IFPI-2012- Concurso Público DOCENTE DE INGLÊS(Nível Superior) do Instituto Federal do Piaui - Profº Valdenor Sousa - Prova de INGLÊS com gabarito e questões comentadas.

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Hey, what's up my friends!!!...How have you been?!

Neste post, veremos a Prova de INGLÊS do Concurso Público-IFPI-2012-Instituto Federal do Piauí–DOCENTE DE INGLÊS(Nível Superior). Aplicação em 26/02/2012.
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[a]Banca Organizadora do Concurso Público 

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[b]Padrão/Composição da prova 

👉22 Questões.

👉Reading Comprehension(Compreensão textual).
👉Use of english(uso do inglês).
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[c]Dictionary:

Caso necessário,sugiro que consulte os excelentes dicionários a seguir:
http://www.thefreedictionary.com/
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🔄Verbos 
➽[to )
🔄Phrasal Verbs :

➽[to "]

🔄Expressões verbais com o TO BE(simple present/simple past/simple future/ be going to/present continuous/past continuous/future continuous):
➽["]
🔄Expressões verbais no PERFECT TENSE(present perfect/past perfect/present perfect continuous/past perfect continuous):
➽["]
🔄Expressões com os 10 modais(can/could/may/might/must/should/would/ought to/will/shall):
➽["]   
🔄Expressões com verbos com ING:
➽[."]
🔄Expressões VERBAIS EM GERAL:
➽["]
🔄Substantivos(NOUNS):
➽[]
🔄Adjetivos/Locuções adjetivas :
➽["]
🔄Advérbios/Locução adverbial:
➽[]
🔄 Pronomes Relativos(who, which, whom, that) :
➽[.]
🔄 Coordination Conjunctions (for, and, nor, but, or, yet, so):
➽["]
🔄 Subordination Conjunctions (however/nonetheless/nevertheless/notwithstanding)-(although/though/even though)-(as if/as though)-(as/so long as/provided that)-(despite/in spite of)-(as)-(once)-(otherwise)-(unless)-(untill)-(when/by the time)-(whenever)-(whereas)-(while)-(so that/so as to/in order that/in order to)-(since):
➽[)
🔄 Correlative Conjunctions(not only...but also, both...and, as...as, either...or, wheter...or, neither...nor) :
➽["]
🔄 Preposition (in ➜ mês), (on ➜ dia/data), (at➜ hora/momento específico: at night, at midnight, at lunchtime) :
➽["]
🔄 Passive Voice: Verbo TO BE(no tempo verbal contextual)+VP no particípio passado. :

➽["]
🔄Expressões idiomáticas :
➽[)
🔄Expressões ADJETIVO+SUBSTANTIVO:
➽["] 
🔄IF-CLAUSE:
➽["]
🔄Tax English - Expressões Técnicas na ÁREA DE TRIBUTAÇÃO:
➽["]
🔄Oil English - Expressões Técnicas na ÁREA DE PETRÓLEO :
➽["]

🔄Expressões Técnicas na ÁREA DE FINANÇAS :

➽["]

🔄Economy English - Expressões Técnicas na ÁREA DE ECONOMIA:

➽["]

🔄 Comparativos (superioridade) :
➽[a]

🔄Expressões com 'S (Genitive case=proprietário 'S propriedade) ➜ relação de posse , parentesco ou autoria. :

➽["]
🔄 Afixos :
➽[]
🔄Expressões com frações/números:
➽[."]
🔄Questions:
➽["]

🔄Falso cognato:

➽[]

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Agora vamos à prova.

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Part 1 -  READING AND VOCABULARY COMPREHENSION  
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Your answers to the questions from 1 to 8 must be based on the text below. All information you 
need is in the passage itself, and what you have learned so far applies.
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TEXT
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How English Is Evolving Into a Language We May Not Even Understand
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By Michael Erard
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The targeted offenses: IF YOU ARE STOLEN, CALL THE POLICE AT ONCE. PLEASE OMNIVOROUSLY PUT THE WASTE IN GARBAGE CAN. DEFORMED MAN LAVATORY.
For the past 18 months, teams of language police have been _______ Beijing on a mission to wipe out all such traces of bad English signage before the Olympics come to town in August. They're the type of goofy transgressions that we in the English homelands love to poke fun at, devoting entire Web sites to so-called Chinglish. (By the way, that last phrase means "handicapped bathroom.") 

But what if these sentences aren't really bad English?What if they are evidence that the English language is happily leading an alternative lifestyle without us? 

Thanks to globalization, the Allied victories in World War II, and American leadership in science and 
technology, English has become so successful across the world that it's _______ the boundaries of what we think it should be. In part, this is because there are fewer of us: By 2020, native speakers will make up only 15 percent of the estimated 2 billion people who will be using or learning the language. Already, most conversations in English are between nonnative speakers who use it as a lingua franca. 

In China, this sort of free-form adoption of English is helped along by a shortage of native English-speaking teachers, who are hard to keep happy in rural areas for long stretches of time. An estimated 300 million Chinese — roughly equivalent to the total US population — read and write English but don't get enough quality spoken practice. The likely consequence of all this? In the future, more and more spoken English will sound increasingly like Chinese.

It's not merely that English will be salted with Chinese vocabulary for local cuisine, bon mots, and curses or that speakers will peel off words from local dialects. The Chinese and other Asians already pronounce English differently — in both subtle and not-so-subtle ways. For example, in various parts of the region they tend not to turn vowels in unstressed syllables into neutral vowels. Instead of "har-muh-nee," it's "har-moh nee." And the sounds that begin words like this and thing are often enunciated as the letters f, v, t, or d. In Singaporean English (known as Singlish), think is pronounced "tink," and theories is "tee-oh-rees."

English will become more like Chinese in other ways, too. Some grammatical appendages unique to English (such as adding do or did to questions) will drop away, and our practice of not ________ certain nouns into plurals will be ignored. Expect to be asked: "How many informations can your flash drive hold?" In Mandarin, Cantonese, and other tongues, sentences don't require subjects, which leads to phrases like this:

"Our goalie not here yet, so give chance, can or not?" 
One noted feature of Singlish is the use of words like ah, lah, or wah at the end of a sentence to indicate a 
question or get a listener to agree with you. They're each pronounced with tone — the linguistic feature that gives spoken Mandarin its musical quality — adding a specific pitch to words to alter their meaning. (If you say "xin" with an even tone, it means "heart"; with a descending tone it means "honest.") According to linguists, such words may introduce tone into other Asian-English hybrids. 

Given the number of people involved, Chinglish is destined to take on a life of its own. Advertisers will play with it, as they already do in Taiwan. It will be celebrated as a form of cultural identity, as the Hong Kong Museum of Art did in a Chinglish exhibition last year. It will be used widely online and in movies, music, games, and books, as it is in Singapore. Someday, it may even be taught in schools. Ultimately, it's not that speakers will slide along a continuum, with "proper" language at one end and local English dialects on the other, as in countries where creoles are spoken. Nor will Chinglish replace native languages, as creoles sometimes do. It's that Chinglish will be just as proper as any other English on the planet.

And it's possible Chinglish will be more efficient than our version, doing away with word endings and the 
articles a, an, and the. After all, if you can figure out "Environmental sanitation needs your conserve," maybe conservation isn't so necessary. 

Any language is constantly evolving, so it's not surprising that English, transplanted to new soil, is _________ unusual fruit. Nor is it unique that a language, spread so far from its homelands, would begin to fracture. The obvious comparison is to Latin, which broke into mutually distinct languages over hundreds of years - French, Italian, Spanish, Portuguese, Romanian. A less familiar example is Arabic: The speakers of its myriad dialects are connected through the written language of the Koran and, more recently, through the homogenized Arabic of Al Jazeera. But what's happening to English may be its own thing: It's mingling with so many more local languages than Latin ever did, that it's on a path toward a global tongue — what's coming 
to be known as Panglish. Soon, when Americans travel abroad, one of the languages they'll have to learn may be their own. 
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Source:Internet: http://www.wired.com/culture/culturereviews/magazine/16-07/st_essay  (Accessed on January 1, 2012)
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I Getting the message
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👉 Questão  11 :
Be aware of the verb forms of the piece of writing you're working with. Read the text and in the context of the passage, check the verbs that best fit in the blanks respectively: 
A) exploring – scouring – changing – giving 
B) searched – scoured – changing – gathering 
C) exploring – gathered – turning – bearing 
D) scouring – escaping – turning – bearing 
E) searching – scouring – changing – given
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  12 :
The main idea of this article is that: 
A) All over the planet people know a lot about English words. 
B) English can be understood almost everywhere. 
C) English will become one of the simplest and easiest natural languages in the world. 
D) English is gradually changing and adapting to other languages worldwide in both subtle and not-so-subtle ways. 
E) If Chinese were to be written with the Latin alphabet, it could potentially become a universal language.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
A ideia principal deste artigo é que:
A) Em todo o planeta, as pessoas sabem muito sobre palavras em inglês.
B) Inglês pode ser entendido em quase toda parte.
C) O inglês se tornará uma das línguas naturais mais simples e fáceis do mundo.
D) O inglês está gradualmente mudando e se adaptando a outros idiomas em todo o mundo, de maneira sutil e não tão sutil.

E) Se o chinês fosse escrito com o alfabeto latino, poderia se tornar um idioma universal.
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👉 Questão  13 :
Which of the following inferences can be drawn from the passage? 
A) The concept of a Universal Language is more significant only now, in the era of world mass communication.
B) English is one of the most analytical languages, with some expressive agglutinative characteristics, but it has very complicated script and tones. 
C) Before the digital era, English was not widely spoken. 
D) It seems another language, but English, could be without a doubt the actual universal language. 
E) One of the reasons that lead English to the condition of being evolving is that as it becomes more common, it will increasingly fragment into regional dialects.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Quais das seguintes inferências podem ser extraídas da passagem?
A) O conceito de uma linguagem universal só é mais significativo agora, na era da comunicação mundial de massa.
B) O inglês é uma das línguas mais analíticas, com algumas características aglutinantes expressivas, mas possui scripts e tons muito complicados.
C) Antes da era digital, o inglês não era amplamente falado.
D) Parece que outro idioma, mas o inglês, poderia ser sem dúvida o idioma universal real.

E) Uma das razões que levam o inglês à condição de evoluir é que, à medida que se torna mais comum, ele se fragmenta cada vez mais em dialetos regionais.
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👉 Questão  14 :
Based on the tone of the passage, which of the following words best describes the author's attitude toward the "Chinglish"? 
A) Awesome 
B) Respectful 
C) Pitying 
D) Contemptuous 
E) Patronizing
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Com base no tom da passagem, qual das seguintes palavras descreve melhor a atitude do autor em relação ao "chinglish"?
A) Impressionante
B) Respeitoso
C) Piedade
D) Desprezível
E) Paternalista 
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👉 Questão  15 :
The term "Chinglish", as well as other international hodgepodge variations of English code-switching, is a sign of: 
A) Elementary expression for non-English speakers in learning English. 
B) Low quality of language skills by the Chinese. 
C) Ignorance of the Chinese. 
D) American cultural identity. 
E) Few native English speakers in the world.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  16 :
We can infer that:
A) Local variants of English are both being driven by Britons, Americans or Australians and 
the growing number of people who speak English as a second language. 
B) The language of Shakespeare and Dickens is disappearing to be replaced by a new, contrastive 
form of English which will be spoken by millions 
of people around the world. 
C) A new global tongue called “Panglish” is expected to take over in the decades ahead. 
D) The Standard English is used to think and talk in the logic of the Chinese language. 
E) English used only by Asian countries is engraved with their culture.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:  
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(II) Vocabulary Usage
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Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." 
Thinking of this, pay close attention to the surrounding context of the words indicated in bold type, and check their synonyms respectively: 
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👉 Questão  17 :
“They´re the type of goofy transgressions that we in the English homelands love to poke fun at”: 
A) Silly - mock 
B) foolish – prod 
C) blithering – crackpot 
D) mock – crackpot 
E) punch – pitch
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:  
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👉 Questão  18 :
“[…] curses or that speakers will peel off words from local dialects.” 
A) pip 
B) extract
C) blockheaded 
D) intensify 
E) throw
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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PART 2. UNDERLYING KNOWLEDGE 
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In this set, you will answer the questions according to what you have learned through your readings on the ESL (English as a Second Language) field. 
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👉 Questão  19 :
Teachers´ professional activities as language teachers are not carried out in a vacuum and, in Richards´ words, “planning a successful language program involves considerations of factors that go beyond mere content and presentation of teaching materials” (1985, p. 11). So, their work can be described along a number of shared and generalizable dimensions, such as: 
A) Students´needs; the factors in the teaching situation itself; complexity of the English language. 
B) The syllabus types available to us as a profession; the  complexity of the English language; the characteristics of learners. 
C) Large classes;  heterogeneous classes; complexity of the English language. 
D) The characteristics of learners and their 
needs; the range of factors in the teaching situation 
itself; and the syllabus types available to us as a 
profession. 
E) The characteristics of learners; different 
types of syllabus from which a choice will be 
made for a specific situation; the teacher´s concept 
of being “communicative”.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  20 :
So far experts have looked at the relationship between theories of language and language learning on the one hand, and teaching procedures and materials on the other. 
Mark the unfitted proposition on methods and 
approaches of teaching languages: 
A) Unlike the direct method, the audio
lingual method didn´t focus on teaching 
vocabulary. Rather, the teacher drilled students 
in the use of grammar. 
B) The communicative approach emphasizes 
interaction as both the means and the ultimate 
goal of learning a language. 
C) Communicative language teaching (CLT) 
advocates learning through drills and focuses 
on cultural values of L2, as well as it is based 
on the idea that language learning takes place 
when what students hear or read is 
comprehensible but just beyond their 
production abilities. 
D) The Direct Method uses only the target 
language for instruction and builds up an 
arsenal of everyday vocabulary and sentences 
quickly without teaching grammar explicitly. 
E) The Classical Method, also known as the Grammar Translation Method teaches grammar as a means to translate text from one language to the other.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  21 :
Some “tools” that teachers can provide 
for learners to enhance their speaking and 
listening abilities include:  
A) developing both learners´ confidence and 
their listening abilities for different contexts; 
their understanding of spoken grammar and 
features of spoken language.
B) developing their self-confidence in real 
speech situations; repeating vocabulary in 
class. 
C) Understanding through drills;  training 
vocabulary in class. 
D) Practicing vocabulary and contextualize 
them in classes. 
E) Being interactive when exposed to oral 
communication; discussing unintelligible 
dialects of languages.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:  
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👉 Questão  22 :
Halliday and Hasan (1976) describe cohesion as a semantic concept that refers to 
relations of meaning that exist within a text. 
They define two general categories of 
cohesion: grammatical cohesion and lexical 
cohesion. A type of grammatical cohesion is 
substitution. There are three types of it: 
nominal, verbal and clausal. Choose the 
example that best fits to one of those types: 
A) These apples aren´t good. Those are fresh. 
B) They liked the first candidate. The last 
was very nervous.  
C) Are they still living there? Actually, they 
moved to California last year. 
D) Should any of this cost you anything, send me the bill. 
E) Have you met him yet? Not yet, but I will do it.
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  23 :
Which of those statements is not correct on coherence and cohesion? 
A) It has been emphasized since the early 
cohesion studies (e.g., in HALLIDAY and 
HASAN, 1976) that cohesion is sensitive to 
the varieties of discourse. However, 
contrastive studies have shown that cohesion 
varies with the modality of discourse, i.e., 
spoken and written discourse (THOMPSON, 
1994; TANSKANEN, 2006). 
B) Coherence is a purely lexical property of 
discourse, while cohesion is mainly concerned 
with morpho-syntactic devices in discourse. 
C) Coherence is traditionally described as the relationships that link the ideas in a text to create meaning for the readers.  
D) Coherence is a clearly pragmatic notion and it concerns logical thinking while cohesion is a mix of pragmatic and semantic meanings. It depends on linguistic expressions.   
E) The way that textual cohesion is achieved is best learned through paying close attention to the way sentences are linked in texts.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:  
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👉 Questão  24 :
ESP genre terminology derives from the 
writing needs of particular academic and 
professional groups and teachers as well as 
researchers look to the naming practices of 
these groups. Examples of academic genres 
that have been identified and explored by 
teachers for use in ESP classrooms are: 
A) Letters of recommendation, e-mails 
memos, grant proposals. 
B) Company annual reports, grant proposals, 
reprint requests.
C) Book reviews, conference abstracts, grant 
proposals. 
D) Undergraduate essays, PhD theses, 
business faxes. 
E) Textbooks, direct mail letters, research 
articles.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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👉 Questão  25 :
The terms genre sets or genre systems have been coined to refer to genres that cluster together 
as parts of broader social practices, and that are often sequenced in a particular way. For example: 
“When seeking employment a person will search newspapers and the Web for job advertisements. Before applying for a job, the prospective applicant will first search company profiles on the Web, or perhaps annual reports. When he/she has decided that it may be a good prospect, a curriculum vitae is written or updated and attached to a letter of application. If the person is shortlisted, he/she is invited to a job interview. The successful candidate receives a job offer, upon which he/she either writes a letter of acceptance or a letter of rejection.”  
From:http://upetd.up.ac.za/thesis/available/etd-05152010-235928/unrestricted/02chapters35.pdf Accessed on Jan 5, 2012. 
How many types of genres are there in the fragment above? 
A) 5 
B) 6 
C) 7 
D) 8 
E) 9
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👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  26 :
Technology is an ever-increasing part of the English language arts classroom. Today's teachers are developing new and exciting means of integrating language, writing, and literature with innovative technologies. One of those technologies is related to the mobile phones that are giving support learning in the second language classroom. Check the best compelling argument for using them: 
A) Mobile phones come with ever-increasing 
functions that most students are adept at using. 
B) Mobile phones are social tools that facilitate 
authentic and relevant communication and 
collaboration among learners. 
C) Learners will be exposed to the target 
language. 
D) Learners can use them to access relevant 
vocabulary and expressions. 
E) Mobile phones are relatively cheap and increasingly practical.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
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Part 3 – GRAMMAR  
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Why Does Grammar Matter?  
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Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of 
words and word groups that make up sentences 
not only in English but in any language. As 
human beings, we can put sentences together 
even as children--we can all do grammar. But 
to be able to talk about how sentences are built, 
about the types of words and word groups that 
make up sentences--that is knowing about 
grammar. And knowing about grammar offers a 
window into the human mind and into our 
amazingly complex mental capacity. 
(From:http://grammar.about.com/od/grammarfaq/f
/grammarvalue.htm Accessed on Jan 7, 2012)
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👉 Questão  27 :
Check the alternative that contains a 
mistake related to the use of preposition in the 
groups of sentences below: 
A) He was condemned to the imprisonment. / 
He was accused of robbing the bank. 
B) Celia is taking care of Jon´s dog. / 
The professor translated the poem into Russian. 
C) It is wrong to be cruel to other people. / 
This organization is trying to end cruelty to the 
animals. 
D) He was sentenced at nine years in prison. / 
This music reminds me of my country. 
E) He was dissatisfied with his new stereo, so 
he returned it to the shop. /  
Betty was astonished by the number of cards 
she received.
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👍 Comentários e Gabarito   
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  28 :
Mark the right sentence in the passive. 
Note all grammar aspects involved in the 
sentences: 
A) Consideration will be given to the issue at 
the next week´s meeting. 
B) Somebody had already reported the 
accident before I phoned. 
C) My office was broken by when I was on holiday. 
D) An order form can be found in page 2. 
E) She is been treated by people.
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👍 Comentários e Gabarito   
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  29 :
All relative clauses below are right, except in: 
A) Whichever one of you broke the window 
will have to pay for it. 
B) Can you give a list of who´s been invited? 
C) I´m sure I´ll enjoy eating whatever you 
cook.
D) The bank was held up by a group of men, 
three of whom were said to be armed. 
E) The next Olympics are in three years, by 
what time Gary will be 28.
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👍 Comentários e Gabarito   
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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👉 Questão  30 :
In which of the following alternatives a 
noun is used inappropriately? 
A) The peoples of Central Asia speak many 
different languages. 
B) The United States has appointed a new 
ambassador to Japan. 
C) Holstein cattle isn´t a beef breed and it is 
rarely seen on a ranch. 
D) Billiards is my favorite game. 
E) The odds are not very strongly in favor of a tax cut.
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👍 Comentários e Gabarito   
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: 
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QUESTÕES SUBJETIVAS 
(Mínimo de 20 linhas e Máximo de 30 linhas) 
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In this section you will develop two 
compositions in English. Remember that you 
will be evaluated through your capacity of 
summarizing your ideas appropriately as well 
as the use of cohesive ties, coherence, grammar 
rules, punctuation and consistent ideas. Use one 
sheet of paper to do it. 
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👉 Questão  31 :
topic: Nominal Group - A focus on its 
importance for the comprehension of written 
texts. 
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👉 Questão  32 :
topic: ESP: Reading Strategies