SME/RJ – 2009 – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – PREFEITURA DA CIDADE DO RIO DE JANEIRO – PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: SME/RJ-2023-PROFESSOR.

➧ BANCA/ORGANIZADOR: PREFEITURA DA CIDADE DO RIO DE JANEIRO - www.rio.rj.gov.br/web/portaldeconcursos

➧ GABARITO:

01-B, 02-C, 03-B, 04-D, 05-C

06-A, 07-D, 08-C, 09-D, 10-D

11-B, 12-A, 13-C, 14-A, 15-B

16-B, 17-D, 18-C, 19-D, 20-B

21-A, 22-D, 23-C, 24-B, 25-A

26-A, 27-C, 28-D, 29-C, 30-B

➧ VOCABULÁRIO:

• [to address = means to deal with a particular problem or need]

• [to flee = to escape by running away, especially because of danger or fear = escapar fugindo]

• [Other words for flee = run away, get away, be gone, escape, evade]

• [must be addressed = deve ser enfrentado, deve ser lidado]

• [proficiency(proFêxênssi) = skill = adeptness = proficiência, habilidade, aptidão]

• [refugee(Réfíudji) = a person who has escaped from their own country for political, religious, or economic reasons or because of a war = refugiado]

• [Other words for refugee = emigrant, escapee, fugitive, expat, castaway]

• [success = the accomplishment of an aim or purpose]

• [Syrian(Síurién) = Sírio]

• [accomplished = realized = fulfilled = practiced = realizado, praticado]

• [addressed(âDrést) = enfrentado, lidadi]

• [a shared language = uma linguagem compartilhada]

• [a significant challenge = um desafio significativo]

• [language barrier = barreira linguística]

• [language training = treinamento de línguas]

• [language learner = aluno de idioma]

• [personal schedules = programações pessoais]

• [Several multi-million pound training contracts = Vários contratos de treinamento de vários milhões de libras]

• [smooth settlement = acomodação tranquila]

• [training contracts = contratos de treinamento]

• [the actual needs = as necessidades reais]

• [the language barrier = a barreira do Idioma]

• [a key enabler of success = um fator de chave de sucesso]

• [All the goodwill = Toda a boa vontade]

• [For its part = Por sua vez]

• [The issue of language = A questão da linguagem]

• [Brexit(Brék-Sêt) = British exit = an exit by the United Kingdom from the European Union = saída britânica da União Européia]

• [financial backing = apoio financeiro, suporte financeiro]

• [technical expertise = perícia técnica]

➧ INSTRUÇÃO: Read the following article and answer questions 01 to 15 based on the text.

Faced with the unprecedented stream of migrants fleeing war and trauma in the Middle East and North Africa, Europe needs to take clear-sighted action.

For its part, the UK has agreed to take 20,000 refugees, a significant portion of whom will likely be children and orphans according to report. One key aspect in ensuring their smooth settlement in the UK will be providing these refugees with language training.

Many Syrians are well-educated and many speak fluent English. Others, however, do not speak English well enough to function professionally within the UK. The issue of language is so fundamental to our lives that we often overlook it. Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier. All the goodwill, financial backing, and technical expertise to deliver needed medical, economic, military, engineering, or navigational training may be present; but unless there is a shared language in which to impart that knowledge, little will be accomplished.

One of the biggest misconceptions about language is that if you “just go to the country,” you’ll pick it up. Many people believe that immersion will guarantee fluency; yet you may well know several immigrants who have been in this country for years and still only speak broken English. You might also know dozens of expats in various countries across the world who have failed to pick up the local languages of their host countries. Training and effort are both necessary.

Though not a guarantee of fluency, immersion is a wonderful opportunity. The first issue we need to address with respect to refugees is ensuring that those who come will actually be immersed. That is, that they will be welcomed as part of larger communities, and not simply join communities of other refugees. On the other hand, immersion is just an opportunity, and in order to take full advantage of it, training and education are required. In terms of refugees, we need to consider options for the provision of language training, whether by self-study, classroom instruction, private tuition, or some combination of the three.

The array of needs is staggering. In truth, every language learner has a different set of learning objectives, and will require different training to meet those objectives. Coordinating the actual needs with providers in different regions and accounting for different personal schedules and start dates is a significant challenge. It is, however, a challenge that must be addressed immediately, as proficiency in English will be a key enabler of success for refugees in this country.

(Adapted from Aaron Ralby

http://www.blogs.jbs.cam.ac.uk/

socialinnovation/2015/11/16/)

01 – (SME/RJ-2009-PROFESSOR)

The main communicative purpose of the text is to:

(A) explain why a certain problem may have no immediate solution
(B) present a problem and discuss possible solutions to it
(C) present a problem and emphasize how difficult it is to solve it
(D) explain why the solution to a certain problem may be difficult

Resposta:  B

02 – (SME/RJ-2009-PROFESSOR)

The expression "clear-sighted" (introductory lines) is:

(A) a verbal compound which means “having very good judgment about things in the future”
(B) an adjectival compound which means “able to see things that are far away very clearly”
(C) an adjectival compound which means “having a good understanding of a particular subject”
(D) a verbal compound which means “having or showing an ability to think of a subject clearly”

Resposta:  C

03 – (SME/RJ-2009-PROFESSOR)

The Present Perfect in the sentence

"For its part, the UK has agreed to take 20,000 refugees"(paragraph 1)

conveys:

(A) an expected action which has not happened yet
(B) a finished action with a result in the present
(C) an action in the past which is still happening.
(D) an action in the past which expresses experience.

Resposta:  B

04 – (SME/RJ-2009-PROFESSOR)

In the excerpt

"a significant portion of whom" (paragraph 1), the pronoun 

"whom" refers to:

(A) the UK
(B) the children
(C) the orphans
(D) the refugees

Resposta:  D

- The relative pronoun WHOM refers to THE REFUGEES:

- "[...] For its part, the UK has agreed to take 20,000 refugees, a significant portion of whom will likely be children and orphans according to report."

(Por sua vez, o Reino Unido concordou em receber 20.000 refugiados, uma parte significativa dos quais provavelmente serão crianças e órfãos, de acordo com o relatório.)

- We use WHOM to refer to PEOPLE, when the person is the object of the verb, that is, WHOM refers to PEOPLE with object function.

- In this case, the UK agreed to receive what?

- The answer is : the UK has agreed to take 20,000 refugees.

- So "whom" refers to the object of the verb to take, that is, 20,000 refugees.

05 – (SME/RJ-2009-PROFESSOR)

Compound nouns can be formed by a combination of two nouns. This pattern can be observed in the following pair of compounds:

(A) local language and host country
(B) personal schedule and private tuition
(C) classroom instruction and training contracts
(D) technical expertise and key aspect

Resposta:  C

06 – (SME/RJ-2009-PROFESSOR)

The excerpt

"The issue of language is so fundamental to our lives that we often overlook it" (paragraph 1)

means that:

(A) language is inherent to our lives, so we do not pay attention to it
(B) language is essential to our lives, so we pay too much attention to it
(C) language is necessary to our lives, but we should not pay attention to it
(D) language is precious to our lives, so we should pay attention to it

Resposta:  A

➧ BIZU FEROZ ➝ TO OVERLOOK (ignore, pass up, do not pay attention to) – IGNORAR, DEIXAR PASSAR DESPERCEBIDO, NÃO PRESTAR ATENÇÃO.

• The issue of language is so fundamental to our lives that we often overlook it.
• A questão da linguagem é tão fundamental em nossas vidas que muitas vezes a ignoramos.

(A) a linguagem é inerente às nossas vidas, por isso não prestamos atenção nela
(B) a linguagem é essencial para nossas vidas, por isso prestamos muita atenção a ela
(C) a linguagem é necessária para nossas vidas, mas não devemos prestar atenção nela
(D) a linguagem é preciosa para nossas vidas, por isso devemos prestar atenção nela

07 – (SME/RJ-2009-PROFESSOR)

The sentence

"Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier" (paragraph 2)

means that:

(A) the language barrier has been raising the value of training contracts to a multi-million pound level
(B) the language barrier has shown the need to take into consideration multi-million pound training contracts
(C) the language barrier has been a problem which only addresses multi-million pound training contracts
(D) the language barrier has prevented the delivery of a number of multi-million pound training contracts

Resposta:  D

(A) a barreira do idioma aumentou o valor dos contratos de treinamento para um nível de vários milhões de libras
(B) a barreira do idioma mostrou a necessidade de levar em consideração contratos de treinamento de vários milhões de libras
(C) a barreira do idioma tem sido um problema que aborda apenas contratos de treinamento de vários milhões de libras
(D) a barreira do idioma impediu a entrega de vários contratos de treinamento de vários milhões de libras

08 – (SME/RJ-2009-PROFESSOR)

The excerpt

"…unless there is a shared language in which to impart that knowledge, little will be accomplished" (paragraph 2)

includes an example of adverb clause of:

(A) reason
(B) time
(C) condition
(D) place

Resposta:  C

➧ BIZU FEROZ :

(1) ADVERB CLAUSE OF CONDITION (IF, EVEN IF, ONLY IF, UNLESS).

09 – (SME/RJ-2009-PROFESSOR)

In the excerpt

“who have failed to pick up the local languages”,

the expression “pick up” (paragraph 3) means:

(A) memorize
(B) teach
(C) adapt
(D) learn

Resposta:  D

10 – (SME/RJ-2009-PROFESSOR)

In one of the excerpts below, the author’s words express the idea of possibility:

(A) we need to consider options for the provision of language training
(B) Many people believe that immersion will guarantee fluency
(C) It is however a challenge that must be addressed immediately
(D) You might also know dozens of expats in various countries

Resposta:  D

11 – (SME/RJ-2009-PROFESSOR)

The excerpt

“Though not a guarantee of fluency, immersion is a wonderful opportunity” (paragraph 4)

can best be replaced by:

(A) Immersion is a guarantee of fluency, that is why it is a wonderful opportunity
(B) Immersion is not a guarantee of fluency, but it is a wonderful opportunity
(C) Immersion could represent a wonderful opportunity if it were a guarantee of fluency
(D) Immersion is a guarantee of fluency as well as a wonderful opportunity

Resposta:  B

12 – (SME/RJ-2009-PROFESSOR)

In the excerpt

“ensuring that those who come will actually be immersed” (paragraph 4),

the word “actually” is:

(A) a false cognate which means “in reality”
(B) a true cognate which means “at present”
(C) a false cognate which means “at present”
(D) a true cognate which means “in reality”

Resposta:  A

13 – (SME/RJ-2009-PROFESSOR)

The phrase “On the other hand” (paragraph 4) is:

(A) a degree adverb that describes to what level or extent something is done
(B) a manner adverb that describes something that was done or how it happened
(C) a conjunctive adverb that introduces the second of two contrasting points of view
(D) a place adverb that defines an aspect of location associated with an action

Resposta:  C

The phrase “On the other hand” (paragraph 4) is:

* Alternative (A): a degree adverb that describes to what level or extent something is done.

- Degree Adverbs tell us the intensity of something.

-  These are some of the most common degree adverbs: very, so, scarcely, almost, quite, nearly, too, extremely, enough, just, hardly.

* Alternative (B): a manner adverb that describes something that was done or how it happened

- An adverb of manner describes how you do an action, that is, it describes how we do something.

- So for example: "They dress elegantly!

- The adverb elegantly adds extra detail to the action, to make what we say more interesting and dynamic for the listener or reader.

- Here are some examples:

You speak English fluently.

I slept badly last night.

He worked hard and got a promotion.

The nurse picked up the baby gently.

* Alternative (C): a conjunctive adverb that introduces the second of two contrasting points of view

- Conjunctive adverb joins a statement to the preceding sentence, it a word that is connection information from the sentence before.

- "On the other hand" is a conjunctive adverb, that is, itintroduces the second of two contrasting points of view.

- Note that, at the beginning of the paragraph it is said that: although it is not a guarantee of fluency, immersion is a wonderful opportunity. On the other hand, immersion is just an opportunity and, to take advantage of it, training and education is necessary.

- So, the adverbial expression "On the other hand" connects two independent sentences, but which presents contrasting ideas. 

* Alternative (D): a place adverb that defines an aspect of location associated with an action.

- When we want to say where something happens, we use adverbs of place.

- Adverbs of place indicate where an action occurs.

- Here are some examples:

I’ll sit here, and you can sit there.

The socket is there, under the window.

The documents are here.

He’s getting off the train.

Look outside – there’s snow everywhere!

The cupboard is so full that there’s nowhere to put anything.

14 – (SME/RJ-2009-PROFESSOR)

In the last paragraph, the author concludes that providing refugees with language proficiency is:

(A) imperative due to the importance of English as a key enabler of success
(B) unfeasible due to the staggering array of needs of the millions of refugees
(C) improbable due to the different sets of learning objectives of the learners
(D) challenging due to the need to establish a common training schedule

Resposta:  A

In the last paragraph, the author concludes that providing refugees with language proficiency is:

*Alternative (A): imperative due to the importance of English as a key enabler of success

- At the end of the paragraph, it was stated that English proficiency will be a key factor for the success of refugees in the United Kingdom:

- "[...] It is, however, a challenge that must be addressed immediately, as proficiency in English will be a key enabler of success for refugees in this country.".

*Alternative (B): unfeasible due to the staggering array of needs of the millions of refugees

- Unfeasible means impossible to do easily; impractical.

- According to the text, English proficiency, although a challenge, has to be faced, it has to be practiced as it is a fundamental success factor for refugees in the United Kingdom.

*Alternative (C): improbable due to the different sets of learning objectives of the learners

- Improbable means means not likely to happen.

- The text states that English proficiency has to be tackled immediately, so the author conveys the idea that English proficiency, although difficult, it is possible.

*Alternative (D): challenging due to the need to establish a common training schedule

- Challenging means inspiring, stimulating, difficult; exigent.

- The text does not mention the need to establish a common training schedule.

-"[...] Coordinating the actual needs with providers in different regions and accounting for different personal schedules and start dates is a significant challenge."

15 – (SME/RJ-2009-PROFESSOR)

The title that best summarizes the central idea of the article is:

(A) The role of the UK in the settlement of Syrian refugees
(B) Syrian refugees and their need for language training
(C) English as a language barrier for refugees from the UK 
(D) Professional opportunities for English speaking refugees

Resposta:  B

➧ TEXT II: Based on text 2, an adapted forum discussion, answer questions 16 to 30 below.

Teaching with no books

Dianne Bell

I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks.

Comments
Mila
Junior and Senior Teacher
Posted on 02/22/2015

What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.

Flore
Secondary Teacher
Posted on 01/07/2015

Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming.

Jake
Science Educator
Posted on 11/22/2015

There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.

(Adapted from https://www.englishclub.com/)

16 – (SME/RJ-2009-PROFESSOR)

The main purpose of this blog article is to:

(A) indicate the most effective coursebooks
(B) ask for and offer advice on materials
(C) describe lessons with no textbooks
(D) highlight the importance of textbooks

Resposta:  B

17 – (SME/RJ-2009-PROFESSOR)

In Flore’s sentence “I have found a lot of online resources are useful, especially news articles.” the writer means that:

(A) news articles are the main resources she found
(B) most articles are used for this specific purpose
(C) news articles are solely used as online materials
(D) news articles in particular are useful resources

Resposta:  D

18 – (SME/RJ-2009-PROFESSOR)

In the excerpt

“When it was offered I accepted the job easily…”

in Dianne’s comment, the pronoun “it” refers to:

(A) the framework in the magazines
(B) the language school’s suggestion
(C) the job in a language school
(D) what should be worked on

Resposta:  C

19 – (SME/RJ-2009-PROFESSOR)

In Flore’s sentence

“The teacher has to make the lesson up out of thin air each time…”,

the best synonym for “out of thin air” is:

(A) without any help
(B) creatively
(C) quickly
(D) from nothing

Resposta:  D

20 – (SME/RJ-2009-PROFESSOR)

The phrase “like that” in Flore’s sentenc

 “I had to teach like that once.”

in Dianne’s post functions as:

(A) a noun phrase of means
(B) a prepositional phrase of manner
(C) a verb phrase of purpose
(D) an adverb phrase of instrument

Resposta:  B

21 – (SME/RJ-2009-PROFESSOR)

The excerpts

“it sounds like the school wants you to do conversation classes” (Mila) and

“…you are bound to find resources.” (Flore) entail, 

respectively, the ideas of:

(A) impression - certainty
(B) noise - tendency
(C) opinion - probability
(D) uncertainty - denial

Resposta:  A

22 – (SME/RJ-2009-PROFESSOR)

The main communicative function of Flore’s sentence “If you just type in “Free online English lessons” or something similar …” is to:

(A) deny a condition
(B) express a wish
(C) indicate a possibility
(D) make a suggestion

Resposta:  D

23 – (SME/RJ-2009-PROFESSOR)

The spelling “ou” has the same pronunciation in the following pair of words:
(A) encourage - sound
(B) resource - encourage
(C) countability - bound
(D) found - should

Resposta:  C

24 – (SME/RJ-2009-PROFESSOR)

In Jake’s comment

“…that teaching without textbooks is becoming more and more acceptable including websites…”, 

the non-finite clause functions as:

(A) complement of an adjective
(B) subject
(C) subject complement
(D) object

Resposta:  B

25 – (SME/RJ-2009-PROFESSOR)

The only grammatically adequate pronoun which can be inserted before the phrase “you are teaching to” in Flore’s first sentence is:

(A) that
(B) where
(C) who
(D) for which

Resposta:  A

26 – (SME/RJ-2009-PROFESSOR)

When Dianne says

“…but now I’m out of reliable materials”

she means that:

(A) she no longer has any good resources
(B) she does not trust materials anymore
(C) she is tired of the books she uses
(D) she finds it difficult to choose books

Resposta:  A

27 – (SME/RJ-2009-PROFESSOR)

A synonym for “toss out” in Jake’s sentence

“…that will encourage you to toss out your textbooks”

is:

(A) choose from
(B) check up
(C) throw away
(D) look after

Resposta:  C

28 – (SME/RJ-2009-PROFESSOR)

According to the text, Jake thinks that:

(A) technological tools will soon replace textbooks
(B) textbooks will gradually be considered outdated

(C) teachers prefer to use a variety of materials
(D) teachers should be careful with the use of technology

Resposta:  D

29 – (SME/RJ-2009-PROFESSOR)

Dianne’s sentence “I have started teaching in a language school suggesting no books to teach except for some magazines” implies that:

(A) Dianne suggested the use of no textbooks
(B) only magazines can be used in the school
(C) the school suggests only some magazines
(D) books should not be used in the school

Resposta:  C

30 – (SME/RJ-2009-PROFESSOR)

Mila’s sentence

“Can you give more examples of “frameworks’?”

could be written in reported speech as:

(A) She wondered whether more examples were possible
(B) She asked for more examples of frameworks
(C) She inquired into Dianne’s ability to exemplify
(D) She asked if Jake were able to provide examples

Resposta:  B