📝QUESTÕES DE MÚLTIPLA ESCOLHA
🔹15 Multiple Choice Questions | FIVE-Option Question |
❑ TEXT I:
Teaching English to girls and black students: problems faced even before the pandemic
The crisis of the new coronavirus made access to education difficult for black and poor students. In English teaching, it is necessary to
consider issues that have already distanced this group from learning the language, such as: difficulty in accessing technology, lack of
monitoring by a family member, black girls and housework and representativeness in English teaching.
🔗Newsroom 11 / Nov. 2021
The report by the United Nations Children's Fund (UNICEF),
“Scenarios of School Exclusion in Brazil”, points out that, at the end of 2020, more than 5 million Brazilian students aged 6 to 17 were
without access to schools.
Of this total, more than 40% were represented by children aged 6 to 10 years, an age group in which education was almost
universal in the country before the crisis of the new coronavirus.
In this scenario, young people from poor, black, brown and indigenous
families were the most affected.
Another data, presented by PNAD Covid, a survey by the Brazilian Institute of Geography and Statistics (IBGE), points out
the supply of materials for attending classes from home: among white students in elementary school, 89% received school activities in
the pandemic, among black and brown students this percentage drops to 77%.
It is a worrying context and, based on this information, we can make a cut about the exclusion of black children and teenagers
and even girls in education, more specifically in English teaching.
What factors further hindered these students' access to knowledge of
the language?
What were the problems already faced in language learning before the pandemic?
🔗Adapted from: https://www.inglesnasescolas.org/en/headline/teaching-english-to-girls-and-black-students-problems-faced-even-before-the-pandemic/. Accessed on January 24 , 2022.
❑ Answer questions 26 to 28 according to TEXT I.
❑ 26ª QUESTÃO – According to the text, it is RIGHT to say that
a) due to the COVID-19 pandemic, some groups of students were even more excluded from language learning in Brazil.
b) due to the COVID-19 pandemic, black students started to give up their English classes in Brazil.
c) based on UNICEF's report, at the end of 2020, more than 5 million Brazilian kids and teenagers had poor access to schools.
d) the adoption of remote class was the cause of inequality in Brazilian education.
e) difficulty in accessing technology, lack of monitoring by a family member, black girls and housework and representativeness in
English teaching are some of the problems caused by the pandemic in terms of language learning in Brazil.
💡 GABARITO A
🧩Texto-base: O texto mostra que a desigualdade já existia antes da pandemia e que a Covid-19 piorou a exclusão de certos grupos (crianças negras, pobres, meninas) no ensino da língua inglesa.
Análise das alternativas:
a) devido à pandemia de COVID-19, alguns grupos de estudantes foram ainda mais excluídos do aprendizado de línguas no Brasil. ✅
Correta. O texto afirma claramente que a situação piorou ainda mais durante a pandemia.
Pegadinha: poderia confundir com uma interpretação de que a pandemia criou a exclusão, mas o texto fala em agravamento, não origem.
b) devido à pandemia de COVID-19, estudantes negros começaram a abandonar suas aulas de inglês no Brasil. ❌
Errada. O texto não menciona abandono, apenas dificuldade de acesso e exclusão.
c) baseado no relatório da UNICEF, no final de 2020, mais de 5 milhões de crianças e adolescentes brasileiros tinham pouco acesso às escolas. ❌
Parcialmente verdadeira, mas enganosa. O texto diz que mais de 5 milhões estavam sem acesso às escolas, não apenas “pouco acesso”.
Pegadinha: “pouco acesso” suaviza o problema e muda o sentido.
d) a adoção de aulas remotas foi a causa da desigualdade na educação brasileira. ❌
Errada. O texto explica que a desigualdade já existia antes da pandemia, e o ensino remoto só agravou o problema.
Pegadinha: Confunde causa com agravamento.
e) dificuldade de acessar tecnologia, falta de monitoramento familiar, meninas negras e tarefas domésticas e representatividade no ensino de inglês são problemas causados pela pandemia. ❌
Errada. O texto afirma que esses fatores já existiam antes da pandemia.
Pegadinha: coloca os problemas como “causados pela pandemia”, quando na verdade foram apenas agravados.
❑ 27ª QUESTÃO – The crisis of the new coronavirus and the adoption of remote education
a) have caused the lack of black students' representativeness in English classes in Brazil.
b) have reinforced the social inequality already present in Brazilian education.
c) have shown the importance for all students and teachers to be digitally literate.
d) have mainly affected white students in elementary school.
e) have increased some groups of students' attendance in English classes.
💡 GABARITO B
🧩Texto-base: A pandemia agravou desigualdades já existentes, especialmente afetando estudantes negros, pobres, meninas e indígenas, no acesso à educação e ao inglês.
a) have caused the lack of black students' representativeness in English classes in Brazil. ❌
Errada. O texto explica que a representatividade já era baixa antes da pandemia.
Pegadinha: a alternativa usa “caused” (causou), mas a pandemia não criou o problema, apenas agravou.
b) have reinforced the social inequality already present in Brazilian education. ✅
Correta. O texto afirma explicitamente que a pandemia reforçou a desigualdade social que já existia.
Pegadinha: poderia confundir quem lê rápido, pensando que a pandemia criou a desigualdade, mas “reinforced” é o termo exato.
c) have shown the importance for all students and teachers to be digitally literate. ❌
Errada. Embora o texto mencione dificuldades de acesso à tecnologia, não há menção direta à alfabetização digital como foco.
Pegadinha: tenta desviar o leitor com uma conclusão plausível, mas não presente no texto.
d) have mainly affected white students in elementary school. ❌
Errada. O texto destaca que os mais afetados foram crianças negras, pobres, indígenas, e não os brancos.
Pegadinha: inverte o grupo para confundir.
e) have increased some groups of students' attendance in English classes. ❌
Errada. O texto fala sobre exclusão e queda de acesso, não aumento de participação.
Pegadinha: apresenta o oposto da realidade descrita.
❑ 28ª QUESTÃO – In the sentence “What factors further hinderedthese students' access to knowledge of the language?” (in bold) the word “hindered”
can be replaced by
a) aided.
b) assisted.
c) hampered.
d) allowed.
e) promoted.
💡 GABARITO C
🧩Frase do texto: “What factors further hindered these students' access to knowledge of the language?”
“Hindered” significa impedir, dificultar, atrapalhar.
a) aided ❌
Significa ajudou, apoiou.
Pegadinha: é o oposto de “hindered”. Pode confundir quem lê rápido.
b) assisted ❌
Também significa assistiu, ajudou.
Pegadinha: é sinônimo de “aided”, e oposto de “hindered”.
c) hampered ✅
Significa dificultou, atrapalhou, exatamente o sentido de “hindered”.
Correta.
d) allowed ❌
Significa permitiu, deixou acontecer.
Pegadinha: parece positivo, mas na verdade é contrário a dificultar.
e) promoted ❌
Significa promoveu, incentivou.
Pegadinha: também sugere ajuda ou melhoria, oposto do sentido correto.
❑ TEXT II - Text for questions 29 to 31.
The challenges of learning English skills and the integration of social media and video conferencing tools to help ESL
learners coping with the challenges during COVID-19 pandemic: a literature review
🔗 Yong Hua Ying, Winson Eng Wei Siang, Maslawati Mohamad
Abstract
During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as a Second Language (ESL)
learners to have significant difficulties learning the English language especially for speaking skills.
Speaking is one of the most
important skills to learn because it is the primary mode of communication around the world.
However, the majority of ESLlearners are
still trying to improve their English speaking abilities.
Since the implementation of the COVID-19 lockdowns, e-learning has been a
well-known solution all over the world.
Learners and educators need more time to adjust to online teaching and learning because most
of them are exploring new technical innovations and strategies to be used in the classroom.
As a result, this study includes a literature
review on the challenges ESLlearners encounter in learning speaking skills, as well as the use of social media and video conferencing
tools to teach speaking skills.
Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the
challenges faced by ESLlearners.
Hence, it is vital to determine the technology intervention used in teaching and developing speaking
skills among these learners based on previous study.
During the COVID-19 pandemic, some of the interventions in teaching speaking
skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching
and learning.
Educators of ESLmight then pick the ones that would work best in their particular classroom.
Keywords: E-Learning, Learning of Language Skills, Social Media, Video Conferencing Tools, COVID-19 Pandemic
🔗Adapted from: https://www.scirp.org/journal/paperinformation.aspx?paperid=110450. Accessed on January 20 , 2022.
❑ 29ª QUESTÃO – In line with the abstract, we may infer that
a) e-learning has been widely accepted by ESLteachers and students all over the world.
b) after two years of the pandemic, learners and educators are much more familiar with technical innovations and strategies to be used
in the classroom.
c) ESLlearners master all the other language skills, but speaking.
d) social media and video conferencing applications have favored online teaching and learning during the pandemic.
e) social media and video conferencing applications have prevented online teaching and learning during the pandemic.
💡 GABARITO D
🧩Frase do texto:
"During the COVID-19 pandemic, some of the interventions in teaching speaking skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching and learning."
O texto mostra que essas ferramentas ajudaram no ensino online durante a pandemia.
a) e-learning has been widely accepted by ESL teachers and students all over the world. ❌
Pegadinha: o texto diz que o e-learning foi usado, mas também enfatiza que muitos precisaram se ajustar, não que foi aceito amplamente desde o início.
b) after two years of the pandemic, learners and educators are much more familiar with technical innovations and strategies to be used in the classroom. ❌
Pegadinha: o texto não fala de dois anos depois, apenas que precisaram de tempo para se ajustar. É extrapolação.
c) ESL learners master all the other language skills, but speaking. ❌
Pegadinha: o texto diz que speaking é importante e desafiador, mas não afirma que os alunos já dominam as outras habilidades.
d) social media and video conferencing applications have favored online teaching and learning during the pandemic. ✅
Correta. Reflete o que o texto afirma: essas ferramentas foram intervenções úteis no ensino online.
e) social media and video conferencing applications have prevented online teaching and learning during the pandemic. ❌
Pegadinha: é o oposto do que o texto diz. O texto mostra que essas ferramentas ajudaram, não impediram.
❑ 30ª QUESTÃO – Based on Text II, analyze the following sentences and check True (T) or False (F):
( ) ESLlearners' speaking skills were negatively affected in remote classes.
( ) Lack of motivation, fear, hesitation, limited vocabulary and lack of equipment for online classes are some of the challenges faced
by ESLlearners.
( ) This research comprises a literature review on the challenges faced by ESLlearners and alternatives to teach speaking skills.
Choose the alternative with the CORRECT sequence:
a) T, T, T.
b) F, F, T.
c) F, T, F.
d) T, F, F.
e) T, F, T.
💡 GABARITO E
🧩Frases do texto:
“During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as a Second Language (ESL) learners to have significant difficulties learning the English language especially for speaking skills.”
“Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced by ESL learners.”
“As a result, this study includes a literature review on the challenges ESL learners encounter in learning speaking skills, as well as the use of social media and video conferencing tools to teach speaking skills.”
1️⃣ “ESL learners' speaking skills were negatively affected in remote classes.”
Verdadeiro (T) ✅
O texto deixa claro que o ensino remoto causou dificuldades significativas especialmente em speaking.
2️⃣ “Lack of motivation, fear, hesitation, limited vocabulary and lack of equipment for online classes are some of the challenges faced by ESL learners.”
Falso (F) ❌
O texto menciona lack of motivation, self-confidence, fear, hesitation, limited vocabulary, mas não fala de falta de equipamentos. A inclusão de “lack of equipment” é a pegadinha.
3️⃣ “This research comprises a literature review on the challenges faced by ESL learners and alternatives to teach speaking skills.”
Verdadeiro (T) ✅
O texto confirma que o estudo é uma revisão da literatura sobre desafios e uso de ferramentas como social media e video conferencing para ensinar speaking skills.
✅ Sequência correta: E – T, F, T
❑ 31ª QUESTÃO – The words however, since and hence belong, respectively, to the following word classes:
a) conjunction, adverb and adverb.
b) conjunctive adverb, preposition and conjunctive adverb.
c) conjunctive adverb, conjunction and conjunction.
d) conjunctive adverb, adverb and conjunction.
e) conjunction, preposition and conjunction.
💡 GABARITO B
🧩Vamos analisar a questão 31 detalhadamente, observando a função de cada palavra:
1️⃣ however
No texto, aparece para contrastar ideias: “Speaking is one of the most important skills… However, the majority of ESL learners are still trying…”
Função: conjunctive adverb (advérbio que conecta sentenças ou ideias, mostrando contraste).
2️⃣ since
Aparece em “Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known solution…”
Função: preposição, indicando tempo (desde que…).
3️⃣ hence
Aparece em “Hence, it is vital to determine the technology intervention…”
Função: conjunctive adverb, indicando consequência (por isso…).
✅ Classificação correta: B – conjunctive adverb, preposition, conjunctive adverb
A pegadinha aqui é que muitos confundem since como conjunção causal, mas no contexto do texto ele funciona como preposição temporal.
❑ TEXT III:
My experience: one of the advantages of online tools is that they allow teachers and students to exercise their creativity
Cicinato do Carmo, English teacher that also works with initial and continuing education of teachers in Rio de Janeiro
Sept 20, 2021
I have been an English teacher for about 30 years. During this period, in addition to working in the classroom, both in the public and
private sectors, I have also been working with training, education and development of English language teachers at Troika – in
continuing and initial education.
At the moment, I coordinate an English program in Rio de Janeiro with teachers from kindergarten to
high school, and I guide undergraduate interns that will be English teachers.
Lyrics Training – Students are very fond of Lyrics Training.
I've had experiences with students from elementary school to high school,
each one has its specificity, its degree of difficulty and requirement. For example, high school students are very fond of challenges.
For
example, they really enjoy it when they select a more challenging level where they need to be quicker with answers.
And even more so
when they decide to organize themselves into groups and compete with each other singing songs.
Youglish – Youglish is very interesting for vocabulary reinforcement in context, when we are exploring a particular word, which offers
greater difficulty in understanding, contextualization and use.
In addition to the pronunciation, it manages to bring, through videos and
other resources, the context of use of that term.
Sometimes teaching only the meaning of a word can give the wrong impression that it
can be used in different contexts, but there are subtle meanings that need a more concrete communicative element so that the student
can perceive its use.
Wordwall – Wordwall offers a bank with different game format options for the same content. One can create an activity, for example,
with specific vocabulary of farm animals, and the website offers game possibilities based on that vocabulary list, such as memory
game, train, cards, pac man, spin the wheel.
The activities are geared towards secondary education. With the older ones, from the
moment they are more used to the platform, we can open up for them to choose the type of game they prefer to do that activity.
Mentimeter – I use Mentimeter for preparing presentations.
It's like PowerPoint, only interactive. It is a presentation tool filled with
interactive elements with viewers.
For example, if I have a question about the subject of the class, I present it on the slide and a code will
appear.
Then, by cell phone, students access and respond. And those answers can create a word cloud instantly, in real time.
From there,
we can move towards a discussion.
I like to use the tool for warm up activities.
For example, I ask “What did you have for breakfast
today?”; and, based on the answers (milk, tea), we warm up with a discussion and then move on to the content of the class.
ISLCollective – ISLCollective is very good for creating class material. It is an activity repository that is organized into interactive
video sessions, PowerPoint and vocabulary or grammar worksheets.
We teachers create content and feed the platform.
You can search
and use ready-made materials, or do something more customized, as it allows us to change and adapt these materials.
It makes a copy of
the original content with all rights reserved and assigned, but one can customize, delete or add something to the activity.
Gamilab – It is an educational game bank, which allows us to create very simple games, and whose platform is similar to mobile and
video games.
It has more gamification elements than many others we use, such as elements of the dynamics, mechanics and
components that are part of the gamification process (difficulty level progression, challenges and rewards), with a well-described
narrative.
One of the possibilities for creation is a mountain bike competition.
As the runner walks the race path, golden boxes with questions
(multiple choice) appear that must be answered in order for the player to win prizes.
It is a competition like a video game, with great
appeal for our students.
It is possible to create games for all levels, from kindergarten on, and it can be used both on computer and mobile.
The games can be
created individually or collaboratively – there is the ability to add collaborators, so that students can organize themselves into groups,
each one at home, develop a game and present it to the class.
They can send the link of the game they have created and everyone plays.
Live Worksheets – Live Worksheets website also makes it possible to create interactive exercises.
We can create, for example, an
exercise of connecting (matching), which can be done on the screen of the computer or cell phone itself, which makes it easier for the
student as well.
These platforms are all free and students don't need to have an account, we can just use the link.
The only thing is that, if I want to create
some activity that can be measured later, I need everyone to be registered and to log in to the platform.
Gamilab, ISLCollective and Live
Worksheets, for example, generate a report and I can find out which students participated and what difficulties were encountered in
relation to the score generated by each one of them.
🔗Adapted from: https://www.inglesnasescolas.org/en/experience/my-experience-one-of-the-advantages-of-online-tools-is-that-they-allow-teachers-andstudents-to-exercise-their-creativity/. Accessed on January 15 , 2022.
❑ Answer questions 32 to 35 according to TEXTIII.
❑ 32ª QUESTÃO – To Cicinato do Carmo, online tools foster both teachers and students' creativity. Among these tools, based on Text III, the following
ones require teachers to guide their use:
a) Lyrics Training, Youglish, Wordwall and Mentimeter.
b) Mentimeter, Lyrics Training, ISLCollective and Live Worksheets.
c) Mentimeter, Wordwall, Gamilab and Live Worksheets.
d) Mentimeter, Wordwall, ISLCollective and Live Worksheets.
e) Gamilab, ISLCollective, Wordwall and Live Worksheets.
💡 GABARITO D
🧩O objetivo é identificar as ferramentas online que exigem orientação do professor para seu uso.
Ferramentas mencionadas e observações:
Lyrics Training – alunos podem usar de forma autônoma, mas há atividades em grupo. Não é enfatizado que precise da mediação direta do professor.
Youglish – é usado para reforço de vocabulário; novamente, o professor guia o uso, mas pode ser explorado com certa autonomia.
Wordwall – o texto diz: “With the older ones, from the moment they are more used to the platform, we can open up for them to choose the type of game they prefer to do that activity.” → o professor precisa orientar inicialmente.
Mentimeter – “I use Mentimeter for preparing presentations… students access and respond by cell phone” → depende da mediação do professor para a dinâmica da aula.
ISLCollective – “We teachers create content and feed the platform. You can search and use ready-made materials, or do something more customized” → exige que o professor prepare e adapte as atividades.
Gamilab – “It is possible to create games for all levels… individually or collaboratively” → também precisa de orientação do professor para criar ou organizar jogos.
Live Worksheets – “if I want to create some activity that can be measured later, I need everyone to be registered and to log in” → orientação do professor necessária para atividades medíveis.
✅ Portanto, as ferramentas que claramente exigem orientação do professor são:
Mentimeter, Wordwall, ISLCollective e Live Worksheets
❑ 33ª QUESTÃO – In agreement with Text III, we may infer that
a) oral skills may also be practiced through one of these platforms.
b) elementary school students are not very fond of challenges.
c) some of these platforms can be used as a means of assessing students' performance.
d) all tasks presented in these online tools are ready-made.
e) in order to take part of the tasks, students must have their own account.
💡 GABARITO C
🧩Texto base: O professor descreve diversas plataformas e como elas podem ser usadas para prática, criação, interação e avaliação dos alunos.
Alternativa A: oral skills may also be practiced through one of these platforms.
Análise: Embora algumas plataformas envolvam atividades interativas (como canto em Lyrics Training), o texto não enfatiza explicitamente o treino de habilidades orais em todas as ferramentas.
Pegadinha: A palavra “may” sugere possibilidade, mas o foco principal do texto é mais em vocabulário, jogos e interatividade do que prática oral direta.
Status: Errada.
Alternativa B: elementary school students are not very fond of challenges.
Análise: O texto diz: “high school students are very fond of challenges.” Para alunos de ensino fundamental, não há menção de falta de interesse em desafios; portanto, esta é uma inferência falsa.
Pegadinha: Confunde o nível de escolaridade, generalizando incorretamente.
Status: Errada.
Alternativa C: some of these platforms can be used as a means of assessing students' performance. ✅
Análise: O texto afirma: “Gamilab, ISLCollective and Live Worksheets, for example, generate a report and I can find out which students participated and what difficulties were encountered in relation to the score generated by each one of them.”
Pegadinha: Nenhuma, é uma inferência direta do texto.
Status: Correta.
Alternativa D: all tasks presented in these online tools are ready-made.
Análise: O texto diz que algumas atividades podem ser customizadas ou criadas pelos professores. Nem todas são prontas.
Pegadinha: Usa “all” para enganar, mas é falso.
Status: Errada.
Alternativa E: in order to take part of the tasks, students must have their own account.
Análise: O texto diz: “These platforms are all free and students don't need to have an account, we can just use the link.”
Pegadinha: Contrário ao que o texto afirma, tentando confundir com a necessidade de login em atividades mensuráveis.
Status: Errada.
Resumo: A pegadinha está em generalizações, nível de escolaridade, e interpretações parciais das plataformas. A única inferência correta é C.
❑ 34ª QUESTÃO – Choose the option that best defines the phenomenon that occurred in the sentences below:
“For example, they really enjoy it when they select a more challenging level where they need to be quicker with answers.”
“[…] which offers greater difficulty in understanding, contextualization and use.”
“[…] but there are subtle meanings that need a more concrete communicative element […].”
“With the older ones [...].”
“[…] which makes it easier for the student as well.”
a) Superlative of superiority.
b) Comparative of inferiority.
c) Comparative of equality.
d) Comparative of superiority.
e) Superlative of inferiority.
💡 GABARITO D
🧩 Frases do texto:
“they need to be quicker with answers” → quicker indica comparação: eles precisam ser mais rápidos do que antes ou do que outro grupo.
“which offers greater difficulty” → greater indica mais dificuldade em relação a algo, ou seja, superioridade.
“there are subtle meanings that need a more concrete communicative element” → more concrete também é um comparativo de superioridade.
“With the older ones [...]” → contexto de comparação implícita: os alunos mais velhos têm certa vantagem ou exigência maior.
“which makes it easier for the student” → easier é comparativo de superioridade relativo a alguma situação anterior ou padrão.
Análise das alternativas:
a) Superlative of superiority: superlativo expressa o grau máximo (ex.: the fastest, the greatest). Aqui não é o caso.
b) Comparative of inferiority: comparativo de inferioridade indicaria “less … than” (menos … que), não aplicável.
c) Comparative of equality: comparativo de igualdade indicaria “as … as” (tão … quanto), não há nenhum no texto.
d) Comparative of superiority: correto, todas as palavras destacadas indicam mais … que / mais … do que, ou seja, superioridade relativa. ✅
e) Superlative of inferiority: não existe expressão de superlativo de inferioridade no texto.
Conclusão:
A resposta correta é D – Comparative of superiority, porque todas as ocorrências do texto destacam comparação de superioridade.
❑ 35ª QUESTÃO – In the sentence “As the runner walks the race path, golden boxes with questions (multiple choice) appear that must be answered in order
for the player to win prizes”, the modal verb expresses
a) obligation.
b) suggestion.
c) order.
d) advice.
e) necessity.
💡 GABARITO A
🧩Frase do texto:
“…golden boxes with questions (multiple choice) appear that must be answered in order for the player to win prizes.”
O verbo modal em questão é “must”.
Funções do modal “must”:
Obligation / obrigação: indica que algo é necessário fazer.
Ex.: You must wear a helmet. → É obrigatório usar capacete.
Necessity / necessidade: às vezes “must” também indica necessidade lógica, mas aqui o foco é ação obrigatória para ganhar os prêmios.
Suggestion / conselho: seria indicado por should, ought to, etc.
Order / comando: geralmente must pode ser usado imperativamente, mas o contexto do texto é instrução dentro de regras do jogo, não comando direto.
Advice / conselho: também indicado por should, não must.
Pegadinha:
Alguns alunos confundem necessity (algo necessário) com obligation (obrigação imposta). Aqui, o jogo estabelece uma regra obrigatória: responder às perguntas para ganhar prêmios. Portanto, o modal expressa obrigação.
✅ Conclusão: A resposta correta é A – obligation.
❑ TEXT IV - Text for questions 36 to 37.
A tale of two zooms (by Adrienne)
September 17, 2020
Elementary school teachers: Stop talking!
High school teachers: Please someone talk!
❑ 36ª QUESTÃO – The comic strip expresses
a) teachers' different levels of motivation for online classes.
b) teachers' different demands in two different online platforms.
c) elementary school students' interest in the content of the class.
d) high school students' attention to online classes.
e) teachers' different demands in two different online groups.
💡 GABARITO E
🧩Texto / tirinha:
Elementary school teachers: Stop talking!
High school teachers: Please someone talk!
Análise das alternativas:
a) teachers' different levels of motivation for online classes → Falsa. Não se fala sobre motivação, mas sim sobre comportamento dos alunos em grupos distintos.
b) teachers' different demands in two different online platforms → Falsa. Não menciona plataformas diferentes, mas grupos de alunos diferentes.
c) elementary school students' interest in the content of the class → Falsa. Não há menção direta ao interesse pelo conteúdo.
d) high school students' attention to online classes → Falsa. A tirinha mostra que eles não falam, mas não aborda atenção diretamente.
e) teachers' different demands in two different online groups → Correta. A tirinha brinca com a situação:
Professores do ensino fundamental querem menos fala (alunos muito falantes).
Professores do ensino médio querem mais fala (alunos silenciosos).
✅ Conclusão: A resposta correta é E – teachers' different demands in two different online groups.
❑ 37ª QUESTÃO – In the sentence “Stop talking”, the -ing form after stop was used to indicate that an action should no longer continue. As it happens with
the verb stop, some other verbs have a different meaning, depending on whether they are followed by an -ing form or to + infinitive.
Choose the option that best suits this rule:
a) try / remember / forget.
b) enjoy / keep / avoid.
c) agree / decide / promise.
d) miss / appreciate / consider.
e) prepare / offer / wait.
💡 GABARITO A
🧩Regra abordada:
Alguns verbos mudam de significado dependendo se são seguidos de -ing ou to + infinitive.
Exemplo com “stop”:
stop + -ing → parar de fazer algo (Stop talking = pare de falar).
stop + to + infinitive → parar para fazer algo (Stop to talk = pare para falar).
A questão pede outras formas de verbo que seguem essa mesma regra.
Análise das alternativas:
a) try / remember / forget → ✅ Correta.
try + -ing: experimentar fazer algo (I tried restarting the computer = tentei reiniciar o computador para ver se dava certo).
try + to infinitive: fazer um esforço para realizar algo (I tried to restart the computer = tentei reiniciar o computador).
remember / forget seguem padrão semelhante:
remember + -ing: lembrar de algo que já aconteceu.
remember + to: lembrar de fazer algo.
forget + -ing: esquecer de algo que aconteceu.
forget + to: esquecer de fazer algo.
b) enjoy / keep / avoid → ❌ Errada.
Esses verbos são sempre seguidos de -ing; não mudam de significado com to.
c) agree / decide / promise → ❌ Errada.
São sempre seguidos de to + infinitive, não têm sentido com -ing nessa estrutura.
d) miss / appreciate / consider → ❌ Errada.
São seguidos de -ing, mas não mudam de significado dependendo da forma.
e) prepare / offer / wait → ❌ Errada.
Sempre seguidos de to + infinitive, sem mudança de sentido com -ing.
✅ Conclusão: A resposta correta é A – try / remember / forget.
❑ TEXT V:
(by Cecismoura – May 28, 2021)
🔗Available from: https://view.genial.ly/60b17af8a30a0b0d332783d4/interactive-content-infografico-english-vs-brazil. Accessed on January 10 , 2022
❑ Answer questions 38 to 40 according to TEXT V.
❑ 38ª QUESTÃO – In agreement with the infographic, we may state that
a) although women tend to be more devoted to language learning, they do not have enough time to study.
b) other people in the world are much more interested in learning English than Brazilians.
c) although the great majority of Brazilian people want to become fluent in English, their level of language proficiency is still low.
d) 10.425 millions of Brazilians are completely fluent in English.
e) the vast majority of Brazilian students see job promotion as a motivation to learn English.
💡 GABARITO C
🧩
❑ 39ª QUESTÃO – Based on Text V, analyze the following sentences and check True (T) or False (F):
( ) Continuous language improvement is a requirement of most Brazilian jobs.
( ) Young people in Brazil believe they manage to communicate in English.
( ) Brazilians' knowledge of English has increased lately.
Choose the alternative with the CORRECT sequence:
a) F, F, F.
b) F, F, T.
c) T, T, F.
d) T, F, F.
e) F, T, F.
💡 GABARITO E
🧩
❑ 40ª QUESTÃO – Based on the meanings in Text V,
a) “intend” and pretend are synonyms.
b) “that is” can be replaced by id est.
c) “lower” is the opposite of louder.
d) “claim” and refute express similar ideas.
e) “improvements” and enhancements are antonyms.
💡 GABARITO B
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