INSTITUTO FEDERAL DE EDUCAO,

CINCIA E TECNOLOGIA DO PIAU (IFPI)

Aplicao: 26/02/2012
Durao da prova: 04 (quatro) horas

INGLS
LEIA COM ATENO AS INSTRUES ABAIXO
01 Voc est recebendo o seguinte material:
a) Um Caderno com as 30(trinta) questes objetivas e 02(duas) subjetivas referentes s
Educao e Conhecimentos Especficos da rea, assim distribudas:
PARTES
QUESTES
VALOR DE CADA
QUESTO
Legislao da Educao/
1 a 10
2
objetiva
Conhecimento Especfico/ 11 a 30
2
objetiva
Conhecimento
31 e 32
20
Especfico/subjetiva

partes de Legislao da
VALOR TOTAL
20
40
40

b) Um Caderno de Respostas para as questes subjetivas. As respostas s questes subjetivas devero ser
escritas a caneta esferogrfica de tinta azul ou preta nos espaos especificados no Caderno de Respostas.
c) Um Carto-resposta destinado s respostas das questes objetivas.
02 Verifique se este material est completo e se o seu nome no Carto-Resposta est correto. Caso contrrio,
notifique imediatamente a um dos fiscais de sala. Aps a conferncia do seu nome no Carto-resposta, voc
dever assin-lo no espao prprio, utilizando caneta esferogrfica de tinta azul ou preta.
03 Observe no Carto-resposta as instrues sobre a marcao das respostas s questes objetivas apenas
uma resposta por questo.
04 Tenha muito cuidado com o Carto-resposta, para no dobrar, amassar ou manchar. Este carto somente
poder ser substitudo caso esteja danificado em suas margens superior e/ou inferior barra de
reconhecimento para leitura tica.
05 Coloque no seu Caderno de Respostas o nome no local especificado da primeira pgina e o nmero de
inscrio no canto direito inferior de todas as pginas. Este nmero o seu identificador.
06 O Caderno de Respostas no deve conter outra identificao do candidato.
07 Esta prova individual. So vedados o uso de calculadora e qualquer comunicao e troca de material entre
os presentes, consultas a material bibliogrfico, cadernos ou anotaes de qualquer espcie.
08 responsabilidade do candidato certificar-se de que o nome do cargo informado neste Caderno de Questes
corresponde ao nome do cargo informado no ato da inscrio.
09 Ao incio da prova, verifique, no Caderno de Questes, se a quantidade e a numerao das questes esto
corretas.
10 Voc dispe de 4 quatro horas para fazer essa prova, incluindo a marcao do Carto-resposta e da escrita
no Caderno de Respostas.
11 Somente ser permitido ao candidato retirar-se da sala de prova aps 01 uma hora do seu incio.
12 Os 03 (trs) ltimos candidatos de cada sala somente podero retirar-se do local simultaneamente.
13 Quando terminar, entregue a um dos fiscais de sala o Carto-resposta, o Caderno de Respostas e assine a
Lista de Presena. Cabe esclarecer que voc s poder sair levando este Caderno de Questes aps s 11h.

Nome do candidato:
N Inscrio:

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QUESTES OBJETIVAS - LEGISLAO

EDUCACIONAL

III As normas complementares dos respectivos

IV As exigncias de cada instituio de ensino,

O art. 3 do decreto n 5154/2004 diz: Os

sistemas de ensino;

cursos e programas de formao inicial e

nos termos de seu projeto pedaggico.

continuada de trabalhadores, referidos no inciso I

Em relao s assertivas, esto corretas:

do

1o,

art.

includos

capacitao,

aperfeioamento, a especializao e a atualizao,

em todos os nveis de escolaridade, podero ser
ofertados

segundo

itinerrios

formativos,

objetivando o desenvolvimento de aptides para a

A) I, III, IV.
B) I,II,III.
C) II,III,IV.
D)

I,II,IV.

E)

I,II,III,IV.

Os

vida produtiva e social. De acordo com o artigo

acima, itinerrio formativo significa:
A) O conjunto de cursos de educao geral e
profissional que juntos compem o currculo do

cursos

de

educao

profissional

tecnolgica de graduao e ps-graduao sero

organizados como seguem abaixo:

estudante ao final da graduao.

A) De forma a suprir as necessidades e

B) As exigncias de cada instituio de ensino

caractersticas de cada regio, obedecendo s

nos termos de seu projeto pedaggico

diretrizes do Conselho Estadual de Educao

C) A organizao por reas profissionais em

B) No que concerne durao, metodologia e

funo

avaliao de acordo com as diretrizes do Conselho

da

estrutura

scio-ocupacional

tecnolgica

Estadual de Educao.

D) O conjunto de etapas que compem a

C) De forma estruturada em etapas com

organizao da educao profissional em uma

terminalidade gradativa e

determinada rea, possibilitando o aproveitamento

intermedirias.

contnuo e articulado dos estudos.

D) No que concerne aos objetivos, caractersticas

E)

Os

objetivos

contidos

nas

diretrizes

e direo de acordo com as diretrizes curriculares e

curriculares nacionais definidos pelo Conselho

prioritrias

Nacional de Educao.

respectivamente.

A educao profissional tcnica

de nvel

mdio desenvolvida de forma articulada com o

incluso de sadas

E)

dos

Municpios

Estado,

No que concerne aos objetivos, caractersticas

e durao de acordo com as diretrizes curriculares

nacionais, definidas pelo Conselho Nacional de

Ensino Mdio, observando-se:

Educao.
I

Os

objetivos

contidos

nas

diretrizes

curriculares nacionais definidos pelo Conselho

Nacional de Educao;
II

A carncia de cada cidade, levando-se em

considerao o ritmo da clientela;

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No mbito do Sistema Federal de Ensino, a

geral e uma carga horria mnima de 1200 horas

Rede Federal de Educao Profissional Cientfica e

para habilitao profissional e tcnica.

Tecnolgica, vinculada ao Ministrio da Educao,

C) Uma carga horria mnima de 800 horas para a

constituda por vrias instituies. Assinale a

formao geral e no mnimo 1000 horas para a

alternativa em que a instituio citada NO

formao profissional, quando se tratar de formao

parte deste sistema

inicial e continuada de trabalhadores; e uma carga

A) Institutos Federais de Educao, Cincia e

horria mnima de 1200 horas para a formao

Tecnologia - Institutos Federais.

geral e uma carga horria mnima de 800 horas para

B) Universidade Tecnolgica Federal do Paran

habilitao profissional e tcnica.

UTFPR.

D) Uma carga horria mnima de 800 horas para

C) Centros Federais de Educao Tecnolgica

a formao geral e no mnimo 400 horas para a

Celso Suckow da Fonseca - CEFET-RJ e de Minas

formao profissional, quando se tratar de formao

Gerais - CEFET-MG.

inicial e continuada de trabalhadores; e uma carga

D) Centros Tcnicos de Capacitao de Recursos

horria mnima de 2000 horas para a formao

Humanos com fins lucrativos.

geral e uma carga horria mnima de 200 horas

E)

para habilitao profissional e tcnica.

Escolas Tcnicas Vinculadas s Universidades

E)

Federais.

Uma carga horria mnima de 800 horas para

a formao geral e no mnimo 800 horas para a

5

Programa

Nacional

da

Educao

formao profissional, quando se tratar de formao

Profissional com a Educao Bsica na Modalidade

inicial e continuada de trabalhadores; e uma carga

da Educao de Jovens e Adultos (PROEJA),

horria mnima de 1600 horas para a formao

abrange tanto a formao inicial e continuada de

geral e uma carga horria mnima de 800 horas para

trabalhadores, quanto a educao profissional

habilitao profissional e tcnica.

tcnica de nvel mdio, que devero ter:

O prazo mximo estabelecido, na lei

A) Uma carga horria mnima de 800 horas para

11.892/2008, para que o Diretor-Geral, nomeado

a formao geral e no mnimo 1200 horas para a

para o cargo de Reitor da instituio transformada

formao profissional, quando se tratar de formao

ou integrada em Instituto Federal elabore e

inicial e continuada de trabalhadores; e uma carga

encaminhe ao Ministrio da Educao a proposta de

horria mnima de 1000 horas para a formao

estatuto e o plano de desenvolvimento institucional

geral e uma carga horria mnima de 1000 horas

do Instituto Federal, assegurando a participao da

para habilitao profissional e tcnica.

comunidade, de:

B) Uma carga horria mnima de 1200 horas para

a formao geral e no minmo 200 horas para a
formao profissional, quando se tratar de formao
inicial e continuada de trabalhadores; e uma carga
horria mnima de 1200 horas para a formao

A) 180 dias
B) 120 dias
C) 90 dias
D) 60 dias
E)

30 dias

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Dentre as alternativas abaixo, a que NO

D) orientar sua oferta formativa em benefcio da

caracteriza forma de extino do mandato do reitor

consolidao

produtivos, sociais e culturais locais, identificados

fortalecimento

mbito de atuao do Instituto Federal; e

C) Renncia do cargo.

constituir-se em centro de excelncia na oferta do

D) Destituio do cargo.

ensino de cincias, em geral, e de cincias

E) Adiamento da eleio do novo reitor.

aplicadas,
Os Institutos Federais tem seus objetivos,

em

particular,

investigao emprica;

que diz respeito a APENAS os objetivos :

E)

A) realizar pesquisas aplicadas, estimulando o

de

solues

estendendo

seus

tcnicas

benefcios

comunidade; e estimular e apoiar processos

educativos que levem gerao de trabalho e renda
e emancipao do cidado sob a perspectiva do
desenvolvimento socioeconmico local e regional;
B) ministrar cursos de formao inicial e
continuada

de trabalhadores,

objetivando

estimulando

desenvolvimento de esprito crtico, voltado

finalidades e caractersticas prprias. A alternativa

tecnolgicas,

arranjos

desenvolvimento socioeconmico e cultural no

B) Aposentadoria.

desenvolvimento

dos

com base no mapeamento das potencialidades de

A) Decurso do prazo.

realizar e estimular a pesquisa aplicada, a

produo

cultural,

empreendedorismo,

cooperativismo e o desenvolvimento cientfico e

tecnolgico; e desenvolver atividades de extenso
de acordo com os princpios e finalidades da
educao profissional e tecnolgica, em articulao
com o mundo do trabalho e os segmentos sociais, e
com nfase na produo, desenvolvimento e
difuso

de

conhecimentos

cientficos

tecnolgicos.

capacitao, o aperfeioamento, a especializao e

a atualizao de profissionais, em todos os nveis
de escolaridade, nas reas da educao profissional
e

tecnolgica;

profissional

desenvolver

tecnolgica

educao

como

processo

educativo e investigativo de gerao e adaptao

de solues tcnicas e tecnolgicas s demandas
sociais e peculiaridades regionais;
C) ministrar educao profissional tcnica de
nvel mdio, prioritariamente na forma de cursos
integrados, para os concluintes do ensino
fundamental e para o pblico da educao de
jovens e adultos; e desenvolver programas de
extenso e de divulgao cientfica e tecnolgica;

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A nomenclatura dos cursos e programas de

Educao Profissional foram atualizadas nos

seguintes termos:
I Educao Profissional de nvel bsico passou a
denominar-se formao inicial e continuada de
trabalhadores;
II Educao Profissional de nvel tcnico passou
a denominar-se Educao Profissional Tcnica de
nvel mdio;
III Educao Profissional de nvel tecnolgico
passou a denominar-se Educao

Profissional

Tecnolgica, de graduao e de ps-graduao.

A) Apenas I e III esto corretas.
B) Apenas II e III esto corretas.
C) Apenas I e II esto corretas.
D) Apenas III est correta.
E)

I, II e III esto corretas.

10 O professor Raimundo queria candidatar-se

ao cargo de Diretor-Geral do Campus, mas sua
candidatura NO foi aceita porque:
A) Ele era ocupante de cargo efetivo na carreira
docente;
B) Tinha cargo efetivo de nvel superior da
carreira dos tcnicos administrativos;
C) Tinha exercido dois mandatos consecutivos
neste cargo;

D) Estava na classe de professores associados da

carreira do magistrio superior;

E) J tinha exercido um mandato de quatro anos.

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QUESTES ESPECFICAS-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-mohnee." 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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Getting the message

B) English is one of the most analytical

11 Be aware of the verb forms of the

languages,

piece of writing youre 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.

A) exploring scouring changing giving

B) searched scoured changing

D) It

with

seems

some

another

expressive

language,

but

English, could be without a doubt the

actual universal language.

gathering
C) exploring gathered turning bearing
D) scouring escaping turning bearing
E) searching scouring changing given

E) One of the reasons that lead English to

the condition of being evolving is that as it
becomes

more

increasingly
12 The main idea of this article is that:
A) All over the planet people know a lot
about English words.

common,

fragment

into

it

will

regional

dialects.
14 Based on the tone of the passage, which
of the following words best describes the

B) English can be understood almost

everywhere.

authors attitude toward the Chinglish?

A) Awesome

C) English will become one of the

simplest and easiest natural languages in

B) Respectful
C) Pitying

the world.

D) Contemptuous

D) English is gradually changing and

E) Patronizing

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

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

a universal language.

speakers in learning English.

B) Low quality of language skills by the

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.

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

C) blockheaded

driven by Britons, Americans or Australians and

D) intensify

the growing number of people who speak English

E)

as a second language.

throw

PART 2. UNDERLYING KNOWLEDGE

B) The language of Shakespeare and Dickens is

disappearing to be replaced by a new, contrastive

In this set, you will answer the questions

form of English which will be spoken by millions

according to what you have learned through your

of people around the world.

readings on the ESL (English as a Second

C) A new global tongue called Panglish is

Language) field.

expected to take over in the decades ahead.

19 Teachers professional activities as language

D) The Standard English is used to think and

teachers are not carried out in a vacuum and, in

talk in the logic of the Chinese language.

Richards words, planning a successful language

E)

program involves considerations of factors that go

English used only by Asian countries is

beyond mere content and presentation of teaching

engraved with their culture.

materials (1985, p. 11). So, their work can be

II Vocabulary Usage

described along a number of shared and

Vocabulary is the knowledge of words and word

generalizable dimensions, such as:

meanings. As Steven Stahl (2005) puts it,

"Vocabulary knowledge is knowledge; the

A) Studentsneeds; the factors in the teaching

knowledge of a word not only implies a definition,

situation itself; complexity of the English

but also implies how that word fits into the

language.

world."

B) The syllabus types available to us as a

Thinking of this, pay close attention to the

profession; the

surrounding context of the words indicated in bold

language; the characteristics of learners.

type, and check their synonyms respectively:

C) Large classes;

complexity of the English

heterogeneous classes;

complexity of the English language.

17 Theyre the type of goofy transgressions that
we in the English homelands love to poke fun at:
A) Silly - mock

needs; the range of factors in the teaching situation

itself; and the syllabus types available to us as a

B) foolish prod

profession.

C) blithering crackpot

E)

D) mock crackpot
E)

D) The characteristics of learners and their

The characteristics of learners; different

types of syllabus from which a choice will be

punch pitch

made for a specific situation; the teachers concept

18 [] curses or that speakers will peel off

of being communicative.

words from local dialects.

A) pip
B) extract

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

B) developing their self-confidence in real

teaching procedures and materials on the other.

speech situations; repeating vocabulary in

Mark the unfitted proposition on methods and

class.

approaches of teaching languages:

C) Understanding through drills;

A) Unlike the direct method, the audio-

training

vocabulary in class.

lingual method didnt focus on teaching

D) Practicing vocabulary and contextualize

vocabulary. Rather, the teacher drilled students

them in classes.

in the use of grammar.

E) Being interactive when exposed to oral

B) The communicative approach emphasizes

communication;

interaction as both the means and the ultimate

dialects of languages.

goal of learning a language.

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
what

students

comprehensible

but

unintelligible

22 Halliday and Hasan (1976) describe

C) Communicative language teaching (CLT)

when

discussing

hear
just

or

read

beyond

is

their

production abilities.

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

cohesion. A type of grammatical cohesion is
substitution. There are three types of it:
nominal, verbal and clausal. Choose the

D) The Direct Method uses only the target

example that best fits to one of those types:

language for instruction and builds up an

arsenal of everyday vocabulary and sentences

A) These apples arent good. Those are fresh.

quickly without teaching grammar explicitly.

B) They liked the first candidate. The last

E) The Classical Method, also known as the

was very nervous.

Grammar

C) Are they still living there? Actually, they

Translation

Method

teaches

grammar as a means to translate text from one

moved to California last year.

language to the other.

D) Should any of this cost you anything, send

me the bill.

21

Some tools that teachers can provide

for learners to enhance their speaking and

E) Have you met him yet? Not yet, but I will

do it.

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.

10

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23 Which of those statements is not correct

C) Book reviews, conference abstracts, grant

on coherence and cohesion?

proposals.

A) It has been emphasized since the early

cohesion studies (e.g., in HALLIDAY and
HASAN, 1976) that cohesion is sensitive to
the

varieties

of

discourse.

However,

D) Undergraduate

essays,

PhD

theses,

business faxes.
E) Textbooks, direct mail letters, research
articles.

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/02chapters35.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:

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

A) Mobile phones come with ever-increasing

not only in English but in any language. As

functions that most students are adept at using.

human beings, we can put sentences together

B) Mobile phones are social tools that facilitate

even as children--we can all do grammar. But

authentic and relevant communication and

to be able to talk about how sentences are built,

collaboration among learners.

about the types of words and word groups that

C) Learners will be exposed to the target

make up sentences--that is knowing about

language.

grammar. And knowing about grammar offers a

D) Learners can use them to access relevant

window into the human mind and into our

vocabulary and expressions.

amazingly

E) Mobile phones are relatively cheap and

(From:http://grammar.about.com/od/grammarfaq/f

increasingly practical.

/grammarvalue.htm Accessed on Jan 7, 2012)

complex

mental

capacity.

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27 Check the alternative that contains a

D) The bank was held up by a group of men,

mistake related to the use of preposition in the

three of whom were said to be armed.

groups of sentences below:

E) The next Olympics are in three years, by

A) He was condemned to the imprisonment. /

He was accused of robbing the bank.

what time Gary will be 28.

30 In which of the following alternatives a

B) Celia is taking care of Jons dog. /

noun is used inappropriately?

The professor translated the poem into Russian.

C) It is wrong to be cruel to other people. /

A) The peoples of Central Asia speak many

This organization is trying to end cruelty to the

different languages.

animals.

B) The United States has appointed a new

D) He was sentenced at nine years in prison. /

ambassador to Japan.

This music reminds me of my country.

C) Holstein cattle isnt a beef breed and it is

E) He was dissatisfied with his new stereo, so

rarely seen on a ranch.

he returned it to the shop. /

D) Billiards is my favorite game.

Betty was astonished by the number of cards

E) The odds are not very strongly in favor of

she received.

a tax cut.

28

Mark the right sentence in the passive.

Note all grammar aspects involved in the

QUESTES SUBJETIVAS
(Mnimo de 20 linhas e Mximo de 30 linhas)

sentences:
A) Consideration will be given to the issue at

compositions in English. Remember that you

the next weeks meeting.

B) Somebody

had

In this section you will develop two

already reported

the

will be evaluated through your capacity of

accident before I phoned.

summarizing your ideas appropriately as well

C) My office was broken by when I was on

as the use of cohesive ties, coherence, grammar

holiday.

rules, punctuation and consistent ideas. Use one

D) An order form can be found in page 2.

sheet of paper to do it.

E) She is been treated by people.

31 topic: Nominal Group - A focus on its
29 All relative clauses below are right, except

importance for the comprehension of written

in:

texts.

A) Whichever one of you broke the window

32 topic: ESP: Reading Strategies

will have to pay for it.

B) Can you give a list of whos been invited?
C) Im sure Ill enjoy eating whatever you
cook.

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