CONHECIMENTOS ESPECÍFICOS
Questions 21 to 28 address both the teaching of English as a foreign
language and the Parâmetros Curriculares Nacionais – PCN. Read
them and mark the right alternative:

21.One teaching objective left out of the PCN is that the curriculum:
A) ought to increase learners’ receptive and productive linguistic
skills
B) should promote learners’ critical reading ability as participating
citizens
C) needs to enlarge learners’ appreciation of the social role of
language
D) must advance learners’ comprehension of wider issues using
‘local’ contexts
E) may, when relevant, deal with topics such as local culture

22.Among the numerous educational rights pertaining to the Brazilian
citizen, the PCN stress one in particular, namely, that every learner:
A) is obliged to learn at least a single foreign language
B) must be encouraged to view the mother tongue as essential
C) should insist on learning through his/her own mother tongue
D) may, given the right conditions, be taught a second foreign language
E) is entitled to be taught the mother tongue and at least one foreign
language

23. The development of a specifi c foreign language ability may
be hindered by the:
A) school´s insistence to focus on grammar alone
B) teaching curriculum’s inadequate focus on a skill
C) teacher´s restricted profi ciency in the foreign language
D) administration´s miscalculation of the real size of classes
E) learner´s inability to choose a language skill to focus on

24.The PCN claim that starting from what language learners know
already is crucial. The reason why this is so is that learners can then:
A) develop strategies to cope with learning problems
B) have a genuine reason for studying the foreign language
C) be motivated to expand what they have already understood
D) create new knowledge by building on their existing knowledge
E) compare their previous knowledge with that of their fellow students

25. The PCN have adopted a view of learning which sees it as the
product of the often asymmetrical relationship between a learner
and a more competent peer. This view is also called:
A) Communicative approach
B) Socio-interactionism
C) Direct method
D) Peer-constructivism
E) Naturalistic approach

26. The orientation which probably best describes the PCN is
the focus on:
A) multi-disciplinary themes rather than limited objectives
B) socially relevant themes as a springboard for language teaching
C) integrated multidisciplinary topics to be taught simultaneously
D) local cultural practices instead of specifi c subjects
E) all language skills to the detriment of a particular one

27. Harmer (1998:68) claims that the greatest controversy about
the suitability of reading texts for English language students is
centred on whether the texts are:
A) age or gender appropriate
B) authentic or simplifi ed
C) fun or relevant
D) easily skimmed or dense

28. English Language Teaching practice has incorporated the following
principle as part of its most recent procedures (Harmer, 1998: 32):
A) words and phrases are better blocks than grammatical structures
to describe language
B) the emphasis of a language lesson should always be on tasks
C) students should learn about language as part of learning a language
D) Activate, Engage and Study (in this order) are the building blocks
of a successful language lesson
E) students must study language evidence to discover grammatical
rules themselves

29. “Students, like the rest of us, need to be able to do a number
of things with a reading text.” (Harmer, 1998: 69). One of these
´things´ is to skim the text, or rather, to:
A) predict information before they read the text properly
B) match the task they are performing to the topic of the text
C) cast their eyes over the text´s surface to get a general idea
D) read slowly and derive pleasure from what they are reading
E) read the text for specifi c bits of information they are looking for

30. PPP stands for Presentation, Practice and Production and
has been claimed to be specifi cally useful in a language lesson.
Harmer (1998: 31) describes this to be:
A) with large classes independent of their level
B) with small classes at advanced level
C) when teaching simple language to beginners
D) when teaching presenting complicated patterns to advanced students
E) when the emphasis of the lesson is on tasks

Read through the source text below and answer Questions 31 to
50, matching the right alternative with information from the text:

I can´t believe it! Where has time gone? Summer is just around
the corner. And so is bikini season… It’s time to tone up, change
our diets and fi gure out all the best ways to prepare for bare! Are
you ready for all this? If not, well, here’s a handy list of suggestions
which can be taken up any time.

1. CHECK FOR SPOTS
Skin cancer kills often, more often than any other form of cancer,
yet we still don’t wear sunblock like we should, and we still don’t
check ourselves like we ought to. Look closely at your skin, paying
attention to any odd-looking mole or freckle. Don’t know what to
look for? Check out the free guide at the www.cancer.org.

2. GET THE RIGHT SUNBLOCK
Yes, I’m harping on this, but it’s important – one of the most
important ways to get ready for bikini season is to get the right
sunblock. It’s simple: you need a broad-spectrum UVA/UVB sunblock
with an SPF of at least 30. Apply it generously, every 2 hours.

3. GET THE RIGHT FIT!
Now it’s time to talk about the bikini! Even the fi ttest girl can
have muffi n top if her suit doesn’t fi t. Be prepared to spend a lot of
time bikini shopping, and also be prepared to buy a swimsuit that’s
larger than your jeans size. For example, I wear size 6 jeans, but
get a size 8 bikini.

4. GET INSPIRED
What inspires you? A photo of you from younger, chubbier days?
A page from the catalog of the suitie you want? Whatever it is that
may help motivate you to workout, get it… and keep it handy. Getting
inspired is one of the best ways to get ready for bikini season!

5. TRY FOR FIVE
Now let’s talk about diet. Chances are you want to lose a little
weight, not much, to get ready for bikini season. You needn´t go on
some strange, strict diet — just try to substitute the sugary snacks
you usually eat with healthy, fi ber-rich fresh fruits and veggies.
The USDA recommends we consume 5 handful-size servings per
day… go for it!

6. FORGET FAST FOOD
Fast food is fattening, often containing all of the calories you
ought to eat in one day in one meal. If you ban fast food as from now,
then preparing for the bikini season is easy. You’ll be so glad you did!

7. TONE UP
Aim for four cardio sessions per week, for about half an hour
each session. Cardio can be anything that keeps your heart racing
for the entire time, including biking, swimming, dancing… you name
it! Also, focus on your calves, arms, abs, butt and thighs. There's
simply no better way to tone your abs and core than crunches. My
bikini season faves are rowing, lunges and fi nally, squats.

8. HIDE THE FLAWS!
If all else fails, remember, they make gorgeous fl owing sarongs
and cute board shorts for a reason! As long as you’re fi t, and eating
a positively healthy diet, don’t worry about the few extra pounds.
Simply disguise them in a cute cover-up and you’re set!
(Adapted from http://weightloss.allwomenstalk.com/easy-and-effective-ways-to-getready-
for-bikini-season/)

31. The English verb phrase can be marked for tense and aspect.
The use of the perfect tense in “Where has time gone?” (line 1),
establishes the following:
A) a present habit linked to an indefi nite past
B) a state of affairs before the present moment
C) an indefi nite state in a period prior to the present
D) an event with current relevance to the present time
E) a past situation unrelated to the present point in time

32. An idiom has been defi ned as a lexical item (usually a phrase
or a clause) whose meaning cannot be derived from the sum of its
parts. The idiom in “summer is just around the corner” (line 1-2)
means that “summer is:
A) in our hands
B) probably in the way
C) hoped to happen soon
D) nearly round the bend
E) to take place shortly

33. A text is cohesive if, as a whole, its sentences are linked and
make sense. An example of cohesion in the source text is “ If not”
(line 4), which is characterized by:
A) anaphora
B) cataphora
C) exophora
D) ellipsis
E) substitution

34. The lexical item ´handy´ is used in “Here´s a handy list”
(line 4) and “keep it handy” (line 26). In each instance it means
respectively:
A) useful; nearby
B) ready; nearby
C) useful; locked
D) convenient; ready
E) convenient; locked

35. The connective in “Skin cancer kills more young women than
any other form of cancer, yet we still don’t wear sunblock” (line 7-8)
links the clauses in terms:
A) time
B) addition
C) concession
D) contrast
E) condition

36. Processes of word formation such as Derivation (“suitie” -
(line 25)) and Clipping (“fave” - (line 45)) present in the source text
suggest that it aims most specifi cally at:
A) women all ages
B) overweight readers
C) mothers of teenage girls
D) prospective swimsuit buyers
E) teenagers and young females

37. Tag questions are short questions normally used to check
information or ask for agreement. The right tag question for “Now
let’s talk about diet” (line 29) is:
A) will we?
B) do we?
C) shall we?
D) can we?
E) must we?

38. Text, paragraphs and sentences have purposes. The
communicative purpose of the excerpt “Cardio can be anything
that keeps your heart racing for the entire time, including biking,
swimming, dancing… you name it!” (line 41-43) is to:
A) ad an idea
B) clarify a concept
C) promote an argument
D) express a command
E) provide an explanation

39. The combination of physical exercises which has been left
out of the source text is:
A) dancing; running; swimming; crunches
B) biking; swimming; crunches; rowing
C) abdominals; lunges; biking; squats
D) crunches; rowing; rowing; squats
E) biking; dancing; abdominals; rowing

40. In addition to skin cancer, the author shows two other major
concerns in the text. These concerns are:
A) body fl aws and fi tness
B) fi tness and pleasant appearance
C) pleasant appearance and body fl aws
D) healthy eating habits and fi tness
E) healthy eating habits and body fl aws

41. Phrasal verbs are the combination of a verb plus a preposition
or adverb, resulting in a new meaning. Prepositional verbs
are simply verbs which require prepositions. The only combination
below which contains a prepositional verb is:
A) tone up (line 2)
B) Don’t know what to look for (line 10-11)
C) Also, focus on your calves (line 43)
D) Yes, I´m harping on this (line 13)
E) a handy list of suggestions which can be taken up (line 4-5)

42. The ING suffi x particle may be added to a word in order to turn
it into a noun, and adjective or a verb. The alternative which shows
the same use of the ING suffi x as in” Getting inspired is one of the
best ways to get ready for bikini season!“ (line 26-27) is:
A) Look closely at your skin, paying attention to any... (line 9)
B) Fast food is fattening, often containing all of the calories you
ought to eat (line 36-37)
C) If you ban fast food as from now, then preparing for the bikini
season is easy (line 37-38)
D) As long as you’re fi t, and eating a positively… (line 48-49)
E) Cardio can be anything that keeps your heart racing (line 41)

43. The passive form of: “… they make gorgeous fl owing sarongs
and cute board shorts for a reason!” (line 47-48) is:
A) …there are gorgeous fl owing sarongs and cute board shorts
being made for a reason!
B) …gorgeous fl owing sarongs and cute board shorts are made
for a reason!
C) …gorgeous fl owing sarongs and cute board can be made shorts
for a reason!
D) …they have made gorgeous fl owing sarongs and cute board
shorts for a reason!
E) …gorgeous fl owing sarongs and cute board shorts have been
made for a reason!
44. The only alternative below which in the text conveys the meaning
of ´manner´is:
A) often… (line 7)
B) closely (line 9)
C) simply (line 44)
D) usually (line 32)
E) positively (line 49)
45. A semi-modal verb in English is a special, non-typical type of
verb which behaves like a lexical verb but also expresses modality
(Carter and McCarthy, 2006: 395) The modal meaning expressed
by the semi-modal in the clause “You needn´t go on some strange,
strict diet…” is one of lack of:
A) necessity
B) permission
C) volition
D) obligation
E) ability
46. In reported speech, the speaker may choose a specifi c reporting
verb to convey a different (and personal) purpose. The reported structure
that presents a summary of “Fast food is fattening” (line 36), according
to the text is: The author:
A) implied that fast food is fattening
B) claimed that fast food is fattening
C) warned the reader that fast food was fattening.
D) reminded the reader that fast food would be fattening.
E) replied to the reader that fast food would be fattening.
47. Adjectives describe the features of people and things denoted
by nouns or pronouns. On the whole, they cannot be identifi ed by
their form, but most typically by their functions in a sentence (Carter
and McCarthy, 2006: 236). According to the text, the only sequence
that contains words which function as adjectives is :
A) bikini, ready, handy (paragraph 1)
B) sunblock, odd-looking, free (paragraph 2)
C) important, right, SPF (paragraph 3)
D) fi ttest, larger, suit (paragraph 4)
E) photo, younger, chubbier (paragraph 5)
48. The connection established between the two clauses in the
excerpt “As long as you’re fi t, …., don’t worry about the few extra
pounds”, (line 48-49) may be described as one of:
A) time
B) extent
C) cause
D) condition
E) consequence

49. In the source text there is evidence of the writer´s assumption
of what his/her target audience is like. The assumption behind the
´handy list´ is that readers:
A) might fi nd bikinis a relevant topic
B) feel insecure and need tips to get on with life
C) do not know when to get prepared for summer
D) may react positively if the article is sound
E) like to get hints on summer related topics

50. A title which would best summarize the content of the text
would be:
A) a checklist for the summer
B) do’s and don’ts for the summer
C) effective tips for the bikini season
D) effortless suggestions to look nice in a bikini
E) long lasting ways to get ready for the summer


31. D
32. E
33. E
34. A
35. C
36. E
37. C
38. E
39. A
40. D
41. C
42. C
43. B
44. B
45. A
46. C
47. A
48. D
49. E
50. C