UFRGS – 2019 – VESTIBULAR – LÍNGUA INGLESA – UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL – PROVA COM GABARITO.

❑ PROVA DE LÍNGUA INGLESA: UFRGS-2019-VESTIBULAR.

www.ufrgs.br/coperse/concurso-vestibular

❑ ESTRUTURA-PROVA:

➭ 18 Multiple Choice Questions / 5 Options Each Question.

➭ Text (1)  – | No Longer at Ease | London: Everyman’s Library |

➭ Text (2)  – | The academy announces a misguided newcategory | www.economist.com |

➭ Text (3)  – | The academy announces a misguided newcategory |  www.economist.com |

❑ GABARITO:

01-A, 02-B, 03-D, 04-E, 05-C, 06-E

07-X, 08-C, 09-E, 10-A, 11-B, 12-E

13-D, 14-B, 15-A, 16-D, 17-C, 18-B

➧ TEXT:

05 – (UFRGS-2019-VESTIBULAR)

Assinale a alternativa que apresenta termos que, conforme empregados no texto, operam como membros de uma mesma classe de palavras.

(A) away (l. 01) – sometimes (l. 02) – years (l. 04)

(B) on (l. 22) – but (l. 23) – Besides (l. 32)

(C) neighbouring (l. 27) – admiring (l. 38) – walking (l. 40)

(D) leave (l. 19) – electric (l. 39) – wonderment (l. 44)

(E) pleasure (l. 42) – digression (l. 44) – mould (l. 47)

06 – (UFRGS-2019-VESTIBULAR)

Associe as palavras da coluna da esquerda aos seus respectivos sinônimos, na coluna da direita, de acordo com o sentido com que são empregadas no texto.

(  ) longing (l. 05)

(  ) sharpness (l. 06)

(  ) digression (l. 44)

1. yearning

2. intensity

3. lengthening

4. diversion

5. delay

6. excuse

A sequência correta de preenchimento dos parênteses, de cima para baixo, é

(A) 1 – 2 – 4.

(B) 1 – 3 – 4.

(C) 2 – 1 – 6.

(D) 5 – 2 – 4.

(E) 5 – 3 – 6.

07 – (UFRGS-2019-VESTIBULAR)

Considere as seguintes afirmações acerca do texto.

I - O segmento took on (l. 06) poderia ser substituído por assumed.

II - A expressão ne’er-do-wells (l. 23) confere um sentido enaltecedor aos soldados.

III- A palavra wonderment (l. 44) enfatiza a dúvida por parte das pessoas que ouviam o soldado.

Quais estão corretas?

(A) Apenas I.

(B) Apenas II.

(C) Apenas III.

(D) Apenas I e III.

(E) I, II e III.

08 – (UFRGS-2019-VESTIBULAR)

Assinale com V (verdadeiro) ou F (falso) as afirmações abaixo, acerca da estrutura do texto.

(  ) A palavra But (l. 10) poderia ser substituída por However, seguida por vírgula, sem prejuízo da correção gramatical e do significado original do texto.

(  ) O trecho the Nigeria he returned to (l. 10) poderia ser susbstituído por the Nigeria to which he returned, sem prejuízo da correção gramatical e do significado original do texto.

(  ) A palavra Besides (l. 32) poderia ser substituída por Notwithstanding, sem prejuízo da correção gramatical e do significado original do texto.

(  ) O trecho a pleasure car stops for you (l. 42-43) poderia ser substituído por a pleasure car will stop for you, sem prejuízo da correção gramatical e do significado original do texto.

A sequência correta de preenchimento dos parênteses, de cima para baixo, é

(A) F – V – F – V.

(B) F – F – V – V.

(C) V – V – F – V.

(D) V – V – V – F.

(E) V – F – F – F.

09 – (UFRGS-2019-VESTIBULAR)

Assinale a alternativa que apresenta reescrita adequada, em discurso indireto, para a frase

Then by way of digression he said: 'If you see a white man, take off your hat for him' (l. 44-46).

(A) Then by way of digression he warned one to take off one’s hat if one had seen a white man.

(B) Then by way of digression he said that if we saw a white man, we should take off our hats for him.

(C) Then by way of digression he advised us to see a white man and take off our hats for him.

(D) Then by way of digression he told us that if we saw a white man, we should take off his hat for him.

(E) Then by way of digression he told that when we saw a white man, we must take off our hats for him.

10 – (UFRGS-2019-VESTIBULAR)

Select the alternative that adequately fills in the gaps in lines 07, 11 and 18.

(A) as long as – For – but

(B) if – Once – yet

(C) provided – Therefore – however

(D) whereas – Because – but

(E) so – Since – despite

11 – (UFRGS-2019-VESTIBULAR)

According to the text,

(A) it is impossible to say what Art is because many times what artists call “art” is at odds with what people assume art to be.

(B) artists are often crushed by criticism because, at the end of the day, for an artwork to be acknowledged as such it must please the public.

(C) Art is an abstraction, and people often respond to it based on very subjective criteria, which may lead to prejudiced critical evaluations.

(D) a person who does not find beauty in an artwork does so out of prejudiced views based on irrelevant memories.

(E) the quality of an artwork lies on the beauty of its subject-matter, but some people are unable to perceive this due to prejudiced views. 

12 – (UFRGS-2019-VESTIBULAR)

Mark the statements below with T (true) or F (false), according to the text.

(  ) The indefinition of what Art is allows different interpretations of what is beautiful or not.

(  ) The author believes that liking an artwork needs no justification, but disliking it does.

(  ) Representations of beautiful things are easily perceived as good art.

(  ) An artist can make a great picture out of a repugnant subject-matter.

The correct sequence of filling in the parentheses, from top to bottom, is 

(A) T – T – T – T.

(B) T – T – F – F.

(C) F – F – F – T.

(D) F – T – T – T.

(E) F – F – F – F.

13 – (UFRGS-2019-VESTIBULAR)

Consider the segment you may crush an artist by telling him that what he has just done may be quite good (l. 13-15).

If the word artist were replaced by its plural form, how many additional alterations would have to be made to keep the segment grammatically correct?

(A) 3.

(B) 4.

(C) 5.

(D) 6.

(E) 7.

14 – (UFRGS-2019-VESTIBULAR)

Select the alternative that offers adequate synonyms to the words crush (l. 13), magnificent (l. 31) and rebuffed (l. 42) as used in the text.

(A) crash – terrific – criticized

(B) defeat – dreadful – praised

(C) hurt – outstanding – censured

(D) crumble – awesome – despised

(E) overwhelm – appalling – loathed

15 – (UFRGS-2019-VESTIBULAR)

Consider the following statements.

I - The pronoun its (l. 15) refers to what he has just done (l. 14).

II - The pronoun it (l. 23) refers to Someone (l. 21).

III- The pronoun It (l. 29) refers to when some irrelevant memory makes us prejudiced (l. 29-30).

Which ones are correct?

(A) Only I.

(B) Only II.

(C) Only III.

(D) Only II and III.

(E) I, II and III.

16 – (UFRGS-2019-VESTIBULAR)

Consider the following propositions for rephrasing the sentence All of us, when we see a painting, are bound to be reminded of a hundred-and-one things which influence our likes and dislikes (l. 24-27).

I - When we see a painting, all of us are bound to be reminded of a hundred-and-one things which influence our likes and dislikes.

II - All of us are bound to be reminded of a hundred-and-one things which influence our likes and dislikes when we see a painting.

III- A hundred-and-one things which influence our likes and dislikes are bound to be reminded by all of us when we see a painting.

If applied to the text, which ones would be correct and keep the literal meaning?

(A) Only I.

(B) Only II.

(C) Only III.

(D) Only I and II.

(E) I, II and III.

17 – (UFRGS-2019-VESTIBULAR)

Select the alternative that could replace the segment are bound to (l. 25) without changing the literal meaning of the sentence.

(A) are restricted to

(B) are likely to

(C) are obliged to

(D) are willing to

(E) are beholden to

18 – (UFRGS-2019-VESTIBULAR)

Consider the following sentence.

It is only when some irrelevant memory makes us prejudiced that we should search our mind for the reason for the aversion.

Select the alternative with the proposition that best rephrases it.

(A) Only when does some irrelevant memory make us prejudiced is it that we should search our mind for the reason for the aversion.

(B) Only when does some irrelevant memory make us prejudiced should we search our mind for the reason for the aversion.

(C) Only when does some irrelevant memory make us prejudiced we should search our mind for the reason for the aversion.

(D) Only when some irrelevant memory makes us prejudiced we search our mind for the reason for aversion.

(E) Only when some irrelevant memory makes us prejudiced should we search our mind for the reason for aversion.

IAUPE – 2023 – PMSJCG/PE – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – SECRETARIA DE EDUCAÇÃO – PREFEITURA MUNICIPAL DE SÃO JOSÉ DA COROA GRANDE – PROVA COM GABARITO.

 Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: IAUPE-2023-PREFEITURA MUNICIPAL DE SÃO JOSÉ DA COROA GRANDE- PROFESSOR, aplicação em 07/01/2023.

➧ BANCA/ORGANIZADOR: IAUPE Concursos - http://www.iaupe.com.br.

➧ GABARITO:

01-C, 02-B, 03-E, 04-A, 05-D

06-E, 07-A, 08-C, 09-D, 10-B

11-E, 12-A, 13-E, 14-D

➧ PROVA:

➧ TEXT I: Read the text 1 to answer questions 01, 02, 03 and, 04.

Worldwide changes in food and eating habits American fast food has certainly affected Korea. You can find American fast food restaurants everywhere and many young people don’t appreciate traditional Korean food anymore. Koreans are now using western ingredients such as ketchup, mayonnaise and butter to cook regular meals. Salad dressing, something we never used before, is also popular now.

The problem is that American companies sell their food along with American culture. Manners in restaurants are not the same before. I can give you two examples of this. Traditionally Koreans don’t use individual plates for eating main dishes. We have always eaten from one bowl, but now some people think that this habit is unsanitary.

Tipping is also new for us. Before, we had never rewarded good service with money, but now we are supposed to give a tip to waiter in some restaurants. I fear our traditional way of doing things will soon be forgotten.

By Jeong Kim, from Korea.

(PLATERO, Luciana & DONNINI, Lívia. All Set, vol. 2, student book. Boston, USA: Thompson Heinle, 2008. Adaptado.)

01 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

According to text 1, it’s CORRECT to say that the author

A) has a positive view of the changes in his country’s eating habits as a result of the spread of American restaurant chains.

B) is a great fan of American fast food and he is used to the ingredients and spices as well.

C) has a negative view of the changes is his country’s eating habits as a consequence of the spread of American fast food restaurants.

D) is optimistic about the changes in Korean eating habits because people are trying to cook other kind of food.

E) is trying to accept other manners of cooking, as he finds American fast food practical and heathy.

02 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

Observe a análise linguística abaixo e responda ao que se pede.

I. Em “Salad dressing, something we never used before, is also popular now. ”, o termo dressing, na expressão sublinhada, é um substantivo e significa, em português, molho.

II. No trecho “I fear our traditional way of doing things will soon be forgotten.”, o termo sublinhado é uma expressão idiomática que corresponde a “Eu confio”.

III. No 1º parágrafo, as palavras affected, restaurants, traditional e ingredients são palavras cognatas, mas popular é falsa cognata.

IV. No trecho “Traditionally Koreans don’t use individual plates for eating main dishes.”, as palavras plates e dishes são substantivos e têm significados semelhantes.

V. Em “Before, we had never rewarded good service with money”, foi empregado o past perfect, e o verbo destacado significa recompensar.

Estão CORRETAS apenas

A) I e III.

B) I, IV e V.

C) III e V.

D) II e IV.

E) I, II e III.

03 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

In the passage: Salad dressing, something we never used before, is also popular now. (1st paragraph ),

the word in bold type and underlined refers to

A) meals

B) young people

C) Korea

D) Restaurants

E) Koreans

04 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

According to the IPA – International Phonetic Alphabet – the CORRECT phonetic transcriptions for the words

tipping, butter and plate

are

A) /ˈtɪpɪŋ/ /ˈbʌtə(r)/ /pleɪt/

B) /tɪp/ /bət/ /ˈplætə(r)/

D) /ˈtɪpɪŋ/ /ˈbʌt(ə)n/ /ˈplætə(r)/

C) /ˈtiːpiː/ /ˈbʌtə(r)/ /ˈpleɪə(r)/

E) /taɪp/ /bət/ /pleɪs/

➧ TEXT II: Read the passage and answer the question 05.

Numerous studies show that ____________________ as compared to working independently, results in deeper information processing and more meaningful psychological connections among the participants (Johnson, Johnson, and Smith 1998; Smith 1995). The goal of collaboration is to create new insights during discussions (Henry 1992; Kaye 1992) and to move students to an understanding of alternative perspectives (Cunningham 1992).

The following general suggestions can help establish consistency in group work

• During a pre-collaboration period, make sure that students are motivated to participate.
• Establish clear ground rules: everybody must participate, and all the ideas should be accommodate.
• Be available as a resource for students, but do not offer any judgments on the work progress and assure them that the tensions are natural.
• Do not get discouraged when a collaborative task results in some emotional responses from students – keep creating opportunities for learning to work collaboratively.

(ROELL, Christiane. English Teaching Forum. United States Department for Teachers of English. Vol. 48/2, p. 17-18. 2010. Adaptado.)

05 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

The method that correctly completes text 2 is

A) Audiolingual method.

B) Grammar-translation method.

D) Collaborative learning.

C) Total Physical Response.

E) Silent way.

➧ TEXT III:  for question 06.

This method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue. It gave students a lot of speaking practice by using habit-formation drills. Other characteristics of this method are:

• Theory of Behaviorism is in its base;
• Set phrases are memorized with a focus on intonation;
• Grammatical explanations are kept to a minimum;
• Vocabulary is taught in context;
• Audio-visual aids are used;
• Focus is on pronunciation

06 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

The teaching method focused on in text 3 is called

A) Community Learning.

B) Communicative Approach.

D) Desuggestopedia.

C) Grammar-Translation Method.

E) Audio-Lingual Method.

➧ TEXT IV: for questions 07, 08, 09, 10, and 11.

Social networks Going into the small room at the end of the corridor, Roberta sat down __(1)__ the computer. It was the computer she had bought when her old one’s hard disk had started to go wrong. Her new computer was a laptop with a lot of extra features and she needed it for her online work __(2)__ her students. Roberta had started to worry that her students would be bored unless she used modern technology in her teaching. She turned __(3)__ the switch at the back of her computer. She looked at the email messages waiting for her answer, but she ignored them. Then she looked at the homework posted on a special site she created for the students, but she didn’t feel like correcting it. Instead she went to her favorite social network site and looked at the news about her friends. She sent messages to her favorite people and she had many online conversations __(4)__ teaching and other things. She posted some new messages on her own web page and then watched a film clip on a video site which her friend had told her about. __(5)__ now, it was late and she realized that she had spent too much time talking to her friends online. She was very tired. She would have to do all her work in the morning.

(HARMER, J. Essential Teacher Knowledge: core concepts in English language teaching, p. 42. Harlow: Pearson Education Limited, 2012. Adaptado.) 

07 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

Choose the prepositions that correctly complete the gaps in the text.

         (1)           ( 2)   (3)    (4)     (5)

A) In front of / with / on / about / By

B) in front of / with / on / on / Over

C) before / within / in / about / For

D) beside / over / at / about / From

E) Before / without / of / between / By

08 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

According to text 4,

A) Roberta is very worried about the large number of students in her English classes.

B) there are no good teaching materials and equipment to support Roberta’s language classes.

C) Roberta is concerned about offering her students some modern technology so they don’t get bored.

D) there is no space in Roberta’s classroom to keep her computer and teaching materials.

E) Roberta and her colleagues are learning to use new technologies and teaching materials in their English course.

09 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

In the excerpt

“(…) it was late and she realized that she had spent too much time talking to her friends online. She was very tired. She would have to do all her work in the morning”,

there is a false cognate or false friend.

Which of the words below is a false cognate?

A) online

B) spent

C) morning

D) realized

E) all

10 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

No trecho:

“Then she looked at the homework posted on a special site she created for the students, but she didn’t feel like correcting it.”,

as palavras destacadas são conectores que trazem, respectivamente, ideias de _________ and ___________ . 

As palavras que completam o trecho corretamente são:

A) oposição / condição

B) tempo / oposição

D) tempo / adição

C) causa / condição

E) adição / consequência

11 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

Read the excerpt and choose the CORRECT alternative.

“Then she looked at the homework posted on a special site she created for the students, but she didn’t feel like correcting it.”

The phrasal verb underlined in the excerpt can be translated into Portuguese as

A) esbanjar.

B) sentir-se à vontade.

C) ocupar-se com. 

D) entreter-se.

E) ter /sentir vontade.

 

12 – (IAUPE-2023-PMSJCG/PE-PROFESSOR)

Write the missing words according to the pictures. Then choose the CORRECT sequence of words below.

I.  A ________of cards 

II.  A _________ of wine 

  

III.  A __________ of biscuits

IV.  A __________ of milk

V. A __________ of tea

The sequence that correctly complete the gaps is

A) I. pack II. bottle III. packet IV. carton V. mug

B) I. jar II. packet III. basin IV. carton V. can

C) I. bag II. sack III. barrel IV. case V. mug

D) I. box II. bottle III. basin IV. tube V. carton

E) I. pack II. tube III. packet IV. mug V. bowl

➧ TEXT V: for questions 13 and 14.

Disponível em: https://web.mit.edu/manoli/mood/www/calvin-full.html. Acesso em 27/ 11/2022.)

13 – (IAUPE-2023-PMSJCG/PE-PROFESSOR) De acordo com a tira cômica, é CORRETO afirmar que

A) embora não goste de escrever, Calvin está ensinando ao amigo Hobbes as estratégias que costuma usar para ser criativo nas tarefas de redação.

B) Calvin não está conseguindo concluir suas tarefas no prazo estipulado e Hobbes está lhe sugerindo algumas desculpas para a aula do dia seguinte.

C) Hobbes e Calvin parecem confusos com as instruções e os temas dados para as tarefas de redação, cujos prazos são sempre muito curtos.

D) Hobbes e Calvin não sabem como fazer para enviar os trabalhos escolares no dia seguinte, já que ambos produziram textos muito longos.

E) Calvin está insatisfeito com as tarefas de redação, as quais ele acha que podem ensiná-lo não a escrever, mas a odiar a escrita de textos.

      Comentários e Gabarito    E  

TÓPICOS - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO & VOCABULÁRIO:

De acordo com a tira cômica, é CORRETO afirmar que

(A) embora não goste de escrever, Calvin está ensinando ao amigo Hobbes as estratégias que costuma usar para ser criativo nas tarefas de redação.

(B) Calvin não está conseguindo concluir suas tarefas no prazo estipulado e Hobbes está lhe sugerindo algumas desculpas para a aula do dia seguinte.

(C) Hobbes e Calvin parecem confusos com as instruções e os temas dados para as tarefas de redação, cujos prazos são sempre muito curtos.

(D) Hobbes e Calvin não sabem como fazer para enviar os trabalhos escolares no dia seguinte, já que ambos produziram textos muito longos.

(E) Calvin está insatisfeito com as tarefas de redação, as quais ele acha que podem ensiná-lo não a escrever, mas a odiar a escrita de textos.

>> TRADUÇÃO DA TIRINHA:

[If you ask me, this assignments don't teach you how to write, they teach you how to hate write. Deadlines, rules how to do it, grades ... how can you be creative when someone's breathing down your neck? I guess you should try not to think about the end result too much and just have fun with the process of creating. Every time I do that, I end up in the school psychologist's office.]

• CALVIN:
• If you ask me, this assignments don't teach you how to write, they teach you how to hate write.
• Se me perguntarem, estas tarefas não ensinam a escrever, elas ensinam a odiar escrever.
• Deadlines, rules how to do it, grades ... how can you be creative when someone's breathing down your neck?
• Prazos, regras de como fazer, notas... Como você pode ser criativo quando alguém está na sua cola?
• HOBBES:
• I guess you should try not to think about the end result too much and just have fun with the process of creating.
• Acho que você deveria tentar não pensar muito no resultado final e apenas se divertir com o processo de criação.
• CALVIN:
• Every time I do that, I end up in the school psychologist's office.
• Sempre que faço isso, acabo no gabinete do psicólogo da escola.

>> IDEIA CONTEXTUAL:

• Calvin está insatisfeito com as tarefas de redação, as quais ele acha que podem ensiná-lo não a escrever, mas a odiar a escrita de textos. O seu fiel amigo Hobbes, sugere então que Calvin não deveria pensar no resultado de uma tarefa de escrita, mas sim se divertir com o processo de criação. Porém, essa sugestão de se divertir escrevendo não é lucrativa para Calvin, porque Calvin era encaminhado ao psicólogo da escola toda vez que se divertia escrevendo.

14 – (IAUPE-2023-PMSJCG/PE-PROFESSOR) No 3º e penúltimo quadro, as funções comunicativas presentes na fala de Hobbes são:

A) desculpar-se com Calvin e oferecer ajuda.

B) corrigir o amigo e criticar seu comportamento.

C) esclarecer um erro e repreender Calvin.

D) aconselhar o amigo e motivá-lo.

E) mostrar-se frustrado e ironizar a postura de Calvin.

      Comentários e Gabarito    D  

TÓPICOS - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO & VOCABULÁRIO:

No 3º e penúltimo quadro, as funções comunicativas presentes na fala de Hobbes são:

(A) desculpar-se com Calvin e oferecer ajuda.

(B) corrigir o amigo e criticar seu comportamento.

(C) esclarecer um erro e repreender Calvin.

(D) aconselhar o amigo e motivá-lo.

(E) mostrar-se frustrado e ironizar a postura de Calvin.

>>TRECHO QUE JUSTIFICA:

• HOBBES:
• I guess you should try not to think about the end result too much and just have fun with the process of creating.
• Acho que você deveria tentar não pensar muito no resultado final e apenas se divertir com o processo de criação.