FURB/2019 – SME/PM/GUABIRUBA – PROFESSOR ACT – LÍNGUA INGLESA – PROVA COM GABARITO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• FURB/2019-SME/PREFEITURA DE GUABIRUBA-PROFESSOR ACT.

❑ ESTRUTURA-PROVA:

• 10 MCQs (Multiple Choice Questions) / 5 Options Each Question.
• Texto – | Three-parent baby | http://en.wikipedia.org |

❑ TEXTO 1: Which alternative presents the correct option to complete the blanks in the text below, according to cohesion and coherence:

❑ TRADUÇÃO - TEXTO 1:

Born in poverty, he moved with his family to Indiana and Illinois.

Nascido na pobreza, mudou-se com a família para Indiana e Illinois.

Largely self-taught, he became a lawyer.

Em grande parte autodidata, tornou-se advogado.

He served in the state legislature (1834-41), moving to Springfield, during his tenure, and in the U.S House of Representatives (1847-49).

Serviu na legislatura estadual (1834-41), mudando-se para Springfield, durante seu mandato, e na Câmara dos Deputados dos EUA (1847-49).

A supporter of the new Republican Party in its antislavery stand in 1858 he ____ for U.S. Senate against the incumbent, Stephen A. 

Um defensor do novo Partido Republicano em sua posição antiescravista em 1858, ele ____ para o Senado dos EUA contra o titular, Stephen A.

Douglas though he was unsuccessful, their eloquent debates _______ Lincoln to national attention.

Embora Douglas não tenha tido sucesso, seus debates eloquentes _______ Lincoln chamaram a atenção nacional.

In 1860 he won the Republican presidential nomination and was elected president.

Em 1860 ele ganhou a indicação presidencial republicana e foi eleito presidente.

Though Lincoln ____ expressed a moderate view on slavery during the campaign, opposing only its extension into new states, the South seceded and the Civil War began in 1861.

Embora Lincoln ____ tenha expressado uma visão moderada sobre a escravatura durante a campanha, opondo-se apenas à sua extensão a novos estados, o Sul separou-se e a Guerra Civil começou em 1861.

The war dominated Lincoln’s administration.

A guerra dominou a administração de Lincoln.

To unite the North and influence foreign opinion, he issued the landmark Emancipation Proclamation in 1863.

Para unir o Norte e influenciar a opinião estrangeira, ele emitiu a histórica Proclamação de Emancipação em 1863.

His extraordinary Gettysburg Address later that year further ennobled the war's purpose; it contains the most celebrated language ____ spoken by an American politician.

Seu extraordinário discurso de Gettysburg no final daquele ano enobreceu ainda mais o propósito da guerra; contém a língua ____ mais famosa falada por um político americano.

He was re-elected in 1864, and in his eloquent Second Inaugural Address he ______ for moderation in reconstructing the South and in building a harmonious Union. 

Ele foi reeleito em 1864, e em seu eloquente Segundo Discurso Inaugural ele ______ pela moderação na reconstrução do Sul e na construção de uma União harmoniosa.

Five days after the war's end, he was shot by the

fanatic John Wilkes Booth.

Cinco dias após o fim da guerra, ele foi baleado pelo fanático John Wilkes Booth..

His reputation among U.S. presidents remains unsurpassed.

Sua reputação entre os presidentes dos EUA permanece insuperável.​

19 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) Check the alternative with the correct sequence:

(A) Went – gave – was – in – made.

(B) Did – put – that – never – told.

(C) Was – did – has – only – spoke.

(D) Ran – brought – had – ever – called.

(E) Were – bought – has – ever – was.

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

20 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

The group of words

• “See and Sea”, “Tale and Tail”, “Where and Wear”

are examples of:

(A) False friends.

(B) Key words.

(C) Contrastive stress.

(D) Homophones.

(E) Verb patterns.

 👍   Comentários e Gabarito    D  
TÓPICO - HOMOPHONES (HOMÓFONAS) - SONORIDADE IGUAIS E SIGNIFICADOS DIFERENTES:

• See and Sea”, “Tale and Tail”, “Where and Wear”

are examples of:

(A) False friends.

(B) Key words.

(C) Contrastive stress.

(D) Homophones.

(E) Verb patterns.

21 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

The group of words

• “rock hard”, “soft boiled”, “melting point”

are examples of:

(A) Compounds.

(B) Antonyms.

(C) Idioms.

(D) Contrastive stress.

(E) Lexical sets.

 👍   Comentários e Gabarito    A  
TÓPICO - VOCÁBULOS COMPOSTOS:

O grupo de palavras

• “rock hard” (duro como rocha), “soft boiled"(fervido suave), “melting point”(ponto de fusão)

são exemplos de

(A) Compounds.

Compostos.

(B) Antonyms.

Antônimos.

(C) Idioms.

Expressões idiomáticas.

(D) Contrastive stress.

Estresse contrastivo.

(E) Lexical sets.

Conjuntos lexicais.

22 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) What is the alternative that presents the correct text about technologies for English language teaching?

( ) Benefiting thousands of students in classrooms around the world. For many students and teachers, this solution is not new, but its use has become increasingly creative and relevant in the school context. It allows us to explore additional resources within the courseware, as well as being another tool in the teacher's service to capture attention and promote student engagement.

( ) While teachers have to battle for the attention of students in the classroom, it is also well known that the long, expository lecture model is dated. The way we consume content has undergone a major transformation over the last few decades. For new generations, bombarded by different content and information all the time - and in different media - it has become challenging to focus on one task for long periods of time. The social networks themselves offer evidence of this change: Twitter, with its posts up to 280 characters; or Snapchat, with its short images and videos that expire in 24 hours. In this context came the expression microlearning. This technology is the fragmentation of educational content so that it is more easily assimilated by the student. It’s is ideal for digital format, whether it is for content exposure or for reviewing concepts explored during class, through videos, games, animations, etc.

( ) It is already possible to glimpse this technology, especially among children and adolescents. Whenever they are connected, young people are receiving or streaming this technology: Evidence of this reality is the phenomenon of YouTubers. In the educational context, it is possible to follow this trend seeking to offer hangouts (debates and live broadcasts), video lessons, animations and video calls that enable contact with people from different places, realities, etc. Also, encouraging students to produce content in this technological tool format can be a way to generate greater engagement.

( ) Many schools and many teachers find it difficult to handle with this technology in the classroom. When rules of use are not established early in the year, or when they are not clear to students, it is very easy for it to become a discipline issue. There are many applications for educational purposes, many offered by schools themselves and education systems. Digital books, augmented reality, educational games, animations, video lessons and problem solving are just some of the features that can be accessed through that. Generation Z students are immersed in technology 24 hours a day. Going forward, the trend is to find more teachers and students using this technology in the classroom, with educational goals.

(A) Argumented reality, microlearning, video communication, mobile use

(B) Microlearning, mobile use, inverted classroom, video communication

(C) Inverted classroom, microlearning, video communication, argumented reality

(D) Microlearning, Inverted classroom, mobile use, argumented reality

(E) Inverted classroom, argumented reality, video communication, chats

 👍   Comentários e Gabarito    A  
TÓPICO - TIPOS DE TECNOLOGIAS PARA O ENSINO DA LÍNGUA INGLESA:

(A) Argumented reality, microlearning, video communication, mobile use

Realidade argumentada, microaprendizagem, videocomunicação, uso de celular

(B) Microlearning, mobile use, inverted classroom, video communication

Microaprendizagem, uso de celular, sala de aula invertida, comunicação por vídeo

(C) Inverted classroom, microlearning, video communication, argumented reality

Sala de aula invertida, microaprendizagem, videocomunicação, realidade argumentada

(D) Microlearning, Inverted classroom, mobile use, argumented reality

Microaprendizagem, Sala de aula invertida, uso de celular, realidade argumentada

(E) Inverted classroom, argumented reality, video communication, chats

Sala de aula invertida, realidade argumentada, videocomunicação, chats

23 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

The group of words

• rare and hair, meat and street, money and sunny

are examples of:

(A) Key words.

(B) Homophones.

(C) Rhymes.

(D) Linking words.

(E) Affixation.

 👍   Comentários e Gabarito    C  
TÓPICO - RHYMES (RIMAS) - SONORIDADES SEMELHANTES:

24 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) Which of the sentences below express the correct use of “could”:

I - That could be Judith on the phone = to express present possibility

II - I could hear a funny noise coming from somewhere in the engine = to express past ability

III - It could snow! Look at the sky! = to express future possibility

IV- you could try asking me before you use my comb, you know. = to give permission

Check the correct alternative:

(A) Only II and III are correct.

(B) Only I, II and III are correct.

(C) Only I and II are correct.

(D) I, II, III and IV are correct.

(E) Only III and IV are correct.

 👍   Comentários e Gabarito    B  
TÓPICO - USO DE VERBO MODAL - COULD:

I - That could be Judith on the phone = to express present possibility

Pode ser Judith ao telefone. (expressa possibilidade presente) (CORRETA).

II - I could hear a funny noise coming from somewhere in the engine = to express past ability

Eu pude ouvir um barulho engraçado vindo de algum lugar do motor. (= expressar capacidade passada) (CORRETA).

III - It could snow! Look at the sky! = to express future possibility

Pode nevar! Olhe para o céu! (expressa possibilidade futura) (CORRETA).

IV- you could try asking me before you use my comb, you know. = to give permission

você poderia tentar me perguntar antes de usar meu pente, sabe. (= dar permissão) (ERRADA) (no contexto, o correto é pedir permissão)

25 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

Match the second column according to the first, which refers to the function of the underlined sentences:

Check the correct alternative:

(A) 3 – 2 – 1.

(B) 1 – 2 – 3.

(C) 2 – 1 – 3.

(D) 2 – 3 – 1.

(E) 3 – 1 – 2.

 👍   Comentários e Gabarito    E  
TÓPICO - SENTENÇAS:

1- Give a reason – Dar um motivo

2- Express condition – Expressar condição

3- Show a result – Mostrar um resultado

( 3 ) It was such an enjoyable party that I stayed longer than I’d planned.

Foi uma festa tão divertida que fiquei mais tempo do que havia planejado.

( 1 ) As it might rain at the weekend, I’ve rented a couple of DVDs.

Como pode chover no final de semana, eu aluguei alguns DVDs.

( 2 ) Provided you pay me back next week, I’ll lend you the money.

Desde que você me pague na próxima semana, eu lhe empresto o dinheiro.

26 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) What is the correct sequence for the stress patterns below:

Check the correct alternative:

(A) Only II and III are correct.

(B) Only I, is correct.

(C) Only I and IV are correct.

(D) Only I and III are correct.

(E) Only III and IV are correct.

 👍   Comentários e Gabarito   C 
TÓPICO - SÍLABA ESTRESSADA:

I- international – vegetarian (CORRETA)(silaba estressada = antepenúltima)

II- extravagante – presentation

III- apartamento block – public transportation

IV- calculator – supermarket

38 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

According to the picture, what is the correct possessive pronoun to use?

(A) Ours.

(B) Our.

(C) Their.

(D) Theirs.

(E) My.

 👍   Comentários e Gabarito   B 
TÓPICO - POSSESSIVE ADJECTIVES - ADJETIVOS POSSESSIVOS - (My, Your, His, Her, Its, Our, Your, Their):

A lacuna vem antes de um substantivo (BIKES). Sendo assim, gramaticalmente cabe na referida lacuna o adjetivo possessivo "OUR" que concorda contextualmente com o possuidor "WE".

• Hey! Those are our bikes!! – Ei! Essas são as nossas bicicletas!!

39 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) What is the correct option to complete the sentence below?

• The movie was ________ the book.

(A) As good as.

(B) Gooder.

(C) The best.

(D) As good than.

(E) The better than.

 👍   Comentários e Gabarito   A 
TÓPICO - FORMA COMPARATIVA:

Cabe a forma  comparativa  na lacuna que está entre 2 substantivos (THE MOVIE vs THE BOOK).

(A) As good as. (comparativo de igualdade)

(B) Gooder. (não existe "Gooder" e sim "better")

(C) The best. (The best é superlativo e não cabe contextualmente na sentença)

(D) As good than. (não existe "As good than" e sim "As good as")

(E) The better than. (não existe "The better than" e sim "The best")