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INSTITUTO FEDERAL DE EDUCAÇÃO,

CIÊNCIA E TECNOLOGIA DO PIAUÍ (IFPI)
Aplicação: 26/02/2012
Duração da prova: 04 (quatro) horas

INGLÊS
LEIA COM ATENÇÃO AS INSTRUÇÕES ABAIXO
01 Você está recebendo o seguinte material:
a) Um Caderno com as 30(trinta) questões objetivas e 02(duas) subjetivas referentes às partes de Legislação da
Educação e Conhecimentos Específicos da área, assim distribuídas:
PARTES QUESTÕES VALOR DE CADA VALOR TOTAL
QUESTÃO
Legislação da Educação/ 1 a 10 2 20
objetiva
Conhecimento Específico/ 11 a 30 2 40
objetiva
Conhecimento 31 e 32 20 40
Específico/subjetiva

b) Um Caderno de Respostas para as questões subjetivas. As respostas às questões subjetivas deverão ser
escritas a caneta esferográfica de tinta azul ou preta nos espaços especificados no Caderno de Respostas.
c) Um Cartão-resposta destinado às respostas das questões objetivas.

02 Verifique se este material está completo e se o seu nome no Cartão-Resposta está correto. Caso contrário,
notifique imediatamente a um dos fiscais de sala. Após a conferência do seu nome no Cartão-resposta, você
deverá assiná-lo no espaço próprio, utilizando caneta esferográfica de tinta azul ou preta.

03 Observe no Cartão-resposta as instruções sobre a marcação das respostas às questões objetivas – apenas
uma resposta por questão.

04 Tenha muito cuidado com o Cartão-resposta, para não dobrar, amassar ou manchar. Este cartão somente
poderá ser substituído caso esteja danificado em suas margens – superior e/ou inferior – barra de
reconhecimento para leitura ótica.

05 Coloque no seu Caderno de Respostas o nome no local especificado da primeira página e o número de
inscrição no canto direito inferior de todas as páginas. Este número é o seu identificador.

06 O Caderno de Respostas não deve conter outra identificação do candidato.

07 Esta prova é individual. São vedados o uso de calculadora e qualquer comunicação e troca de material entre
os presentes, consultas a material bibliográfico, cadernos ou anotações de qualquer espécie.

08 É responsabilidade do candidato certificar-se de que o nome do cargo informado neste Caderno de Questões
corresponde ao nome do cargo informado no ato da inscrição.
09 Ao início da prova, verifique, no Caderno de Questões, se a quantidade e a numeração das questões estão
corretas.

10 Você dispõe de 4 quatro horas para fazer essa prova, incluindo a marcação do Cartão-resposta e da escrita
no Caderno de Respostas.

11 Somente será permitido ao candidato retirar-se da sala de prova após 01 uma hora do seu início.

12 Os 03 (três) últimos candidatos de cada sala somente poderão retirar-se do local simultaneamente.

13 Quando terminar, entregue a um dos fiscais de sala o Cartão-resposta, o Caderno de Respostas e assine a
Lista de Presença. Cabe esclarecer que você só poderá sair levando este Caderno de Questões após às 11h.

Nome do candidato:
Nº Inscrição:

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QUESTÕES OBJETIVAS - LEGISLAÇÃO III As normas complementares dos respectivos

EDUCACIONAL
sistemas de ensino;
1 O art. 3º do decreto nº 5154/2004 diz: “Os IV As exigências de cada instituição de ensino,
cursos e programas de formação inicial e nos termos de seu projeto pedagógico.
continuada de trabalhadores, referidos no inciso I Em relação às assertivas, estão corretas:
do art. 1o, incluídos a capacitação, o
A) I, III, IV.
aperfeiçoamento, a especialização e a atualização,
B) I,II,III.
em todos os níveis de escolaridade, poderão ser
C) II,III,IV.
ofertados segundo itinerários formativos,
D) I,II,IV.
objetivando o desenvolvimento de aptidões para a
E) I,II,III,IV.
vida produtiva e social.” De acordo com o artigo
acima, itinerário formativo significa: 3 Os cursos de educação profissional
tecnológica de graduação e pós-graduação serão
A) “O conjunto de cursos de educação geral e
organizados como seguem abaixo:
profissional que juntos compõem o currículo do
estudante ao final da graduação.” A) De forma a suprir as necessidades e
B) As exigências de cada instituição de ensino características de cada região, obedecendo às
nos termos de seu projeto pedagógico diretrizes do Conselho Estadual de Educação
C) A organização por áreas profissionais em B) No que concerne à duração, metodologia e
função da estrutura sócio-ocupacional e avaliação de acordo com as diretrizes do Conselho
tecnológica Estadual de Educação.
D) O conjunto de etapas que compõem a C) De forma estruturada em etapas com
organização da educação profissional em uma terminalidade gradativa e inclusão de saídas
determinada área, possibilitando o aproveitamento intermediárias.
contínuo e articulado dos estudos. D) No que concerne aos objetivos, características
E) Os objetivos contidos nas diretrizes e direção de acordo com as diretrizes curriculares e
curriculares nacionais definidos pelo Conselho prioritárias dos Municípios e Estado,
Nacional de Educação. respectivamente.
E) No que concerne aos objetivos, características
2 A educação profissional técnica de nível
e duração de acordo com as diretrizes curriculares
médio é desenvolvida de forma articulada com o
nacionais, definidas pelo Conselho Nacional de
Ensino Médio, observando-se:
Educação.
I Os objetivos contidos nas diretrizes
curriculares nacionais definidos pelo Conselho
Nacional de Educação;
II A carência de cada cidade, levando-se em
consideração o ritmo da clientela;

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4 No âmbito do Sistema Federal de Ensino, a
Rede Federal de Educação Profissional Científica e
Tecnológica, vinculada ao Ministério da Educação,
é constituída por várias instituições. Assinale a
alternativa em que a instituição citada NÃO é
parte deste sistema
A) Institutos Federais de Educação, Ciência e
Tecnologia - Institutos Federais.
B) Universidade Tecnológica Federal do Paraná –
UTFPR.
C) Centros Federais de Educação Tecnológica
Celso Suckow da Fonseca - CEFET-RJ e de Minas
Gerais - CEFET-MG.
D) Centros Técnicos de Capacitação de Recursos
Humanos com fins lucrativos.
E) Escolas Técnicas Vinculadas às Universidades
Federais.
5 O Programa Nacional da Educação
Profissional com a Educação Básica na Modalidade
da Educação de Jovens e Adultos (PROEJA),
abrange tanto a formação inicial e continuada de
trabalhadores, quanto a educação profissional
técnica de nível médio, que deverão ter:
A) Uma carga horária mínima de 800 horas para
a formação geral e no mínimo 1200 horas para a
formação profissional, quando se tratar de formação
inicial e continuada de trabalhadores; e uma carga
horária mínima de 1000 horas para a formação
geral e uma carga horária mínima de 1000 horas
para habilitação profissional e técnica.
B) Uma carga horária mínima de 1200 horas para
a formação geral e no minímo 200 horas para a
formação profissional, quando se tratar de formação
inicial e continuada de trabalhadores; e uma carga
horária mínima de 1200 horas para a formação
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geral e uma carga horária mínima de 1200 horas
para habilitação profissional e técnica.
C) Uma carga horária mínima de 800 horas para a
formação geral e no mínimo 1000 horas para a
formação profissional, quando se tratar de formação
inicial e continuada de trabalhadores; e uma carga
horária mínima de 1200 horas para a formação
geral e uma carga horária mínima de 800 horas para
habilitação profissional e técnica.
D) Uma carga horária mínima de 800 horas para
a formação geral e no mínimo 400 horas para a
formação profissional, quando se tratar de formação
inicial e continuada de trabalhadores; e uma carga
horária mínima de 2000 horas para a formação
geral e uma carga horária mínima de 200 horas
para habilitação profissional e técnica.
E) Uma carga horária mínima de 800 horas para
a formação geral e no mínimo 800 horas para a
formação profissional, quando se tratar de formação
inicial e continuada de trabalhadores; e uma carga
horária mínima de 1600 horas para a formação
geral e uma carga horária mínima de 800 horas para
habilitação profissional e técnica.
6 O prazo máximo estabelecido, na lei
11.892/2008, para que o Diretor-Geral, nomeado
para o cargo de Reitor da instituição transformada
ou integrada em Instituto Federal elabore e
encaminhe ao Ministério da Educação a proposta de
estatuto e o plano de desenvolvimento institucional
do Instituto Federal, assegurando a participação da
comunidade, é de:
A) 180 dias
B) 120 dias
C) 90 dias
D) 60 dias
E) 30 dias
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7 Dentre as alternativas abaixo, a que NÃO D) orientar sua oferta formativa em benefício da
caracteriza forma de extinção do mandato do reitor consolidação e fortalecimento dos arranjos
é: produtivos, sociais e culturais locais, identificados
com base no mapeamento das potencialidades de
A) Decurso do prazo.
desenvolvimento socioeconômico e cultural no
B) Aposentadoria.
âmbito de atuação do Instituto Federal; e
C) Renúncia do cargo.
constituir-se em centro de excelência na oferta do
D) Destituição do cargo.
ensino de ciências, em geral, e de ciências
E) Adiamento da eleição do novo reitor.
aplicadas, em particular, estimulando o
8 Os Institutos Federais tem seus objetivos, desenvolvimento de espírito crítico, voltado à
finalidades e características próprias. A alternativa investigação empírica;
que diz respeito a APENAS os objetivos é: E) realizar e estimular a pesquisa aplicada, a
produção cultural, o empreendedorismo, o
A) realizar pesquisas aplicadas, estimulando o
cooperativismo e o desenvolvimento científico e
desenvolvimento de soluções técnicas e
tecnológico; e desenvolver atividades de extensão
tecnológicas, estendendo seus benefícios à
de acordo com os princípios e finalidades da
comunidade; e estimular e apoiar processos
educação profissional e tecnológica, em articulação
educativos que levem à geração de trabalho e renda
com o mundo do trabalho e os segmentos sociais, e
e à emancipação do cidadão sob a perspectiva do
com ênfase na produção, desenvolvimento e
desenvolvimento socioeconômico local e regional;
difusão de conhecimentos científicos e
B) ministrar cursos de formação inicial e
tecnológicos.
continuada de trabalhadores, objetivando a
capacitação, o aperfeiçoamento, a especialização e
a atualização de profissionais, em todos os níveis
de escolaridade, nas áreas da educação profissional
e tecnológica; e desenvolver a educação
profissional e tecnológica como processo
educativo e investigativo de geração e adaptação
de soluções técnicas e tecnológicas às demandas
sociais e peculiaridades regionais;
C) ministrar educação profissional técnica de
nível médio, prioritariamente na forma de cursos
integrados, para os concluintes do ensino
fundamental e para o público da educação de
jovens e adultos; e desenvolver programas de
extensão e de divulgação científica e tecnológica;

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9 A nomenclatura dos cursos e programas de

Educação Profissional foram atualizadas nos
seguintes termos:

I “Educação Profissional de nível básico” passou a

denominar-se “formação inicial e continuada de
trabalhadores”;
II “Educação Profissional de nível técnico” passou
a denominar-se “Educação Profissional Técnica de
nível médio”;
III “Educação Profissional de nível tecnológico”
passou a denominar-se “Educação Profissional
Tecnológica, de graduação e de pós-graduação”.

A) Apenas I e III estão corretas.

B) Apenas II e III estão corretas.
C) Apenas I e II estão corretas.
D) Apenas III está correta.
E) I, II e III estão corretas.

10 O professor Raimundo queria candidatar-se

ao cargo de Diretor-Geral do Campus, mas sua
candidatura NÃO foi aceita porque:

A) Ele era ocupante de cargo efetivo na carreira

docente;
B) Tinha cargo efetivo de nível superior da
carreira dos técnicos administrativos;
C) Tinha exercido dois mandatos consecutivos
neste cargo;
D) Estava na classe de professores associados da
carreira do magistério superior;
E) Já tinha exercido um mandato de quatro anos.

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QUESTÕES ESPECÍFICAS-OBJETIVAS

ENGLISH EXAM

Part 1 - READING AND VOCABULARY COMPREHENSION

Your answers to the questions from 1 to 8 must be based on the text below. All information you
need is in the passage itself, and what you have learned so far applies.
TEXT

How English Is Evolving Into a Language We May Not Even Understand

By Michael Erard

The targeted offenses: IF YOU ARE STOLEN, CALL THE POLICE AT ONCE. PLEASE
OMNIVOROUSLY PUT THE WASTE IN GARBAGE CAN. DEFORMED MAN LAVATORY. For the
past 18 months, teams of language police have been _______ Beijing on a mission to wipe out all such traces
of bad English signage before the Olympics come to town in August. They're the type of goofy transgressions
that we in the English homelands love to poke fun at, devoting entire Web sites to so-called Chinglish. (By
the way, that last phrase means "handicapped bathroom.")

But what if these sentences aren't really bad English? What if they are evidence that the English language is
happily leading an alternative lifestyle without us?
Thanks to globalization, the Allied victories in World War II, and American leadership in science and
technology, English has become so successful across the world that it's _______ the boundaries of what we
think it should be. In part, this is because there are fewer of us: By 2020, native speakers will make up only 15
percent of the estimated 2 billion people who will be using or learning the language. Already, most
conversations in English are between nonnative speakers who use it as a lingua franca.
In China, this sort of free-form adoption of English is helped along by a shortage of native English-speaking
teachers, who are hard to keep happy in rural areas for long stretches of time. An estimated 300 million
Chinese — roughly equivalent to the total US population — read and write English but don't get enough
quality spoken practice. The likely consequence of all this? In the future, more and more spoken English will
sound increasingly like Chinese.
It's not merely that English will be salted with Chinese vocabulary for local cuisine, bon mots, and curses or
that speakers will peel off words from local dialects. The Chinese and other Asians already pronounce
English differently — in both subtle and not-so-subtle ways. For example, in various parts of the region they
tend not to turn vowels in unstressed syllables into neutral vowels. Instead of "har-muh-nee," it's "har-moh-
nee." And the sounds that begin words like this and thing are often enunciated as the letters f, v, t, or d. In
Singaporean English (known as Singlish), think is pronounced "tink," and theories is "tee-oh-rees."

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English will become more like Chinese in other ways, too. Some grammatical appendages unique to English
(such as adding do or did to questions) will drop away, and our practice of not ________ certain nouns into
plurals will be ignored. Expect to be asked: "How many informations can your flash drive hold?" In
Mandarin, Cantonese, and other tongues, sentences don't require subjects, which leads to phrases like this:
"Our goalie not here yet, so give chance, can or not?"
One noted feature of Singlish is the use of words like ah, lah, or wah at the end of a sentence to indicate a
question or get a listener to agree with you. They're each pronounced with tone — the linguistic feature that
gives spoken Mandarin its musical quality — adding a specific pitch to words to alter their meaning. (If you
say "xin" with an even tone, it means "heart"; with a descending tone it means "honest.") According to
linguists, such words may introduce tone into other Asian-English hybrids.
Given the number of people involved, Chinglish is destined to take on a life of its own. Advertisers will play
with it, as they already do in Taiwan. It will be celebrated as a form of cultural identity, as the Hong Kong
Museum of Art did in a Chinglish exhibition last year. It will be used widely online and in movies, music,
games, and books, as it is in Singapore. Someday, it may even be taught in schools. Ultimately, it's not that
speakers will slide along a continuum, with "proper" language at one end and local English dialects on the
other, as in countries where creoles are spoken. Nor will Chinglish replace native languages, as creoles
sometimes do. It's that Chinglish will be just as proper as any other English on the planet.
And it's possible Chinglish will be more efficient than our version, doing away with word endings and the
articles a, an, and the. After all, if you can figure out "Environmental sanitation needs your conserve," maybe
conservation isn't so necessary.
Any language is constantly evolving, so it's not surprising that English, transplanted to new soil, is _________
unusual fruit. Nor is it unique that a language, spread so far from its homelands, would begin to fracture. The
obvious comparison is to Latin, which broke into mutually distinct languages over hundreds of years -
French, Italian, Spanish, Portuguese, Romanian. A less familiar example is Arabic: The speakers of its myriad
dialects are connected through the written language of the Koran and, more recently, through the
homogenized Arabic of Al Jazeera. But what's happening to English may be its own thing: It's mingling with
so many more local languages than Latin ever did, that it's on a path toward a global tongue — what's coming
to be known as Panglish. Soon, when Americans travel abroad, one of the languages they'll have to learn may
be their own.

Source:Internet: http://www.wired.com/culture/culturereviews/magazine/16-07/st_essay (Accessed on

January 1, 2012)

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I Getting the message B) English is one of the most analytical

11 Be aware of the verb forms of the languages, with some expressive
piece of writing you´re working with. Read agglutinative characteristics, but it has very
the text and in the context of the passage, complicated script and tones.
check the verbs that best fit in the blanks C) Before the digital era, English was not
respectively: widely spoken.
D) It seems another language, but
A) exploring – scouring – changing – giving
English, could be without a doubt the
B) searched – scoured – changing –
actual universal language.
gathering
E) One of the reasons that lead English to
C) exploring – gathered – turning – bearing
the condition of being evolving is that as it
D) scouring – escaping – turning – bearing
becomes more common, it will
E) searching – scouring – changing – given
increasingly fragment into regional
12 The main idea of this article is that: dialects.

A) All over the planet people know a lot

about English words.
B) English can be understood almost
everywhere.
C) English will become one of the
simplest and easiest natural languages in
the world.
D) English is gradually changing and
adapting to other languages worldwide in
both subtle and not-so-subtle ways.
E) If Chinese were to be written with the
Latin alphabet, it could potentially become
a universal language.
13 Which of the following inferences can
be drawn from the passage?
A) The concept of a Universal Language
is more significant only now, in the era of
world mass communication.
14 Based on the tone of the passage, which
of the following words best describes the
author´s attitude toward the “Chinglish”?
A) Awesome
B) Respectful
C) Pitying
D) Contemptuous
E) Patronizing
15 The term “Chinglish”, as well as other
international hodgepodge variations of English
code-switching, is a sign of:
A) Elementary expression for non-English
speakers in learning English.
B) Low quality of language skills by the
Chinese.
C) Ignorance of the Chinese.
D) American cultural identity.
E) Few native English speakers in the world.
16 We can infer that:

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A) Local variants of English are both being
driven by Britons, Americans or Australians and
the growing number of people who speak English
as a second language.
B) The language of Shakespeare and Dickens is
disappearing to be replaced by a new, contrastive
form of English which will be spoken by millions
of people around the world.
C) A new global tongue called “Panglish” is
expected to take over in the decades ahead.
D) The Standard English is used to think and
talk in the logic of the Chinese language.
E) English used only by Asian countries is
engraved with their culture.
II Vocabulary Usage
Vocabulary is the knowledge of words and word
meanings. As Steven Stahl (2005) puts it,
"Vocabulary knowledge is knowledge; the
knowledge of a word not only implies a definition,
but also implies how that word fits into the
world."
Thinking of this, pay close attention to the
surrounding context of the words indicated in bold
type, and check their synonyms respectively:
17 “They´re the type of goofy transgressions that
we in the English homelands love to poke fun at”:
A) Silly - mock
B) foolish – prod
C) blithering – crackpot
D) mock – crackpot
E) punch – pitch
18 “[…] curses or that speakers will peel off
words from local dialects.”
A) pip
B) extract
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C) blockheaded
D) intensify
E) throw
PART 2. UNDERLYING KNOWLEDGE
In this set, you will answer the questions
according to what you have learned through your
readings on the ESL (English as a Second
Language) field.
19 Teachers´ professional activities as language
teachers are not carried out in a vacuum and, in
Richards´ words, “planning a successful language
program involves considerations of factors that go
beyond mere content and presentation of teaching
materials” (1985, p. 11). So, their work can be
described along a number of shared and
generalizable dimensions, such as:
A) Students´needs; the factors in the teaching
situation itself; complexity of the English
language.
B) The syllabus types available to us as a
profession; the complexity of the English
language; the characteristics of learners.
C) Large classes; heterogeneous classes;
complexity of the English language.
D) The characteristics of learners and their
needs; the range of factors in the teaching situation
itself; and the syllabus types available to us as a
profession.
E) The characteristics of learners; different
types of syllabus from which a choice will be
made for a specific situation; the teacher´s concept
of being “communicative”.
20 So far experts have looked at the
relationship between theories of language and
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language learning on the one hand, and
teaching procedures and materials on the other.
Mark the unfitted proposition on methods and
approaches of teaching languages:
A) Unlike the direct method, the audio-
lingual method didn´t focus on teaching
vocabulary. Rather, the teacher drilled students
in the use of grammar.
B) The communicative approach emphasizes
interaction as both the means and the ultimate
goal of learning a language.
C) Communicative language teaching (CLT)
advocates learning through drills and focuses
on cultural values of L2, as well as it is based
on the idea that language learning takes place
when what students hear or read
comprehensible but just beyond
production abilities.
D) The Direct Method uses only the target
language for instruction and builds up an
arsenal of everyday vocabulary and sentences
quickly without teaching grammar explicitly.
E) The Classical Method, also known as the
Grammar Translation Method teaches
grammar as a means to translate text from one
language to the other.
21 Some “tools” that teachers can provide
for learners to enhance their speaking and
listening abilities include:
A) developing both learners´ confidence and
their listening abilities for different contexts;
their understanding of spoken grammar and
features of spoken language.
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B) developing their self-confidence in real
speech situations; repeating vocabulary in
class.
C) Understanding through drills; training
vocabulary in class.
D) Practicing vocabulary and contextualize
them in classes.
E) Being interactive when exposed to oral
communication; discussing unintelligible
dialects of languages.
22 Halliday and Hasan (1976) describe
cohesion as a semantic concept that refers to
relations of meaning that exist within a text.
They define two general categories of
cohesion: grammatical cohesion and lexical
is
cohesion. A type of grammatical cohesion is
their
substitution. There are three types of it:
nominal, verbal and clausal. Choose the
example that best fits to one of those types:
A) These apples aren´t good. Those are fresh.
B) They liked the first candidate. The last
was very nervous.
C) Are they still living there? Actually, they
moved to California last year.
D) Should any of this cost you anything, send
me the bill.
E) Have you met him yet? Not yet, but I will
do it.
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23 Which of those statements is not correct C) Book reviews, conference abstracts, grant
on coherence and cohesion? proposals.
D) Undergraduate essays, PhD theses,
A) It has been emphasized since the early
business faxes.
cohesion studies (e.g., in HALLIDAY and
E) Textbooks, direct mail letters, research
HASAN, 1976) that cohesion is sensitive to
articles.
the varieties of discourse. However,
contrastive studies have shown that cohesion
varies with the modality of discourse, i.e.,
spoken and written discourse (THOMPSON,
1994; TANSKANEN, 2006).
B) Coherence is a purely lexical property of
discourse, while cohesion is mainly concerned
with morpho-syntactic devices in discourse.
C) Coherence is traditionally described as the
relationships that link the ideas in a text to
create meaning for the readers.
D) Coherence is a clearly pragmatic notion
and it concerns logical thinking while cohesion
is a mix of pragmatic and semantic meanings.
It depends on linguistic expressions.
E) The way that textual cohesion is achieved
is best learned through paying close attention
to the way sentences are linked in texts.

24 ESP genre terminology derives from the

writing needs of particular academic and
professional groups and teachers as well as
researchers look to the naming practices of
these groups. Examples of academic genres
that have been identified and explored by
teachers for use in ESP classrooms are:

A) Letters of recommendation, e-mails

memos, grant proposals.
B) Company annual reports, grant proposals,
reprint requests.

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25 The terms genre sets or genre systems have been coined to refer to genres that cluster together
as parts of broader social practices, and that are often sequenced in a particular way. For example:

“When seeking employment a person will search newspapers and the Web for job
advertisements. Before applying for a job, the prospective applicant will first search company
profiles on the Web, or perhaps annual reports. When he/she has decided that it may be a good
prospect, a curriculum vitae is written or updated and attached to a letter of application. If the
person is shortlisted, he/she is invited to a job interview. The successful candidate receives a
job offer, upon which he/she either writes a letter of acceptance or a letter of rejection.”

From:http://upetd.up.ac.za/thesis/available/etd-05152010-235928/unrestricted/02chapters3-
5.pdf Accessed on Jan 5, 2012.

How many types of genres are there in the fragment above?

A) 5
B) 6
C) 7
D) 8
E) 9

26 Technology is an ever-increasing part of

the English language arts classroom. Today's
teachers are developing new and exciting
means of integrating language, writing, and
literature with innovative technologies. One of
those technologies is related to the mobile
phones that are giving support learning in the
second language classroom. Check the best
compelling argument for using them:
A) Mobile phones come with ever-increasing
functions that most students are adept at using.
B) Mobile phones are social tools that facilitate
authentic and relevant communication and
collaboration among learners.
C) Learners will be exposed to the target
language.
D) Learners can use them to access relevant
vocabulary and expressions.
E) Mobile phones are relatively cheap and
increasingly practical.
Part 3 – GRAMMAR
Why Does Grammar Matter?
Why Does Grammar Matter?
Grammar is important because it is the
language that makes it possible for us to talk
about language. Grammar names the types of
words and word groups that make up sentences
not only in English but in any language. As
human beings, we can put sentences together
even as children--we can all do grammar. But
to be able to talk about how sentences are built,
about the types of words and word groups that
make up sentences--that is knowing about
grammar. And knowing about grammar offers a
window into the human mind and into our
amazingly complex mental capacity.
(From:http://grammar.about.com/od/grammarfaq/f
/grammarvalue.htm Accessed on Jan 7, 2012)

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27 Check the alternative that contains a
mistake related to the use of preposition in the
groups of sentences below:
A) He was condemned to the imprisonment. /
He was accused of robbing the bank.
B) Celia is taking care of Jon´s dog. /
The professor translated the poem into Russian.
C) It is wrong to be cruel to other people. /
This organization is trying to end cruelty to the
animals.
D) He was sentenced at nine years in prison. /
This music reminds me of my country.
E) He was dissatisfied with his new stereo, so
he returned it to the shop. /
Betty was astonished by the number of cards
she received.
28 Mark the right sentence in the passive.
Note all grammar aspects involved in the
sentences:
A) Consideration will be given to the issue at
the next week´s meeting.
B) Somebody had already reported the
accident before I phoned.
C) My office was broken by when I was on
holiday.
D) An order form can be found in page 2.
E) She is been treated by people.
29 All relative clauses below are right, except
in:
A) Whichever one of you broke the window
will have to pay for it.
B) Can you give a list of who´s been invited?
C) I´m sure I´ll enjoy eating whatever you
cook.
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D) The bank was held up by a group of men,
three of whom were said to be armed.
E) The next Olympics are in three years, by
what time Gary will be 28.
30 In which of the following alternatives a
noun is used inappropriately?
A) The peoples of Central Asia speak many
different languages.
B) The United States has appointed a new
ambassador to Japan.
C) Holstein cattle isn´t a beef breed and it is
rarely seen on a ranch.
D) Billiards is my favorite game.
E) The odds are not very strongly in favor of
a tax cut.
QUESTÕES SUBJETIVAS
(Mínimo de 20 linhas e Máximo de 30 linhas)
In this section you will develop two
compositions in English. Remember that you
will be evaluated through your capacity of
summarizing your ideas appropriately as well
as the use of cohesive ties, coherence, grammar
rules, punctuation and consistent ideas. Use one
sheet of paper to do it.
31 topic: Nominal Group - A focus on its
importance for the comprehension of written
texts.
32 topic: ESP: Reading Strategies
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