FEPESE 2021 – PM/CAMPOS NOVOS/SC – PROFESSOR – LÍNGUA INGLESA

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• FEPESE-2021-PREFEITURA DE CAMPOS NOVOS-SC-PROFESSOR-LÍNGUA INGLESA.

 

https://fepese.org.br

❑ ESTRUTURA-PROVA:

• 25 MCQs (Multiple Choice Question) / 5 Options Each Question.

PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO

❑ TEXTO:

❑ TRADUÇÃO-PROVA:

Polar bears and climate changing

Ursos polares e mudanças climáticas

[1º PARÁGRAFO]

When we think about global warming and climate change, we usually think _________ how it is going to affect humans. However, we need to think about animals, too. Many species will be threatened _________ extinction by the end of this century if climate change is not halted. One of these is the world’s largest land predator, the polar bear. This magnificent native _________ the Arctic previously had no natural enemy apart man, but is now under threat from nature itself. Because of melting sea ice, it is likely that more polar bears will soon starve, warns a new study that discovered the large carnivores need to eat 60 percent more than anyone had realized.

[2º PARÁGRAFO]

Polar bears use floating ice as a platform to hunt seals from. They eat a large volume of food during the winter, storing enough fat under their skin to last them through the summer months. When the ice melts in the spring, many travel south to places such as Churchill, Canada, returning north when the seas freeze again, usually around October. Now, however, the winter ice is melting earlier and forming later. The bears’ store of fat runs out, and some starve to death. Other bears are drowning, because many of the ice platforms have melted, and some bears have to swim over a hundred kilometres from one ice platform to another. Due to exhaustion or stormy weather, some never make it to their destinations.

[3º PARÁGRAFO]

As a result of all these factors, the number of polar bears in the wild is decreasing dramatically. If scientists are correct, and the sea ice continues to reduce by 9% every ten years, it will not be long before the species dies out altogether.

[4º PARÁGRAFO]

There is still much disagreement over the nature and scale of the global warming problem, and how best to tackle it. However, while the debate continues among humans, animals like the polar bear are suffering and dying. For them, the issue is very real indeed.

16 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

According to the text, it is correct to infer that:

(A). If global warming persists it won’t be long before humans become extinct.

(B). Check-square If global warming continues both animals and people will be affected.

(C).If global warming continues it’s going to affect natives from the Arctic.

(D). If global warming goes on the winter ice will start melting later.

(E). If global warming persists animals will be affected more than humans. 

      Comentários e Gabarito    B  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

According to the text, it is correct to infer that:

(A). If global warming persists it won’t be long before humans become extinct.

(B). Check-square If global warming continues both animals and people will be affected.

(C).If global warming continues it’s going to affect natives from the Arctic.

(D). If global warming goes on the winter ice will start melting later.

(E). If global warming persists animals will be affected more than humans. 

17 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

According to the text, the polar bear:

(A). lives in the Arctic.

(B). is the world’s largest mammal.

(C). does not have any natural enemies.

(D). is the world’s fastest land predator.

(E). goes to Canada in October.

      Comentários e Gabarito    A  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

According to the text, the polar bear:

(A). lives in the Arctic.

(B). is the world’s largest mammal.

(C). does not have any natural enemies.

(D). is the world’s fastest land predator.

(E). goes to Canada in October.

18 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

According to the text, when do polar bears eat more?

(A). They usually eat a lot of ice.

(B). They are mainly fatty food in summer.

(C). They eat very large amounts of food all year round.

(D). SQUARE They keep the fat under their skin.

(E). Check-square They eat a lot during winter.

      Comentários e Gabarito    E  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

According to the text, when do polar bears eat more?

(A). They usually eat a lot of ice.

(B). They are mainly fatty food in summer.

(C). They eat very large amounts of food all year round.

(D). They keep the fat under their skin.

(E). They eat a lot during winter.

19 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Choose the alternative which presents the correct prepositions that are missing in the first paragraph of the text. (A). on • of • with • off

(B). about • at • off • from

(C). about • with • of • from

(D). on • with • about • by

(E). due to • at • off • by

      Comentários e Gabarito    C  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

20 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Why are polar bears starving?

(A). Because they are too fat.

(B). Because the winter ice is melting too late.

(C). Because the ice prevents them from entering the sea to feed.

(D). Because the ice is not present for long enough in the year.

(E). Because they have to go to Canada every winter.

      Comentários e Gabarito    D  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

21 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

The underlined word in “Many species will be threatened…” is:

(A). an adjective.

(B). a singular noun.

(C). a noun in the plural form.

(D). an irregular adjective.

(E). a regular noun.

      Comentários e Gabarito    C  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

22 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

According to the text, some bears are drowning because:

(A). the sea is too icy.

(B). they have to swim too far.

(C). the ice platforms are sixty kilometers apart.

(D). they don’t know how to swim.

(E). the sea freezes.

      Comentários e Gabarito    B  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

23 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Decide if the sentences below are true ( T ) or false ( F ), according to the text.

( ) Climate change may cause some animals to become extinct.

( ) Polar bears had no enemies.

( ) Polar bears mainly eat in summer.

( ) The number of wild polar bears is getting smaller .

( ) Everyone agrees about the scale of the global warming problem.

Choose the alternative which presents the correct sequence, from top to bottom.

(A). T • T • T • T • F

(B). T • T • F • T • F

(C). T • F • T • T • F

(D). T • F • F • T • F

(E). F • F • F • F • T

      Comentários e Gabarito    D  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

24 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Match the following words and phrases to their definitions.

Column 1 Words

1. extinction (paragraph 1)

2. apart from (paragraph 1)

3. starve (paragraph 2)

4. melts (paragraph 2)

5. debate (paragraph 4)

Column 2 Definitions

( ) die from lack of food

( ) becomes liquid

( ) argument or discussion

( ) the state of no longer existing

( ) besides Choose the alternative which presents the correct sequence, from top to bottom.

(A). 2 • 1 • 5 • 4 • 3

(B). 2 • 4 • 3 • 5 • 1

(C). 2 • 5 • 4 • 3 • 1

(D). 3 • 1 • 2 • 5 • 4

(E). 3 • 4 • 5 • 1 • 2

      Comentários e Gabarito    E  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

25 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Read the following sentence,

“One of these is the world’s largest land predator, the polar bear.”

Study the affirmatives below:

1. ‘these’ is a relative pronoun.

2. ‘largest’ is the comparative of superiority form of the adjective ‘ large’.

3. ‘world’s’ means ‘world is’.

4. ‘largest’ is the superlative of superiority form of the adjective ‘ large’.

5. ‘these’ is a demonstrative pronoun.

Choose the alternative which contains all the correct affirmatives.

(A). Only 1 is correct.

(B). Only 5 is correct.

(C). Only 1 and 3 are correct.

(D). Only 2 and 3 are correct.

(E). Only 4 and 5 are correct.

      Comentários e Gabarito    E  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

26 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

The following words in bold, “it”, “itself” and “their”, in the text, are, respectively:

(A). personal pronoun • reflexive pronoun • possessive adjective

(B). object pronoun • reflexive pronoun • possessive pronoun

(C). noun • relative pronoun • genitive case

(D). personal pronoun • possessive adjective • reflexive pronoun

(E). object pronoun • indefinite pronoun • possessive adjective

      Comentários e Gabarito    A  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

27 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

In the context of the text, the phrasal verb “run out”, in “The bears store of fat runs out, and some starve to death”, means:

(A). dry out

(B). have none left

(C). stop being legal

(D). do not use all

(E). have left

      Comentários e Gabarito    B  

TÓPICOS - RUN OUT → ACABAR, FICAR SEM NADA (UMA RESERVA, UM SUPRIMENTO, UM ESTOQUE. etc):

In the context of the text, the phrasal verb “run out”, in “The bears store of fat runs out, and some starve to death”, means:

No contexto do texto, o phrasal verb “run out”, em “O estoque de gordura dos ursos acaba, e alguns morrem de fome”, significa:

(A). dry out

secar

(B). have none left

não tem mais nada

(C). stop being legal

deixar de ser legal

(D). do not use all

não use todos

(E). have left

saiu

• "RUN OUT" - ACABAR (no sentido que uma reserva/suprimento acabou, não tem mais nada).

>>PADRÃO 1: RESERVA + RUN OUT:

• My battery ran out. (Minha bateria acabou.)
• My money ran out. (Meu dinheiro acabou.)
• My patience is running out. (Minha paciência está acabando.)
• The diapers ran out. (As fraldas acabaram.)

>>PADRÃO 2: SUJEITO + RUN OUT OF + RESERVA:

• I ran out of battery. (Fiquei sem bateria.)
• I ran out of money. (Fiquei sem dinheiro.)
• I'm running out of patience. (Estou ficando sem paciência.)
• We ran out of diapers. (Ficamos sem fraldas.)

>> SUMMARY CHART (Fonte:www.languagecentrealaquas.com):

28 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Complete the sentence below: “I once (see) some polar bears in a zoo. They (not look) very happy at all.”

Choose the alternative that completes the sentence correctly.

(A). saw • didn’t look

(B). seen • hasn’t look

(C). saw • haven’t look

(D). seen • didn’t looked

(E). have seen • didn’t looked

      Comentários e Gabarito    A  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

29 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Analyze the words in bold in the sentences below: ƒ However, we need to think about animals, too ƒ ‘…but is now under threat from nature itself.’ ƒ ‘Due to exhaustion or stormy weather…’ ƒ ‘As a result of all these factors…’ We can infer that the words in bold:

1. They are called discourse markers or linking words, as they help the speaker to manage the conversation and mark when it changes.

2. Discourse markers are words and phrases used in reading to ‘signpost’ discourse.

3. Linking words show us turns, join ideas together, and generally control communication.

4. Discourse markers are referred to more commonly as ‘linking words’ and ‘linking phrases’, or ‘sentence connectors’.

5. They are used more frequently in speech, unless the speech is very formal.

Choose the alternative which contains all the correct affirmatives.

(A). Only 4 is correct.

(B). Only 2 and 3 are correct.

(C). Only 3 and 4 are correct.

(D). Only 1, 2 and 3 are correct.

(E). Only 1, 3 and 4 are correct.

      Comentários e Gabarito    E  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

30 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

The sentence “…the number of polar bears in the wild is decreasing dramatically”; can be rewritten without changing its meaning, as:

(A). the number of polar bears in the wild is advancing dramatically.

(B). the number of polar bears in the wild is increasing dramatically.

(C). the number of polar bears in the wild is boosting dramatically.

(D). the number of polar bears in the wild is lessening dramatically.

(E). the number of polar bears in the wild is expanding dramatically.

      Comentários e Gabarito    D  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

31 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Choose the alternative which presents the correct pair of synonyms.

(A). die – live

(B). best – worst

(C). starve – hunger

(D). drown – inundate

(E). decrease – increase

      Comentários e Gabarito    D  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

32 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Complete the sentence below: When language learning is based on learning , the focus of this is on the individual learners and their preferences. Choose the alternative that completes the sentence correctly.

(A). styles • method • learning

(B). styles • approach • learning

(C). methods • approach • book’s

(D). skills • system • achievement

(E). methods • process • book’s

      Comentários e Gabarito    B  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

33 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

The underlined word in the sentence “…but is now under threat from nature itself”, has its correct meaning in which alternative?

(A). A person or thing is a danger that something unpleasant might happen to them.

(B). A careful action on someone in retribution for something done or not done.

(C). A statement by someone that they will do something pleasant.

(D). A person or thing is a warn that something nice might happen to them.

(E). A declaration of a good intention to inflict injury.

      Comentários e Gabarito    A  

TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

34 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Effective readers know when they lose the meaning of what they are reading. When it happens they often unconsciously select and use a reading strategy. There are some strategies that can be applied to develop those comprehension strategies. Choose the alternative which contains the reading strategies.

(A). Skimming, scanning, clustering, translating.

(B). Vocabulary analysis, guessing, scanning, memorizing.

(C). Guessing, skimming, scanning, the use of non- -verbal information(pictures, maps, etc).

(D). Use of silent reading techniques, skimming, scanning, listening.

(E). The use of non-verbal information(pictures, maps, etc), use of silent reading techniques, vocabulary analysis, describing.

35 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

A cross-curricular work is:

(A). a work that helps teachers to understand the principles of writing skills.

(B). a work that ensures learners to become aware of the speaking process.

(C). a work in which learners are involved on writing activities. (D). Check-square a work in which learners of the English language are connected to different disciplines.

(E). a work that offers learners an opportunity to cope with similar disciplines.

36 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

The pronoun “they” in “They eat a large volume of food during the winter“ refers to:

(A). Seals.

(B). Food.

(C). Months.

(D). Polar bears.

(E). Floating ice and platform.

37 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

The alternative which contains the correct description for the Scanning Reading Strategy is:

(A). To look at the text searching for specific information.

(B). Guessing what the text will say before you actually read it. (C).To make a fast reading to have a general idea of the text.(D). To look up and guess the meaning of an unfamiliar vocabulary.

(E). Make predictions about the meaning of the text.

38 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Choose the alternative that contains the correct definition for Methods of English Language Teaching.

(A). They are approaches used in the communication and learning a language.

(B). They are used only to learn the meanings, functions and uses of language.

(C). Methods are the combination of techniques that are used by the teachers in the classrooms in order to teach their students.

(D). Methods are the philosophical articles that teachers use about language teaching that can be applied in the classrooms.

(E). Methods are techniques based on the communicative language teaching and task based methods.

39 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Choose the alternative which contains the Method that is focused on grammatical rules.

(A). The Natural Approach.

(B). The Classical Method.

(C). The Series Method.

(D). The Direct Method.

(E). The Audiolingual Method.

40 – (FEPESE/2021–PREFEITURA DE CAMPOS NOVOS-SC–PROFESSOR)

Choose the alternative which correctly describes the method used by Americans to become orally proficient in the allies and enemies languages during the World War II and, pushed the US Army to provide intensive language courses.

(A). Direct Method.

(B). Series Method.

(C). Classical Method.

(E). Suggestopedia Method.

(E). Audiolingual Method

UNOESC–2021–PREFEITURA DE MARAVILHA/SC–PROFESSOR–LÍNGUA INGLESA–GABARITO, TEXTOS TRADUZIDOS & AQUISIÇÃO DE VOCABULÁRIO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• UNIVERSIDADE DO OESTE DE SANTA CATARINA-PROVA APLICADA EM 21/02/2021.

❑ ESTRUTURA-PROVA:

• 09 MCQs (Multiple Choice Questions) / 4 Options Each Question.

12 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) Considering the questions and answers below, which alternative presents the correct use of the interrogative pronouns, respectively?

1. Q:__________ do you from?

2. Q:__________ will you arrive in Brazil?

3. Q:__________ is your favorite fruit, banana or Orange?

4. Q:__________ telephone keeps ringing?

A: I'm from in Canada.

A: Next week.

A: It´s banana.

A: It´s mine.

A) What / Whose / Who / What.

B) Where / When / Which / Whose.

C) Where / Why / What / Which.

D) Where / When / Whose / What.

      Comentários e Gabarito    B  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

13 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) Note the countable and uncountable nouns and mark the correct alternative according to the sentences.

I. In the ocean, there are many living waters.

II. Mr. Smith bought much planks of wood last year.

III. I can´t eat many salt.

IV. I found much stones in my house.

A) Only I is correct.

B) Only I and II are correct.

C) Only II and IV are correct.

D) All the alternatives are correct.

      Comentários e Gabarito    A  

TÓPICO - THE COUNTABLE AND UNCOUNTABLE NOUNS & QUANTIFIERS (MUCH, MANY):

 

I. In the ocean, there are many living waters. (CORRETA)

• "living waters" (águas vivas) → COUNTABLE NOUN → many living waters.

II. Mr. Smith bought much planks of wood last year. (INCORRETA)

• "planks" (pranchas, tábuas) → COUNTABLE NOUN
• many planks of wood.

III. I can´t eat many salt. (INCORRETA)

• "salt" (sal) → UNCOUNTABLE NOUN
• much salt.

IV. I found much stones in my house.(INCORRETA)

• "stones" (pedras) → COUNTABLE NOUN
• many stones.

14 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) Transcribe the sentence

• “Somebody cleaned the office yesterday.”

for passive voice:

A) Somebody was clean the office yesterday.

B) The office was cleaned yesterday

C) Somebody cleans the office yesterday.

D) The office were clean yesterday.

      Comentários e Gabarito    B  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

15 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) According plural of nouns mark (V) for true and (F) for false and check the correct alternative.

(  ) Singular: The police arrested the thief. Plural: The police arrested the thiefes.

(  ) Singular: I broke my foot. Plural: I broke my feet.

(  ) Singular: I wear glasses. Plural: We wear glasses.

(  ) Singular: My parents have a baby. Plural: My parents have two babies.

A) V, V, F, V.

B) F, V, V, F.

C) V, F, F, V.

D) F, V, V, V.

      Comentários e Gabarito    D  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

16 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) Check the correct alternative about the use of modal verbs.

A) I can ride a bike, when I was 6 years.

B) I can to speak Spanish.

C) I think you don´t should go to the beach.

D) May I ask a question?

      Comentários e Gabarito    D  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

17 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) Check the incorrect alternative about the use of comparatives.

A) Your accent is worse than mine.

B) I am busier than before, now that I have a new job.

C) This street is less narrower than the previous one.

D) The restaurant is more crowded than usual.

      Comentários e Gabarito    C  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

18 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) Analyze the sentence below.

• “I meet a woman that can speak six languages.”

The relative pronoun “that” can be replaced by:

A) Which.

B) Who.

C) When.

D) Whose.

      Comentários e Gabarito    B  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO: Read the text.

NASA, US and European Partners Launch Mission to Monitor Global Ocean

A joint U.S.-European satellite built to monitor global sea levels lifted off on a SpaceX Falcon 9 rocket from Space Launch Complex 4E at Vandenberg Air Force Base in California Saturday at 9:17 a.m. PST (12:17 p.m. EST).

About the size of a small pickup truck, Sentinel-6 Michael Freilich will extend a nearly 30- year continuous dataset on sea level collected by an ongoing collaboration of U.S. and European satellites while enhancing weather forecasts and providing detailed information on large-scale ocean currents to support ship navigation near coastlines.

"The Earth is changing, and this satellite will help deepen our understanding of how," said Karen St. Germain, director of NASA's Earth Science Division. "The changing Earth processes are affecting sea level globally, but the impact on local communities varies widely. International collaboration is critical to both understanding these changes and informing coastal communities around the world."

After arriving in orbit, the spacecraft separated from the rocket's second stage and unfolded its twin sets of solar arrays. Ground controllers successfully acquired the satellite's signal, and initial telemetry reports showed the spacecraft in good health. Sentinel-6 Michael Freilich will now undergo a series of exhaustive checks and calibrations before it starts collecting science data in a few months' time.

• Fonte: https://www.nasa.gov/press-release/nasa-us-and-european-partners-launch-mission-to-monitor-globalocean>acesso 16 de dezembro de 2020.

19 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) According to the text, why was the satellite built?

A) Because the Earth is changing and this satellite will help to deepen our understanding, monitoring global sea levels.

B) Because about the size of a small pickup truck, the Sentinel-6 Michael Freilich will extend a continuous set of nearly 30 years of data on sea level collected by an ongoing collaboration of satellites.

C) Because when it arrived in orbit, the spacecraft separated from the second stage of the rocket and unfolded its twin sets of solar panels.

D) Because the satellite will undergo a series of exhaustive checks and calibrations after it starts collecting scientific data in a few months.

      Comentários e Gabarito    A  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

20 – (UNOESC-2021-PREFEITURA DE MARAVILHA/SC–PROFESSOR) What are the existing verb tenses in the following sentence taken from the text?

• "The Earth is changing, and this satellite will help deepen our understanding of how,"

A) Present Continuous and Simple Future.

B) Simple Present and Future Perfect.

C) Past Perfect Continuous and Future Continuous.

D) Present Continuous and Future Perfect Continuous.

      Comentários e Gabarito    A  
TÓPICO - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

 

FGV 2021 – LÍNGUA INGLESA – PM/PAULÍNIA/SP – PROFESSOR

www.inglesparaconcursos.blog.br

• FGV/CONHECIMENTO/2021-PREFEITURA MUNICIPAL DE PAULÍNIA-SP-PROFESSOR EDUCAÇÃO BÁSICA II.

❑ ESTRUTURA-PROVA:

• 20 MCQs (Multiple Choice Questions) / 5 Options Each Question.
• Texto (1) – | English Language Teaching in Brazil: A Gap in Policy, Problems in Practice | researchgate.net | 
• Texto (2) – | Cartoon | newyorker.com |
• Texto (3) – | Inclusive teaching in secondary ELT | yltsig.iatefl.org |

❑ TEXTO 1: Read text I and answer questions 41 to 48.

❑ TRADUÇÃO - TEXTO 1:

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Ensino de Inglês no Brasil: uma lacuna na política, problemas na prática 

Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Tanto os PCN-EF (Brasil, 1998) quanto os PCN-EM (Brasil, 2000) apresentam ideias progressistas sobre como uma língua estrangeira deve ser ensinada na sala de aula da educação básica.

Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. Essas ideias incluem uma visão social interacionista da língua, que se alinha com a pesquisa contemporânea no ensino de segunda língua e significa uma mudança no método tradicional de tradução gramatical amplamente empregado nas escolas brasileiras nas décadas anteriores.

The Parameters also recommend interdisciplinary work, the implementation of crosscurricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages. Os Parâmetros recomendam ainda o trabalho interdisciplinar, a implementação de temas transcurriculares, a avaliação formativa para além da somativa, a valorização dos conhecimentos prévios dos alunos e a sua posição como sujeitos críticos e, assim, uma abordagem do ensino como negociação que visa formar os alunos para o pleno exercício da cidadania, que inclui noções de respeito pela diferença e pela diversidade que podem ser promovidas pelo ensino e aprendizagem de línguas estrangeiras.

However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. Contudo, os Parâmetros falham em apontar as condições aplicáveis para que esse processo de ensino e aprendizagem ocorra.

For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): Por exemplo, reconhecem que a leitura e a escrita devem ser focadas em detrimento da escuta e da fala devido às dificuldades enfrentadas pelo professor na educação básica (Brasil, 1998):

large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. salas de aula grandes, falta de recursos adequados, incluindo tempo de aula e preparação para o professor e oportunidades para os alunos serem expostos à língua fora da sala de aula e, em muitas situações, falta de conhecimento dos professores sobre o assunto.

Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.  Em vez disso, o que deveriam fazer é propor ativamente que um número menor de alunos assistam às aulas de inglês – como foi permitido pela LDB 1996 e continua sendo assim pela LDB 2015, que mais tempo de aula e preparação seja concedido ao professor, que as escolas ter recursos de inglês que os alunos possam acessar para se familiarizarem com o idioma e que seja implementada uma melhor formação de professores.

When neither PCN-EF nor PCN-EM provides solutions to the obstacles for satisfactory ELT in basic education and yet acknowledge that knowing a foreign language is beneficial, they are implicitly promoting the privatisation of ELT because they are directing students to private language centres (Capuani and Venera, 2016). Quando nem os PCN-EF nem os PCN-EM fornecem soluções para os obstáculos ao ELT satisfatório no ensino básico e ainda reconhecem que conhecer uma língua estrangeira é benéfico, estão implicitamente a promover a privatização do ELT porque estão a encaminhar os estudantes para centros de línguas privados (Capuani e Venera, 2016).

There are several problems with this position given that the right to free education provided by the state is guaranteed by the Brazilian constitution. Existem vários problemas com esta posição, visto que o direito à educação gratuita fornecida pelo Estado é garantido pela constituição brasileira.

41 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the title, the phrase “A Gap in Policy” means that

(A) strategies for ELT in schools are now comprehensive.

(B) the regulations to be mentioned are incomplete.

(C) more police will help solve the problems.

(D) law enforcement in schools is welcome.

(E) new rules will soon be implemented.

42 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

Based on the information provided by Text I, mark the statements below as true (T) or false (F).

( ) The PCN-EF and PCN-EM back grammar-translation methods.

( ) The author believes the Parameters have overlooked some relevant issues.

( ) According to the author, the new regulations are in tune with the latest research in the area.

The statements are, respectively,

(A) F – F – T.

(B) F – T – T.

(C) T – F – T. (D) F – T – F. (E) T – T – F. 43 The author’s point of view is that ELT in basic education should be

(A) made available to students in a few selected schools. (B) limited to places where teachers have been trained.

(C) taught to students in large classroom conditions.

(D) offered without charge to the population.

(E) provided by private language centres.

44 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

When the sentence begins with “Instead”, as in “Instead, what they should do” (l. 24), it indicates a(n)

(A) assurance.

(B) prediction.

(C) obligation.

(D) alternative.

(E) illustration.

45 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The verb in “a foreign language should be taught” (l. 2) is in the same voice as in

(A) Schools have been demanding changes for some time.

(B) Directors are reluctant to implement the regulations.

(C) The law should have comprehended all citizens.

(D) Teachers should be well-versed in literature.

(E) Old videos and recordings may be put to use.

46 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The word “yet” in “and yet acknowledge” can be replaced without change in meaning by

(A) but.

(B) nor.

(C) still.

(D) since.

(E) while.

47 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

“Due to” in “due to the difficulties faced by the teacher in basic education” (l. 19) means the same as the underlined phrase in 

(A) owing to the students’ reactions.

(B) instead of the problems they had.

(C) in spite of the students’ bad health.

(D) apart from the educational changes.

(E) prior to the new educational regulations.

      Comentários e Gabarito    A  
TÓPICO - GRAMMAR - MULTI-WORD PREPOSITIONS : DUE TO - OWNING TO - BECAUSE OF :

➭ DICA DE GRAMÁTICA:

• Independentemente do contexto, "DUE TO" substitui  "OWNING TO", "BECAUSE OF" ou "CAUSED BY"

➭ CAMBRIDGE DICTIONARY:

48 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

When the author writes that “what they should do” (l. 24), the reader understands she will

(A) give a permission.

(B) exploit a possibility.

(C) determine a prohibition.

(D) conform to an instruction.

(E) suggest some recommendations.

❑ TEXTO 2: Read text II and answer questions 49 to 53.

 Source:https://www.newyorker.com/cartoons/dailycartoon/page/10

❑ TEXTO 2:

“If you don’t like school, just remember what it was like when you had me as a teacher.” Se você não gosta da escola, lembre-se de como era quando você me teve como professora.

49 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The function of the cartoon is to

(A) flatter.

(B) amuse.

(C) advise.

(D) preach.

(E) reproach.

50 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the cartoon, the speech is addressed to the (A) child.

(B) parent.

(C) author.

(D) reader.

(E) teacher.

51 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

It is implied that homeschooling was

(A) useful.

(B) efficient.

(C) engaging.

(D) delightful.

(E) disagreeable.

52 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The underlined word in “what it was like” functions in the same way as in

(A) The children seem to like their free time.

(B) There were like two hundred students there.

(C) The school stood like a monument in the square.

(D) The school would like students to keep a distance.

(E) The teacher should ask how students like the class.

53 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

“If” in “If you don’t like” indicates a

(A) contrast.

(B) certainty.

(C) condition.

(D) conclusion.

(E) comparison.

❑ TEXTO 3: Read text III and answer questions 54 to 60.

❑ TRADUÇÃO - TEXTO 3:

Inclusive teaching in secondary ELT

Ensino inclusivo no ELT secundário

Building an inclusive secondary ELT classroom is not based on a set of steps to follow. A construção de uma sala de aula ELT secundária inclusiva não se baseia num conjunto de passos a seguir.

It is rather a teaching mindset. É antes uma mentalidade de ensino.

When teachers provide teenage students with opportunities to share information about their identities and backgrounds, and show genuine interest, they are building a safe environment for all learners. Quando os professores oferecem aos estudantes adolescentes oportunidades de partilharem informações sobre as suas identidades e origens e demonstram interesse genuíno, estão construindo um ambiente seguro para todos os aprendizes.

Such personalised sharing in the English classroom is part of ‘diversity embracing’ that extends far beyond ‘a once a year fair’ about different cultures and backgrounds. Esta partilha personalizada na sala de aula de inglês faz parte da “acolhimento da diversidade” que vai muito além de “uma feira anual” sobre diferentes culturas e origens.

Personalisation which includes diversity therefore becomes a process, not a one-off event which enables us to incorporate teenage students’ realities in our English teaching on a lesson by lesson basis. A personalização que inclui a diversidade torna-se, portanto, um processo, e não um evento único, que nos permite incorporar as realidades dos alunos adolescentes no nosso ensino de inglês, aula por aula. 

Thereby involving them (and their lives beyond the classroom) much more deeply in the language learning process. Envolvendo-os assim (e às suas vidas fora da sala de aula) muito mais profundamente no processo de aprendizagem de línguas.

Another key aspect of inclusive teaching relates to secondary English teachers’ expectations and attitudes towards diversity. Outro aspecto fundamental do ensino inclusivo diz respeito às expectativas e atitudes dos professores de inglês do ensino secundário relativamente à diversidade.

As educators of teenagers, we need to ensure we have the same high expectations of all our learners. Como educadores de adolescentes, precisamos garantir que temos as mesmas expectativas elevadas de todos os nossos aprendizes.

We have to acknowledge and fight our own biases, bearing in mind that we are part of society with stereotypes, and are not free from making assumptions unconsciously about minority groups. Temos de reconhecer e combater os nossos próprios preconceitos, tendo em mente que fazemos parte de uma sociedade com estereótipos e não estamos livres de fazer suposições inconscientemente sobre grupos minoritários.

As teachers are the model in the secondary classroom, not reproducing behaviors and roles that offend or oppress is part of our wider role as educators. 

Como os professores são o modelo na sala de aula secundária, não reproduzir comportamentos e papéis que ofendem ou oprimem faz parte do nosso papel mais amplo como educadores.

Also, any comment that reinforces stereotypes or reproduces discriminatory speech should be tackled and deconstructed so that there is no ‘space’ for prejudice in our secondary English classrooms. Além disso, qualquer comentário que reforce estereótipos ou reproduza discurso discriminatório deve ser abordado e desconstruído para que não haja “espaço” para preconceitos nas nossas salas de aula de inglês do ensino secundário.

Finally, inclusion should extend beyond the classroom. Finalmente, a inclusão deveria estender-se para além da sala de aula.

As Lekh maintains, ‘An inclusive school or classroom can only be successful when all students feel that they are truly part of the school community. Como afirma Lekh, “Uma escola ou sala de aula inclusiva só pode ser bem sucedida quando todos os alunos sentem que fazem realmente parte da comunidade escolar.

This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. Isto só pode acontecer através de uma discussão aberta e honesta sobre as diferenças e da compreensão e do respeito pelas pessoas de todas as capacidades e origens.

An inclusive environment is one where everyone feels valued’. Um ambiente inclusivo é aquele onde todos se sentem valorizados”.

Teaching inclusively at the secondary level requires a holistic approach with active learner involvement, constant questioning of ourselves and our materials, and full participation of the whole school community. Ensinar inclusivamente no nível secundário requer uma abordagem holística com envolvimento ativo dos alunos, questionamento constante de nós mesmos e dos nossos materiais, e participação plena de toda a comunidade escolar.

54 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

Based on the information provided by Text III, mark the statements below as true (T) or false (F).

( ) Inclusion should be restricted to the classroom environment.

( ) Teachers should avoid a reductionist approach to learning.

 ( ) Prejudice and stereotyping must be averted at all cost.

The statements are, respectively,

(A) T – F – T.

(B) F – F – T.

(C) F – T – F.

(D) F – T – T.

(E) T – T – F.

55 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

According to the text, in order to offer an inclusive classroom, the teacher needs to

(A) adopt a set of attitudes.

(B) take a specialized course.

(C) organize a fair once a year.

(D) discuss inclusivity in each class.

(E) follow standardized procedures.

56 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The approach discussed in the text assumes that students should

(A) aim at getting high grades.

(B) develop a sense of belonging.

(C) learn how to follow school rules.

(D) avoid talking about their background.

(E) lower their expectations regarding learning.

57 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The extract that offers an addition to previously given information is:

(A) “Also, any comment that reinforces stereotypes or reproduces discriminatory speech […]”.

(B) “When teachers provide teenage students with opportunities […]”.

(C) “Thereby, involving them (and their lives beyond the classroom) […]”.

(D) “Finally, inclusion should extend beyond the classroom […]”.

(E) “As Lekh maintains, […]”.

58 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The adjective in “show genuine interest” is similar to

(A) pretended.

(B) doubtful.

(C) random.

(D) intense.

(E) actual.

59 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

A “key aspect” (l. 14) is one that is

(A) legal.

(B) trivial.

(C) natural.

(D) crucial.

(E) incidental.

60 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the phrase “safe environment” (l. 5), the word “safe” is to “safety” as

(A) “child” is to “childhood”.

(B) “strong” is to “strength”.

(C) “obey” is to “obedience”.

(D) “succeed” is to “successful”.

(E) “achieve” is to “achievement”.