📝QUESTÕES DE MÚLTIPLA ESCOLHA
🔹20 Multiple Choice Questions | FIVE-Option Question |
❑ Analyse the image to answer 09.
– 
(Available in: https://www.reddit.com.)
Questão 09
– Linguistic knowledge strengthens by means of language practice,
together with analysis, and insight about its use, always considering context in articulation with reading, writing, and speaking.
Having observed verbal and non verbal data in the featured image,
it is possible to state that the building of humor is based on:
A) Polysemy.
B) Paronymy.
C) Paraphrase.
D) Subordination.
💡 GABARITO A
🧩 ANÁLISE DA CENA:
🔹Imagem: uma foca (seal) fala para um tubarão:
🔹“Do not consume if Seal is broken.”
🔹Frase original (real): normalmente aparece em embalagens e significa: “Não consuma se o lacre estiver rompido.”
(Aqui, “seal” = lacre, vedação.)
🔹Na imagem:
A palavra “seal” ganha outro sentido — o animal foca —, pois é ele quem está falando.
🎭 Como o humor é construído:
🔹O humor nasce do duplo sentido da palavra “seal”, que possui dois significados possíveis:
🔹Significado 1 → Lacre / vedação (objeto que protege embalagens).
🔹Significado 2 → Foca (animal marinho).
➡️ Assim, o aviso “Do not consume if seal is broken” é reinterpretado literalmente pela foca, que teme ser “consumida” (devorada) pelo tubarão.
💬 Humor = resultado da ambiguidade lexical criada pela polissemia.
A) ✅Polysemy
🔹Polysemy é quando uma mesma palavra tem vários significados relacionados entre si. Esses significados podem variar de acordo com o contexto, mas mantêm uma conexão de sentido. Por exemplo, o duplo sentido da palavra SEAL:
🔹Sentido 1 → Lacre / vedação
🔹Sentido 2 → Foca (animal)
B) ❌Paronymy → Palavras semelhantes na forma, mas diferentes no sentido (ex: accept × except). Não é o caso.
C) ❌Paraphrase → Reescrita com o mesmo sentido. Não ocorre aqui.
D) ❌Subordination → Relação sintática entre orações. Não há subordinação envolvida.
❑ Read the description of an oral practice activity to answer
10.
The teacher tells students they will train pronunciation. First he/she
reads pairs of sentences aloud; the students follow the teacher’s
reading. Next, the teacher delivers students handouts containing
the pairs of sentences they have just heard, and gets them oriented
to repeat the sentences that he/she will read aloud again, pausing
after each sentence to give students the opportunity to carry out
choir repetition. After this step is repeated several times and
performed satisfactory, the teacher will ask individual students to
read the sentences, and he/she will ellicit any doudts they might
have, as well as correct pronunciation.
The handout sentences
1.A – Do you know Valen’s address?
1.B – Do you have permition to address President Biden?
2.A – Dishonesty is a common attribute of politicians.
2.B – That quote is attributed to Bob Dylan.
3.A – We aren’t happy with your conduct.
3.B – He was asked to conduct the philarmonic orchestra.
4.A – The content of your essay is fine, the structure is not.
4.B – She seemed very content while reading the message.
5.A – The army marched through the desert.
5.B – If you desert the army you will be in big trouble.
6.A – What is that object over there?
6.B – Would you object if I opened the window?
7.A – The project should be completed next month.
7.B – We could project the film on the wall.
Questão 10
Choose the item that justifies the use of the pairs of sentences
for oral practice.
A) Homophones may be pronounced in diverse ways.
B) Homographs may be pronounced the same or not.
C) Different tonicities will hinder the distinct meanings.
D) Minimal pairs have vowels with different completion.
💡 GABARITO B
🧩 CONTEXTO DA QUESTÃO:
🔹O professor quer que os alunos treinem pronúncia.
🔹As sentenças no handout apresentam pares de palavras iguais na escrita, mas com pronúncia e significado diferentes.
🔹Exemplos dos pares apresentados:
🟨 address / address
🔹Do you know Valen’s address? → address = substantivo (“endereço”) → /ˈæd.res/
🔹Do you have permission to address President Biden? → address = verbo (“dirigir-se a alguém”) → /əˈdres/
🟨 conduct / conduct
🔹We aren’t happy with your conduct. → substantivo (“comportamento”) → /ˈkɒn.dʌkt/
🔹He was asked to conduct the orchestra. → verbo (“dirigir, reger”) → /kənˈdʌkt/
🟨 content / content
🔹The content of your essay is fine... → substantivo (“conteúdo”) → /ˈkɒn.tent/
🔹She seemed very content... → adjetivo (“satisfeita”) → /kənˈtent/
🟨 object / object, project / project, etc.
👉 Todas essas palavras têm a mesma forma escrita, mas mudam de pronúncia conforme a função e o significado.
💬 CONCEITO-CHAVE:
📘 Homographs → Palavras iguais na grafia, mas com pronúncia e/ou significado diferentes:
🔹record (substantivo) /ˈrek.ɔːd/ vs record (verbo) /rɪˈkɔːd/.
📘Homophones → Palavras com a mesma pronúncia, mas escrita e significado diferentes.
🔹sea × see.
📘Homonyms → Palavras com mesma forma e som, mas significados diferentes.
🔹bat (morcego / taco).
🎯 Por que o gabarito é B
B) ✅Homographs may be pronounced the same or not.
✔️ Correto, porque as palavras nos pares são homógrafas: têm a mesma grafia, mas pronúncias e significados diferentes (dependendo se são substantivos, verbos, etc.).
🔹O exercício visa treinar essa distinção oral, melhorando a percepção fonológica e a entonação.
🔹Por que as outras estão erradas:
A) ❌Homophones → mesmas pronúncias, grafias diferentes (two / too / to). Não é o caso.
C) ❌Different tonicities will hinder… → embora haja diferença de tonicidade, a alternativa é muito vaga e não define o fenômeno linguístico.
D) ❌Minimal pairs → pares com uma diferença de som apenas (ship / sheep), o que não ocorre aqui.
Questão 11
Examine the image to answer 11.
(Available in: https://www.researchgate.net.)
A meme is an amusing or interesting item, such as a captioned
picture or video, or genre of items that is spread widely online
especially through social media. It is consistent to assert the
highlighted meme contributes to overall student development
because it.
A) Embodies lexicon alluding new technologies.
B) Searches to depict divergence among cultures.
C) Approaches how new cultural influences wither.
D) Delves into interdisciplinary elements’ demands.
💡 GABARITO D
🧩ANÁLISE DO MEME:
🔹Texto da imagem: “Launch? I said lunch.”
🔹O humor vem da semelhança sonora entre as palavras “launch” e “lunch”, que soam muito parecidas em inglês, especialmente para quem ainda está desenvolvendo sua pronúncia.
🔊 Aspecto linguístico
🔹Launch → lançar, iniciar (algo)→/lɔːntʃ/→ Com som de “ó” longo.
🔹Lunch → almoço→ /lʌntʃ/ → Com som de “â” curto.
👉 Diferença mínima de som (vogal), gerando mal-entendido engraçado.
🔹Esse tipo de confusão é muito explorado em aulas de fonética.
🎓 Aspecto pedagógico / interdisciplinar
🔹A questão não quer apenas saber o sentido do meme, mas por que ele contribui para o desenvolvimento do estudante.
🔹O meme:
🔹envolve língua (vocabulário, fonética, listening comprehension);
🔹mas também cultura digital (uso de memes e humor online);
🔹e tecnologia e comunicação (meios de difusão na internet).
💡 Portanto, o meme é um recurso interdisciplinar, pois combina língua, tecnologia e cultura — elementos fundamentais na educação contemporânea.
D) ✅Delves into interdisciplinary elements’ demands.
🔹Correta → Aprofunda-se nas demandas de elementos interdisciplinares.”
✔️ Correta, porque o meme envolve linguagem, cultura, tecnologia e comunicação, mostrando como o ensino pode ser conectado a diferentes áreas.
❌ Por que as outras estão erradas
Alternativa Motivo incorreto
A) ❌“Embodies lexicon alluding new technologies”
🔹Incorreta → “Incorpora um léxico que alude às novas tecnologias.”
🔹O vocabulário (launch, lunch) não tem relação com tecnologia, mas com pronúncia.
B) ❌“Depict divergence among cultures”
🔹Incorreta → “Retratar a divergência entre culturas.”
🔹Depict → verbo que significa retratar, ilustrar, representar graficamente ou simbolicamente.
🔹Não há choque cultural aqui, apenas confusão fonética.
C) ❌“Approaches how new cultural influences wither”
🔹Incorreta → “Aborda como novas influências culturais desaparecem”
🔹Não fala sobre declínio cultural, então é irrelevante.
🔹Outro erro: o verbo “approaches” não costuma ser seguido diretamente de “how” em construções acadêmicas — soa coloquial ou truncado. A estrutura correta = "Approaches the way new cultural...".
Questão 12
– Some of the deep-seated concepts about the English language, and
consequently concerning its teaching, do not cater to the prospects
of a language that “went viral” and has become “miscigenated”, as
it is the concept of a foreign language strongly criticized for its
eurocentric slant. The item that represents a conflicting aspect
regarding the ILF (Inglês como Língua Franca) conception defended
in BNCC is:
A) Polyphony.
B) Territoriality.
C) Multiliteracies.
D) Interculturalism.
💡 GABARITO B
🧩Enunciado resumido
🔹Alguns conceitos tradicionais sobre a língua inglesa e seu ensino não se ajustam a uma visão atual, que reconhece o inglês como uma língua “miscigenada” (mesclada) e global — ou seja, um idioma que “viralizou” e deixou de pertencer a um território específico.
🔹A pergunta pede:
🔹Qual item representa um aspecto conflitante com a concepção de Inglês como Língua Franca (ILF) defendida pela BNCC?
🌍 Conceito de Inglês como Língua Franca (ILF)
🔹O Inglês como Língua Franca (ILF): É o inglês usado para comunicação entre falantes de diferentes línguas maternas.
🔹Não pertence a um país específico (como EUA, Inglaterra, etc.).
🔹Valoriza a diversidade linguística e cultural.
🔹Enfatiza interculturalidade, polifonia e multiliteracies (letramentos múltiplos).
🔹Portanto, o ILF rompe com a ideia de territorialidade — ele não tem dono, não é eurocêntrico, e adapta-se a contextos culturais diversos.
🧭 Análise das alternativas
A) ❌Polyphony → Refere-se à multiplicidade de vozes e perspectivas culturais e linguísticas — conceito alinhado ao ILF e à BNCC. Não conflita (é compatível).
B) ✅Territoriality → Relaciona-se à ideia de que o inglês pertence a um território (Inglaterra, EUA). 🔹Isso contradiz o ILF, que defende o inglês como língua global, não territorial. Conflitante → GABARITO.
C) ❌Multiliteracies Envolve múltiplos letramentos — digital, visual, multimodal, cultural — conceito defendido pela BNCC e coerente com o ILF. Compatível.
D) ❌Interculturalism Promove o diálogo entre culturas e respeito à diversidade — base do ILF e da BNCC. Compatível.
🎯 Conclusão
🔹O Inglês como Língua Franca (ILF) é global, híbrido e multicultural.
🔹A BNCC incentiva o ensino de inglês com base em diversidade, comunicação intercultural e múltiplos letramentos.
🔹Portanto, a “territorialidade” — ideia de que o inglês pertence a uma nação — é incompatível com essa visão.
13
The reading practices in the English language encompass a
variety of reading possibilities and reading strategies including
knowledge enlargement in issues which are meaningful to
students. Review the chart and the description of a reading
activity to answer 13.
The teacher introduces the topic of past verb forms by means of
informal conversation asking students about activities they performed on the last weekend (it is useful to know that the past tense
of regular and irregular verbs has already been studied in other
previous classes). Then he/she presents students a text, in the
genre interview, which students should silently read and employ to
fill in the individual chart that they have just been given. The
students are told to pay close attention to verb use in the text, so
that the chart should be filled with regular and irregular verbs which
appear in the text in their past form. Students are also told that not
all of the blanks in the chart would be filled. Afterward there will
happen the sharing and discussion of the collected information.
(Available in: https://es.liveworksheets.com. Adapted.)
Choose the micro ability related to the purposes of reading,
which the activity specifically seeks to improve.
A) Targeted screening.
B) Purport recognition.
C) Top-down decoding.
D) General idea search.
💡 GABARITO A
🧩
Questão 14
According to the conceptions supported in the BNCC, the
English language status is currently characterized by:
A) Local language use seen as curiosity.
B) Accuracy and correction upper hand.
C) Shifts from the ideal speaker pattern.
D) High level of performance proficiency.
💡 GABARITO C
🧩
Questão 15
Read the text to answer 15.
Universal Declaration of Human Rights
Article 1
All human beings are born free and equal in dignity and rights.
They are endowed with reason and conscience and should act
towards one another in a spirit of brotherhood.
Article 2
Everyone is entitled to all the rights and freedoms set forth in
this Declaration, without distinction of any kind, such as race,
colour, sex, language, religion, political or other opinion, national
or social origin, property, birth or other status. Furthermore, no
distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which
a person belongs, whether it be independent, trust, non-selfgoverning or under any other limitation of sovereignty.
Article 3
Everyone has the right to life, liberty and security of person.
Article 4
No one shall be held in slavery or servitude; slavery and the
slave trade shall be prohibited in all their forms.
Article 5
No one shall be subjected to torture or to cruel, inhuman or
degrading treatment or punishment.
Article 6
Everyone has the right to recognition everywhere as a
person before the law.
Article 7
All are equal before the law and are entitled without any
discrimination to equal protection of the law. All are entitled
to equal protection against any discrimination in violation of
this Declaration and against any incitement to such discrimination.
Article 8
Everyone has the right to an effective remedy by the competent
national tribunals for acts violating the fundamental rights granted
him by the constitution or by law.
Article 9
No one shall be subjected to arbitrary arrest, detention or
exile.
Article 10
Everyone is entitled in full equality to a fair and public hearing
by an independent and impartial tribunal, in the determination
of his rights and obligations and of any criminal charge against
him.
(Available in: https://www.un.org/en/about-us/universal-declarationof-human-rights. Adapted.)
The Universal Declaration of the Human Rights displays relevant
genre aspects, belonging in the normative domain as far as text
composition is concerned, among those aspects, we might single
out:
A) Informal language to promote people’s grasp.
B) Phrasing that searches for detering vagueness.
C) Word repetition to frame deeper appreciation.
D) Examples that help understanding of concepts.
💡 GABARITO B
🧩
Questão 16
Read the text to answer 16.
Delta variant and low vaccine access
creates a third wave in Africa
Covid-19 cases are surging across the African continent, with
more than twenty countries now in the grip of a third wave.
Experts predict this wave will surpass case numbers seen in
previous peaks. The speed and scale of Africa’s third wave is like
nothing seen before, says Matshidiso Moeti, the World Health
Organization regional director for Africa. The Delta variant is a
big part of this potentially catastrophic surge, with over a dozen
countries having detected cases. In Uganda and the Democratic
Republic of the Congo, the Delta variant is now the most
common in circulation. Stopping the spread and mutation of
Covid-19 relies on populations being vaccinated. But access to
vaccines in Africa is far too low. According to the latest WHO
figures, only 1% of the African population has been fully
vaccinated, compared to 50% of the population in high income
countries like the UK and USA. Covid-19 vaccines, the world’s
best hope to end the pandemic, are not being distributed fairly.
(Available in: https://shareverified.com. Adapted.)
Taking into account the elements constituting a journalistic
text, we may infer that the author’s objective is to:
A) Enhance apprehension and arouse concerns so that readers
will respect social distancing.
B) Itemise the Covid-19 traits to warn the reading audiences
about its impending dangers.
C) Expose the Covid-19 setting and unfolding as of a social,
political, and technical standpoint.
D) Sway readers’ opinions about the issue by employing
argumentative positioning markers.
💡 GABARITO C
🧩
Questão 17
Read the text and its references to answer 17.
(Author: Dan Puryear – CAD Applications Engineer. https://autodesk.
blogs.com/between_the_lines/2016/09/bad-poetry-slam-winner.html.)
Slam poetry is a form of performance poetry that combines the
elements of performance, writing, competition, and audience
participation. It is performed at events called poetry slams, or
simply slams. It is considered an artistic movement, a creative
way of telling stories, as well as a genre of poetry and spoken
word. Choose the item that matches the poem’s plot.
A) Myths can be far truer than History.
B) Change ought to be a friend not a foe.
C) One image is worth a thousand words.
D) Having no time means having no priority.
💡 GABARITO B
🧩
Questão 18
Analyse the image to answer 18.
(Available in: https://www.facebook.com/trafficawcamp.)
The public service announcement above deals with the necessary
precautions in traffic. The communicative situation emphasizes
the appealing function of the language for it is possible to verify
that the campaign’s social attribution is to:
A) Raise people’s awareness on safe driving.
B) Teach people what impaired driving means.
C) Disseminate a gloomy image on technology.
D) Foster violations concerning drivers’ behavior.
💡 GABARITO A
🧩
Questão 19
Figurative language serves as an excellent communication tool and
is something we encounter daily that helps us convey complex
descriptions or emotions quickly and effectively. Also referred to
as “figures of speech”, figurative language can be utilized to persuade, engage and connect with an audience.
(Available in: https://examples.yourdictionary.com.)
Which figurative language device or “figure of speech” is found
in the segment “Chocolate was her Achilles’ heel.”?
A) Simile.
B) Allusion.
C) Oxymoron.
D) Synecdoche.
💡 GABARITO B
🧩
Questão 20
Following the assessment guidelines for the teaching and learning
of the English language, according to the Paranaense Syllabus, its
initial stage should characterize the teaching/learning context by
establishing student profile, his/her limitations and expectations so
that planning happens in harmony with the educational reality.
Mark the kind of assessment procedure which would enable the
approach described.
A) Needs analysis.
B) External review.
C) Portfolio production.
D) Comparative feedback.
💡 GABARITO A
🧩
The existing relation between verbal and visual-verbal languages
contributes to build discourse genre comprehension, and improve
perception about many relevant communicative aspects. Observe
the advertisements to answer 21.
(Available in: https://brandoctor.typepad.com.)
Questão 21
In order to produce meaning out of the advertisements,
one should activate relations of:
A) Neologism.
B) Hypernymy.
C) Regionalism.
D) Intertextuality.
💡 GABARITO D
🧩
Questão 22
The text below reproduces a classroom dialogue which was
carried out targeting oral practice.
Teacher: Where did you go on the weekend?
Student: I went to the park.
Teacher: You went to the park? How nice! What did you do?
Student: I played soccer.
Teacher: You played soccer. Who played soccer with you?
Student: My friends from school, my team.
Teacher: Your friends from school, your team? Did you like it?
Student: I loved it.
Teacher: You loved it. Great!
Among the resources of classroom management, teacher’s
speech is considered a key element. The repetition produced by the teacher in the above dialogue signals:
A) Unnecessary increase in speaking time.
B) Valuable strategy for student correction.
C) Focus on essential features of the dialogue.
D) Attempt to replicate ordinary oral interaction.
💡 GABARITO A
🧩
Questão 23
Read the text to answer 23.
There was a woman by the door. The womanwas carrying a huge
duffel bag. I had never seen her around, although she looked
somehow familiar. The poor lady was obviously weary. I was not
sure whether or not I’d address the stranger asshe stared at me.
While highlighting the underlined words and conducting its
due analysis, it is consistent to assert that, in the text, they
illustrate the use of different.
A) Cohesive devices.
B) Sequencial sharding.
C) Encyclopedic knowledge.
D) Circumlocution resourses.
💡 GABARITO A
🧩
Questão 24
Read the text to answer 24.
A: So, I’ve decided I’m going to go to the bank and ask for a
car loan.
B: That sounds like a good idea.
C: Well, you need a car.
B: Right.
A: Anyway, I was wondering if either of you would teach me
how to drive.
B: Look, I’m very busy during the week, I'm trying to catch
up with my deadline.
C: I’m in the same boat, but there must be a way...
A: What about the weekend? Say, Saturday morning? You
both could take turns.
B: Fine with me!
C: Count me in!
The words reproducing pause, hesitation, redundancy, etc
which might or might not be present in abbreviated form
in the dialogue are:
A) Established idioms.
B) Speech concept charts.
C) Oral discourse markers.
D) Metaphorical expressions.
💡 GABARITO C
🧩
Questão 25
The following handout was tabled for 9º graders of Ensino
Fundamental as a research tool. Students should discover the
meanings of the abbreviations. They received adequate support
on how to perform the research activity, that is, indication of
sites, pages, blogs, etc where to look for suitable information.
FIND OUT THE MEANING OF THE ABBREVIATIONS
(Available in: https://www.liveworksheets.com/hv2889859db.)
Choose the learning purpose and ability the work with the
handout is meant to comprise.
A) Explore virtual environments and/or app to access artistic/literary
heritage.
B) Recognize the practice and use of novel languages familiar to
technology.
C) Investigate the relevance of other languages in the social
context of Brazil.
D) Identify discrepancies/similarities existing between Portuguese and English.
💡 GABARITO B
🧩
Questão 26
Read the dialogue to answer 26.
(Available in: https://www.liveworksheets.com/se1991286ki.)
Indicate the language practice which might be proposed as
of the dialogue study.
A) Linguistic analysis.
B) Persuasive discourse.
C) Argumentation building.
D) Discourse purposefulness.
💡 GABARITO A
🧩
Read the text to answer 27.
In American literature, regionalism refers to works that describe
distinctive local geography and culture, and to movements that value
smaller-scaled representations of place over representations of
broad territorial range.
Regionalism emerges from the perception of
modern geographic plurality; writers and readers understand a larger
unit of space (commonly the national territory) to be diversified at its
periphery according to topographical features, economy, history,
dialect, and manners. A region is always one among many within a
common container, characterized by uneven development between
center and periphery. Regionalism indicates that a writer has chosen
to focus on one of the areas outside the centers of power, and to
organize the work around that region.
In American literature,
regionalism has been associated with the sketch or short story,
although the category can accommodate poetry and the novel.
Regionalism’s detractors have treated it as a minor form portraying outdated folkways, more parochial than literature that features a larger spatial scale and cosmopolitan characters.
Its defenders reject that evaluation, often arguing that regionalism
provided access to female, nonwhite, and rural writers, who used
the form in innovative and empowering ways.
(Available in: https://www.oxfordbibliographies.com.)
In the segment “Its defenders reject that evaluation, often arguing
that regionalism provided access to female, nonwhite, and rural
writers” ITS refers back to:
A) Periphery.
B) Literature.
C) Short story.
D) Regionalism.
💡 GABARITO D
🧩
Perform analysis and observation of the image to answer
28 and 29.
(Available in: https://br.pinterest.com.)
Questão 28
While producing an advertisement, authors choose persuasive
strategies aiming at determining readers’/viewers’ behavior.
Among the argumentative strategies selected for the above
campaign, we spotlight the:
A) Parternship with facebook.com, which will boost the event’s
reliability and integrity level.
B) Usage of conotative language, which leads the reading audience’s focus to financial issues.
C) Readers’ informal treatment, which mitigates the seriouness
of the problem that is exposed.
D) Wordplay with “spare” and “wear” driving the readers’ attention to needy people’s position.
💡 GABARITO D
🧩
Questão 29
It is true about the ad’s content that:
A) If you donate at least a clothing shopping bag, you freely
enter Clubhouse.
B) Those willing to participate will donate clothing and make
a themed drawing.
C) Target will exchange each of the gift cards received by
donors for a present.
D) The more clothing entrants bring the greater prospect
those entrants enjoy.
💡 GABARITO D
🧩
Questão 30
Observe the following set of minimal pairs to answer 30.
Hit / Heat
Bit / Beat
Knit / Neat
Chip / Cheap
Live / Leave
The set of minimal pairs was used for oral practice being its
specific target to distinguish vowel pronounciation. Mark
the criteria that accounts for the vowel distintion existing
in all of the chosen minimal pairs.
A) Lax and tense vowels.
B) Voiced and voiceless vowels.
C) Fricative and affricate vowels.
D) Rounded and unrounded vowels.
💡 GABARITO A
🧩
Read the texts to answer 31.
Text 1
High-income countries such as the United States and the United
Kingdom have higher food spending in absolute terms, but the
share of household consumption expenditures devoted to athome food is low– less than 10 percent. In Kenya and other low-
-income countries, at-home food’s share of consumption expenditures can exceed 50 percent. Per capita calorie availability
follows the reverse path. According to the most recent available
data, U.S. per capita calorie availability was among the highest
at 3,682 calories per day, while Kenya’s was estimated at only
2,206 calories.
Text 2
For a typical dollar spent in 2020 by U.S. consumers on domestically produced food, including both grocery store and eating-out
purchases, 27.9 cents went to foodservice establishments such as
restaurants and other eating-out places. The foodservice share of
the food dollar decreased after 9 years of gains as households
shifted to food-at-home consumption during the first year of the
Covid-19 pandemic. For the remainder of the food dollar, transportation (4.1 cents) and wholesale trade (11.9 cents) rose to
their highest shares reported in the series, which provides statistics back to 1993.
(Economic Research Service U.S. – Department of Agriculture.
https://www.ers.usda.gov/data-products.)
Questão 31
In both of the texts the common theme is:
A) Food intake patterns.
B) Healthier food habits.
C) Increased food expense.
D) Meager food management.
💡 GABARITO A
🧩
Analyse the image to answer 32.
(Available in: https://funnytimes.com.)
Questão 32
The instructions above the market cashier say, “10 items or
less, exact change, no small talk, just bag your groceries and
get the hell out”.
Mark the item that matches text and image
analysis.
A) The segment “get the hell out” is meant to delight costumers.
B) The image conveys warmth rendered by rules’ imposition.
C) Consumers’ right is violated since there’s not a patrons’
line.
D) The employment of “less” is not consistent with plural
nouns.
💡 GABARITO D
🧩
Observe the following groups of words to answer 33.
Group1
Think – Bath – Thigh – Thorn – Length – Aesthetic – Cloth
– Thousand – Thumb
Group 2
Those – Then – With – Although – This – Within – Therefore
– They – Mother
Questão 33
The sound represented by the TH in Group 1 and the sound
represented by the TH in Group 2 differ due to:
A) Their diverse place of articulation.
B) Being either plosive or nasal sounds.
C) The manner of articulation they have.
D) Vocal fold vibration presence/absence.
💡 GABARITO D
🧩
Read the text to answer 34.
Linguisitc prejudice is endemic in public life, widely tolerated, and
institutionalized in social enterprises that affect almost everyone,
such as education and the media. There is limited knowledge
about and little regard forlinguistic study showing that all varieties of a language display systematicity and that the elevated
social position of standard varieties has no scientific linguistic
basis.
(Available in: https://www.thoughtco.com. Adapted.)
Questão 34
The coloniality framework, which is present in several levels of
personal and social life, is still reproduced even in the absence
of colonial management, echoing in classrooms, in a very steady
way in English classes. It is NOT a biased manifestation that
might contaminate English teaching/learning to favor:
A) European peoples opposite to non Europeans.
B) Behavior leading to subjectification and identity.
C) Western knowledge damaging non western one.
D) Males and patriarchship at the expense of females.
💡 GABARITO B
🧩
Questão 35
Types of pasta and when you should be using them
(Available in: https://www.tastingtable.com.)
Concerning the title above the image, the modal verb used
can be replaced by:
A) Must.
B) Might.
C) Ought to.
D) Had better.
💡 GABARITO C
🧩
Questão 36
Covid-19 symtoms or simply a cold? It is recommended that
he _______ home.
(Available in: https://www.uhhospitals.org.)
Fill in the blank above the image with the appropriate verb
form:
A) remain
B) remains
C) remained
D) will remain
💡 GABARITO A
🧩
Questão 37
Read the text to answer 37.
Can a focus on playful learning be integrated in the
enabling environment?
“Enabling environment” refers to the broad set of interrelated national political, social and financial conditions that can
either promote or hinder the successful functioning of the preprimary sub-sector. A supportive enabling environment is conducive to recognizing the importance of learning through play, and
it can further strengthen this emphasis by fostering coordination
with other sectors such as health, nutrition and social protection,
which together can create a unified voice for play in children’s
lives. The elements of the enabling environment, and how they
can foster play-based learning, are:
1. Policies and legislation: Policies specific to the preprimary sub-sector are important because they can clearly
affirm children’s right to play and can state that playbased
learning is a distinctive and essential feature of effective
early learning. Policies and directives can reflect a childcentred approach to learning and teaching; such policies
create an expectation that playful learning will be taken
seriously and implemented across levels of the sub-sector.
2. Public Demand: Support for pre-primary services among
parents and caregivers is key and it should be informed by strong
awareness of what quality means in pre-primary education.
Awareness-raising should focus on young children’s unique
learning needs, e.g., the need to make meaning through playful
investigations supported by knowledgeable teachers. A key
aspect of fostering public support and demand for learning
through play is to ensure that parents recognize their role in
providing meaningful play experiences in the home environment,
and to empower them to do so. Garnering public support and
demand for learning through play will enhance the pre-primary
system’s commitment to and recognition of the benefits of play.
(Available in: https://www.unicef.org.)
Mark the item that is in agreement with text content.
A) Learning through play meets political exigences.
B) Police should guarantee children’s rights to play.
C) Young children enjoy singular learning demands.
D) Lenient environment helps parents’ participation.
💡 GABARITO C
🧩
Questão 38
Read the text to answer 38.
The Unicorn in the Garden
(James Thurber.)
Once upon a sunny morning a man who sat in a breakfast nook
looked up from his scrambled eggs to see a white unicorn with a
golden horn quietly cropping the roses in the garden. The man
went up to the bedroom where his wife was still asleep and woke
her. “There's a unicorn in the garden,” he said. “Eating roses.” She
opened one unfriendly eye and looked at him. “The unicorn is a
mythical beast,” she said, and turned her back on him. The man
walked slowly downstairs and out into the garden. The unicorn
was still there; he was now browsing among the tulips. “Here,
unicorn,” said the man and pulled up a lily and gave it to him. The
unicorn ate it gravely. With a high heart, because there was a
unicorn in his garden, the man went upstairs and roused his wife
a gain. “The unicorn,” he said, “ate a lily.” His wife sat up in bed
and looked at him, coldly. “You are a booby,” she said, “and I am
going to have you put in a booby-hatch.” The man, who never
liked the words “booby” and “booby-hatch,” and who liked them
even less on a shining morning when there was a unicorn in the
garden, thought for a moment. “We'll see about that,” he said. He
walked over to the door. “He has a golden horn in the middle of
his forehead,” he told her. Then he went back to the garden to
watch the unicorn; but the unicorn had gone away. The man sat
among the roses and went to sleep. And as soon as the husband
had gone out of the house, the wife got up and dressed as fast
as she could. She was very excited and there was a gloat in
her eye. She telephoned the police and she telephoned the
psychiatrist; she told them to hurry to her house and bring a
straitjacket. When the police and the psychiatrist arrived they sat
down in chairs and looked at her, with great interest. “My
husband,” she said, “saw a unicorn this morning.” The police
looked at the psychiatrist and the psychiatrist looked at the police.
“He told me it ate a lily,” she said. The psychiatrist looked at the
police and the police looked at the psychiatrist. “He told me it had
a golden horn in the middle of its forehead,” she said. At a solemn
signal from the psychiatrist, the police leaped from their chairs
and seized the wife. They had a hard time subduing her, for she
put up a terrific struggle, but they finally subdued her. Just as they
got her into the straitjacket, the husband came back into the
house. “Did you tell your wife you saw a unicorn?” asked the police.
“Of course not,” said the husband. “The unicorn is a mythical
beast.” “That's all I wanted to know,” said the psychiatrist. “Take
her away. I'm sorry, sir, but your wife is as crazy as a jay bird.” So
they took her away, cursing and screaming, and shut her up in an
institution. The husband lived happily ever after.
Moral: Don't count your boobies until they are hatched.
(Available in: http://english.glendale.cc.ca.us.)
The text above is a modern humorous short story which is
meant to establish links with traditional fables, thus revitilizing
the writing and reading of fiction. Point out the distracter that
suits the moral of the story.
A) Kindness will always be better than force.
B) Persistence is the key to solving problems.
C) Don’t expect one’s hopes to be a certainty.
D) No example is more powerfull than precepts
💡 GABARITO C
🧩
Read the text to answer 39.
Action on Smoking and Health’s (ASH)
Accomplishments
2019 Bucharest Declaration on Human Rights and a Tobacco-
-Free Europe, coming out of discussion at our Global Forum
that continued at the European Network for Smoking and
Tobacco Prevention’s Conference the following days.
2019 Global Forum on Human Rights and a Tobacco-Free
World, co-hosted by the Romanian Presidency, Romania 2035
Tobacco-Free Generation Initiative, and theEuropean Network
for Smoking and Tobacco Prevention with high level speakers
such as the European Commissioner on Health and Food Safety
and Princess Dina Mired of Jordan.
2019 launch of ASH’s Tobacco and Human Rights Hub, a living
repository of human rights resources to assist our allies in
taking a human rights approach.
2018 Cape Town Declaration on Human Rights and a Tobacco-
-Free World, adopted by the World Conference on Tobacco or
Health (WCTOH) and over 100 organizations worldwide, which
states, “the manufacture, marketing, and sale of tobacco are
incompatible with the human right to health”.
A successful campaign with the Danish Institute of Human
Rights’ s which resulted in DIHR denouncing tobacco as antithetical to the work of a human rights organization. This campaign also resulted in a sign on letter from 123 organizations in
40+ countries to immediately cease all marketing and production of cigarettes to adhere to human rights norms.
A presentation before the Inter-American Commission on Human
Rights, along with two of our partner organizations. This was the
first time the Commission considered tobacco as a human rights
issue and was an important victory.
An article in the American Bar Association’s International Law
Newsentitled Tobacco Industry Marketing: A Violation of Human
Rights in Latin America. The article was chosen by another ABA
Publication, GP Solo Magazine, to be included in a “Best of the
ABA” feature issue.
(Available in: https://ash.org/human-rights. Adapted.)
Questão 39
The text’s composition charcteristics and discourse resources
cater to:
A) Spelling out how lousy the major tobacco hazards might be.
B) Assigning tobacco consumption and outstanding institutions.
C) Attesting acknowledgment that smoking defies human
rights.
D) Featuring human rights’ acceptance as a worldwide tendency.
💡 GABARITO C
🧩
Questão 40
The BNCC (Brasil, 2017)displays Portuguese, Physical Education, Art,
and English making up its language field, such an organization
indicates the belief that:
A) Favors compeling economic demands to grant youngsters
competitivity in the globalized job market.
B) Diverse social practices are mediated by distinct languages
while social subjects influence one another.
C) Cherishes the symmetry that exists as to the powers determining the design of educational politics.
D) Averts disputes which mirror different ideologies which
comprise language use and governmental choices.
💡 GABARITO B
🧩
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