Simulado de Inglês Avançado / Advanced English Simulation

No nível avançado, a pessoa é capaz de compreender um vasto número de textos longos em Inglês, reconhecendo os seus significados implícitos, alem de conseguir se expressar de forma fluente e espontânea sem precisar procurar muito as palavras. Para você se aprofundar ainda mais no idioma, preparamos esse simulado.

Questão 1

“May I say a few words?”

We may keep the sentence grammatically correct by substituting “words” for:

A) information; because it’s an uncountable noun, just like “words”.

B) informations; because it’s a countable noun in the plural, just like “words”.

C) things; because it’s a countable noun in the plural, just like “words”.

D) thing; because it’s a countable noun in the singular, just like “words”.

E) stuffs; because it’s an uncountable noun in the plural, just like “words”

Questão 2

On the other hand, one may wonder what role English for Specific Purposes (ESP) plays in Brazil? The answer is: ESP has also its place in the Brazilian educational c ontext. It is now a well-established area field of language teaching and learning in the country. As already attested elsewhere (Ramos, 2005) ESP is a part of innumerable new textbooks that were put on the market in the last 10 years. It is part of the content indicated for the tertiary level entrance exams (maned Vestibular) in the country. It is the name of many courses that are offered in Brazilian universities. (RAMOS, R. C. G. ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). ESP and EAP in Developing and in Least Developing Countries. IATEFL, 2008. p. 68-83.)

Which of the following are characteristics of English for Specific Purposes?

1. Meets specific needs of learners.
2. Makes use of underlying methodology and activities of the discipline it serves.
3. Is centered on the language appropriate to these activities in terms of grammar, lexis, syntax, study skills, discourse and genre.
4. Is designed for business purposes only.
5. Follows a specific methodology.

A) 1, 2 and 3

B) 1, 2 and 4

C) 1, 4 and 5

D) 2, 3 and 4

Questão 3

The Screen Actors Guild Awards were a couple of nights ago—they’re more commonly called the SAG Awards—and they had a doozy of an error on Judi Dench’s name card. She was nominated for an award called Outstanding Performance by a Female Actor in a Leading Role for her work in the movie “Victoria & Abdul,” but instead of spelling it R-O-L-E for “role,” they spelled it R-O-L-L, like the bread.

Choose the answer that justify the spelling mistake:

A) The words ROLL and ROLE are synonyms.

B) The words ROLL and ROLE are homonyms

C) The words ROLL and ROLE are homographs.

D) The words ROLL and ROLE are homophones.

Questão 4

“May I say a few words?”

We may keep the sentence grammatically correct by substituting “May” for:

A) should.

B) must.

C) could.

D) did.

E) need.

Questão 5

One of the most commonly mispronounced sounds in American English is the “th” sound. This is likely do to the fact that the “th” phonemes are rare sounds, not found in most European and Asian languages. When we do not have a sound in our own language, the natural tendency to substitute a similar sound, such as “z,” “d” or “t.” Unfortunately, this has a big impact on accent, because the “th” sound is found in 20% of the 25 words we say the most in English. The most commonly used word, “the,” begins with this sound. So, when we mispronounce “th,” it is very noticeable in everyday speech.

Choose the words in which the ‘th’ sound is voiced

A) With, mother, that, thin.

B) The, clothe, heather, they.

C) Thin, with, thinker, thirst.

D) Thought, thank, throw, author.

Questão 6

"I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?"

When Sojourner chooses to use “can” in “and can any man do more than that?”, she does it because:

A) she wants to question men’s ability to do more than she does.

B) she’s asking for permission to continue doing what she does.

C) it’s an informal situation and “could” would be too formal.

D) she’s talking about what she did in the past.

E) she knows men will never do what she does.

Questão 7

After analyzing the cartoons, answer the question:

What can be stated about students’ learning autonomy?

A) Discipline is much easier if each student is self-directed, however, the method must remain the same for the whole class.

B) Setting realistic goals and authorizing students to choose the questions they can answer allows them to set their own level of challenge. This can increase students’ chance of being successful.

C) Students who are given a degree of freedom to work are seldom involved in their work and in most cases will not present any progress.

D) One of the difficulties of a teacher’s job is to cater for a large number of very different students at the same time, however, sharing responsibility of the learning process with the student is not recommended.

Questão 8

"Well, if a woman upset the world, do give her a chance to set it right side up again."

The use of “well” in the beginning of the sentence is a very common feature of cohesion in spoken discourse and is usually used for:

I softening and correcting.
II gaining time.
III referring to your own expectations.
IV indicating you don’t need any help.

The only correct ways to finish the assertion are:

A) I and II.

B) III and IV.

C) II and III.

D) I and IV.

E) I and III.

Questão 9

“Nossa preocupação é com o aprendizado de idiomas. Não podemos simplesmente supor que descrever e exemplificando o que as pessoas fazem com a linguagem permitir que alguém o aprenda. Se assim fosse, nós precisaria fazer mais do que ler um livro de gramática e um dicionário para aprender uma língua. Uma abordagem verdadeiramente válida para o ESP deve ser baseada em uma compreensão dos processos da linguagem Aprendendo" (HUTCHINSON & WATERS, 1987, p.14)

According to Hutchinson and Waters (1987), the subject of their book is:

A) The learning-centred approach.

B) The teaching-centred approach.

C) The assessing-centred approach.

D) The language-centred approach.

Questão 10

In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student. Using the Passive Voice as mere example, LarsenFreeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to:

A) have students copy a few sentences from the board and sort out their similarities and differences so as to measure students’ awareness and only then start a possible sentence transformation exercise.

B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João.

C) do a three dimensional analysis of the language item and think about where the long term learning challenge lies, which in many cases may be in when / why one should choose this or that language structure

D) take a grammar book to class and have students memorize the rules until they know them by heart and then have them orally transform sentences back and forth, according to the language item.

E) do a three dimensional analysis of the language item and think about ways to contrast it with other similar ones so students can focus on how they may put the parts of the sentences together.

Tempo de simulado:

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Simulado de Inglês Avançado / Advanced English Simulation

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