FUNDATEC/2023 – PM/ESPUMOSO/RS – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – PREFEITURA DE ESPUMOSO/RS – PROVA COM GABARITO & TEXTOS TRADUZIDOS.

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❑ PROVA DE LÍNGUA INGLESA:

• PROVA DE LÍNGUA INGLESA: FUNDATEC-2020-PM/BAGÉ/RS-PROFESSOR(A).

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❑ ESTRUTURA-PROVA:

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

• Texto – | Stop Wasting Time: A 15-minute Planning Session That Will Save You Hours | classycareergirl.com |

❑ TEXTO:

❑ TRADUÇÃO - TEXTO:

Stop Wasting Time: A 15-minute Planning Session That Will Save You Hours

Pare de perder tempo: uma sessão de planejamento de 15 minutos que economizará horas

A few months ago, I went part-time at work. Há alguns meses, trabalhei meio período no trabalho.

I thought I would have a ton of extra time on my hands and life would be relaxing. Achei que teria muito tempo extra disponível e que a vida seria relaxante.

But, all of a sudden, I got even busier because I started committing to more things. Mas, de repente, fiquei ainda mais ocupado porque comecei a me comprometer com mais coisas.

It has been two months since I started this work-from-home parttime arrangement and each week I try something new to organize my time better and not overwork myself. Já se passaram dois meses desde que comecei esse acordo de meio período de trabalho em casa e a cada semana tento algo novo para organizar melhor meu tempo e não me sobrecarregar. 

I now take 15 minutes every Sunday to plan out my work week and to think about what my week is going to look like. Agora reservo 15 minutos todos os domingos para planejar minha semana de trabalho e pensar em como será minha semana.

It makes Monday morning much less stressful and helps me focus on the most important things. Isso torna a manhã de segunda-feira muito menos estressante e me ajuda a focar nas coisas mais importantes.

I actually print my time-management worksheets and you might think I am crazy that I don’t keep my calendar and task lists online, but I assure you I do. Na verdade, imprimo minhas planilhas de gerenciamento de tempo e você pode pensar que sou louco por não manter meu calendário e listas de tarefas online, mas garanto que sim.

As I have multiple calendars for my multiple jobs, my Sunday ritual consolidates all of these lists into one for the entire work week and helps me focus on the most important tasks for the week without getting overwhelmed. Como tenho vários calendários para meus vários trabalhos, meu ritual dominical consolida todas essas listas em uma para toda a semana de trabalho e me ajuda a focar nas tarefas mais importantes da semana sem ficar sobrecarregado.

What works for me may not work for you. O que funciona para mim pode não funcionar para você.

But, if you are feeling overwhelmed and stressed, try out my Sunday routine! Mas, se você está se sentindo sobrecarregado e estressado, experimente minha rotina de domingo! 

1. Sunday planning session: Sessão de planejamento de domingo:

Every Sunday, I set aside 15 minutes to plan out my upcoming work week. Todos os domingos, reservo 15 minutos para planejar minha próxima semana de trabalho.

I try to do it right before dinner so that I can relax during the evening and not think about work. Procuro fazer isso logo antes do jantar para poder relaxar à noite e não pensar no trabalho. 

2. Use a master calendar: Use um calendário mestre

I have a few different calendars I use for different jobs, which makes things complicated to manage. Tenho alguns calendários diferentes que uso para trabalhos diferentes, o que torna as coisas complicadas de gerenciar.

Planning out my week on one master calendar solves the problem. Planejar minha semana em um calendário mestre resolve o problema.

3. List out specific tasks: Liste tarefas específicas:

I write out specific tasks that I need to get done each week. Escrevo tarefas específicas que preciso realizar a cada semana.

These tasks are separated into different sections such as personal, delegate, blog, things to think about this week, my job, and notes. Essas tarefas são separadas em diferentes seções, como pessoal, delegado, blog, coisas para pensar esta semana, meu trabalho e notas.

This helps me prioritize everything in my long master list into just this week and see what is really important at a glance. Isso me ajuda a priorizar tudo em minha longa lista mestre apenas nesta semana e ver rapidamente o que é realmente importante.

This helps me answer the question “what do I absolutely need to get done this week?” Isso me ajuda a responder à pergunta “o que eu realmente preciso fazer esta semana?”

4. Set aside time blocks: Separe blocos de tempo:

Then I take what I have planned out for my week on my master task list and write it into my calendar with how much time I will need for each task. Depois pego o que planejei para minha semana em minha lista mestra de tarefas e escrevo em meu calendário com quanto tempo vou precisar para cada tarefa.

This helps me figure out what the focus of each day will be. Isso me ajuda a descobrir qual será o foco de cada dia.

Giving myself a time deadline makes sure that I am not goofing off on Facebook when I have a task I need to get done in 30 minutes. Definir um prazo para mim mesmo garante que não estou brincando no Facebook quando tenho uma tarefa que preciso realizar em 30 minutos.

5. Limit my time on certain tasks: Limitar meu tempo em certas tarefas:

I am the type of person that could work and work and work without stopping. Sou o tipo de pessoa que consegue trabalhar, trabalhar e trabalhar sem parar.

I now set a number of hours per week that I can ONLY work on certain items, such as this blog. Agora defino um número de horas por semana em que SÓ posso trabalhar em determinados itens, como este blog.

This has forced me to really prioritize what I need to get done and when, and it has forced me to really be productive and efficient with things such as “blog time.” Isso me forçou a realmente priorizar o que preciso fazer e quando, e me forçou a ser realmente produtivo e eficiente com coisas como “tempo de blog”.

You might think that this task of limiting my time would make my work products 1. ___ (bad) but it actually makes them 2. ___ (good) because I am 3. ___ (efficient) with the limited time that I do have. Você pode pensar que essa tarefa de limitar meu tempo tornaria meus produtos de trabalho 1. ___ (ruins), mas na verdade os torna 2. ___ (bons) porque sou 3. ___ (eficiente) com o tempo limitado que tenho.

After those 15 minutes of planning are up, that is the point where I take a deep breath and really start looking forward to my upcoming week. Depois que esses 15 minutos de planejamento terminam, é nesse momento que respiro fundo e realmente começo a ansiar pela próxima semana.

In my head, my week ahead seemed a lot crazier than it does when I write it all down on paper. Na minha cabeça, a semana que tinha pela frente parecia muito mais louca do que quando escrevo tudo no papel.

It is a great way to start your week off right! É uma ótima maneira de começar bem a semana!

(Available at: https://www.classycareergirl.com/5-simple-time-management-tips-for-a-great-week/– text especially adapted for this test).

31 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

What is the author’s main goal with the Sunday planning session?

(A) Relax during the evening and not think about work. 

(B) Create multiple calendars to organize work and personal tasks individually.

(C) List out specific tasks for the entire work week.

(D) Set aside time blocks to relax in between work tasks.

(E) Have tons of extra time.

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

What is the author’s main goal with the Sunday planning session? Qual é o principal objetivo do autor com a sessão de planejamento dominical?

(A) Relax during the evening and not think about work. Relaxar durante a noite e não pensar no trabalho.

(B) Create multiple calendars to organize work and personal tasks individually. Criar vários calendários para organizar tarefas pessoais e de trabalho individualmente.

(C) List out specific tasks for the entire work week. Listar tarefas específicas para toda a semana de trabalho.

(D) Set aside time blocks to relax in between work tasks. Reservar blocos de tempo para relaxar entre as tarefas de trabalho.

(E) Have tons of extra time. Ter muito tempo extra.

32 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

What technique does the author use to help her identify the most important tasks for the week?

(A) Consolidate multiple calendars into a list.

(B) Write out specific tasks for different categories.

(C) Print time-management worksheets.

(D) Limit the time spent on certain tasks during the week.

(E) Review the calendar at the end of the week.

      Comentários e Gabarito    B  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

Que técnica a autora usa para ajudá-la a identificar as tarefas mais importantes da semana?

(A) Consolidate multiple calendars into a list. Consolidar vários calendários em uma lista.

(B) Write out specific tasks for different categories. Escrever tarefas específicas para diferentes categorias.

(C) Print time-management worksheets. Imprimir planilhas de gerenciamento de tempo.

(D) Limit the time spent on certain tasks during the week. Limitar o tempo gasto em determinadas tarefas durante a semana.

(E) Review the calendar at the end of the week. Revisar o calendário no final da semana. 

33 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

How does setting a time deadline for tasks help the author?

(A) It allows the author to relax during the evening.

(B) It ensures the author is productive and spending time on the designated task.

(C) It makes it easier to schedule new appointments.

(D) It stops the author from spending too much time perfecting the work done.

(E) It prevents her from scheduling too many tasks for the same day.

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

Como a definição do prazo para as tarefas ajuda o autor?

(A) It allows the author to relax during the evening. Permite ao autor relaxar durante a noite.

(B) It ensures the author is productive and spending time on the designated task. Garante que o autor seja produtivo e gaste tempo na tarefa designada.

(C) It makes it easier to schedule new appointments. Facilita o agendamento de novos compromissos.

(D) It stops the author from spending too much time perfecting the work done. Impede que o autor gaste muito tempo aperfeiçoando o trabalho realizado.

(E) It prevents her from scheduling too many tasks for the same day. Impede que ela agende muitas tarefas para o mesmo dia.

34 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Analyze the following statements about the text and mark T, if true, or F, if false.

(  ) The author thought she would have more free time working part-time, but that did not happen

(  ) She found the organization method that works best for her before she started working part-time, so it was easy to manage her tasks and calendars.

(  ) Planning her week before Monday makes her feel stressed to start the week.

The correct order of filling the parentheses, from top to bottom, is:

(A) F – T – F.

(B) F – T – T.

(C) F – F – T.

(D) T – F – F.

(E) T – F – T.

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

Analise as seguintes afirmações sobre o texto e marque V, se verdadeira, ou F, se falsa.

( T ) The author thought she would have more free time working part-time, but that did not happen A autora achou que teria mais tempo livre trabalhando meio período, mas isso não aconteceu

( F ) She found the organization method that works best for her before she started working part-time, so it was easy to manage her tasks and calendars. Ela encontrou o método de organização que funciona melhor para ela antes de começar a trabalhar meio período, por isso foi fácil gerenciar suas tarefas e calendários.

( F ) Planning her week before Monday makes her feel stressed to start the week. Planejar a semana antes de segunda-feira faz com que ela se sinta estressada para começar a semana.

35 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Analyze the following sentences below about the excerpt “It has been two months since I started this work-from-home part-time arrangement”.

I. The structure “it has been two months” is in the past perfect tense.

II. The structure used suggests an ongoing action – the author is still working this way.

III. The word “since” is connected to the point in the past in which the action started.

Which ones are correct?

(A) Only I.

(B) Only II.

(C) Only III.

(D) Only I and II.

(E) Only II and III.

      Comentários e Gabarito    E  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

Analyze the following sentences below about the excerpt “It has been two months since I started this work-from-home part-time arrangement”. Analise as frases a seguir sobre o trecho “Já se passaram dois meses desde que comecei esse regime de meio período de trabalho em casa”.

I. The structure “it has been two months” is in the past perfect tense. A estrutura “já se passaram dois meses” está no pretérito perfeito.

II. The structure used suggests an ongoing action – the author is still working this way. A estrutura utilizada sugere uma ação contínua – o autor ainda trabalha dessa forma.

III. The word “since” is connected to the point in the past in which the action started. A palavra “desde” está ligada ao ponto no passado em que a ação começou.

36 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Mark the INCORRECT alternative about the excerpt “Every Sunday, I set aside 15 minutes to plan out my upcoming work week”.

(A) It describes routine.

(B) It is a simple present structure.

(C) In this sentence, the word “every” indicates frequency.

(D) It is a simple future structure.

(E) The -ing structure is an adjective.

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

Marque a alternativa INCORRETA sobre o trecho “Todo domingo reservo 15 minutos para planejar minha próxima semana de trabalho”.

(A) It describes routine. Descreve a rotina.

(B) It is a simple present structure. É uma estrutura de presente simples.

(C) In this sentence, the word “every” indicates frequency. Nesta frase, a palavra “todo” indica frequência.

(D) It is a simple future structure. É uma estrutura futura simples.

(E) The -ing structure is an adjective. A estrutura -ing é um adjetivo.

37 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Mark the alternative that shows to what the highlighted pronouns are referring to, in the order they appear in the text: “it” (l. 15), “These” (l. 21), and “This” (l. 23).

(A) Sunday planning session – tasks – list out specific tasks

(B) 15 minutes – tasks – prioritize everything

(C) Sunday planning session – use a master calendar – list out specific tasks

(D) plan out my upcoming work week – specific tasks – master list

(E) set aside 15 minutes to plan out – use a master calendar – prioritize everything

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

Marque a alternativa que mostra a que se referem os pronomes destacados, na ordem em que aparecem no texto: “it” (l. 15), “These” (l. 21) e “This” (l. 23) .

(A) Sunday planning session – tasks – list out specific tasks Sessão de planejamento de domingo – tarefas – liste tarefas específicas

(B) 15 minutes – tasks – prioritize everything 15 minutos – tarefas – priorizar tudo

(C) Sunday planning session – use a master calendar – list out specific tasks Sessão de planejamento de domingo – use um calendário mestre – liste tarefas específicas

(D) plan out my upcoming work week – specific tasks – master list planejar minha próxima semana de trabalho – tarefas específicas – lista mestra

(E) set aside 15 minutes to plan out – use a master calendar – prioritize everything reserve 15 minutos para planejar – use um calendário mestre – priorize tudo

38 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Considering the comparative form of the adjectives indicated in the parentheses following each gap, which of the options below correctly and respectively fills out the blanks 1 (L.32), 2 and 3 (L.33) throughout the text?

(A) badder – gooder – efficienter

(B) more bad – more better – more efficient

(C) more bad – better – more efficient

(D) worse – more better – efficienter

(E) worse – better – more efficient

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

39 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

The underlined phrasal verb “figure out” (l. 27) could be replaced by the options below, with no significative changes in meaning, EXCEPT for:

(A) combine

(B) understand

(C) resolve

(D) consider

(E) identify

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

40 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Fill out the gaps in the sentences below with one of the following words: much / many / few / little.

1. I shouldn’t have ___ sugar… Sweets are bad for my health.

2. There are too ___ cookies, they won’t all fit in the jar.

3. Only a ___ people came, it was a very small event.

4. It was just an hour! They did a lot in the ___ time they had. 

Mark the alternative that fills out, correctly and respectively, the gaps in the sentences above.

(A) few – many – little – much

(B) many – much – little – few

(C) much – many – few – little

(D) few – little – much – many

(E) much – few – many – little

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

41 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Which of the following sentences is an example of a second conditional structure?

(A) If I didn’t have to work tomorrow, I would download the time-management worksheets.

(B) We’ll start working with a master calendar as soon as we start this project.

(C) It’ll be better organized if we all keep our tasks listed here.

(D) If they had known the company would grow so fast, they would have organized this sooner.

(E) If you click this button, it prints the page.

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

42 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Accents aside, English has general pronunciation rules. The final “s” in plural nouns can be pronounced as /s/, /z/, or /ɪz/, like in the words books, keys, and pieces. Relate Column 1 to Column 2, associating the sound represented by the final “s” with the respective words.

Column 1

1. /s/

2. /z/

3. /ɪz/

Column 2

( 2 ) Calendars ("Calendar" termina em "r" logo é "VOICED"cujo som do "s" no plural é /z/)

( 3 ) Bosses ("Bosse" termina em consoante "s" com vogal muda "e" muda , logo é "VOICED" cujo som do "s" no plural é /ɪz/

( 1 ) Tasks ("Task" termina em consoante "k", logo é "UNVOICED" cujo som do "s" no plural é  /s/.

The correct order of filling the parentheses, from top to bottom, is:

(A) 1 – 2 – 3.

(B) 1 – 3 – 2.

(C) 2 – 1 – 3.

(D) 2 – 3 – 1.

(E) 3 – 2 – 1.

      Comentários e Gabarito    D  
TÓPICO - FONOLOGIA - REGRAS FONOLÓGICAS DA LÍNGUA INGLESA:

Column 1

1. /s/

2. /z/

3. /ɪz/

Column 2

( 2 ) Calendars ("Calendar" termina em "r" logo é "VOICED"cujo som do "s" no plural é /z/)

( 3 ) Bosses ("Bosse" termina em consoante "s" com vogal muda "e" muda , logo é "VOICED" cujo som do "s" no plural é /ɪz/

( 1 ) Tasks ("Task" termina em consoante "k", logo é "UNVOICED" cujo som do "s" no plural é  /s/.

43 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Considering the use of articles in bold, which of the sentences below is INCORRECT?

(A) The sun is shining today!

(B) It’s going to be a good day.

(C) There are no clouds in a sky…

(D) We should go for an evening stroll.

(E) Spring really is the best season!

      Comentários e Gabarito    C  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO: 

44– (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Each one of the nouns below follow a different spelling rule when in its plural form:

1. car > cars

2. witch > witches

3. city > cities

Which combination of words below follow the same rules, in the same order?

(A) notes – pens – glasses

(B) cans – pennies – bowls

(C) matches – patches – papers

(D) dogs – watches – dictionaries

(E) countries – tabs – babies

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

45 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Considering the order of the words, which of the following sentences is the correct one?

(A) About what he wants to talk?

(B) They didn’t go to the mountains, they did?

(C) Have you been always interested in music?

(D) Did when you arrive at the airport?

(E) What are you waiting for?

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

46 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

In which of the sentences below the position of the adverb in bold is INCORRECT?

(A) He drives very slowly.

(B) She speaks three languages fluently.

(C) Some passengers were seriously injured in the accident.

(D) We’re nearly finished.

(E) Always Andrew’s late for school.

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

47 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

We can use auxiliary and modal verbs in structures to show interest, avoid repetition, state differences and similarities, etc.

Mark the sentence in which the use of the verb in bold is INCORRECT.

(A) A: I loved his latest movie. B: So did I!

(B) A: We haven’t finished yet. B: Neither have I.

(C) A: He is a web developer. B: So is my wife!

(D) A: I went to the dentist yesterday. B: You went?

(E) A: Did I lock the door? B: Yes, you did lock the door… I checked.

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

48 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

In the cartoon below we see two people, and the one on the bed is explaining to the other: “It’s called ‘muscle confusion’. First, I put __ workout clothes, then I confuse my muscles __ not working __”.

Mark the alternative that fills out, correctly and respectively, the gaps in the sentences above.

(A) in – with – by

(B) by – without – in

(C) on – for – up

(D) in – at – up

(E) on – by – out

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

49 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

Fill out the gaps below with one the following words: that / where / which / who.

1. That’s the store ___ they buy their shoes.

2. The book, ___ we’ve been reading at school, was written long ago.

3. These are the directors and movies ___ I like.

4. Marie Curie is the woman ___ discovered radium.

Mark the alternative that fills out, correctly and respectively, the gaps in the sentences above.

(A) where – which – that – who

(B) which – that – where – who

(C) where – which – who – that

(D) that – where – who – which

(E) who – which – that – where

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

50 – (FUNDATEC-2023-PM/ESPUMOSO/RS-PROFESSOR)

In the cartoon below we see an appendix, the body part, saying the following:

1. you don’t have to remove your appendix just because you don’t know what we do!

2. BUT IF YOU DON’T, I WILL KILL YOU IF THE URGE STRIKES ME!

3. but I might help your immune system! 4. MAYBE.

Analyze the following statements about the cartoon and mark T, if true, or F, if false.

(  ) The second sentence contains a conditional.

(  ) Sentence number 3 is a promise.

(  ) “Might” in sentence 3 and “maybe” in sentence 4 both express possibilities.

The correct order of filling the parentheses, from top to bottom, is:

(A) T – T – F.

(B) T – F – T.

(C) F – T – T.

(D) F – T – F.

(E) T – F – F.

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