ACAPLAM – 2012 – PM/ANGICOS/RN – PROFESSOR –LÍNGUA INGLESA – CONCURSO PÚBLICO – PREFEITURA MUNICIPAL DE ANGICOS / RN – PROVA COM GABARITO.

❑ PROVA DE LÍNGUA INGLESA: ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR-25/03/2012.

❑ ESTRUTURA-PROVA:

➭ 28 Multiple Choice Questions / 5 Options Each Question.

➭ Text (1) – | Big Site of Amazing Facts © Interesting Random Facts | www.bigsiteofamazingfacts.com |

➭ Text (2) – | Tirinha |

➭ Text (3) – | Tirinha | Calvin and Hobbes |

➭ Text (4) – | Does America have a soul? | http://motherjones.com |

➭ Text (5) – | Annabel Lee | http://en.wikipedia.org |

❑ TEXTO 1: As questões de 01 a 03 referem-se ao texto seguinte:

Big Site of Amazing Facts ©

Interesting Random Facts

Carbohydrates give your body the main energy it needs for your muscles and nerves to work, and to build and repair your body tissues. The sugars and starches in potatoes, fruits, honey, cereal, corn, peas, and beans provide those needed carbohydrates.

Fats give you energy too, in fact, more than twice as much energy as carbohydrates. Your body uses fats for energy and growth. But some people do not use, or burn up, all the fats they eat. This extra fat is then stored in the body and the person becomes overweight. Milk, butter, meat, and ice cream are some foods which provide the fats your body needs.

The proteins in your diet have different jobs: they repair damaged body cells, build new tissues, and help fight disease. Milk, eggs, cheese, beans, chicken, fish, meats, vegetables, and nuts give you protein.

Vitamins in foods help you keep your skin healthy, your bones strong, your nerves functioning, and your red blood cells forming.

Minerals also help your body grow. Your teeth and bones depend on them; your blood needs them to clot; and your digestive juices use them in their work.

(from “What Do Your Blood Cells Do With the Food You Eat?” in www.bigsiteofamazingfacts.com [accessed in July 2011])

01 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
What is the text about?
A) It’s about the way body cells eat our food.
B) It’s about the best foods for a healthy diet.
C) It’s about how your body gets nutrients from food. D) It’s about molecules in general.
E) It’s about the main parts of our body.
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

02 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Das afirmações seguintes:
I – Os minerais s ão necessários para a coagulação do sangue.
II – Na batata, no cereal e na ervilha identificamos a ausência de açúcares e amidos.
III- Vegetais, feijão e frango são alimentos que contêm proteína.
A) Todos estão corretos.
B) Apenas o item I está correto.
C) Apenas o item III está correto.
D) Estão corretos os itens II e III.
E) Estão corretos os itens I e III.
👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

03 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Das afirmações seguintes:
I – Fornecer energia e formar novas células são as únicas funções realizadas pelas células do nosso corpo com os alimentos que ingerimos.
II – As vitaminas são necessárias para a formação das hemácias.
III – “Sorvete” e “carne” são alimentos que não contêm gordura.
A) Estão corretos os itens I e II.
B) Estão corretos os itens II e III.
C) Apenas o item II está correto.
D) Todos estão incorretos.
E) Apenas o item I está correto.

👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

❑ TEXTO 2: A questão 04 refere-se ao texto seguinte:

04 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
According to the cartoon, American Children.
A) eat too much and spend too much time in front of the TV.
B) have healthy eating habits.
C) eat only what the television offers them.
D) are not as fat now as they were 20 years ago.
E) are overweight because they do not watch television.
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

Choose the correct alternative to complete the sentences:

05 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Sarah had three children _____ education was her constant preocupation.
A) who
B) whose
C) whom
D) which
E) that
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

06 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
If you had taken that substance, you ______. That’s poison.
A) would have died
B) will have died
C) had died
D) would had died
E) would died
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

07 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
The Indians ______ on the continent for about twenty-five thousand years.
A) has been
B) had been
C) was
D) have been
E) N. D. A.
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

08 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Sunlight can be dangerous, so those people _____ to be careful.
A) should
B) must
C) mustn’t
D) can
E) ought
👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

09 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
That happened in the sixties. At that time we ______ under dictatorship in Brazil.
A) was living
B) were lived
C) was lived
D) are living
E) were living
👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

10 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
The Amazon is considered the world’s _______ river by volume, but scientists have believed it is slightly __________ than Africa’s Nile.
A) larger; shorter
B) larger; shortest
C) largest; shortest
D) largest; shorter
E) N. D. A.
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

11 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
If you see ______ without a smile, give them one of yours.
A) nobody
B) nothing
C) someone
D) nowhere
E) anybody
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

12 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Then I remembered something I had seen on the internet ______ days before and I felt _______ better.
A) a little / a little
B) a few / a little
C) a few / few
D) few / few
E) little / little
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

13 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
He had two ______ - a granddaughter six, and a grandson nearly five.
A) grandchildren
B) grandchild
C) grandfather
D) grandparents
E) grandmother
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

14 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Billy, give ____ a break. Stay away from those chips!

A) himself
B) yourselves
C) myself
D) yourself
E) themselves
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

15 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Those planets are so distant that there is no real possibility for ___ to see or contact anyone living on ___.
A) us – it
B) we – them
C) us – them
D) we – they
E) we – it

👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

❑ TEXTO 3: As questões de 16 a 20 referem-se ao texto seguinte:

16 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) The pictures show.

(A) Calvin’s activities in one of the boy’s dreams.
(B) Calvin’s activities in a park.
(C) a day in the life of Calvin.
(D) Calvin’s activities on a big day.
(E) Calvin’s activities throughout the week.

    Comentários e Gabarito   C  

TÓPICOS - LEITURA DE IMAGEM, LEITURA DE TEXTO & MENSAGEM IMPLÍCITA:

The pictures show.
As fotos mostram.

(A) Calvin’s activities in one of the boy’s dreams.

As atividades do Calvin num dos sonhos do menino.
(B) Calvin’s activities in a park.

As atividades de Calvin num parque.
(C) a day in the life of Calvin.

um dia na vida de Calvin.
(D) Calvin’s activities on a big day.

As atividades de Calvin num grande dia.
(E) Calvin’s activities throughout the week.

Atividades do Calvin ao longo da semana.

>> TRADUÇÃO DA TIRINHA:

[Get up, Calvin! I'm not going to call you again! I bet. You're going to miss the bus! Now get out of bed! You don't know the answer? Then sit down. Hey, Twinky, want to see if there's an afterlife? No, you can't go play until you finish your homework. Just eat your food. You don't need to play with it. Stop stalling and get into the bathtub. No, you can't stay up a little longer. Go to bed. Have a good night's sleep. Tomorrow's another big! ... sighhhhhhh...]

• CALVIN'S MOM:
• Get up, Calvin! I'm not going to call you again!
• Levanta, Calvin! Não vou te chamar de novo!
• CALVIN:
• I bet.
• Eu aposto.
• CALVIN'S MOM:
• You're going to miss the bus! Now get out of bed!
• Vai perder o ônibus! Agora saia da cama!
• CALVIN'S TEACHER:
• You don't know the answer? Then sit down.
• Não sabe a resposta? Então sente-se.
• MOE (garoto que faz bullying com Calvin.):
• Hey, Twinky, want to see if there's an afterlife?
• Ei, Twinky, quer ver se existe vida após a morte?
• SOMEONE GIVE CALVIN AN ORDER:
• No, you can't go play until you finish your homework.
• Não, não pode brincar antes de terminar os trabalhos de casa.
• CALVIN'S DAD:
• Just eat your food. You don't need to play with it.
• Apenas coma a sua comida. Não precisa brincar com a comida.
• CALVIN'S MOM:
• Stop stalling and get into the bathtub.
• Pare de enrolar e entre na banheira.
• CALVIN'S DAD:
• No, you can't stay up a little longer. Go to bed.
• Não, não pode ficar acordado nem mais um pouquinho. Vá para a cama.
• CALVIN'S MOM:
• Have a good night's sleep. Tomorrow's another big!
• Tenha uma boa noite de sono. Amanhã é outro dia!
• ... sighhhhhhh...(Suspiro de desilusão)

>> IDEIA CONTEXTUAL:

• A mãe abre a porta do quarto e manda Calvin  sair da cama, vai perder o ônibus.
• Calvin na escola resolvendo um problema de matemática.
• A professora diz para Calvin se sentar se não souber a resposta.
• Moe segura-o pela camisa, cerra o punho e pergunta a Calvin se quer ver se existe vida após a morte.
• Enquanto Calvin tenta sair pela janela do seu quarto, é-lhe dito que não pode sair para brincar até que o seu trabalho de casa esteja feito.
• Calvin mexe no jantar e o pai diz-lhe para apenas comer e não brincar com ele.
• A mãe diz-lhe para parar de enrolar e tomar banho.
• O pai desliga a TV e diz que não pode ficar acordado até mais tarde e ir para a cama.
• A mãe chega depois de Calvin subir para a cama. Ela beija-lhe a testa e diz a Calvin para ter uma boa noite de sono. Amanhã é mais um grande dia.
• Depois de a luz se apagar, Calvin suspira.

17 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) On that day,

(A) nothing really bad happened to Calvin.
(B) Calvin had a great time.
(C) the little boy wasn’t particularly lucky.
(D) things worked out pretty well in the end.
(E) Calvin had an interesting dream.

    Comentários e Gabarito   C  

TÓPICOS - LEITURA DE IMAGEM, LEITURA DE TEXTO & MENSAGEM IMPLÍCITA:

On that day,
Naquele dia, 

(A) nothing really bad happened to Calvin.

nada de realmente mau aconteceu a Calvin.
(B) Calvin had a great time.

O Calvin divertiu-se muito.
(C) the little boy wasn’t particularly lucky.

o menino não teve muita sorte.
(D) things worked out pretty well in the end.

as coisas funcionaram muito bem no final.
(E) Calvin had an interesting dream.

O Calvin teve um sonho interessante.

18 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) At home Calvin tried to go play

(A) after eating his food.
(B) after taking a bath.
(C) after going to bed.
(D) and invited his father to play with him.
(E) before finishing his homework.

    Comentários e Gabarito   E  

TÓPICOS - LEITURA DE IMAGEM, LEITURA DE TEXTO & MENSAGEM IMPLÍCITA:

At home Calvin tried to go play
Em casa, o Calvin tentou ir brincar

(A) after eating his food.

depois de comer.
(B) after taking a bath.

depois de tomar banho.
(C) after going to bed.

depois de dormir.
(D) and invited his father to play with him.

e convidou o pai para brincar com ele.
(E) before finishing his homework.

antes de terminar os trabalhos de casa.

19 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) At school

(A) things worked out pretty well.
(B) Calvin showed what a bright student he was.
(C) Calvin was attacked by a bully, a bigger and stronger boy.
(D) Calvin solved an Arithmetic problem.
(E) Calvin’s teacher told him he should study harder.

    Comentários e Gabarito   C  

TÓPICOS - LEITURA DE IMAGEM, LEITURA DE TEXTO & MENSAGEM IMPLÍCITA:

At school

Na escola
(A) things worked out pretty well.

as coisas correram muito bem.
(B) Calvin showed what a bright student he was.

Calvin mostrou o aluno brilhante que era.
(C) Calvin was attacked by a bully, a bigger and stronger boy.

O Calvin foi atacado por um rufia, um rapaz maior e mais forte.
(D) Calvin solved an Arithmetic problem.

O Calvin resolveu um problema de aritmética.
(E) Calvin’s teacher told him he should study harder.

O professor de Calvin disse que ele devia estudar mais.

20 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) In the end the little boy let out a sigh of disappointment because

(A) it had really been a big day.
(B) he didn’t know the answer to that problem.
(C) the next day would probably be as bad as that one.
(D) he believed the next day would be great.
(E) he was sure he would not have a good night’s sleep.

    Comentários e Gabarito   C  

TÓPICOS - LEITURA DE IMAGEM, LEITURA DE TEXTO & MENSAGEM IMPLÍCITA:

In the end the little boy let out a sigh of disappointment because

No final o menino soltou um suspiro de desilusão porque
(A) it had really been a big day.

tinha sido mesmo um grande dia.
(B) he didn’t know the answer to that problem.

ele não sabia a resposta a este problema.
(C) the next day would probably be as bad as that one.

o dia seguinte seria, provavelmente, tão mau quanto aquele.
(D) he believed the next day would be great.

ele acreditava que o dia seguinte seria ótimo.
(E) he was sure he would not have a good night’s sleep.

tinha a certeza de que não teria uma boa noite de sono.

21 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) Assinale a alternative cujo emprego do 's expressa caso possessivo:

(A) She’s washing it now.
(B) Mary’s hair is too long.
(C) She’s got beautiful hair.
(D) Let’s go and talk to her.
(E) N. D. A.

    Comentários e Gabarito   B  

TÓPICO - CASO POSSESSIVO:

Assinale a alternative cujo emprego do 's expressa caso possessivo:

(A) She’s washing it now.
(B) Mary’s hair is too long.
(C) She’s got beautiful hair.
(D) Let’s go and talk to her.
(E) N. D. A.

22 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) Transformando corretamente em voz passiva a oração

• “They have harmed the environment”, temos:

(A) The environment have been harmed.
(B) The environment has been harmed.
(C) The environment has be harmed.
(D) The environment had been harmed.
(E) They have been harmed by the environment.

    Comentários e Gabarito   B  

TÓPICO - PASSIVE VOICE "BE + Past Participle":

>> “They have harmed the environment”

• Estrutura Ativa: have harmed;
• Estrutura Passiva: has been harmed.

(A) The environment have been harmed.
(B) The environment has been harmed.
(C) The environment has be harmed.
(D) The environment had been harmed.
(E) They have been harmed by the environment.

23 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR) Se transformarmos a sentença

• “Go to bed!” Calvin’s mother said to him

em discurso indireto, temos:

(A) Calvin’s mother told him to go to bed.
(B) Calvin’s mother told him went to bed.
(C) Calvin’s mother told her to go to bed.
(D) Calvin’s mother told him had been to bed.
(E) Calvin’s mother told her had been to bed.

    Comentários e Gabarito   A  

TÓPICOS - LEITURA DE IMAGEM, LEITURA DE TEXTO & MENSAGEM IMPLÍCITA:

❑ TEXTO 4: As questões de 24 a 26 referem-se ao texto seguinte:

Does America have a soul?

By Thomas Moore

Since the publication of Care of the Soul four years ago, I've traveled the country giving talks, signing books, and having conversations on talk radio. I have learned there are large numbers of Americans (maybe not the majority) who are passionate about, or at least interested in, shaping their lives to be humane, individual, socially tolerant and contributing, and spiritual by some definition. They are hungry for whatever it is that makes life worth living and are concerned about their own souls and the soul of their country. (…)

One moment in my travels stands out. I was giving a talk in a large auditorium in New England when a woman sitting in the balcony stood up and told the story of having just quit her job. She had young children and was full of anxiety about her financial future, but she knew the work she had been doing was hurting her soul, so she made the tough decision to take the leap and hope for something better. The audience reacted to her story with wild footstomping, whistles, screams, and prolonged applause. I was shocked by their intensity, their obvious identification with her plight, but I have since witnessed these emotions in other parts of the country.

http://motherjones.com/politics/1996/09/

doesamerica-have-soul(Accessed on October 22, 2009.)

24 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
In the first paragraph of the text, the author says that:
A) the majority of Americans is interested in shaping their lives to be humane.
B) All americans are interested in shaping their lives to be humane.
C) many Americans are interested in shaping their lives to be humane.
D) most Americans are interested in shaping their lives to be humane.
E) few Americans are interested in shaping their lives to be humane.
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

25 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
The word “their” in "(…) their obvious identification with her plight (…)" refers to:
A) foot-stomping, whistles, screams
B) the audience
C) their intensity
D) these emotions
E) other parts of the country
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

26 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
"I was giving a talk in a large auditorium in New England when a woman sitting in the balcony stood up (…)".

The selected passage expresses an idea of

A) time
B) condition
C) place
D) cause
E) purpose
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

❑ TEXTO 5: As questões 27 e 28 referem-se aos textos seguintes:

Annabel Lee

It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.

I was a child and she was a child,
In this kingdom by the sea;
But we loved with a love that was more than love
I and my Annabel Lee;
With a love that the winged seraphs of heaven Coveted her and me.

http://www.poemhunter.com/poem/annabel-lee/ (Accessed on March 31, 2010.)

Edgar Allan Poe was born on January 19, 1809 in Boston. He was writer, poet, editor and literary critic. He was the first well-known American writer to try to earn a living through writing, resulting in a financially difficult life and career. He died on Sunday, October 7, 1849.
“Annabel Lee” was the last complete poem composed by him.

Adapted from

<http://en.wikipedia.org/wiki/Edgar_Allan_Poe>.

(Accessed on March 31, 2010.)

27 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Das afirmações seguintes:
I – The writer and Annabel Lee had a true love.
II – Annabel was a single mother.
III – The writer says they were like children because they were in love.
A) Estão corretos os itens I e II.
B) Estão corretos os itens II e III.
C) Apenas o item I está correto.
D) Estão corretos os itens I e III.
E) Todos estão corretos.
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

28 – (ACAPLAM-2012-PM/ANGICOS/RN-PROFESSOR)
Das afirmações seguintes:
I – When Edgar Allan Poe died, he was fourteen years old.
II – Annabel Lee was Poe’s most famous poem.
III – Poe was the first writer who wrote for a living.
A) Estão corretos os itens I e III.
B) Estão corretos os itens II e III.
C) Todos estão incorretos.
D) Apenas o item III está correto.
E) Apenas o item I está correto.
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: