SME/RJ 2009 – PROFESSOR – LÍNGUA INGLESA

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• SME/RJ-2009-PREFEITURA DA CIDADE DO RIO DE JANEIRO-PROFESSOR.

www.rio.rj.gov.br/web/portaldeconcursos

❑ ESTRUTURA-PROVA:

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

❑ TEXTO 1:

➧ GABARITO:

01-B, 02-C, 03-B, 04-D, 05-C

06-A, 07-D, 08-C, 09-D, 10-D

11-B, 12-A, 13-C, 14-A, 15-B

16-B, 17-D, 18-C, 19-D, 20-B

21-A, 22-D, 23-C, 24-B, 25-A

26-A, 27-C, 28-D, 29-C, 30-B

➧ VOCABULÁRIO:

• [to address = means to deal with a particular problem or need]

• [to flee = to escape by running away, especially because of danger or fear = escapar fugindo]

• [Other words for flee = run away, get away, be gone, escape, evade]

• [must be addressed = deve ser enfrentado, deve ser lidado]

• [proficiency(proFêxênssi) = skill = adeptness = proficiência, habilidade, aptidão]

• [refugee(Réfíudji) = a person who has escaped from their own country for political, religious, or economic reasons or because of a war = refugiado]

• [Other words for refugee = emigrant, escapee, fugitive, expat, castaway]

• [success = the accomplishment of an aim or purpose]

• [Syrian(Síurién) = Sírio]

• [accomplished = realized = fulfilled = practiced = realizado, praticado]

• [addressed(âDrést) = enfrentado, lidadi]

• [a shared language = uma linguagem compartilhada]

• [a significant challenge = um desafio significativo]

• [language barrier = barreira linguística]

• [language training = treinamento de línguas]

• [language learner = aluno de idioma]

• [personal schedules = programações pessoais]

• [Several multi-million pound training contracts = Vários contratos de treinamento de vários milhões de libras]

• [smooth settlement = acomodação tranquila]

• [training contracts = contratos de treinamento]

• [the actual needs = as necessidades reais]

• [the language barrier = a barreira do Idioma]

• [a key enabler of success = um fator de chave de sucesso]

• [All the goodwill = Toda a boa vontade]

• [For its part = Por sua vez]

• [The issue of language = A questão da linguagem]

• [Brexit(Brék-Sêt) = British exit = an exit by the United Kingdom from the European Union = saída britânica da União Européia]

• [financial backing = apoio financeiro, suporte financeiro]

• [technical expertise = perícia técnica]

❑ INSTRUÇÃO: Read the following article and answer questions 01 to 15 based on the text.

Faced with the unprecedented stream of migrants fleeing war and trauma in the Middle East and North Africa, Europe needs to take clear-sighted action.

For its part, the UK has agreed to take 20,000 refugees, a significant portion of whom will likely be children and orphans according to report. One key aspect in ensuring their smooth settlement in the UK will be providing these refugees with language training.

Many Syrians are well-educated and many speak fluent English. Others, however, do not speak English well enough to function professionally within the UK. The issue of language is so fundamental to our lives that we often overlook it. Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier. All the goodwill, financial backing, and technical expertise to deliver needed medical, economic, military, engineering, or navigational training may be present; but unless there is a shared language in which to impart that knowledge, little will be accomplished.

One of the biggest misconceptions about language is that if you “just go to the country,” you’ll pick it up. Many people believe that immersion will guarantee fluency; yet you may well know several immigrants who have been in this country for years and still only speak broken English. You might also know dozens of expats in various countries across the world who have failed to pick up the local languages of their host countries. Training and effort are both necessary.

Though not a guarantee of fluency, immersion is a wonderful opportunity. The first issue we need to address with respect to refugees is ensuring that those who come will actually be immersed. That is, that they will be welcomed as part of larger communities, and not simply join communities of other refugees. On the other hand, immersion is just an opportunity, and in order to take full advantage of it, training and education are required. In terms of refugees, we need to consider options for the provision of language training, whether by self-study, classroom instruction, private tuition, or some combination of the three.

The array of needs is staggering. In truth, every language learner has a different set of learning objectives, and will require different training to meet those objectives. Coordinating the actual needs with providers in different regions and accounting for different personal schedules and start dates is a significant challenge. It is, however, a challenge that must be addressed immediately, as proficiency in English will be a key enabler of success for refugees in this country.

• (Adapted from Aaron Ralby http://www.blogs.jbs.cam.ac.uk/socialinnovation/2015/11/16/)

01 – (SME/RJ-2009-PROFESSOR) The main communicative purpose of the text is to:

(A) explain why a certain problem may have no immediate solution
(B) present a problem and discuss possible solutions to it
(C) present a problem and emphasize how difficult it is to solve it
(D) explain why the solution to a certain problem may be difficult

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

02 – (SME/RJ-2009-PROFESSOR)

The expression "clear-sighted" (introductory lines) is:

(A) a verbal compound which means “having very good judgment about things in the future”
(B) an adjectival compound which means “able to see things that are far away very clearly”
(C) an adjectival compound which means “having a good understanding of a particular subject”
(D) a verbal compound which means “having or showing an ability to think of a subject clearly”

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

03 – (SME/RJ-2009-PROFESSOR) The Present Perfect in the sentence

• "For its part, the UK has agreed to take 20,000 refugees"(paragraph 1)

conveys:

(A) an expected action which has not happened yet
(B) a finished action with a result in the present
(C) an action in the past which is still happening.
(D) an action in the past which expresses experience.

      Comentários e Gabarito    B  
TÓPICO - PRESENT PERFECT :

The Present Perfect in the sentence

• "For its part, the UK has agreed to take 20,000 refugees".
• "Por sua vez, o Reino Unido concordou em acolher 20.000 refugiados"

conveys:

(A) an expected action which has not happened yet
(B) a finished action with a result in the present
(C) an action in the past which is still happening. 
(D) an action in the past which expresses experience.

04 – (SME/RJ-2009-PROFESSOR) In the excerpt

• "a significant portion of whom" (paragraph 1),

the pronoun "whom" refers to:

(A) the UK
(B) the children
(C) the orphans
(D) the refugees

      Comentários e Gabarito    D  
TÓPICO - RELATIVE PRONOUN :

• "[...] For its part, the UK has agreed to take 20,000 refugees, a significant portion of whom will likely be children and orphans according to report."
• Por sua vez, o Reino Unido concordou em receber 20.000 refugiados, uma parte significativa dos quais provavelmente serão crianças e órfãos, de acordo com o relatório.

>> We use WHOM to refer to PEOPLE, when the person is the object of the verb, that is, WHOM refers to PEOPLE with object function.

• In this case, the UK agreed to receive what?
• The answer is : the UK has agreed to take 20,000 refugees.
• So "whom" refers to the object of the verb to take, that is, 20,000 refugees.
• The relative pronoun WHOM refers to THE REFUGEES.

05 – (SME/RJ-2009-PROFESSOR) Compound nouns can be formed by a combination of two nouns. This pattern can be observed in the following pair of compounds:

(A) local language and host country
(B) personal schedule and private tuition
(C) classroom instruction and training contracts
(D) technical expertise and key aspect

      Comentários e Gabarito    C  
TÓPICO - COMPOUND NOUNS :

(A) local language and host country
(B) personal schedule and private tuition
(C) classroom instruction and training contracts
(D) technical expertise and key aspect

06 – (SME/RJ-2009-PROFESSOR) The excerpt

• "The issue of language is so fundamental to our lives that we often overlook it" (paragraph 1)

means that:

(A) language is inherent to our lives, so we do not pay attention to it
(B) language is essential to our lives, so we pay too much attention to it
(C) language is necessary to our lives, but we should not pay attention to it
(D) language is precious to our lives, so we should pay attention to it

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

• "The issue of language is so fundamental to our lives that we often overlook it"
• A questão da linguagem é tão fundamental para as nossas vidas que muitas vezes a ignoramos.

means that:

(A) language is inherent to our lives, so we do not pay attention to it

a linguagem é inerente às nossas vidas, por isso não prestamos atenção nela
(B) language is essential to our lives, so we pay too much attention to it

a linguagem é essencial para nossas vidas, por isso prestamos muita atenção a ela
(C) language is necessary to our lives, but we should not pay attention to it

a linguagem é necessária para nossas vidas, mas não devemos prestar atenção nela
(D) language is precious to our lives, so we should pay attention to it

a linguagem é preciosa para nossas vidas, por isso devemos prestar atenção nela

>> "TO OVERLOOK" ("ignore", "do not pay attention to") – IGNORAR, DEIXAR PASSAR DESPERCEBIDO, NÃO PRESTAR ATENÇÃO.

• It is easy to overlook a small detail like that. (www.ldoceonline.com)
• É fácil ignorar um pequeno detalhe como esse.
• "Don't make the mistake of being so understanding and forgiving that you overlook the fact that you are being disrespected."
• Não cometa o erro de ser tão compreensivo e complacente, a ponto de ignorar o fato de que você está sendo desrespeitado.
• “If everything seems to be going well, you have obviously overlooked something.”(Steven Wright)
• “Se tudo parece estar indo bem, você obviamente ignorou algo.”

07 – (SME/RJ-2009-PROFESSOR) The sentence

• "Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier" (paragraph 2)

means that:

(A) the language barrier has been raising the value of training contracts to a multi-million pound level
(B) the language barrier has shown the need to take into consideration multi-million pound training contracts
(C) the language barrier has been a problem which only addresses multi-million pound training contracts
(D) the language barrier has prevented the delivery of a number of multi-million pound training contracts

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

• "Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier" (paragraph 2)
• "Vários contratos de treinamento multimilionários não foram entregues por não abordarem a barreira do idioma"

means that:

(A) the language barrier has been raising the value of training contracts to a multi-million pound level

a barreira do idioma vem aumentando o valor dos contratos de treinamento para um nível multimilionário
(B) the language barrier has shown the need to take into consideration multi-million pound training contracts

a barreira do idioma mostrou a necessidade de levar em consideração contratos de treinamento multimilionários
(C) the language barrier has been a problem which only addresses multi-million pound training contracts

a barreira do idioma tem sido um problema que aborda apenas contratos de treinamento multimilionários
(D) the language barrier has prevented the delivery of a number of multi-million pound training contracts

a barreira do idioma impediu a entrega de vários contratos de treinamento multimilionários

08 – (SME/RJ-2009-PROFESSOR) The excerpt

• "…unless there is a shared language in which to impart that knowledge, little will be accomplished" (paragraph 2)

includes an example of adverb clause of:

(A) reason
(B) time
(C) condition
(D) place

      Comentários e Gabarito    C  
TÓPICO - ADVERB CLAUSE OF CONDITION (if, even if, only if, unless):

• "…unless there is a shared language in which to impart that knowledge, little will be accomplished"
• …a menos que haja uma linguagem compartilhada para transmitir esse conhecimento, pouco será alcançado,

includes an example of adverb clause of:

(A) reason
(B) time
(C) condition
(D) place

>> "UNLESS" ("except if", "if ... not") – exceto se, a menos que.

>> "UNLESS + presente")(1ª condicional)

• You'll be sick unless you stop eating. (= You'll be sick if you don't stop eating.)Você ficará doente a menos que pare de comer.

>> "UNLESS + passado")(2ª condicional)

• Unless he was very ill, he would be at work. (=If he wasn't very ill, he would be at work.)
• A menos que estivesse muito doente, ele estaria no trabalho.

>> "UNLESS + passado perfeito")(3ª condicional)

• I wouldn't have phoned him unless you'd suggested it. (= I wouldn't have phoned him if you hadn't suggested it.)
• Eu não teria ligado para ele se você não tivesse sugerido.

09 – (SME/RJ-2009-PROFESSOR) In the excerpt

• “who have failed to pick up the local languages”,

the expression “pick up” (paragraph 3) means:

(A) memorize
(B) teach
(C) adapt
(D) learn

      Comentários e Gabarito    D  
TÓPICO - "TO PICK UP" (= to learn):

• "[...] You might also know dozens of expats in various countries across the world who have failed to pick up the local languages of their host countries. Training and effort are both necessary."
• Você também pode conhecer dezenas de expatriados em vários países ao redor do mundo que não conseguiram aprender as línguas locais de seus países anfitriões. Treinamento e esforço são necessários.

the expression “pick up” (paragraph 3) means:

(A) memorize memorizar
(B) teach ensinar
(C) adapt adaptar
(D) learn aprender

>> "TO PICK UP" ("learn", "get", "understand") – to acquire complete knowledge, understanding, or skill in.

• I picked up a few words of Greek when I was there last year. (www.ldoceonline.com)
• Eu aprendi algumas palavras em grego quando estive lá no ano passado.

10 – (SME/RJ-2009-PROFESSOR) In one of the excerpts below, the author’s words express the idea of possibility:

(A) we need to consider options for the provision of language training
(B) Many people believe that immersion will guarantee fluency
(C) It is however a challenge that must be addressed immediately
(D) You might also know dozens of expats in various countries

      Comentários e Gabarito    D  
TÓPICO - MODAL VERB "MIGHT" (ideia de possibilidade):

In one of the excerpts below, the author’s words express the idea of possibility:

Em um dos trechos abaixo, as palavras do autor expressam a ideia de possibilidade:
(A) we need to consider options for the provision of language training

precisamos considerar opções para o fornecimento de treinamento de idiomas
(B) Many people believe that immersion will guarantee fluency

Muitas pessoas acreditam que a imersão garantirá a fluência
(C) It is however a challenge that must be addressed immediately ("MUST= have to" expressa "dever de fazer algo")

No entanto, é um desafio que deve ser abordado imediatamente
(D) You might also know dozens of expats in various countries ("MIGHT" expressa "possibilidade")

Você também pode conhecer dezenas de expatriados em vários países

11 – (SME/RJ-2009-PROFESSOR) The excerpt

• “Though not a guarantee of fluency, immersion is a wonderful opportunity” (paragraph 4)

can best be replaced by:

(A) Immersion is a guarantee of fluency, that is why it is a wonderful opportunity
(B) Immersion is not a guarantee of fluency, but it is a wonderful opportunity
(C) Immersion could represent a wonderful opportunity if it were a guarantee of fluency
(D) Immersion is a guarantee of fluency as well as a wonderful opportunity

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

• “Though not a guarantee of fluency, immersion is a wonderful opportunity”
• “Embora não seja uma garantia de fluência, a imersão é uma oportunidade maravilhosa” 

can best be replaced by:
pode ser melhor substituído por:

(A) Immersion is a guarantee of fluency, that is why it is a wonderful opportunity

A imersão é uma garantia de fluência, é por isso que é uma oportunidade maravilhosa
(B) Immersion is not a guarantee of fluency, but it is a wonderful opportunity

A imersão não é uma garantia de fluência, mas é uma oportunidade maravilhosa
(C) Immersion could represent a wonderful opportunity if it were a guarantee of fluency

A imersão poderia representar uma oportunidade maravilhosa se ela fosse uma garantia de fluência
(D) Immersion is a guarantee of fluency as well as a wonderful opportunity

A imersão é uma garantia de fluência, bem como uma oportunidade maravilhosa

12 – (SME/RJ-2009-PROFESSOR) In the excerpt

• “ensuring that those who come will actually be immersed” (paragraph 4),

the word “actually” is:

(A) a false cognate which means “in reality”
(B) a true cognate which means “at present”
(C) a false cognate which means “at present”
(D) a true cognate which means “in reality”

      Comentários e Gabarito    A  
TÓPICO - FALSE COGNATE "ACTUALLY" (= in reality) :

• “ensuring that those who come will actually be immersed”
• “garantindo que aqueles que vêm sejam realmente imersos”

the word “actually” is:

(A) a false cognate which means “in reality”
(B) a true cognate which means “at present”
(C) a false cognate which means “at present”
(D) a true cognate which means “in reality”

13 – (SME/RJ-2009-PROFESSOR) The phrase “On the other hand” (paragraph 4) is:

(A) a degree adverb that describes to what level or extent something is done
(B) a manner adverb that describes something that was done or how it happened
(C) a conjunctive adverb that introduces the second of two contrasting points of view
(D) a place adverb that defines an aspect of location associated with an action

      Comentários e Gabarito    C  
TÓPICO - EXPRESSÃO IDIOMÁTICO "ON THE OTHER HAND" (= Por outro lado) :

• Though not a guarantee of fluency, immersion is a wonderful opportunity. The first issue we need to address with respect to refugees is ensuring that those who come will actually be immersed. That is, that they will be welcomed as part of larger communities, and not simply join communities of other refugees. On the other hand, immersion is just an opportunity, and in order to take full advantage of it, training and education are required.
• Embora não seja uma garantia de fluência, a imersão é uma oportunidade maravilhosa. A primeira questão que precisamos abordar com relação aos refugiados é garantir que aqueles que vierem sejam realmente imersos. Ou seja, que eles sejam bem-vindos como parte de comunidades maiores, e não simplesmente se juntem a comunidades de outros refugiados. Por outro lado, a imersão é apenas uma oportunidade, e para tirar o máximo proveito dela, treinamento e educação são necessários. 

The phrase “On the other hand” (paragraph 4) is:

(A) a degree adverb that describes to what level or extent something is done
(B) a manner adverb that describes something that was done or how it happened
(C) a conjunctive adverb that introduces the second of two contrasting points of view
(D) a place adverb that defines an aspect of location associated with an action

14 – (SME/RJ-2009-PROFESSOR) In the last paragraph, the author concludes that providing refugees with language proficiency is:

(A) imperative due to the importance of English as a key enabler of success
(B) unfeasible due to the staggering array of needs of the millions of refugees
(C) improbable due to the different sets of learning objectives of the learners
(D) challenging due to the need to establish a common training schedule

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

• "[...] It is, however, a challenge that must be addressed immediately, as proficiency in English will be a key enabler of success for refugees in this country."
• No entanto, é um desafio que deve ser enfrentado imediatamente, pois a proficiência em inglês será um fator fundamental para o sucesso dos refugiados neste país.

In the last paragraph, the author concludes that providing refugees with language proficiency is:

No último parágrafo, o autor conclui que fornecer proficiência linguística aos refugiados é:

(A) imperative due to the importance of English as a key enabler of success

imperativo devido à importância do inglês como um facilitador essencial do sucesso
(B) unfeasible due to the staggering array of needs of the millions of refugees

inviável devido à impressionante variedade de necessidades de milhões de refugiados

• "UNFEASIBLE" means "impossible to do easily", "impractical".
• According to the text, English proficiency, although a challenge, has to be faced, it has to be practiced as it is a fundamental success factor for refugees in the United Kingdom.

(C) improbable due to the different sets of learning objectives of the learners

improvável devido aos diferentes conjuntos de objetivos de aprendizagem dos alunos

• "IMPROBABLE" means means not likely to happen.
• The text states that English proficiency has to be tackled immediately, so the author conveys the idea that English proficiency, although difficult, it is possible.

(D) challenging due to the need to establish a common training schedule

desafiador devido à necessidade de estabelecer um cronograma de treinamento comum

• Challenging means inspiring, stimulating, difficult; exigent.
• The text does not mention the need to establish a common training schedule.
• "[...] Coordinating the actual needs with providers in different regions and accounting for different personal schedules and start dates is a significant challenge."

15 – (SME/RJ-2009-PROFESSOR) The title that best summarizes the central idea of the article is:

(A) The role of the UK in the settlement of Syrian refugees
(B) Syrian refugees and their need for language training
(C) English as a language barrier for refugees from the UK 
(D) Professional opportunities for English speaking refugees

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

The title that best summarizes the central idea of the article is:

O título que melhor resume a ideia central do artigo é:
(A) The role of the UK in the settlement of Syrian refugees

O papel do Reino Unido no assentamento de refugiados sírios
(B) Syrian refugees and their need for language training

Refugiados sírios e sua necessidade de treinamento de idiomas
(C) English as a language barrier for refugees from the UK

Inglês como uma barreira linguística para refugiados do Reino Unido 
(D) Professional opportunities for English speaking refugees

Oportunidades profissionais para refugiados que falam inglês

❑ TEXTO 2: Based on text 2, an adapted forum discussion, answer questions 16 to 30 below.

Teaching with no books

Dianne Bell

I have started teaching in a language school suggesting no books to teach except for some magazines. These show the framework what should be worked on, for example, countability and that’s it. When it was offered I accepted the job easily because it seemed challenging and at the same time simple but now I’m out of reliable materials. Please help me out in what ways I can find materials for all the suggested frameworks.

Comments
Mila
Junior and Senior Teacher
Posted on 02/22/2015

What exactly are you supposed to be teaching (i.e., conversation, grammar, business English, etc.)? Can you give more examples of the “frameworks”? If there are no books or resources, it sounds like the school wants you to do conversation classes. These can be easy to prepare if you tell the students to come prepared with a topic to discuss. Then, you can assist them with keeping a conversation going, asking questions, giving opinions, etc.

Flore
Secondary Teacher
Posted on 01/07/2015

Hi, I think it really does depend on the students and the level you are teaching to. I have found a lot of online resources are useful, especially news articles. If you just type in “Free online English lessons” or something similar you are bound to find resources. I had to teach like that once. They give you a book with a list of what you should be teaching in each lesson but nothing else. The teacher has to make the lesson up out of thin air each time, and it’s pretty time-consuming.

Jake
Science Educator
Posted on 11/22/2015

There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks. Before you can toss out the textbook and replace it with technology tools, you’ll need to understand how your students — whatever their age — respond to and work with technology.

• (Adapted from https://www.englishclub.com)

16 – (SME/RJ-2009-PROFESSOR) The main purpose of this blog article is to:

(A) indicate the most effective coursebooks
(B) ask for and offer advice on materials
(C) describe lessons with no textbooks
(D) highlight the importance of textbooks

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

17 – (SME/RJ-2009-PROFESSOR)

In Flore’s sentence “I have found a lot of online resources are useful, especially news articles.” the writer means that:

(A) news articles are the main resources she found
(B) most articles are used for this specific purpose
(C) news articles are solely used as online materials
(D) news articles in particular are useful resources

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

18 – (SME/RJ-2009-PROFESSOR) In the excerpt

• “When it was offered I accepted the job easily…”

in Dianne’s comment, the pronoun “it” refers to:

(A) the framework in the magazines
(B) the language school’s suggestion
(C) the job in a language school
(D) what should be worked on

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

19 – (SME/RJ-2009-PROFESSOR) In Flore’s sentence

• “The teacher has to make the lesson up out of thin air each time…”,

the best synonym for “out of thin air” is:

(A) without any help
(B) creatively
(C) quickly
(D) from nothing

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

20 – (SME/RJ-2009-PROFESSOR) The phrase “like that” in Flore’s sentence

•  “I had to teach like that once.”

in Dianne’s post functions as:

(A) a noun phrase of means
(B) a prepositional phrase of manner
(C) a verb phrase of purpose
(D) an adverb phrase of instrument

      Comentários e Gabarito    B  
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21 – (SME/RJ-2009-PROFESSOR) The excerpts

• “it sounds like the school wants you to do conversation classes” (Mila) and
• “…you are bound to find resources.” (Flore) entail, 

respectively, the ideas of:

(A) impression - certainty
(B) noise - tendency
(C) opinion - probability
(D) uncertainty - denial

      Comentários e Gabarito    A  
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22 – (SME/RJ-2009-PROFESSOR) The main communicative function of Flore’s sentence

• “If you just type in “Free online English lessons” or something similar …”

is to:

(A) deny a condition
(B) express a wish
(C) indicate a possibility
(D) make a suggestion

      Comentários e Gabarito    D  
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23 – (SME/RJ-2009-PROFESSOR) The spelling “ou” has the same pronunciation in the following pair of words:

(A) encourage - sound
(B) resource - encourage
(C) countability - bound
(D) found - should

      Comentários e Gabarito    C  
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24 – (SME/RJ-2009-PROFESSOR) In Jake’s comment

• “…that teaching without textbooks is becoming more and more acceptable including websites…”, 

the non-finite clause functions as:

(A) complement of an adjective
(B) subject
(C) subject complement
(D) object

      Comentários e Gabarito    B  
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25 – (SME/RJ-2009-PROFESSOR) The only grammatically adequate pronoun which can be inserted before the phrase “you are teaching to” in Flore’s first sentence is:

(A) that
(B) where
(C) who
(D) for which

      Comentários e Gabarito    A  
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26 – (SME/RJ-2009-PROFESSOR) When Dianne says

• “…but now I’m out of reliable materials”

she means that:

(A) she no longer has any good resources
(B) she does not trust materials anymore
(C) she is tired of the books she uses
(D) she finds it difficult to choose books

      Comentários e Gabarito    A  
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27 – (SME/RJ-2009-PROFESSOR) A synonym for “toss out” in Jake’s sentence

• “…that will encourage you to toss out your textbooks”

is:

(A) choose from
(B) check up
(C) throw away
(D) look after

      Comentários e Gabarito    C  
TÓPICO - "TO TOSS OUT" (= to throw out) - Jogar fora ou colocar no lixo algo que não é mais útil ou desejado :

• There are so many other resources out there for teachers to use, online and off, that teaching without textbooks is becoming more and more acceptable including websites, iPod lectures and field trips — that will encourage you to toss out your textbooks.
• Há tantos outros recursos disponíveis para os professores usarem, on-line e off-line, que ensinar sem livros didáticos está se tornando cada vez mais aceitável, incluindo sites, palestras no iPod e excursões — que vão incentivá-lo a jogar fora seus livros didáticos.

(A) choose from escolher entre
(B) check up verificar
(C) throw away jogar fora
(D) look after cuidar

28 – (SME/RJ-2009-PROFESSOR) According to the text, Jake thinks that:

(A) technological tools will soon replace textbooks
(B) textbooks will gradually be considered outdated

(C) teachers prefer to use a variety of materials
(D) teachers should be careful with the use of technology

      Comentários e Gabarito    D  
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According to the text, Jake thinks that:

De acordo com o texto, Jake acha que:

(A) technological tools will soon replace textbooks

as ferramentas tecnológicas em breve substituirão os livros didáticos
(B) textbooks will gradually be considered outdated

os livros didáticos serão gradualmente considerados ultrapassados

(C) teachers prefer to use a variety of materials

os professores preferem usar uma variedade de materiais
(D) teachers should be careful with the use of technology

os professores devem ter cuidado com o uso da tecnologia

29 – (SME/RJ-2009-PROFESSOR) Dianne’s sentence

• “I have started teaching in a language school suggesting no books to teach except for some magazines”

implies that:

(A) Dianne suggested the use of no textbooks
(B) only magazines can be used in the school
(C) the school suggests only some magazines
(D) books should not be used in the school

      Comentários e Gabarito    C  
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30 – (SME/RJ-2009-PROFESSOR) Mila’s sentence

• “Can you give more examples of “frameworks’?”

could be written in reported speech as:

(A) She wondered whether more examples were possible
(B) She asked for more examples of frameworks
(C) She inquired into Dianne’s ability to exemplify
(D) She asked if Jake were able to provide examples

      Comentários e Gabarito    B  
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