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
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
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.
- 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
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.
