ESAF-2008-MPOG-Analista de Planejamento e Orçamento - Concurso Público do Ministério do Planejamento, Orçamento e Gestão(MPOG) - Profº Valdenor Sousa - Prova de INGLÊS com gabarito e questões comentadas.

_____________________________________________________________________________

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

Neste post, veremos a Prova de INGLÊS-ESAF-2003-Ministério do Planejamento, Orçamento e Gestão(MPOG)-Analista de Planejamento e Orçamento(APO)-Prova aplicada em 07/06/2008.

_____________________________________________________________________________

[a]Banca/Organizador 

 www.esaf.fazenda.gov.br.

_____________________________________________________________________________
[b]Padrão/Composição da prova 
➦10 Questões(múltiplas escolhas com 05 alternativas cada)
➦03 Textos .
➦Compreensão Textual do inglês.
➦Uso do inglês.

_____________________________________________________________________________

👉  Texto 1   "Fixing finance"(Fixação de financiar) 

➦ Tema abordado:  

➦ Fonte: The Economist, Apr 3rd 2008 

_____________________________________________________________________________👉  Texto 2   "A coming test of virtue"(Um teste próximo da virtude) 
➦ Tema abordado: MERCADO IMOBILIÁRIO NORTE-AMERICANO 

➦ Fonte: The Economist, Apr 10th 2008 

_____________________________________________________________________________ 👉  Texto 3   "A Long Way from the 1970s"(Um longo caminho da década de 1970) 
➦ Tema abordado:  
➦ Fonte: Newsweek Magazine April 7th, 2008 
_____________________________________________________________________________
[c]Dicionários sugestivos
Caso necessário, sugiro que consulte os excelentes dicionários a seguir:

http://www.collinsdictionary.com/
http://www.macmillandictionary.com/
http://www.thefreedictionary.com/
[d]VOCABULÁRIO:

🔄Verbos
➽[to cope ➝ "deal effectively with something difficult", "deal with"(lidar com)]
➽[to pledge ➝ "compromise"(comprometer-se)]
👲"...and pledged to lend to other Wall Street banks."
(e COMPROMETEU-SE A EMPRESTAR A outros bancos de Wall Street.)
➽[to repossess ➝ "retake possession of (something) when a buyer defaults on payments", "confiscate"(confiscar),"expropriate"(desapropriar)]
➽[to vent ➝ "release"(liberar),"discharge"(descarregar)]
👦"Borrowers vent their fury on the system that is repossessing their properties"
(Mutuários descarregam as suas fúrias sobre o sistema que está confiscando suas propriedades.")

🔄 PHRASAL VERBS :

➽[to bail out ➝ "afiançar"]
👲"If taxpayers are required to bail out investment banks, the governments need to impose tighter limits on the risks those banks can take."
(Se os contribuintes são obrigados a afiançar(ou socorrer) os bancos de investimento, os governos mecessitam impor limites mais apertados sobre os riscos desses bancos que podem tomar.)
➽[to get together with ➝ "reunir-se com"]
👲"When Latin Americans get together with bankers on American soil it has usually been to seek succour for their sickly economies."
(Quando os latino-americanos se reúnem com os banqueiros em solo americano, eles geralmente fazem isso para buscar socorro para suas economias doentios.)

🔄Expressões verbais com o TO BE(simple present/simple past/simple future/ be going to/present continuous/past continuous/future continuous):
👉[is as well credentialed as anyone to assess the global credit crisis="também está credenciado como ninguém para avaliar a crise de crédito global"]

👉[First there was disbelief and denial="Primeiro, houve descrença e recusa"]
👉[He won the John Bates Clark award for best economist under 40, was chief economist at the World Bank and ran Harvard University.="Ele ganhou o prêmio John Bates Clark para melhor economista abaixo dos 40, foi economista-chefe do Banco Mundial e fez a Universidade de Harvard."]

👉[As if collapsing prices were not enough, American mortgage firms now have to cope with home rage.="Como se os preços em colapso não fossem suficientes, as empresas hipotecárias americanas agora precisam lidar com a raiva em casa."]

🔄Expressões verbais no PERFECT TENSE(present perfect/past perfect/present perfect continuous/past perfect continuous):
👉[public policy has been dominated by the power of markets="A política pública tem sido dominada pelo poder dos mercados"]

👉[Faith in open markets has been poisoned by a crisis that has spread from one asset to the next.="A fé nos mercados abertos foi envenenada por uma crise que se propaga de um ativo para o próximo."]
👉[But finance has stumbled="Mas a finança tropeçou"]

🔄Expressões com os 10 modais(can/could/may/might/must/should/would/ought to/will/shall):
["] 

🔄Expressões com 30 verbos que transmitem ideia que ALGO CAIU, DESPENCOU, DECLINOU, REDUZIU, ENFRAQUECEU, AFOGOU (fall/flop/faint/drop/droop/down/ decrease/decline/diminish/dwindle/dip/dive/duck/ease/ebb/gasp/lower/mitigate/ plunge/sag/slash/slump/split/shrink/sink/stoop/stumble/wane/weaken/wilt):
["]
🔄Expressões com 25 verbos que transmitem ideia que algo SUBIU,ELEVOU, AUMENTOU, MELHOROU,REAGIU,ABASTECEU,AMPLIOU,(arise,better,boom, boost, broaden, clim, flood, fuel,further,grow,improve,increase,jump,lift,raise,rally,rise, skyrocket, soar, strenghten, surface,surpass,trigger, up, upgrade,widen):
["]
🔄Expressões com 10 verbos que transmitem ideia que ALGO MUDOU, TROCOU, PERMUTOU, TRANSFORMOU,ALTEROU,REFORMOU, SUBSTITUIU, CONVERTEU, ESCAMBOU, INVERTER(amend,barter,change,convert, exchange,replace,swap,switch,swop,vary,reverse):
[the relative health of the participants has been reversed="a saúde relativa dos participantes inverteu-se"]
🔄Expressões com 20 verbos que transmitem ideia de COMBATE, DISPUTA, LUTA, GUERRA, COLISÃO, ATINGIR, ESPANCAR, SOCAR, BATER(bash,battle,beat, brawl, clash,cuff, fight ,grapple,hit,knock,punch,quarrel,slap,apank,apar, strike, tackle ,tussle,whack,wrestle):
["]  
🔄Expressões com verbos com ING:

["]

🔄Substantivos(NOUNS):

[]

🔄Adjetivos/Locuções adjetivas:

["]

🔄Expressões com 30 adjetivos que transmitem ideia que ALGO/ALGUÉM ESTÁ EM SITUAÇÃO RUIM/PARA BAIXO/DIFÍCIL (annoying, awful,boring,dim,dire, downward ,dreadful,dull,fearsome,frightful,gloomy,grim,hard,idle,irksome,maddening,misty,murky,nagging,wane,outrageous,pesky,shadowy,sluggish,thankless,thorny,tiresome,troublesome,worrisome,wearisome):
["]

🔄Advérbios/Locução adverbial:

👉[thoroughly=carefully(cuidadosamente)=sinônimo de "completely"(completamente),"minutely"(minuciosamente)]
👦"... have been thoroughly analysed."
(têm sido cuidadosamente analisados.)

🔄Conectores/Marcadores de discurso:
["]

🔄Expressões comuns:
[the former treasury secretary="o ex-secretário do Tesouro"] 
🔄Expressões idiomáticas:

["]

🔄Tax English - Expressões Técnicas na ÁREA DE TRIBUTAÇÃO:
[tax burden="carga tributária"]
🔄Expressões Técnicas na ÁREA DE ADMINISTRAÇÃO PÚBLICA:
[public policy="políticas públicas"]

🔄Expressões Técnicas na ÁREA DE FINANÇAS:
[empty flats="apartamentos vazios"]
[housing-market="mercado imobiliário"]

[Inter-American Development Bank=(IDB)="Banco Interamericano de Desenvolvimento (BID)"]
[the global credit crisis="a crise do crédito global"]

🔄Economy English - Expressões Técnicas na ÁREA DE ECONOMIA:

[a sharp slow down in economic growth="uma desaceleração acentuada no crescimento econômico."]

🔄Expressões ADJETIVO+SUBSTANTIVO:
👉[living-room carpets="tapetes de sala de estar"]
👉[sickly economies="economias doentias"]
👉[the housing-market bust="a falência mercado imobiliário"] 

🔄Expressões com 'S (Genitive case=proprietário 'S propriedade):
["]
🔄Expressões com frações/números:
👉[For three decades="há/durante três décadas"]
👉[Thousands of empty flats in gleaming new skyscrapers clustering around Miami's downtown hotel="Milhares de apartamentos vazios em reluzentes novos arranha-céus aglomerando-se em torno de hotéis no centro de Miami"]
🔄Questions:
[Is this the 1970s all over again?=É da década de 1970 tudo de novo?]
[Will developing economies do better than First World economies?="As economias em desenvolvimento farão melhor do que as economias do primeiro mundo"]

🔄Falso cognato:

[]

_____________________________________________________________________________

Agora vamos à prova!
_____________________________________________________________________________

Fixing finance

Source: The Economist (Adapted)

Apr 3rd 2008

_____________________________________________________________________________

       As if collapsing prices were not enough, American mortgage firms now have to cope with home rage. Borrowers vent their fury on the system that is repossessing their properties by smashing holes in walls and tipping paint over living-room carpets. Something similar is going on in the house finance built. Faith in open markets has been poisoned by a crisis that has spread from one asset to the next. First there was disbelief and denial. Then fear. Now comes anger.
       For three decades, public policy has been dominated by the power of markets – flexible and resilient, harnessing self-interest for the public good, and better than any planner-in-chief. Nowhere are markets deeper and more liquid than in modern fi nance. But finance has stumbled and there are growing calls from all sides for bold re-regulation.
       New rules become inevitable the moment the Federal Reserve rescued Bear Stearns and pledged to lend to other Wall Street banks. If taxpayers are required to bail out investment banks, the governments need to impose tighter limits on the risks those banks can take.
_____________________________________________________________________________
👉  Questão   16 
In paragraph 1, the text reports that faith in open markets
(A) has remained untouched.
(B) will undoubtedly be reassured.
(C) is going to be seriously affected.
(D) had been cautiously restored.
(E) has been negatively affected.
_____________________________________________________________________________
👍 Comentários e Gabarito  E 

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
No parágrafo 1, o texto informa que a fé nos mercados abertos.
*Alternativa (A): permanece intocada.
*Alternativa (B): sem dúvida será reafirmada.
*Alternativa (C): vai ser seriamente afetada.
*Alternativa (D): tem sido cuidadosamente restaurada.
*Alternativa (E): tem sido negativamente afetada.
👉  Questão   17 
In paragraph 2, the author says that public policy and the power of markets have been
(a) perfunctorily followed.
(b) entirely regulated.
(c) closely linked.
(d) thoroughly analysed.
(e) comprehensively reviewed.
👍 Comentários e Gabarito item  17(c) 
No parágrafo 2, o autor afirma que as políticas públicas e o poder dos mercados TÊM SIDO...
*Alternativa (A): superficialmente seguidos.
*Alternativa (B): inteiramente regulamentados.
*Alternativa (C): intimamente ligados.
*Alternativa (D): cuidadosamente analisados.
*Alternativa (E): exaustivamente revisadas.
👲 Veja no parágrafo:
"[...] For three decades, public policy has been dominated by the power of markets – flexible and resilient, harnessing self-interest for the public good, and better than any planner-in-chief. Nowhere are markets deeper and more liquid than in modern fi nance. But finance has stumbled and there are growing calls from all sides for bold re-regulation."

(Por três décadas, as políticas públicas tem sido dominada pelo poder dos mercados – flexivel e auto-interesse resiliente, aproveitamento para o público de bom e melhor do que qualquer planejador-em-chefe. Onde são os mercados mais profundos e mais líquidos que em Nancy arquivos modernos. Mas as finanças têm tropeçadas e existem chamadas crescentes de todos os lados para arrojada regulamentação)
👉  Questão   18 
In paragraph 3, according to the author,
(a) new regulations have been adopted.
(b) the Federal Reserve publicly promised to loan.
(c) taxpayers are proud to bail out investment banks.
(d) governments have set stricter regulations.
(e) the Federal Reserve has denied financial support.
👍 Comentários e Gabarito item  18(b) 
No parágrafo 3, de acordo com o autor,
*Alternativa (A): foram adotados novos regulamentos.
*Alternativa (B): o Banco Central americano prometeu publicamente fazer empréstimo.
"[...] New rules become inevitable the moment the Federal Reserve rescued Bear Stearns and pledged to lend to other Wall Street banks."
(Novas regras tornaram-se inevitáveis, no momento o Banco Central Americano resgatou o Bear Stearns e comprometeu-se a emprestar a outros bancos de Wall Street.)
*Alternativa (C): os contribuintes estão orgulhosos socorrer(afiançar) os bancos de investimento.
*Alternativa (D): os governos estabeleceram regulamentos mais estritos.
*Alternativa (E): a BC Americano tem negado apoio financeira.
_____________________________________________________________________________
Read the text below entitled "A coming test of virtue" so as to answer questions 19 to 21:
_____________________________________________________________________________

A coming test of virtue

Source: www.economist.co.uk(Adapted)

Apr 10th 2008

_____________________________________________________________________________

       When Latin Americans get together with bankers on American soil it has usually been to seek succour for their sickly economies. Yet at the annual meeting of the Inter-American Development Bank (IDB) in Miami this week, the relative health of the participants has been reversed. Thousands of empty flats in gleaming new skyscrapers clustering around Miami's downtown hotels bear witness to the severity of the housing-market bust in South Florida. Distracted by their own losses, the investment bankers were in subdued mood or stayed away. The Latin Americans, for their part, were preening themselves over the vigour of their own economies. They hope they have “decoupled” from their giant neighbour to the north.
       Are such hopes justified? Latin America is doing better than any other time since the 1960s. Economic growth has averaged over 5% a year since 2004, inflation has been generally low, direct investment is arriving in record quantities, and the region’s current account and fiscal accounts are both in surplus.
_____________________________________________________________________________
👉  Questão   19 
In paragraph 1, the author reports that Latin Americans
(A) may need to require financial help.
(B) may need to resort to economic succour.
(C) ought to seek for sound financial advice.
(D) have already sought help for their economies.
(E) have declined financial help over the years.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 

TÓPICO - MODAL VERBS :
No parágrafo n º 1, o autor relata que os latino-americanos...
*Alternativa (A): "may need" exigir ajuda financeira.(uso contextual inadequado do modal "may", que indica a possibilidade de algo acontecer)(may need ➝ pode ser necessário)
*Alternativa (B): "may need" recorrer a auxílio econômico.(uso contextual inadequado do modal "may", que indica a possibilidade de algo acontecer)
*Alternativa (C): "ought to seek for" conselhos de saúde financeira. (uso contextual inadequado do modal "ought to", que indica que algo deveria  acontecer)(ought to seek for ➝ deveria buscar)
*Alternativa (D): já procuraram ajuda para as suas economias.
*Alternativa (E): têm diminuída a ajuda financeira ao longo dos anos.(informação não encontrada no texto)
➦ IDEIA CONTEXTUAL: Não é a primeira vez, os latinos americanos JÁ procuraram ajuda para as suas economias. 
👲"When Latin Americans get together with bankers on American soil it has usually been to seek succour for their sickly economies."

(Quando os latino-americanos se reúnem com os banqueiros em solo americano, eles geralmente fazem isso para buscar socorro para suas economias doentios.)
_____________________________________________________________________________
👉  Questão   20 
The author says that the Latin Americans "were preening themselves over the vigour of their own economies." In other words, they were
(a) expressing their pride.
(b) sharing a mutual commitment.
(c) struggling together.
(d) demonstrating their concern.
(e) displaying amazement.
👍 Comentários e Gabarito item  20(a) 
O autor diz que os latino-americanos "estavam envaidando-se sobre o vigor de suas próprias economias..." em outras palavras, eles estavam
*Alternativa (A): expressando seu orgulho.
*Alternativa (B): compartilhando um compromisso mútuo.
*Alternativa (C): lutando juntos.
*Alternativa (D): demonstrando a sua preocupação.
*Alternativa (E): exibindo o espanto.
_____________________________________________________________________________
👉  Questão   21 
In paragraph 2, the text refers to
(a) a figure to define economic growth.
(b) an unwanted rise in infl ation rates.
(c) an inevitable increase in tax burden.
(d) a persistent lack of direct investment.
(e) a sharp slow down in economic growth.
👍 Comentários e Gabarito item  21(a) 
No parágrafo º 2, o texto refere-se a...
*Alternativa (A): um número para definir o crescimento econômico.
*Alternativa (B): um aumento indesejado na inflação dos preços.
*Alternativa (C): um inevitável aumento da carga tributária.
*Alternativa (D): uma persistente falta de investimento direto.
*Alternativa (E): uma acentuada desaceleração no crescimento econômico.
_____________________________________________________________________________
Read the interview below entitled "A Long Way from the 1970s" in order to answer questions 22 to 25:
_____________________________________________________________________________

A Long Way from the 1970s

Source: Newsweek Magazine(Adapted)

April 7th, 2008

_____________________________________________________________________________
Lawrence Summers, the former treasury secretary, is as well credentialed as anyone to assess the global credit crisis. He won the John Bates Clark award for best economist under 40, was chief economist at the World Bank and ran Harvard University.
Question 1: Will developing economies do better than First World economies?
There are very strong internal factors that would explain why China and India will continue to grow more rapidly than the global economy. But even they are not independent of the global economy, and if it slows, their growth is likely to slow as well.
Question 2: Is this the 1970s all over again?
Anyone who studies the economic history of the 1970s has to be struck by…the very high wage infl ation – particularly in relation to slowing productivity growth. I don’t see any evidence today of growing labor power or unsustainable wage demands. We’re a long way from the 1970s.
_____________________________________________________________________________
👉  Questão   22 
In this interview, Mr Summers was invited to assess the global credit crisis. In other words, to
(a) prevent it.
(b) predict it.
(c) gauge it.
(d) witness it.
(e) stop it.
👍 Comentários e Gabarito item  22(c) 
Nesta entrevista, o senhor Summers foi convidado para avaliar a crise de crédito global. Em outras palavras, para...
*Alternativa (A): impedi-la.
*Alternativa (B): prevê-la.
*Alternativa (C): medi-la.
*Alternativa (D): testemunha-la
*Alternativa (E): impedi-la.
_____________________________________________________________________________
👉  Questão   23 
In his answer to question 1, Mr 
(a) points out China's economic independence of the global economy.
(b) assesses the decoupling between the world’s economy and the USA.
(c) predicts a slower rate of growth for China and India.
(d) comments on two countries' dependence of the global economy.
(e) highlights the world impact caused by the American growth.
👍 Comentários e Gabarito item  23(d) 
Na sua resposta à pergunta 1, o senhor...
*Item (a) ERRADO: ressalta a independência econômica da China da economia global.
*Item (b) ERRADO: avalia a dissociação entre a economia mundial e os EUA.
*Item (c) ERRADO: prevê uma taxa mais lenta de crescimento para a China e a Índia.
*Item (d) CORRETO: comenta na dependência dos dois países da economia global.
*Item (e) ERRADO: destaca o impacto do mundo causado pelo crescimento americano.
_____________________________________________________________________________
👉  Questão   24 
In his answer to question 2, Mr Summers
(a) did not take into account the role played by inflation.
(b) draws the readers' attention to the current productivity growth.
(c) agrees that the present crisis is the result of the 1970s.
(d) interprets the analogy as correct and precise.
(e) does not see features in common between both crises.
👍 Comentários e Gabarito item  24(e) 
Em sua resposta à pergunta 2, senhor Summers...
*Item (a) ERRADO: Não levou em conta o papel desempenhado pela inflação.
*Item (b) ERRADO: chama a atenção dos leitores para o crescimento da produtividade atual.
*Item (c) ERRADO: concorda que a crise atual é o resultado da década de 1970.
*Item (d) ERRADO: interpreta a analogia como correta e precisa.
*Item (e) CORRETO: não ver características em comum entre ambas as crises.
_____________________________________________________________________________
👉  Questão   25 
According to Lawrence Summers' answers,
(a) developed countries are readier to face world recessions.
(b) China and India will probably keep on growing faster.
(c) India's economic growth is linked to China’s growth.
(d) the world economy as a whole will not slow down.
(e) developing countries are likely to face a protracted recession.
👍 Comentários e Gabarito item  25(b) 
De acordo com as respostas de Lawrence Summers,

*Item (a) ERRADO: os países desenvolvidos estão mais prontos para enfrentar as recessões mundiais.

*Item (b) CORRETO: a China e Índia irão provavelmente continuar a crescerem mais rápidas.
*Item (c) ERRADO: o crescimento econômico da Índia está ligado ao crescimento da China.
*Item (d) ERRADO: a economia mundial como um todo não vai desacelerar.
*Item (e) ERRADO: países em desenvolvimento são propensos de enfrentar uma recessão prolongada.

CESPE – 2006 – SEDF – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – SECRETARIA DE ESTADO DE GESTÃO ADMINISTRATIVA DO DISTRITO FEDERAL – PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: CESPE–2006–SEDF–PROFESSOR-01/09/2006. 

➧ BANCA/ORGANIZADOR: CESPE/UnB.

➧ PADRÃO/COMPOSIÇÃO DA PROVA: 70 questões do tipo C (correto) ou E (errado).

➧ GABARITO:

01-E, 02-E, 03-C, 04-C, 05-E, 06-C, 07-C, 08-C, 09-C, 10-C

11-C, 12-E, 13-C, 14-E, 15-E, 16-E, 17-E, 18-E, 19-C,  20-C

21-C, 22-E, 23-E, 24-C, 25-C, 26-C, 27-E, 28-C, 29-C, 30-E

31-E, 32-C, 33-E, 34-C, 35-E, 36-E, 37-E,  38-E, 39-C, 40-C

41-C, 42-E, 43-E, 44-E, 45-E, 46-C, 47-C, 48-C, 49-C, 50-C

51-E, 52-C, 53-C, 54-C, 55-E, 56-E, 57-E, 58-E, 59-C, 60-C

61-E, 62-E, 63-C, 64-E, 65-E, 66-C, 67-C, 68-E, 69-E, 70-C

➧ TEXT I: This text refers to items from 01 through 18.

The little red schoolhouse

            

While growing up in Kentucky and Indiana, I went to several one-room schools because my family moved around in search of fertile land and a town with a good church and honest people.
           

Each schoolhouse looked pretty much the same inside and outside. We sat on backless benches and worked at tables placed along the walls of the room, while the teacher’s desk sat at a little higher level at the front of the room. We heated the schoolhouse with a stove in the center of the room. We put whatever wood we could find into the fire to stay warm. The outside of the small wooden building was painted red, so everybody called it “the little red schoolhouse”. A bell hung above the porch, and the teacher rang that bell to tell the students it was time to come inside and get to work.
            

Instruction in school was mainly what we called the three R’s — reading, [w]ritin’, and [a]rithmetic. Because the teacher couldn’t help all of us at the same time, sometimes the teacher had the younger students go to the front of the room, while the older students worked on assignments at their desks. All of the kids in my family made it through the eight-grade system. We worked together, taught one another, and this helped all of us graduate. There weren’t enough books for all of us at school. We made up for this through rote memorization and reciting what we learned. I am still able to recite parts of some famous speeches we memorized.The teacher also had us act out plays and compete in spelling bees.
        

We called our teacher a schoolmarm. Besides
teaching us, she took care of us like a nurse, gave advice like a counselor, and made us sit and stand straight like a drill sergeant. I really don’t know how my teacher managed a large group of students, aged 5 to 20. Students didn’t come to class everyday because most of us worked in the fields on our families’ farms. When the teacher had trouble with loud and active boys, she always shook her head and said, “boys will be boys”.
           

Getting an education is important. Our town just built a new church and elected a sheriff. And people say the railroad will build a train station here soon. I know that I can be more than a farmer. Honesty and hard work will bring you a long way in this land of opportunity. Our greatest president, Abraham Lincoln, studied in a one-room schoolhouse just like me.

Internet: <www.exchanges.state.gov>.

Judge the following items about the schoolhouse mentioned in the text above.

01. The center of the schoolhouse was bare.

(O centro da escola era vazio.)

• INCORRETO porque no centro da escola havia um fogão, conforme o trecho:
• We heated the schoolhouse with a stove in the center of the room.
• Aquecíamos a escola com um fogão no centro da sala.

➧ BIZU FEROZ:

•  Em contexto de uma sala, quarto, armário, etc, o adjetivo BARE = EMPTY (vazio).

02. The pupils had to look for special wood to light the fire.

(Os alunos tinham que procurar madeira especial para acender o fogo.)

• INCORRETO porque os alunos procuravam qualquer tipo de madeira (e não madeira especial), conforme o trecho:
• We put whatever wood we could find into the fire to stay warm.
• Colocávamos qualquer tipo de madeira que se pudesse encontrar para o fogo para nos manter aquecidos.

➧ BIZU FEROZ:  WHATEVER = OF ANY KIND.

• Para enfatizar algo usamos WHATEVER no sentido de "OF ANY KIND" (de qualquer tipo).

03. Regardless of the students' age, everybody studied together in the same room.

(Independentemente da idade dos alunos, todos estudavam juntos na mesma sala.)

• CORRETO porque a idade dos alunos iam de 5 a 20 anos e eles ficavam todos juntos porque a escola tinha apenas uma sala, conforme o trecho:
• While growing up in Kentucky and Indiana, I went to several one-room schools...
• Enquanto crescia em Kentucky e Indiana, frequentei várias escolas de uma sala...
• I really don’t know how my teacher managed a large group of students, aged 5 to 20.

04. The teacher must have been a devoted one.

(O professor tinha que ser um professor dedicado.)

• CORRETO conforme o trecho:
• Besides teaching us, she took care of us like a nurse, gave advice like a counselor, and made us sit and stand straight like a drill sergeant.
• Além de nos ensinar, ela cuidava de nós como uma enfermeira, dava conselhos como uma conselheira e nos fazia sentar e ficar em pé como um sargento comissionado.

05. Usually, students who attended schoolhouses rarely missed classes.

(Normalmente, os alunos que frequentavam as escolas raramente faltavam às aulas.)

• INCORRETO porque os alunos não vinham às aulas todos os dias tendo em vista que a maioria deles trabalhava nos campos das fazendas, conforme o trecho:
• Students didn’t come to class everyday because most of us worked in the fields on our families’ farms.
• Os alunos não vinham às aulas todos os dias porque a maioria de nós trabalhava nos campos das fazendas de nossas famílias.

06. Schoolhouse teachers played different roles.

(Os professores escolares desempenhavam funções diferentes.)

• CORRETO conforme o trecho:
• Besides teaching us, she took care of us like a nurse, gave advice like a counselor, and made us sit and stand straight like a drill sergeant.
• Além de nos ensinar, ela cuidava de nós como uma enfermeira, dava conselhos como uma conselheira e nos fazia sentar e ficar em pé como um sargento comissionada.

07. Rote memorization was the schoolhouse teacher's preferred technique to deal with active students.

(A memorização mecânica era a técnica preferida do professor da escola para lidar com alunos ativos.)

• INCORRETO porque era uma técnica alternativa de aprendizagem já que não havia livros suficientes para todos na escola, conforme o trecho:
• There weren’t enough books for all of us at school. We made up for this through rote memorization and reciting what we learned.
• Não havia livros suficientes para todos nós na escola. Compensávamos isso memorizando e recitando o que aprendíamos.

The narrator of the text

08. came from a family where the spirit of cooperation was present.

09. views education as an important step toward makingprogress in life.

10. succeeded in completing the eighth grade.

11. considered President Lincoln a source of inspiration.

In the text,

12. the suffix "-less", as in "backless" (R.6), means few.

13. the verb "hung" (R.13) is the past tense of to hang.

14. a "porch" (R.13) is another word for garage.

15. "all of" (R.18) can be correctly replaced by most of.

16. the phrasal verb “made up for” (R.24) is synonymous with fought.

17. when the teacher said “boys will be boys” (R.36-37), she meant that there is hope for boys once they have reached manhood.

18. the modal “will”, in “hard work will bring” (R.41), can be correctly replaced by is going to.

➧ TEXT II:

Taking a look at schools

            

In the United States in the 19th century, one-room schools were common on the frontier. The country was expanding westward. The government encouraged adventurous people to settle new territories by offering them land ownership if they worked a plot of land for five years. This offered poor immigrants hope for a better life for their children, even though clearing and cultivating the land could be backbreaking work.
            

One-room schools were another source of hope for the settlers. Their children could learn skills their parents didn’t have, thus increasing possibilities for their future success in the United States (US). To establish these schools, community members pooled their resources to build a school and hire a teacher. The community then took responsibility for maintaining the school and slowly updating the building and the teaching materials.

Internet: <//www.exchanges.state.gov> (with adaptations).

Judge the following items based on the text above.

19. The text does not tell us if one-room schools were common in the United States in the 1900s.

20. After having worked the land for five years, people were granted their legal possession.

21. The text mentions two sources of hope for settlers.

22. Cleaning the land and making it suitable for growing crops was an easy job.

23. The US government built the first schools on the frontier.

➧ TEXT III: This text refers to items from 24 through 31.

Docusoap

            

I was watching a docusoap on television the other day. A what, you might be saying? A docu-soap. Well, it’s another one of these blend-words, where two words have come together to make a third word. In this particular case, I’m talking about a TV genre, which mixes a documentary programme and a soap. Now the documentary programmes we all know, and these are particular fly-on-the-wall documentaries we’re talking about now, where people are carrying on their everyday lives, doing their ordinary things and yet being televised or radio-recorded at the same time.
            

But why soap? Why are these things called soap operas? Well, that goes back to the 1930s and it was probably because some of the early sponsors of radio programmes at the time and television programmes were soap manufacturers, and so the idea came that a soap was one of these everyday, you know, washing machine kind of dramas. And so a docusoap is a documentary attempt to take one of these programmes and put it into an everyday circumstance.
           

It’s not the only word of its kind — docudrama is another one, for a dramatised film based on a semi-fictional interpretation of real events. Oh, and don’t forget, it’s used in the novel as well, in literature. You talk about “factions” — documentary fiction in the novel — it’s a blurring of 25 reality and fiction: very popular these days!

Internet: <www.bbc.co.uk> (with adaptations).

Judge the following items considering the text above.

24. The text shows how some words are formed.

25. The narrator of the text uses colloquial language.

In the text,

26. the expression “fly-on-the-wall” (R.7) means to be able to watch what people are doing without their noticing you.

27. the adjective “ordinary” (R.9) is synonymous with unusual.

28. the modal disjunct “probably” (R.13) expresses the author’s view on how likely it is that what follows this word is true.

29. the spelling of the words “programmes” (R.18) and “dramatised” (R.21) indicates the use of British English.

30. the word “its”, in “of its kind” (R.20), is the full form of it’s.

31. the pronoun “one” (R.21) refers to docudrama.

➧ TEXT IV: This text refers to items from 32 through 53.

Circle Games

            

Circle games are any games or activities that involve the whole class, sitting in a circle. Many of the games recycle vocabulary and involve an element of fun. Nowadays, in the world of EFL (English as a Foreign Language), pair work and work in small groups is very much in fashion. The communicative approach encourages teachers to use a lot of pair work and therefore increase “student talking time”.
I believe that for a group to gel and for a good group
dynamic to prevail there are times when the class should work together as a whole. Circle games are a good opportunity to bring the group together. I tend to use them to start or end a class. They can be used as warmers at the beginning of a class or as “filler” at the end.
            

An activity such as Chain Drawings is great forwhen you have to do a last minute substitution class for a colleague. Very little material is required, it's suitable for all levels and a lot of language can be generated.

Chain Drawings

a. Give each student a piece of paper and some colored pencils.
b. Tell them that you are going to play some music and you want them to draw whatever comes into their heads.
c. As music is playing all students should be drawing.
d. After 20 or 30 seconds, stop the music.
e. Students stop drawing and pass their picture to the person to the left of them in the circle.
f. Play the music again and they continue with the
drawing the person next to them had started.
g. Stop the music again, pass pictures on and this continues until the end of the song.
h. When you have finished, each student will have a
picture that several students contributed to.
i. Then it’s up to you what to do with the pictures:
(i) They can be used to describe to the group, to write a story about, or to pretend they were a dream the student had the night before.
(ii) The rest of the class can try to analyze the meaning of the dream. Use different types of music to get different types of pictures. Reggae and samba usually produce happy beach scenes and dance music gets futuristic city scenes!
           

If you want to “force” the pictures towards a topic you are studying, ask some questions about the topic first and get students into thinking about the theme. Beware — with teenagers this activity can be quite an eye-opener as it tends to reveal what is going on in their minds!

Internet: <www.teachinenglish.org.uk>

(with adaptations).

In the text,

32. the noun “Circle” (R.1) functions as an adjective.

33. the determiner “any” (R.1) means some.

34. the relative pronoun “that” (R.1) can be correctly replaced by which.

35. the article “a”, in “a circle” (R.2), can be correctly replaced by the.

36. the conjunct “therefore” (R.7) expresses concession.

37. the verb “to gel” (R.8) means to disrupt.

38. the function word “as” (R.10) can be correctly replaced by like.

39. the word “them” (R.11) refers to “Circle games” (R.10).

40. the phrase “They can be used as warmers” (R.12) is the passive voice of You can use them as warmers.

41. the word “filler” (R.13) is a noun formed from the verb to fill.

42. the phrase “at the end” (R.13) is synonymous with in the end.

43. the direct speech version of the second set of directions (b) is I would have played some music if you had drawn whatever came into your heads.

44. the verbal phrase “stop drawing” (R.26) can be correctly replaced by stop to draw.

45. the use of “will”, in “each student will have” (R.32), shows agreement.

46. the verbs “finished” (R.32), “contributed” (R.33) and “used” (R.35) are examples of the three different pronunciations for the final “-ed”.

47. the expression “it’s up to you” (R.34) means that you make a decision about it.

48. the relative pronouns which and that can be used after the word “topic” (R.43) without changing the meaning of the sentence.

49. “thinking” (R.45) is in the -ing form because it comes after a preposition.

50. the verb “Beware” (R.45) implies a warning.

Considering the text, judge the following items.

51. The words “whole” (R.10) and role are pronounced the same.

52. The teaching of English in Brazil is considered EFL.

53. When the music stops, the action which had been going on can be described as The students have been drawing.

➧ TEXT V:

The table below compares two teaching methods.
Audiolingual Method/Communicative Language
Teaching

1. Attends to structure and form more than meaning./Meaning is paramount.

2. Language items are not necessarily contextualized./Contextualization is a basic premise.

3. Language learning is learning structures, sounds, or words./Language learning is learning to communicate.

4. Native-speaker-like pronunciation is sought./Comprehensible pronunciation is sought.

5. The use of the student’s native language is forbidden./Judicious use of native language is accepted where feasible.

6. Linguistic competence is the desired goal./Communicative competence is the desired goal.

7. “Language is habit” so error must be prevented at all costs./Language is created by the individual often through trial and error.

8. Students are expected to interact with the language system, embodied in machines or controlled materials./Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.

H. Douglas Brown. Teaching by principles: an interactive approach to language pedagogy, Second Edition.

Longman, 2001, p. 79.

Judge whether the actions proposed in the items below are in accordance with the Communicative Language Teaching approach.

54. Using the students’ native language in some situations.

55. Extensive drilling in near-native pronunciation.

56. Students talking about and concentrating on the forms of language.

57. Practicing sentences out of context.

58. Focusing on accuracy, rather than fluency, as the desired goal.

59. Using newspaper articles or any other authentic material as part of a lesson.

60. Accepting that errors are natural in conversation.

➧ TEXT VI:

Taking a Look at Schools

           

In the United States in the 19th century, one-room schools were common on the frontier. The country was expanding westward. The government encouraged adventurous people to settle new territories by offering them land ownership if they worked a plot of land for a number of years (usually 5). This offered poor immigrants hope for a better life for their children, even though clearing and cultivating the land could be backbreaking work.
            

One-room schools were another source of hope for the settlers. Their children could learn skills their parents didn't have, thus increasing possibilities for their future success in the United States. To establish these schools, community members pooled their resources to build a school and hire a teacher. The community then took responsibility for maintaining the school and slowly updating the building and the teaching materials.

Internet: <exchanges.state.gov/forum/vols/vol43/no2/p48.htm>

( with adaptations)

Judge the following sentences as to their grammatical correctness.

61. I would like to know where does she study.

62. Little he knew what was to happen.

63. This is the second time I’ve seen this film.

64. They hope to finish work until midday.

65. The couple have met in Paris three years ago.

66. If it had been warmer, we would have gone to the zoo.

67. It’s essential that teachers know the language well.

68. Lie your hands on the table.

69. He wears an uniform at work.

70. The train arrived on time, didn’t it?