INGLÊS. VALOR TOTAL QUESTÃO Legislação da Educação/ 1 a e

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1 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 objetiva Conhecimento Específico/ 11 a objetiva Conhecimento Específico/subjetiva 31 e 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: 1

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

3 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 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 /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 3

4 7 Dentre as alternativas abaixo, a que NÃO caracteriza forma de extinção do mandato do reitor é: A) Decurso do prazo. B) Aposentadoria. C) Renúncia do cargo. D) Destituição do cargo. E) Adiamento da eleição do novo reitor. 8 Os Institutos Federais tem seus objetivos, finalidades e características próprias. A alternativa que diz respeito a APENAS os objetivos é: A) realizar pesquisas aplicadas, estimulando o desenvolvimento de soluções técnicas e tecnológicas, estendendo seus benefícios à comunidade; e estimular e apoiar processos educativos que levem à geração de trabalho e renda e à emancipação do cidadão sob a perspectiva do desenvolvimento socioeconômico local e regional; B) ministrar cursos de formação inicial e 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; D) orientar sua oferta formativa em benefício da consolidação e fortalecimento dos arranjos produtivos, sociais e culturais locais, identificados com base no mapeamento das potencialidades de desenvolvimento socioeconômico e cultural no âmbito de atuação do Instituto Federal; e constituir-se em centro de excelência na oferta do ensino de ciências, em geral, e de ciências aplicadas, em particular, estimulando o desenvolvimento de espírito crítico, voltado à investigação empírica; E) realizar e estimular a pesquisa aplicada, a produção cultural, o empreendedorismo, o cooperativismo e o desenvolvimento científico e tecnológico; e desenvolver atividades de extensão de acordo com os princípios e finalidades da educação profissional e tecnológica, em articulação com o mundo do trabalho e os segmentos sociais, e com ênfase na produção, desenvolvimento e difusão de conhecimentos científicos e tecnológicos. 4

5 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. 5

6 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-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." 6

7 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: (Accessed on January 1, 2012) 7

8 I Getting the message 11 Be aware of the verb forms of the piece of writing you re working with. Read the text and in the context of the passage, check the verbs that best fit in the blanks respectively: A) exploring scouring changing giving B) searched scoured changing gathering C) exploring gathered turning bearing D) scouring escaping turning bearing E) searching scouring changing given 12 The main idea of this article is that: 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. B) English is one of the most analytical languages, with some expressive agglutinative characteristics, but it has very complicated script and tones. C) Before the digital era, English was not widely spoken. D) It seems another language, but English, could be without a doubt the actual universal language. E) One of the reasons that lead English to the condition of being evolving is that as it becomes more common, it will increasingly fragment into regional dialects. 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: 8

9 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 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 9

10 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 audiolingual 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 is comprehensible but just beyond their 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: 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 cohesion. A type of grammatical cohesion is 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. A) developing both learners confidence and their listening abilities for different contexts; their understanding of spoken grammar and features of spoken language. 10

11 23 Which of those statements is not correct on coherence and cohesion? 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, 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. C) Book reviews, conference abstracts, grant proposals. D) Undergraduate essays, PhD theses, business faxes. E) Textbooks, direct mail letters, research articles. 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, s memos, grant proposals. B) Company annual reports, grant proposals, reprint requests. 11

12 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: Accessed on Jan 5, 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: /grammarvalue.htm Accessed on Jan 7, 2012) 12

13 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. 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 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 13

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