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www.inglesparaconcursos.blog.br
❑ PROVA DE LÍNGUA INGLESA:
• CEBRASPE/2021-SEED/PR-PROFESSOR-10/01/2021.
cebraspe.org.br
❑ ESTRUTURA-PROVA:
• 20 MCQs (Multiple Choice Questions) / 5 Options Each Question.
• Texto (1) – | Text 3A1-I | Calvin and Hobbes |
• Texto (2) – | Text 4A1-II | wired.com |
• Texto (3) – | Text 3A1-III | languagemagazine.com |
• Texto (4) – | Text 3A2-I | How understanding your brain can help you learn. | greatergood.berkeley.edu |
• Texto (5) – | Text 3A2-II | Everything you’ve heard about failing schools is wrong. | motherjones.com |
• Texto (6) – | Text 3A3-I | Comic Strip | comicsenglish.com |• Texto (7) – | Text 3A3-II | Why Joe Biden Saw Mixed Success With Latinos | npr.org |
• Texto (8) – | Text 3A03-III | The World’s Largest Tropical Wetland Has Become an Infernop | nytimes.com |
❑ TEXTO 1: Text 3A1-I.
Bill Watterson. Calvin and Hobbes.
Internet:<https://www.gocomics.com>
01 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In text 3A1-I, in the sentence “It got verbed”, the pronoun “It”
refers to
(A) “verbs”.
(B) ‘access’.
(C) “thing”.
(D) “something”.
(E) “use”.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
02 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In text 3A1-I, following the process which he himself describes,
Calvin transforms an adjective into the following verb form:
(A) “verbing”.
(B) “got”.
(C) “complete”.
(D) “weirds”.
(E) “understanding”.
Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
03 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In the last box of the comic strip (text 3A1-I), the word
“eventually” in “Maybe we can eventually make language a
complete impediment to understanding” can be correctly
replaced with
(A) occasionally.
(B) finally.
(C) timely.
(D) at times.
(E) actually.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 2: Text 3A1-II.
❑ TRADUÇÃO - TEXTO 2:
There is ample evidence that reading not only strengthens
second language vocabulary, but also expands it as readers meet
words, or the same word, in different contexts. Há ampla evidência de que a leitura não só fortalece o vocabulário da segunda língua, mas também o expande à medida que os leitores encontram palavras, ou a mesma palavra, em diferentes contextos.
After all, that is
the way lexical vocabulary is acquired in real life, through
hearing it in our first languages. Afinal, é assim que o vocabulário lexical é adquirido na vida real, ouvindo-o nas nossas primeiras línguas.
Apart from learning vocabulary, learners also learn new
structures, which can form a strong scaffolding both for learning
other new structures and introducing grammatical items to a
class. Além de aprender vocabulário, os alunos também aprendem novas estruturas, que podem formar uma base sólida tanto para aprender outras novas estruturas quanto para introduzir itens gramaticais em uma aula.
In listening to each other read, discuss points in groups,
debate, or answer and their rationale, second language learners
will sharpen both listening and speaking skills. Ao ouvir uns aos outros lerem, discutirem pontos em grupos, debaterem ou responderem e suas justificativas, os alunos de uma segunda língua irão aprimorar as habilidades de escuta e fala.
There is no magic bullet, no single explanation for what
teachers can do to ensure that their students learn to read a
second or foreign language. Não existe uma solução mágica, nem uma explicação única sobre o que os professores podem fazer para garantir que os seus alunos aprendam a ler uma segunda língua ou uma língua estrangeira.
Practice and plenty of it may be the
only way out. Praticar e praticar bastante pode ser a única saída.
J. Kembo. Utilização de textos curtos para ensinar inglês como segunda língua. Universidade Rongo, Quênia. Universal Journal of Educational Research 4(12): 2735-2743, 2016 (adaptado)
04 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
The main idea expressed in text 3A1-II is that reading is an
important activity for those who
(A) practice to become teachers.
(B) participate in debates.
(C) learn a foreign language.
(D) listen to other people reading.
(E) acquire vocabulary in their first languages.
Comentários e Gabarito C
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
A ideia principal expressa no texto 3A1-II é que a leitura é uma atividade importante para quem
(A) practice to become teachers. pratica para se tornarem professores.
(B) participate in debates. participa de debates.
(C) learn a foreign language. aprende uma língua estrangeira.
(D) listen to other people reading. ouve a leitura de outras pessoas.
(E) acquire vocabulary in their first languages. adquire vocabulário nas suas primeiras línguas.
➭ TRECHO QUE JUSTIFICA:
• "[...] There is ample evidence that reading not only strengthens second language vocabulary, but also expands it as readers meet words, or the same word, in different contexts."
• Há ampla evidência de que a leitura não só fortalece o vocabulário da segunda língua, mas também o expande à medida que os leitores encontram palavras, ou a mesma palavra, em diferentes contextos.
05 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In the very beginning of the second paragraph of text 3A1-II,
“Apart from” can be correctly replaced with
(A) In addition to.
(B) Except for.
(C) Different from.
(D) Not considering.
(E) Otherwise.
Comentários e Gabarito A
TÓPICO - GRAMMAR - MULTI-WORD PREPOSITION : APART FROM :
Logo no início do segundo parágrafo do texto 3A1-II,
, “Apart from” pode ser corretamente substituído por
(A) In addition to. Além de.
(B) Except for. Exceto.
(C) Different from. Diferente de.
(D) Not considering. Não considerando.
(E) Otherwise. Caso contrário.
➭ DICAS DE GRAMÁTICA:
• A depender do contexto, "APART FROM" pode substituir "EXCEPT FOR" (contexto de exclusão) ou "IN ADDITION TO" (contexto de inclusão).
• No texto, "APART FROM" transmite IDEIA DE INCLUSÃO (vê o advérbio 'also' na sentença), sendo assim, "APART FROM" e "IN ADDITION TO" são intercambiáveis:
• [..] Apart from learning vocabulary, learners also learn new structures, which can form a strong scaffolding both for learning other new structures and introducing grammatical items to a class. Além de aprender vocabulário, os alunos também aprendem novas estruturas, que podem formar uma base sólida tanto para aprender outras novas estruturas quanto para introduzir itens gramaticais em uma aula.
➭ CAMBRIDGE DICTIONARY:
06 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In the first sentence of the first paragraph of text 3A1-II, the
word “as” conveys an idea of
(A) comparison.
(B) purpose.
(C) cause.
(D) exemplification.
(E) simultaneity.
Comentários e Gabarito E
TÓPICO - CONJUNCTIONS :
07 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In the second paragraph of text 3A1-II, the word “scaffolding”
(A) can be omitted without altering the meaning.
(B) has denotative value.
(C) means foundation.
(D) is a synonym for obstacle.
(E) functions as a verb.
Comentários e Gabarito C
❑ TEXTO 3: Text 3A1-III
For Stephen Krashen, the disruption to traditional
education during Covid-19 may reveal some unexpected benefits.
How teachers and parents can harness the opportunity to teach
language — including heritage languages — during remote
learning?
Many parents and teachers are understandably anxious
about remote learning, as instruction has become less traditional.
However, Krashen notes, “We do not acquire language by
study, or by speaking or writing. We acquire in only one way: by
understanding what we hear or read. What we call
‘comprehensible input.’ The ability to produce language is the
result of getting the right kind of input.”
With less focus on traditional language education, i.e.,
practicing memorized rules and grammar through speaking until
they become automatic, students are free to acquire language in a
more effective way.
According to Stephen Krashen’s theory of language
acquisition, comprehensible input is language that can be
understood by listeners even if they don’t fully comprehend all of
the vocabulary and grammar in use. Input is essential to
acquisition, as it informs learners’ subconscious understanding of
a language.
While online education may isolate students at home, it
shouldn’t negatively impact language learning. “We don’t need
massive amounts of interaction to acquire language. We need
massive amounts of input,” says Krashen.
Internet: (adapted).
Comentários e Gabarito D
09 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
10 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
❑ TEXTO 4: Text 3A2-I
“Millions of children, every year, start school excited
about what they will learn, but quickly become disillusioned
when they get the idea they are not as ‘smart’ as others,” writes
Jo Boaler. That’s because parents and teachers inadvertently give
out the message that talent is inborn — you either have it or you
don’t.
As a math professor, Boaler has seen this firsthand. Many
young adults enter her class anxious about math, and their fear
about learning impacts their ability to learn.
“The myth that our brains are fixed and that we simply
don’t have the aptitude for certain topics is not only scientifically
inaccurate; it is omnipresent and negatively impacts not only
education, but many other events in our everyday lives,” she
writes. Even though the science of neuroplasticity — how our
brains change in response to learning — suggests learning can
take place at any age, this news has not made it into classrooms,
she argues.
Some of our misguided visions of talent have led to racist
and sexist attitudes, she writes. For example, many girls get the
message early on that math is for boys and that boys are better at
it, interfering with their ability to succeed and leading to gender
disparities in fields of study related to math. Similarly, people of
color may also have to overcome stereotypes about fixed
intelligence in order to thrive.
How understanding your brain can help you learn.
How understanding your brain can help you learn.
Internet: <greatergood.berkeley.edu> (adapted)
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Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
15 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
The word ‘“inadvertently’” (in the second sentence of the first
paragraph) conveys the idea that something is done
A with care.
B by accident.
C without warning.
D without need.
E with intention.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
16 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
The ending ‘-ate’ in ‘inaccurate’ (used in the third paragraph of
text 3A2-I) has the same sound as the ending ‘-ate’ in
A innate.
B celebrate.
C domesticate.
D estate.
E chocolate.
Comentários e Gabarito E
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 5: Text 3A2-II.
It was Maria’s first day at school, her first week in the
United States. Her middle school in San Francisco was the
biggest building she’d ever seen. It was bigger than the entire
Best Buy store she’d walked through in awe on her first day in
the city.
Eventually, Maria found her way to class, a special setting
for Spanish-speaking newcomers. There she would practice
English words for colors and numbers, learn how to introduce
herself and how to say thank you. By eighth grade she was
moved into mainstream classes, where she struggled. It didn’t
help that her math teacher started each class by saying, “Okay,
my little dummies.” He spoke really fast. Maria never raised her
hand in his class.
One day Maria stopped by the administrative office,
looking for someone to help her with multiplication. She took her
spot in line behind a middle-aged woman who chatted with her in
Spanish as they waited. Maria said school was really hard for
her. The woman told her not to worry. “Latinas usually don’t
finish high school,” she said. “They go to work or raise kids.”
The woman was right, statistically speaking, and Maria’s
middle-school experience all but ensured she’d join the 52
percent of foreign-born Latinos who drop out of high school. She
graduated from eighth grade without learning to speak English.
She had a hard time writing in Spanish and didn’t know how to
multiply.
Everything you’ve heard about failing schools is wrong.
Internet: <www.motherjones.com> (adapted)
17 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
18 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
19 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
The meaning of the word “struggle”, in the third sentence of the
second paragraph of text 3A2-II, is close to the meaning
conveyed by
A fought.
B stood down.
C succeeded.
D stumbled.
E gave up.
Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
20 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In text 3A2-II, in “and Maria’s middle-school experience all but
ensured she’d join the 52 percent of foreign-born Latinos who
drop out of high school”, “drop out” is an example of
A a gerund.
B a phrasal verb.
C a binomial pair.
D a past participle.
E an imperative.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
21 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
In text 3A2-II, if the clause “She took her spot in line” had been
used in the present continuous tense, “took” would have been
replaced with
A is taken.
B takes.
C has taken.
D is taking.
E has been taking.
Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 6: Text 3A3-I
Text 3A3-I
Internet: .
23 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
24 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
The sentence “They’ll be more compliant if they feel like it was
their idea all along”, in text 3A3-I, is an example of a first
conditional sentence. It could be correctly rewritten in the second
conditional as
A They’d be more compliant if they feel like it was their idea all
along.
B They’d be more compliant if they felt like it was their idea all
along.
C They’ll be more compliant if they felt like it was their idea all
along.
D They would be more compliant if they will feel like it was
their idea all along.
E They would be more compliant if they had felt like it was
their idea all along.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
Text 3A3-II
Why Joe Biden Saw Mixed Success With Latinos
Democrats' long-term hopes for electoral success have
long cited the growing Latino population in the country. But
former Vice President Joe Biden's performance in heavily Latino
areas of key states has concerned members of his party — and
may have cost him Electoral College votes, according to groups
and activists working to mobilize Latino voters.
Nationally, Biden appears to have gotten support from
roughly twice as many Latino voters as President Trump, but that
support looked very different depending on where you looked in
three key states with large Latino populations.
Democrats were pleased with their performance in
Arizona, where The Associated Press awarded Biden the state's
11 electoral votes early Wednesday morning, while anxiety ran
high about the results in Florida, where President Trump's
strength with conservative Cuban American voters helped secure
him that state's 29 electoral votes, according to AP. And while
Texas was a long shot for Biden, Democrats had seen
opportunity in the explosive growth in the state's Latino
population.
During a post-election virtual press conference on
Wednesday, leaders from groups aimed at mobilizing Latino
voters expressed frustration that the votes of Latinos were not
more aggressively pursued, even as they cheered record levels of
turnout among Latinos in some key states.
Internet: (adapted).
26 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
27 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
28 – (CEBRASPE/2021-SEED/PR-PROFESSOR)
Text 3A03-III
The World’s Largest Tropical Wetland
Has Become an Inferno
This year, roughly a quarter of the vast Pantanal wetland
in Brazil, one of the most biodiverse places on Earth, has burned
in wildfires worsened by climate change. What happens to a rich
and unique biome when so much is destroyed?
The unprecedented fires in the wetland have attracted less
attention than blazes in Australia, the Western United States and
the Amazon, its celebrity sibling to the north. But while the
Pantanal is not a global household name, tourists in the know
flock there because it is home to exceptionally high
concentrations of breathtaking wildlife: Jaguars, tapirs,
endangered giant otters and bright blue hyacinth macaws. Like a
vast tub, the wetland swells with water during the rainy season
and empties out during the dry months. Fittingly, this rhythm has
a name that evokes a beating heart: the flood pulse.
The wetland, which is larger than Greece and stretches
over parts of Brazil, Paraguay and Bolivia, also offers unseen
gifts to a vast swath of South America by regulating the water
cycle upon which life depends. Its countless swamps, lagoons
and tributaries purify water and help prevent floods and droughts.
They also store untold amounts of carbon, helping to stabilize the
climate.
For centuries, ranchers have used fire to clear fields and
new land. But this year, drought worsened by climate change
turned the wetlands into a tinderbox and the fires raged out of
control.
Catrin Einhorn, Maria Magdalena Arréllaga, Blacki Migliozzi
and Scott Reinhard. Oct. 13, 2020.
Internet: (adapeted).
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