UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA - CONCURSO PÚBLICO Secretaria de Educação do Estado do Ceará - Prova com gabarito.

 Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: UECE-CEV-2018-PROFESSOR (A) DE INGLÊS, aplicada em 21/10/2018.

➧ BANCA/ORGANIZADOR: Universidade Estadual do Ceará - Comissão Executiva do Vestibular - www.uece.br/cev.

➧ PADRÃO/COMPOSIÇÃO DA PROVA: 50 questões do tipo múltipla escolha (A,B,C,D,E).

➧ GABARITO:

01-D, 02-A, 03-C, 04-A, 05-B

06-C, 07-D, 08-A, 09-B, 10-C

11-B, 12-A, 13-D, 14-C, 15-B

16-A, 17-B, 18-A, 19-D, 20-C

21-A, 22-D, 23-B, 24-A, 25-C

26-D, 27-A, 28-B, 29-D, 30-A

31-D, 32-C, 33-A, 34-C, 35-A

36-B, 37-D, 38-C, 39-B, 40-A

41-D, 42-C, 43-B, 44-D, 45-A

46-C, 47-B, 48-D, 49-A, 50-C

➧ TEXT I:

Five Effective Strategies for English Teachers

Teaching English is no easy feat. With a variety of different skill levels in every classroom, teachers must employ effective strategies that allow each student to learn the material. Whether the class focuses on literature, grammar, or language skills, these teaching strategies will come in handy for many English teachers.

Vocabulary building.

This is an important component of any English class. This strategy focuses a portion of each classroom session on building a better vocabulary. Teachers can ask students to point out unfamiliar words and go over the meanings in class or use interactive vocabulary-building exercises which relate to the class’s reading material.

Writer’s Workshop.

Have students participate in a writer’s workshop several times each year. The writing workshop model created by Lucy Calkins, founder of the Teachers College Reading and Writing Project, allows students to learn about and participate in all aspects of the writing process: drafting, revision, editing and publishing.

Peer Response and editing.

This can be a very valuable teaching strategy for both the teacher and the student, and there are many peer response strategies to try in class. Students get a chance to think critically about others’ writing and see the results their classmates got from a writing assignment. In addition, teachers can observe how different students learn and what strategies might work better in the future.

Cooperative Learning.

This learning strategy is useful for English teachers who incorporate literature into their classroom. Cooperative learning requires students to discuss a piece of literature in small groups. By allowing the students to engage in meaningful discussion, they begin to learn to analyze literature and participate in an educational process that they will find more interesting than a general lecture on a chapter in a book.

Student-chosen texts.

(MISSING PARAGRAPH)

Depending __(31)__  the grade level __(32)__  and the type of material assigned based __(33)__  the curriculum plan, English teachers will have to try one or more of the __(34)__  strategies to make __(35)__ classroom work. The same __(36)__  may not work from year to year, and teachers __(37)__  find that while one strategy works for one teacher, it does not work in their classroom. English teachers who __(38)__ flexible and willing to experiment __(39)__ teaching strategies __(40)__ sure to find a winning formula.

Extracted from: https://education.cuportland.edu/blog/classroom-resources/teaching-strategiesfor-english-teachers/

QUESTIONS (01-10): Mark the option that correctly completes the numbered blanks (01–10) in Text I.

01 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) in

B) of

C) at

D) on

• ANSWER (D)

* The alternative (A) suggests that "Depending IN the grade level".

* The alternative (B) suggests that "Depending OF the grade level".

* The alternative (C) suggests that "Depending AT the grade level".

* The alternative (D) suggests that "Depending ON the grade level"(Dependendo do nível de graduação escolar).

➧ DEPEND ON(depender de, contar com) is a phrasal verb and it means be determined by(ser determinado por), it means to trust someone or something(confiar em alguém ou algo, contar com alguém ou algo).

- depending on the product.(dependendo do produto);

- depending on the weather(dependendo do tempo);

- depending on the vessel(dependendo da embarcação).

- depending on the circumstances(dependendo das circunstâncias).

- depending on many factors(dependendo de muitos fatores).

- depending on customer(dependendo do cliente).

- depending on your needs(dependendo de suas necessidades.).

- depending on the type of rented vehicle(dependendo do tipo de veículo alugado.).

- Never depend on anyone but yourself.(Nunca dependa de ninguém exceto de você mesmo!) 

02 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) taught

B) teaches

C) teach

D) will teach

• ANSWER (A)

* The alternative (A) suggests that "Depending on the grade level TAUGHT".(Dependendo do nível de graduação ENSINADO)

* The alternative (B) suggests that "Depending on the grade level TEACHES".

* The alternative (C) suggests that "Depending on the grade level TEACH".

* The alternative (D) suggests that "Depending on the grade level WILL TEACH".

➧ Question that addresses the PAST PARTICIPLE used as a verb.

➧ In this case, the verb is TO TEACH(teach, taught, taught) and the past participle is TAUGHT.

03 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) in

B) at

C) on

D) for

• ANSWER (C)

* The alternative (A) suggests that "Depending on the grade level taught and the type of material assigned based IN the curriculum plan,"

* The alternative (B) suggests that "Depending on the grade level taught and the type of material assigned based AT the curriculum plan,"

* The alternative (C) suggests that "Depending on the grade level taught and the type of material assigned based ON the curriculum plan,"(Dependendo do nível de ensino ministrado e do tipo de material atribuído com base no plano curricular, ")

* The alternative (D) suggests that "Depending on the grade level taught and the type of material assigned based FOR the curriculum plan,"

➧ Question that addresses the adjective BASED ON(baseado, com base em).

- based on current campaigns.(com base nas campanhas atuais);

- based on online images.(baseado em imagens online);

- based on expert rules.(com base em regras de especialistas);

- based on their interests and goals.(com base em seus interesses e objetivos.)

- based on previous protocols.(com base em protocolos anteriores.)

- based on customer need.(com base na necessidade do cliente)

- based on the information provided.(com base na informação fornecida)

04 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) above

B) over

C) under

D) beside

• ANSWER (A)

* The alternative (A) suggests that "English teachers will have to try one or more of the ABOVE strategies".

* The alternative (A) suggests that "English teachers will have to try one or more of the OVER strategies".

* The alternative (A) suggests that "English teachers will have to try one or more of the UNDER strategies".

* The alternative (A) suggests that "English teachers will have to try one or more of the BESIDE strategies".

➧ With the noun STRATEGIES, we can have "over the strategies" or "The strategies over". The structure" the over strategies "is grammatically inadequate and morphologically it does not make sense.

- The strategies over the next year.(As estratégias para o próximo ano.)

- The strategies over the long-term.(As estratégias de longo prazo.)

- The strategies over the last three years.(As estratégias nos últimos três anos)

➧ With the noun STRATEGIES, we can have "under the strategies" or "The strategies under". The structure" the under strategies "is grammatically inadequate and morphologically it does not make sense.

- The strategies under the public policies.;(As estratégias no âmbito das políticas públicas.)

-  The strategies under a model of best business practices.(as estratégias sob um modelo de melhores práticas de negócios.)

➧ With the noun STRATEGIES, we can have "besides the strategies". The structure" the beside strategies "is grammatically inadequate and morphologically it does not make sense.

- Besides the above strategies.(Além das estratégias acima);

- Besides implementing the strategies.(Além de implementar as estratégias);

➧ PAY ATTENTION: beside(ao lado de) x besides(além, além do mais, além disso).

05 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) his

B) their

C) your

D) her

• ANSWER (B)

➧ Question that addresses the use of THE POSSESSIVE ADJECTIVE(my, your, his, her, its, our, your, their).

* The alternative (A) suggests that "English teachers will have to try one or more of the above strategies to make HIS classroom work."

* The alternative (B) suggests that "English teachers will have to try one or more of the above strategies to make THEIR classroom work."(Os professores de inglês terão que tentar uma ou mais das estratégias acima para fazer a sala de aula DELES funcionar.)

* The alternative (C) suggests that "English teachers will have to try one or more of the above strategies to make YOUR classroom work."

* The alternative (D) suggests that "English teachers will have to try one or more of the above strategies to make HER classroom work."

➧ Remember, the possessive adjectives always form a noun phrase indicating some possession or property, and they grammatically agree with the subject of the sentence.

➧ Option (B) is correct because it suggests the possessive adjective THEIR that grammatically agrees with the plural subject "English teachers".

06 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) test

B) work

C) strategy

D) example

• ANSWER (C)

➧ Question that addresses the contextual use of noun.

* The alternative (A) suggests that "The same TEST may not work from year to year,"

* The alternative (B) suggests that "The same WORK may not work from year to year,"

* The alternative (C) suggests that "The same STRATEGY may not work from year to year,"(A mesma ESTRATÉGIA pode não funcionar de ano para ano,)

* The alternative (D) suggests that "The same EXAMPLE may not work from year to year,"

07 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) should

B) can

C) must

D) may

• ANSWER (D)

➧ Question that addresses the contextual use of modal verbs.

* The alternative (A) suggests that "The same strategy  may not work from year to year, and teachers SHOULD find that while one strategy works for one teacher,"

* The alternative (B) suggests that "The same strategy  may not work from year to year, and teachers CAN find that while one strategy works for one teacher,"

* The alternative (C) suggests that "The same strategy  may not work from year to year, and teachers MUST find that while one strategy works for one teacher,"

* The alternative (D) suggests that "The same strategy  may not work from year to year, and teachers MAY find that while one strategy works for one teacher,"(A mesma estratégia pode não funcionar de ano para ano, e os professores PODEM descobrir que, embora uma estratégia funcione para um professor,)

08 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) are

B) is

C) will be

D) can be

• ANSWER (A)

* The alternative (A) suggests that "English teachers who ARE flexible and willing to experiment"(Professores de inglês que SÃO flexíveis e dispostos a experimentar)

* The alternative (B) suggests that "English teachers who IS flexible and willing to experiment"

* The alternative (C) suggests that "English teachers who WILL BE flexible and willing to experiment"

* The alternative (D) suggests that "English teachers who CAN BE flexible and willing to experiment"

➧ The contextual time of the sentence is in the PRESENT TENSE.

09 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) to

B) with

C) over

D) in

• ANSWER (B)

* The alternative (A) suggests that "English teachers who are flexible and willing to experiment TO teaching strategies".

* The alternative (B) suggests that "English teachers who are flexible and willing to experiment WITH teaching strategies".(Professores de inglês que são flexíveis e dispostos a experimentar COM estratégias de ensino)

* The alternative (C) suggests that "English teachers who are flexible and willing to experiment OVER teaching strategies".

* The alternative (A) suggests that "English teachers who are flexible and willing to experiment IN teaching strategies".

➧ The contextual time of the sentence is in the PRESENT TENSE.

10 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A) is

B) will be

C) are

D) can be

• ANSWER (C)

* The alternative (A) suggests that "English teachers who are flexible and willing to experiment with teaching strategies IS sure to find a winning formula."

* The alternative (B) suggests that "English teachers who are flexible and willing to experiment with teaching strategies WILL BE sure to find a winning formula."

* The alternative (C) suggests that "English teachers who are flexible and willing to experiment with teaching strategies ARE sure to find a winning formula."(Professores de inglês que são flexíveis e dispostos a experimentar estratégias de ensino COM certeza encontram uma fórmula vencedora.)

* The alternative (D) suggests that "English teachers who are flexible and willing to experiment with teaching strategies CAN BE sure to find a winning formula."

11 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

After reading the first paragraph, it is correct to say teaching English is

A) a skillful job.

B) a thorny task.

C) an invaluable work.

D) an untrustworthy activity.

• ANSWER (B)

➧ After reading the first paragraph, it is correct to say teaching English is...(Depois de ler o primeiro parágrafo, é correto dizer que ensinar inglês é ...)

A) a skillful job.(um trabalho habilidoso.)

B) a thorny task.(uma tarefa espinhosa.)

C) an invaluable work.(um trabalho inestimável.)

D) an untrustworthy activity.(uma atividade não confiável.)

12 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The linking expression “In addition” (lines 31- 32)

can be used as a synonym for

A) besides.

B) mostly.

C) similarly.

D) otherwise.

• ANSWER (A)

A) besides.(= in addition, moreover, furthermore)

B) mostly.(= mainly, primarily)

C) similarly.(=in like manner)

D) otherwise.(= contrariwise)

13 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The sentences that compose the missing paragraph Student-chosen texts (See “MISSING PARAGRAPH”.) are all scrambled below.

Number them (1-5) in the correct order. Care for coherence and cohesion.

(  ) Teachers who use this strategy find that it can lead to a classroom that is engaged with literature.

(  ) Students are given a choice of literature from an age- and reading level-appropriate book collection.

(  ) Allowing students to choose their own reading materials is a strategy that literacy specialists recommend as a way to develop lifelong readers.

(  ) After a period of independent reading, students break into groups and discuss what they’ve read, book club-style, followed by journaling.

(  ) When this strategy is successful, students are able to delve deeply into the meaning of the literature, develop critiquing skills, and have a valuable discussion with their classmates about the book that they chose. The correct sequence downwards is

A) 3, 1, 2, 4, 5.

B) 4, 2, 5, 1, 3.

C) 2, 3, 4, 5, 1.

D) 5, 2, 1, 3, 4.

• ANSWER (D)

14 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The word “might” (line 33) is used to convey the idea of

A) permission.

B) necessity.

C) possibility.

D) ability.

• ANSWER (C)

15 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Read the following sentences:

I. “This can be a very valuable teaching strategy for both the teacher and the student, …” (lines 25-27).

II. “In addition, teachers can observe how different students learn and what strategies might work better in the future (lines. 31- 34).

III. “…they will find more interesting than a general lecture on a chapter in a book” (ls. 43-45).

Considering the sentences above, it is correct to say that there are examples of comparative forms of adjectives in

A) I, II and III.

B) II and III.

C) I and II.

D) I and III.

• ANSWER (B)

16 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The option in which the relative pronoun can be omitted without causing any change to either the sentence structure or meaning is

A) “… they begin to learn to analyze literature and participate in an educational process that they will find more interesting than a general lecture on a chapter in a book” (lines 41-45).

B) “… or use interactive vocabulary-building exercises which relate to the class’s reading material” (lines 14-16).

C) “This learning strategy is useful for English teachers who incorporate literature into their classroom” (lines 35-37).

D) “…teachers must employ effective strategies that allow each student to learn the material” (lines 3-5).

• ANSWER (A)

➧ TEXT II:

Have Smartphones Destroyed a Generation?

Jean M. Twenge

More comfortable online than out partying, post-Millennials, also called iGeners or iGens, are safer, physically, than adolescents have ever been. But they are on the brink of a mental-health crisis.

(…)

Born between 1995 and 2012, members of this generation are growing up with smartphones, have an Instagram account before they start high school, and do not remember a time before the Internet. The Millennials grew up with the web as well, but it wasn’t ever-present in their lives, at hand at all times. iGen’s oldest members were early adolescents when the iPhone was introduced, in 2007, and high-school students when the iPad entered the scene, in 2010. The arrival of the smartphone has radically changed every aspect of teenagers’ lives, from the nature of their social interactions to their mental health. Numerous pieces of evidence suggest that social media has an adverse effect on their users as it is associated with outcomes like depression and loneliness. In fact, the statistics are shruging: in 2011 the suicide rate surpassed the rate of teen homicide for the first time in almost three decades. These changes have affected young people in every corner of the nation and in every type of household. Where there are cell towers, there are teens living their lives on their smartphones.

(…)

Compiled from: https://www.theatlantic.com/magazine/archive/2017/09/ha s-the-smartphone-destroyed-a-generation/534198/and https://blog.12min.com/have-smartphones-destroyed-ageneration-summary/

17 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Text II is mainly about

A) the unexpected twin rise of smartphones and social media.

B) the negative effects constant Internet access has on teenagers’ mental well-being.

C) the iGeners’ scarcity of real-life interactions.

D) Millennials’ mental health crises.

• ANSWER (B)

➧ Text II is MAINLY about (Texto II é principalmente sobre)...

A) the unexpected twin rise of smartphones and social media.(o surgimento inesperado de smartphones e mídias sociais.)

B) the negative effects constant Internet access has on teenagers’ mental well-being.(os efeitos negativos que o acesso constante à Internet tem sobre o bem-estar mental dos adolescentes.)

C) the iGeners’ scarcity of real-life interactions.(a escassez de interações na vida real dos iGeners.)

D) Millennials’ mental health crises.(as crises de saúde mental da geração dos milênios.)

18 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Mark the option that is in agreement with Dr. Twenge’s work.

A) I do think that the concerns Twenge raises are valid. I have her same concerns. I constantly hear from parents who are struggling with their own version of these problems: Teens who are too busy online to come out of their room. Young adults who may be remarkably adept in front of a computer, but lack some of the practical life skills they’ll need when they stop away from the keyboard.

B) Twenge reviews only those studies that support her idea and ignores studies that suggest that screen use is not associated with outcomes like depression and loneliness or that suggest that active social media use is actually associated with positive outcomes like resilience.

C) The studies Twenge reviews largely ignore social contexts and how people differ, instead reporting only average effects and correlations. Twenge should have taken into account these sorts of factors to maybe conclude that "moderate use of digital technology is not intrinsically harmful and may be advantageous in a connected world” just as Andrew K. Przybylski and Netta Weinstein did.

D) There is no plausible reason to think that smartphones and social media may have only negative effects on kids. Kristelle Lavallee, Content Strategist at the Center on Media and Child Health out of Boston Children's Hospital, told me in an interview about many of the beneficial effects of social media on adolescent development.

• ANSWER (A)

➧ Mark the option that is in agreement with Dr. Twenge’s work.(Marque a opção que está de acordo com o trabalho do Dr. Twenge.)...

A) I do think that the concerns Twenge raises are valid. I have her same concerns. I constantly hear from parents who are struggling with their own version of these problems: Teens who are too busy online to come out of their room. Young adults who may be remarkably adept in front of a computer, but lack some of the practical life skills they’ll need when they stop away from the keyboard.(Acho que as preocupações levantadas por Twenge são válidas. Eu tenho as mesmas preocupações dela. Sempre ouço os pais que estão lutando com sua própria versão desses problemas: Adolescentes que estão muito ocupados on-line para sair do quarto. Jovens adultos que podem ser notavelmente hábeis na frente de um computador, mas não possuem algumas das habilidades práticas para a vida de que precisam quando param longe do teclado.)

B) Twenge reviews only those studies that support her idea and ignores studies that suggest that screen use is not associated with outcomes like depression and loneliness or that suggest that active social media use is actually associated with positive outcomes like resilience.

C) The studies Twenge reviews largely ignore social contexts and how people differ, instead reporting only average effects and correlations. Twenge should have taken into account these sorts of factors to maybe conclude that "moderate use of digital technology is not intrinsically harmful and may be advantageous in a connected world” just as Andrew K. Przybylski and Netta Weinstein did.

D) There is no plausible reason to think that smartphones and social media may have only negative effects on kids. Kristelle Lavallee, Content Strategist at the Center on Media and Child Health out of Boston Children's Hospital, told me in an interview about many of the beneficial effects of social media on adolescent development.

19 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

After reading the text, it is correct to say Dr. Twenge argues that

A) lack of interaction leads teens to experience higher levels of anxiety, depression, and loneliness than seen in prior generations.

B) iGeners’ socialization skills and wants for the future have taken a turn towards an atypical, yet safe route.

C) technology is amplifying teens’ intelligence, productivity and ambient awareness of each other’s worlds.

D) smartphones are the most likely cause behind the sudden increases in mental health issues among teens.

• ANSWER (D)

A) lack of interaction leads teens to experience higher levels of anxiety, depression, and loneliness than seen in prior generations.(a falta de interação leva os adolescentes a experimentar níveis mais elevados de ansiedade, depressão e solidão do que os vistos nas gerações anteriores.)

B) iGeners’ socialization skills and wants for the future have taken a turn towards an atypical, yet safe route.(As habilidades de socialização do iGeners e os desejos para o futuro deram uma guinada em direção a um caminho atípico, mas seguro.)

C) technology is amplifying teens’ intelligence, productivity and ambient awareness of each other’s worlds.(a tecnologia está ampliando a inteligência, a produtividade e a consciência ambiental dos outros mundos.)

D) smartphones are the most likely cause behind the sudden increases in mental health issues among teens.(smartphones são a causa mais provável por trás do aumento repentino de problemas de saúde mental entre os adolescentes.)

20 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

iGen teens ____________

I. have a digital bond to the Internet.

II. have been exposed to an unprecedented amount of technology in their upbringing.

III. belong to the first generation to have always had Internet technology readily available.

According to the text, the sentence above can be correctly completed with the elements in

A) I and II only.

B) II and III only.

C) I, II and III.

D) I and III only.

• ANSWER (C)

* The sentence (I) suggests that "iGen teens have a digital bond to the Internet."(Os adolescentes iGen têm um vínculo digital com a Internet.)

* The sentence (II) suggests that "iGen teens have been exposed to an unprecedented amount of technology in their upbringing."(Os adolescentes iGen foram expostos a uma quantidade sem precedentes de tecnologia em sua educação.)

* The sentence (III) suggests that "iGen teens belong to the first generation to have always had Internet technology readily available."(Os adolescentes iGen pertencem à primeira geração que sempre teve a tecnologia da Internet disponível.)

21 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

iGeners are ______________________.

I. likely to be called ‘technology dependent’

II. familiar with digital systems mostly as adults

III. so focused on connecting in person that the social aspects of work hold high appeal

According to the text, the sentence above can be correctly completed with the elements in

A) I.

B) II and III.

C) II.

D) I and III.

• ANSWER (A)

* The sentence (I) suggests that "iGeners are likely to be called ‘technology dependent’."(Os iGeners são provavelmente chamados de ‘dependentes de tecnologia’.)

* The sentence (II) suggests that "iGeners are familiar with digital systems mostly as adults."(Os iGeners estão familiarizados com sistemas digitais principalmente quando são adultos.)

* The sentence (III) suggests that "iGeners are so focused on connecting in person that the social aspects of work hold high appeal."(Os iGeners estão tão focados em se conectar pessoalmente que os aspectos sociais do trabalho têm grande apelo.)

QUESTIONS 22-26: Mark the options that correctly complete the statements provided in questions 22-26.

22 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

“As to face-to-face interaction, we can say iGeners _____________ Millennials”.

A) are less addicted to technology than

B) are better shaped for leadership than

C) feel as much comfortable as

D) are less social individuals than

• ANSWER (D)

* The alternative (A) suggests that "As to face-to-face interaction, we can say iGeners are less addicted to technology than Millennials."(Quanto à interação face a face, podemos dizer que os iGeners são menos viciados em tecnologia do que os Millennials.)

* The alternative (B) suggests that "As to face-to-face interaction, we can say iGeners are better shaped for leadership than Millennials."(Quanto à interação face a face, podemos dizer que os iGeners são mais bem formados para a liderança do que os Millennials.)

* The alternative (C) suggests that "As to face-to-face interaction, we can say iGeners are feel as much comfortable as Millennials."(Quanto à interação face a face, podemos dizer que os iGeners se sentem tão confortáveis quanto os Millennials.)

* The alternative (D) suggests that "As to face-to-face interaction, we can say iGeners are less social individuals than Millennials."(Quanto à interação face a face, podemos dizer que os iGeners são indivíduos menos sociais do que os Millennials.)

23 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

“According to Dr. Twenge, iGeners were born between 1995 and 2012. If they ___(1), they __(2)__”.

A) had been born after 2000 (1) — would be labeled Millenials (2)

B) had been born between 1981 and 1994 (1) — would have been called Millennials (2)

C) have already been born (1) — would have been named differently (2)

D) were born between 1928 and 1945 (1) — would have witnessed a war but wouldn’t have made use of the Internet (2)

• ANSWER (B)

* The alternative (A) suggests that "If they had been born after 2000, they would be labeled Millenials."

* The alternative (B) suggests that "If had been born between 1981 and 1994, they would have been called Millennials."

* The alternative (C) suggests that "If have already been born, they would have been named differently."

* The alternative (D) suggests that "If were born between 1928 and 1945, they would have witnessed a war but wouldn’t have made use of the Internet."

24 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

“The text suggests that the whole generation of post-Millennials is at risk of ____________ extreme emotional disturbance or behavioral distress due to constant Internet access”.

A) exhibiting

B) exhibit

C) to exhibit

D) be exhibiting

• ANSWER (A)

25 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

“According to Dr. Twenge, much of the teens’ mental health-crisis ____________ to their phones”.

A) are able to be connected

B) should be blamed

C) can be traced

D) will be related

• ANSWER (C)

* The alternative (A) suggests that "much of the teens' mental health-crisis are able to be connected to their phones."(grande parte da crise de saúde mental dos adolescentes consegue se conectar a seus telefones.)

* The alternative (B) suggests that "much of the teens' mental health-crisis should be blamed to their phones."(grande parte da crise de saúde mental dos adolescentes deve ser atribuída a seus telefones.)

* The alternative (C) suggests that "much of the teens' mental health-crisis can be traced to their phones."(grande parte da crise de saúde mental dos adolescentes pode ser atribuída a seus telefones.)

* The alternative (D) suggests that "much of the teens' mental health-crisis will be related to their phones."(grande parte da crise de saúde mental dos adolescentes estará relacionada a seus telefones.)

26 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

When the __(1)__, ___(2)___.

A) iGeners were born (1) – the internet was finally popularized (2)

B) iPad was released (1) – the 1st-generation iPhone hadn’t been invented yet (2)

C) iPhone was designed, developed and marketed (1) – post-Millennials were being brought to life (2)

D) internet boom happened (1) – Millennials had already been born (2)

• ANSWER (D)

* Alternative (A) states that "When the iGeners were born, the internet was finally popularized." (Quando os iGeners nasceram, a internet foi finalmente popularizada.).

Acording to the text, the birth of iGeners had no influence on the popularization of the Internet. So the alternative (A) is discarded.

* Alternative (B) states that "When iPad was released, the 1st-generation iPhone hadn’t been invented yet." (Quando o iPad foi lançado, o iPhone de 1ª geração ainda não tinha sido inventado.).

Acording to the text, the iPad was launched in 2010 and the 1st generation iPhone in 2007. So the option (B) is incorrect because when the iPad was released, the 1st generation iPhone had already been released on the market.

* Alternative (C) states that "When iPhone was designed, developed and marketed, post-Millennials were being brought to life."(Quando o iPhone foi projetado, desenvolvido e comercializado, os pós-Millennials estavam sendo trazidos à vida.)

* Alternative (D) is correct because it states that "When internet boom happened, Millennials had already been born."(Quando o boom da internet aconteceu, os milênios, aqueles nascidos nas décadas 80 e 90, já tinham nascidos.)

➧ Acording to the text, the iPhone was launched in 2007 and the millennium post-generation were born between 1995 and 2012. So option (C) is incorrect because the iPhone only started to be marketed in 2007 and this year the post-millennial has already been born. 

27 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Read the following statements referring to Text II, and insert T (True) or F (False) in the parentheses accordingly.

( ) Don’t expect social outings and gettogethers to be much of a selling point for iGeners.

( ) iGeners are so focused on connecting in person that the social aspects of work hold high appeal.

( ) The use of social media has become integrated into the daily lives of most iGeners who have access to mobile technology.

( ) The increased use of mobile technology has caused iGeners to spend more time on their smartphones, and social media and has caused online relationship development to become a new generational norm.

The right order downwards is

A) T, F, T, T.

B) T, F, T, F.

C) F, T, F, T.

D) F, T, F, F.

• ANSWER (A)

(T) Don’t expect social outings and gettogethers to be much of a selling point for iGeners.(Não espere que passeios sociais e encontros sejam um grande ponto de venda para iGeners.)

(F) iGeners are so focused on connecting in person that the social aspects of work hold high appeal.(Os iGeners estão tão focados em se conectar pessoalmente que os aspectos sociais do trabalho têm grande apelo.)

(T) The use of social media has become integrated into the daily lives of most iGeners who have access to mobile technology.(O uso de mídia social se tornou integrado ao dia a dia da maioria dos iGeners que têm acesso à tecnologia móvel.)

(T) The increased use of mobile technology has caused iGeners to spend more time on their smartphones, and social media and has caused online relationship development to become a new generational norm.(O aumento do uso da tecnologia móvel fez com que os iGeners gastassem mais tempo em seus smartphones e mídias sociais e fez com que o desenvolvimento de relacionamentos online se tornasse uma nova norma geracional.)

28 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Considering Text II, write 1 for “iGeners” or 2 for “Millennials” to complete the following sentences.

(  ) … can be referred to as ‘digital natives’.

(  ) … were born between the early 1980s and 1990s.

(  ) … dominate most social networking groups.

(  ) … had to adapt quickly to a world undergoing rapid technological changes. 

The correct sequence downwards is

A) 1, 2, 1, 1.

B) 1, 2, 1, 2.

C) 2, 1, 2, 2.

D) 2, 1, 2, 1.

• ANSWER (B)

29 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The underlined item “shruging” (line 82) is a nonsense word, merely invented for the purposes of this exam. After analyzing the co-text and context, it is correct to conclude that “shruging” means

A) very much unwilling.

B) highly demanding.

C) incredibly terrific.

D) extremely shocking.

• ANSWER (D)

30 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Match the lexical items with the corresponding definitions by numbering Column II according to Column I.

Column I

1. brink (line 62)

2. iGen (line 71)

3. outcomes (line 80)

4. rate (line 83)

Column II

( ) The way a thing turns out, a consequence.

( ) Denoting people reaching adulthood in the early 21st century.

( ) A point at which something, typically something unwelcome, is about to happen.

( ) A measure, quantity or frequency, typically one measured against another quantity or measure.

The correct sequence downwards is

A) 3, 1, 2, 4.

B) 4, 2, 1, 3.

C) 1, 2, 3, 4.

D) 2, 3, 4, 1.

• ANSWER (A)

TEXT III:

(MISSING TITLE)

A new research has revealed that the number of teenagers reading traditional media for fun is dropping off at an alarming rate. And it’s not because they’re too busy watching TV.

The American Psychological Association (APA) team, led by Professor Dr. Jean M. Twenge, PhD, looked at data mainly taken from a project called The Monitoring the Future.

The Monitoring the Future (MTF) project, widely known for some years as the National High School Senior Survey, is a repeated series of surveys in which the same segments of the population are presented with the same set of questions over a period of years to see how answers change over time. The survey began with senior classes in 1975. In 1991, similar surveys of nationally representative samples of 8th and 10th graders also started to be conducted annually. In all, approximately 50,000 students in about 420 public and private secondary schools are surveyed annually.

To reach their conclusions, these researchers looked at the survey results from 1975 to 2016, which includes responses from more than one million survey participants. They found that less than 20% of US teens now report reading traditional print media daily for pleasure. While 60% of 12th graders said they read a book or magazine almost every day in the late 1970s, just 16% reported daily reading in 2016. And although 33% of 10th graders said they read a newspaper almost every day in the 1990s, by 2016, this number had dropped to just 2%. However, more than 80% of teens reported using social media every day.

In contrast, digital media use has increased substantially in recent years, with 12th graders spending two hours per day on the Internet during their spare time in 2016, compared to one hour per day back in 2006. As of the mid-2010s, the average American 12th grader reported spending about six hours per day using digital media — roughly two hours each texting, surfing the internet and using social media. In comparison, 10th graders reported an average of five hours of use per day, while 8th graders reported an average of four hours per day. "Time on digital media has displaced time once spent enjoying a book or watching TV", said Twenge.

However, with the rise of e-books and digital devices, the researchers were surprised to find that reading had dropped so steeply. "It's so convenient to read books and magazines on electronic devices like tablets. There's no more going to the mailbox or the bookstore – you just download the magazine issue or book and start reading. Yet reading has still declined precipitously," said Twenge.

Even time spent watching television and movies has declined, although not as drastically. In the 1990s, 22% of 8th graders reported watching five or more hours of television per day compared to just 13% in 2016. Twenge was also surprised that the number of teens going to the movie theater declined only recently, adding that the rise in streaming sites seems to be the cause.

Compiled from:

http://time.com/5371053/teenagers-bookssocial-media/ & https://www.thestar.com.my/tech/technews/2018/08/22/teens-are-spending-more-time-on-socialmedia-and-less-time-reading-finds-new-research/, https://en.wikipedia.org/wiki/MonitoringtheFuture

31 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

A correct conclusion for the text above would be the following:

A) For these reasons, the Twenge’s study demands that libraries prioritize reading for pleasure -- if book users are to be both competent and willing readers.

B) Due to the scarcity of researches in this field and to do justice to the complexity of the issue, Twenge found it necessary to examine other issues, such as reading motivation and choice.

C) In conclusion, reading for pleasure has been poorly explored in America but Twenge’s study proves undoubtedly that promoting reading can have a major impact on children and adults and their future. “The imbalance between reading and television, for example, has a significant effect on academic results”, the APA researchers found.

D) These findings give Twenge, as a university faculty member, a new perspective on the next generation as they approach college age. “Think about how difficult it must be to read even five pages of an 800-page college textbook when you've been used to spending most of your time switching between one digital activity and another in a matter of seconds”.

• ANSWER (D)

32 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The correct title for Text III is

A) A qualitative study of motivation to read for pleasure.

B) Why students don't read what is assigned in class.

C) Studies show a substantial drop off in how often teens read for fun.

D) Implications in reading for pleasure.

• ANSWER (C)

33 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Mark the option that correctly completes the following statement:

The correct place for the __(1)__ clause “published in the journal Psychology of Popular Media Culture” is immediately after the word __(2)__.

A) adverbial (1) — revealed (2) (line 90)

B) adjective (1) — research (2) (line 90)

C) noun (1) — media (2) (line 92)

D) adjective (1) — fun (2) (line 92)

• ANSWER (A)

➧ The alternative (A) suggests that "The correct place for the adverbial clause “published in the journal Psychology of Popular Media Culture” is immediately after the word revealed."

➧ The alternative (B) suggests that "The correct place for the adjective clause “published in the journal Psychology of Popular Media Culture” is immediately after the word research."

➧ The alternative (C) suggests that "The correct place for the noun clause “published in the journal Psychology of Popular Media Culture” is immediately after the word media."

➧ The alternative (D) suggests that "The correct place for the adjective clause “published in the journal Psychology of Popular Media Culture” is immediately after the word fun."

34 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The sentence

“[The] new research has revealed that the number of teenagers reading traditional media (…) is dropping off at an alarming rate.” (lines 90-93)

is correctly paraphrased as “The new APA research has revealed an alarming

A) loss of teens’ today’s reading interests on digital media”.

B) raise in the percentage of teens reading traditional media”.

C) decrease in the number of high-schoolers using digital media”.

D) time displacement effect of digital media on traditional options”.

• ANSWER (C)

35 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The data considered for the development of the new research was supplied by

A) the Monitoring the Future.

B) the American Psychological Association.

C) Professor Jean M. Twenge.

D) the research team.

• ANSWER (A)

36 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The Monitoring the Future project

A) was discontinued between 1975 and 1991.

B) is no longer being conducted.

C) has already been named otherwise.

D) had once been famous.

• ANSWER (B)

37 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The text suggests that

A) Dr. Jean M. Twenge was the only Ph.D. in the APA team to design the research.

B) Dr. Twenge’s researches in the field of reading produced questionable results.

C) there was a growing discontent with Dr. Twenge’s supervision.

D) the APA research was developed under Dr. Twenge’s leadership.

• ANSWER (D)

38 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Dr. Twenge’s team

A) have developed this specific research for 41 years.

B) has analyzed the MTF results from a 1975 – 2016 database.

C) has analyzed the MTF survey result for more than 30 years. D) have interviewed more than one million MTF survey respondents.

• ANSWER (C)

39 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Match the date with the corresponding fact by numbering Column II according to Column I.

Column I

1. Late 1970s

2. 1991

3. Mid-2010s

4. 2016

Column II

( ) About 20% of high school seniors reported reading every day.

( ) The majority of 12th graders declared reading for pleasure almost daily.

( ) 8th- and 10th-grade subjects started to participate in the MTF survey project.

( ) 12th graders reported devoting 1/4 of their daily hours to digital media.

The correct sequence downwards is

A) 4, 1, 2, 3.

B) 3, 2, 1, 4.

C) 1, 4, 3, 2.

D) 2, 3, 4, 1.

• ANSWER (B)

40 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Mark the correct statement about Text III.

A) Before 1991 12th graders had never been involved in any survey as such.

B) Public and private secondary schools came out with 420 survey participants each.

C) It took MTF 16 years to broaden the scope of research on non-homework reading.

D) Teens avoid books, newspapers and magazines in favor of social media.

• ANSWER (A)

41 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

According to the text,

A) 12th graders are yet to be included in the APA research.

B) the survey began in 1975 and only focused on that year’s senior class.

C) every year since 1975 samples of 8th and 10th graders have been surveyed.

D) the MTF project encompasses about 50,000 students from almost 420 schools nationwide.

• ANSWER (D)

42 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Before 1991 APA researchers

A) had been investigated by the MTF project.

B) had never been considered members of Dr. Twenge’s team.

C) had not used 8th and 10th graders’ responses.

D) had always expressed their scientific interest in the MTF data.

• ANSWER (C)

43 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Read the following statements referring to Text III and insert T (True) or F (False) in the parentheses accordingly.

(  ) Streaming has caused the fall of time spent watching TV.

(  ) In all, APA analyzed around 50.000 responses from students every year.

(  ) 12th graders read about three times more books in the 1970s than in 2016.

The correct sequence downwards is

A) F, T, T.

B) T, F, F.

C) T, T, F.

D) F, F, T.

• ANSWER (B)

44 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

After reading Text III, one can correctly conclude that it is about

A) the leisure reading process.

B) the drop off of teens’ use of traditional media.

C) the Monitoring the Future project.

D) Dr. Twenge’s revolutionary researches.

• ANSWER (D)

45 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The survey of the American Psychological Association (APA) showed the students

A) are spending more time reading more books and newspapers.

B) are spending about five hours on TV, books, and magazines.

C) are spending more and more time on TV.

D) are changing the way they spend their free time.

• ANSWER (A)

46 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The only question that can be answered by referring to the text is

A) How long did it take the participants to answer the survey?

B) What are the major changes in the MTF survey design over the years?

C) How many team members did Professor Twenge lead?

D) Why does it matter whether teenagers are reading more or less?

• ANSWER (C)

47 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The words/phrases that are semantically related in Text III and can be used interchangeably are

A) “senior classes” (line 108) and “12th graders” (line 122)

B) “research” (line 90) and “Association” (line 95)

C) “segments” (line 104) and “population” (line 104)

D) “dropping off” (line 92) and “rise” (line 147)

• ANSWER (B)

48 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

The suffixes –AN as in “American” (line 95), –ION as in “Association” (line 95) and –LY as in “nationally” (line 109) are used to form respectively

A) noun, adjective, and adverb.

B) noun, adverb, and verb.

C) adjective, noun, and adverb.

D) adverb, adjective, and pronoun.

• ANSWER (D)

49 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Mark the sentence in which the word “yet” has the same function and meaning of the one in the sentence

“‘Yet reading has still declined precipitously,’ said Twenge.” (lines 154-156) 

A) I don’t eat much, yet I am a size 16.

B) No conclusion has yet been made about the survey.

C) There was so much the researchers didn’t know yet.

D) By then governments may have woken up to a yet more radical option.

• ANSWER (A)

50 – (UECE-2018-SEDUC/CE-PROFESSOR LÍNGUA INGLESA)

Mark the sentence in which the word “however” has the same word class, syntactic function and meaning of the one in the sentence

“However, with the rise of e-books and digital devices, the researchers were surprised to find that reading had dropped so steeply.” (lines 147-149)

A) Any intermediate to advanced student would benefit from a review of the usage, sentence position, and punctuation of however!

B) However is also a conjunction or adverb, depending on the sentence position, that means in whatever manner or means or no matter how.

C) The survey questionnaire, however long to be answered, was used for many years.

D) We were told we would be discussing the new schedule during the meeting. However, our boss never brought it up once.

• ANSWER (C)