony 1963:63-7)

... Uma técnica é implementacional - aquilo que realmente acontece numa sala de aula. É um truque, estratagema ou artifício específico utilizado para atingir um objetivo imediato. As técnicas devem ser coerentes com um método e, por conseguinte, estar também em harmonia com uma abordagem. (Anthony 1963:63-7)

According to Anthony's model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at ________ theory is put into practice and at _____ choices are made about the particular skills to be taught, the content to be taught, and the order in ______ the content will be presented; technique is the level at _____ classroom procedures are described.

(RICHARDS, J; ROGERS, T; SWAN, M. (1999) Approaches and Methods in Language Teaching. Cambridge: CUP. 15th edition)

13 – (COSEAC-2016-PMN/RJ-PROFESSOR)

In accordance with the descriptions of approach, method and technique, the alternative that presents two techniques is:

(A) drilling and eliciting.
(B) drilling and writing.
(C) drilling and reading.
(D) eliciting and writing.
(E) eliciting and reading.

👍 Comentários e Gabarito   A  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

14 – (COSEAC-2016-PMN/RJ-PROFESSOR)

Observe the fragments below:

"He identified three levels of conceptualization and organization, _____ he termed approach, method, and technique."

"…method is the level at _____ theory is put into practice and at _____ choices are made about the particular skills to be taught, the content to be taught, and the order in ______ the content will be presented; technique is the level at _____ classroom procedures are described."

The best sequence to fill in the blanks in the following sentences is:

(A) that – that – which – that – which.
(B) that – that – that – that – that.
(C) which – that – which – that – that.
(D) which – which – which – which - which.
(E) which – that – that – that – which.

👍 Comentários e Gabarito   C  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

* VER RESOLUÇÃO DA QUESTÃO 12.

15 – (COSEAC-2016-PMN/RJ-PROFESSOR)

In the sentence "…choices are made about the particular skills to be taught…", the verbs are in the:

(A) Present Perfect and Present Perfect.
(B) Present Simple and Present Simple.
(C) Present Simple Passive and Past Simple.
(D) Present Simple and Past Simple Passive.
(E) Present Simple Passive and Passive Infinitive.

👍 Comentários e Gabarito   E  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

16 – (COSEAC-2016-PMN/RJ-PROFESSOR)

In relation to word building, chose the correct sequence of the plural of the following nouns:

elf, campus, ox, series, analysis, echo:

(A) elfs, pennies, oxen, series, analyses, echos.
(B) elfs, pennies, oxen, series, analysis, echoes.
(C) elves, pence, oxies, series, analysis, echoes.
(D) elves, pence, oxen, series, analyses, echoes.
(E) elves, pence, oxies, series, analysis, echos.

👍 Comentários e Gabarito   X  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

17 – (COSEAC-2016-PMN/RJ-PROFESSOR)

Choose the alternative which has the translation of the false cognates “sensible”, “enroll”, “adept”, “uneducated” to Portuguese:

(A) sensato, matricular, perito, sem instrução.
(B) sensato, enrolar, adepto, mal-educado.
(C) sensível, enrolar, perito, sem instrução.
(D) sensível, matricular, adepto, mal-educado.
(E) sensato, enrolar, perito, sem instrução.

👍 Comentários e Gabarito   A  
TÓPICO - FALSE COGNATES:

➭ SENSIBLE – SENSATA. RACIONAL, PRÁTICA, MOSTRA BOM SENSO.

From: www.ldoceonline.com

➭ ENROLL (US) or ENROL (UK) – INSCREVER, MATRICULAR.

From: www.ldoceonline.com

➭ ADEPT – HABILIDOSO, ESPECIALISTA, PERITO.

From: www.ldoceonline.com

➭ UNEDUCATED – SEM INSTRUÇÃO, COM POUCA OU NENHUMA INSTRUÇÃO.

From: www.ldoceonline.com

18 – (COSEAC-2016-PMN/RJ-PROFESSOR)

Read the fragment from the news below:

a. "Donald Trump will change Republican party rules to make the nomination process more uniform if he becomes the GOP presidential candidate..."

The Guardian (Extracted from http://www.theguardian.com/usnews/2016/apr/

21/trump-to-change-nomination-rules-if-he-

becomes-gop-nominee-ben-carson-says

Accessed on 23 April 2016)

b. "Izzi Seccombe, the LGA's community wellbeing spokeswoman, said: "We want restaurant owners to play their part in tackling childhood obesity by offering families tap water"."

The Guardian (Extracted from http://www.theguardian.com/society/

2016/apr/23/restaurants-told-

to-give-all-families-tap-water-to-fight-childhood-obesity Accessed on 23 April 2016)

c. "During the trial, the jury asked to be shown round the "House of Horrors" – for once the cliche seemed appropriate – where the Wests had carried out most of their killings. The judge, Mr Justice Mantell, said that a journalist could accompany them, and mine was the name picked out of the hat."

The Guardian (Extracted from

http://www.theguardian.com/uk-news/2016/ apr/23/duncan-campbell-cops-robbers-and-me

Accessed on 23 April 2016)

d. "If we had been sophisticated and calculating we never would have started."

The Guardian (Extracted from http://www.theguardian.com/stage/2016/

apr/23/cloud-gatetaiwan-dance-song

-wanderers Accessed on 23 April 2016)

The sentences underlined are classified, respectively:

(A) mixed conditional, direct speech, direct speech, third conditional.
(B) first conditional, direct speech, indirect speech, third conditional.
(C) first conditional, indirect speech, indirect speech, second conditional.
(D) mixed conditional, indirect speech, indirect speech, third conditional.
(E) mixed conditional, indirect speech, direct speech, third conditional.

👍 Comentários e Gabarito   B  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

19 – (COSEAC-2016-PMN/RJ-PROFESSOR)

Choose the correct sequence of the synonyms of the following phrasal verbs: turn up, bring off, keep on, put off, break in:

(A) to arrive, to produce, to continue, to grow, to destroy.
(B) to equip, to accomplish, to control, to postpone, to destroy.
(C) to equip, to produce, to continue, to grow, to instruct.
(D) to arrive, to accomplish, to control, to postpone, to destroy.
(E) to arrive, to accomplish, to continue, to postpone, to instruct.

👍 Comentários e Gabarito   E  
TÓPICO - PHRASAL VERBS:

➭ TO TURN UP – TO BE FOUND or TO ARRIVE or TO HAPPEN.

From: www.oxfordlearnersdictionaries.com

➭ TO BRING OFF – TO SUCCEED (CONSEGUIR, TER SUCESSO, OBTER ÊXITO), TO ACCOMPLISH (CONQUISTAR, REALIZAR). 

From: www.oxfordlearnersdictionaries.com

From: https://idioms.thefreedictionary.com/

➭ TO KEEP ON – TO CONTINUE. 

From: www.ldoceonline.com

➭ TO PUT OFF – TO POSTPONE, TO DELAY.

From: www.oxfordlearnersdictionaries.com

 ➭ TO BREAK IN – TO TRAIN, TO INSTRUCT.

From: https://idioms.thefreedictionary.com/

❑ TRADUÇÃO - TEXT 5:
"In discussing tense, we concentrated on location of a situation. In order to talk about ASPECT, we have to look inside the situation. In terms of its internal dimensions, a situation may be represented as fixed or changing, it may be treated as lasting for only a moment or having duration, and it can be viewed as completed or as ongoing. These are aspectual distinctions.
"Ao discutirmos o tempo verbal, concentrámo-nos na localização de uma situação. Para falarmos de ASPECTO, temos de olhar para o interior da situação. Em termos das suas dimensões internas, uma situação pode ser representada como fixa ou em mudança, pode ser tratada como durando apenas um momento ou tendo duração, e pode ser vista como concluída ou em curso. Estas são distinções aspectuais.
Because aspect has to do with the kind of situation perceived or experienced, it can be expressed both lexically and grammatically.”

Como o aspeto tem a ver com o tipo de situação percebida ou vivida, pode ser expresso tanto lexicalmente como gramaticalmente".

(YULE, 2000;62)

20 – (COSEAC-2016-PMN/RJ-PROFESSOR)

According to YULE (2000), when we are discussing tense, we need to look at the location of a given situation. However, when the issue is aspect, we need to look inside the situation itself. Taking into consideration both the lexical and grammatical aspects of the verb, the sentence that describes that at this time I look back at myself in an activity viewed internally as in progress is:

(A) I have done the homework.
(B) I had moved to London.
(C) I have been cooking.
(D) I had been watching TV.
(E) I had owned the old car.

👍 Comentários e Gabarito   C  
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

According to YULE (2000), when we are discussing tense, we need to look at the location of a given situation. However, when the issue is aspect, we need to look inside the situation itself.

De acordo com YULE (2000), quando estamos discutindo tempo verbal, precisamos olhar para a localização de uma determinada situação. Porém, quando a questão é aspecto, precisamos olhar para dentro da própria situação.

Taking into consideration both the lexical and grammatical aspects of the verb, the sentence that describes that at this time I look back at myself in an activity viewed internally as in progress is:

Levando em consideração tanto os aspectos lexicais como gramaticais do verbo, a frase que descreve que neste momento eu olho para mim mesmo em uma atividade vista internamente como em andamento é:

(A) I have done the homework. – Fiz os trabalhos de casa.
(B) I had moved to London. – Mudei-me para Londres.
(C) I have been cooking. – Estive cozinhando.
(D) I had been watching TV. – Eu estava assistindo TV.
(E) I had owned the old car. – Eu tinha o carro velho.