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SECRETARIA DO ESTADO DE EDUCAÇÃO DE MINAS GERAIS

Superintendência Regional de Ensino de Curvelo


Acesse: pipcbccurvelo.blogspot.com

Avaliação de Língua Inglesa – 9º ano ______

Nome: _____________________________________________ Data: ____/____/_____

Questão Gabarito Habilidades Valor


1.3 - Integrar informação verbal e não-verbal na compreensão global do
01 D
texto escrito de vários gêneros.
11.2 - Identificar informação específica (nomes dos falantes envolvidos,
02 B números - de telefone, idades, percentagens, temperaturas,
condições do tempo, etc.).
2.2 - Identificar as partes principais do texto, o assunto geral de cada
03 D
parágrafo e as articulações de sentido entre eles.
2.3. - Identificar e/ou localizar as características básicas de cada gênero
04 B
textual, tendo em vista a compreensão global do texto.
III. - Uso de notações para produção de efeitos de sentido diferentes
no texto escrito de diferentes gêneros .
05 C • Produzir efeitos de sentido pretendidos pelo uso de notações
como travessão, aspas, itálico, negrito, letras maiúsculas, dois pontos e
reticências em textos de diferentes gêneros
6.1. - Fazer uso, nos textos produzidos, de recursos coesivos
06 A gramaticais e lexicais, como, por exemplo, os pronomes, as
conjunções, os hiperônimos, os sinônimos e os antônimos.
3.1. - Estabelecer relações entre termos, expressões e ideias que
07 B tenham o mesmo referente, de modo a construir os elos coesivos
(lexicais e gramaticais) em gêneros textuais diferentes.
14.1. - Inferir sentido a partir do uso de conhecimento prévio e de
08 D
relações contextuais.
XI. - Funções sócio-comunicativas dos advérbios.
09 C  Fazer o uso adequado dos advérbios no processo de
recepção/produção do texto oral e escrito.
1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e
estabelecer alguns aspectos de suas condições de produção (o gênero
10 B
a que pertence, função sócio-comunicativa, finalidade, suporte, autor,
data e local de publicação).
14.2. - Inferir o efeito de sentido pretendido pelo uso de
11 D
expressões de ironia, raiva, humor, sarcasmo, etc.
21.1 - Fazer o uso adequado de passado simples e do passado
12 C
contínuo no processo de recepção/produção do texto oral e escrito.
III. - Uso de notações para produção de efeitos de sentido diferentes no
texto escrito de diferentes gêneros.
13 A • Produzir efeitos de sentido pretendidos pelo uso de notações como
travessão, aspas, itálico, negrito, letras maiúsculas, dois pontos e
reticências em textos de diferentes gêneros.
24.1. - Identificar e/ou fazer uso adequado dos marcadores do
14 C discurso (palavras de ligação) e das relações semânticas que
ajudam a estabelecer.
10.1. - Ordenar parágrafos, de modo a reconstruir a seqüência dos
15 B
textos originais.

Língua Inglesa - WILLIAM SILVA DE PAULA


SECRETARIA ESTADUAL DE EDUCAÇÃO DE MINAS GERAIS
PROGRAMA DE INTERVENÇÃO PEDAGÓGICA
AVALIAÇÃO DIAGNÓSTICA DE LÍNGUA INGLESA

ESCOLA ESTADUAL_____________________________________________________________
PROFESSOR APLICADOR_________________________________________________________
NOME DO ALUNO:_______________________________________________________________
DATA: _____/_____/ 2013 9º ANO________

1. According to the text:

a) The woman is happy that the year finished.


b) The man is improving health.
c) The man is going crazy with the woman.
d) The woman believes that the skin’s color
of man attract luck.

2. The sum of the ingredients is:

a) 7/10.
b) 19/4.
c) 08/0.
d) 05/9.

Read the text:

CINDERELLA

Once upon a time there was a beautiful girl named Cinderella. She lived in a small house with her
stepmother and two sisters. But they didn’t like Cinderella. Her stepmother was mean to her. She always
asked Cinderella to work at home. She cleaned the house and cooked for everybody. She dressed badly and
worked a lot every day. She was unhappy all the time.
There was a big castle in the town. The prince lived there. He decided to give a party. So he invited
all the girls in town. The stepmother and two sisters didn’t want Cinderella to go to the ball. So she stayed
at home. She was sad because she wanted to visit the palace.
Cinderella’s fairy appeared at her house. She didn’t want Cinderella to be sad and turned a pumpkin
into a beautiful coach. Cinderella travelled to the ball by coach. The prince looked at Cinderella and liked
her. They danced together all night. At midnight she returned home quickly. But she lost her shoe. The
prince picked it up and looked for her. Every girl of the town tried the shoe. But it only fitted Cinderella.
They got married and lived happily ever after.

3. The principal idea in the second paragraph is:

a) Cinderella. b) The sisters. c) The Prince. d) The Party.


Língua Inglesa - WILLIAM SILVA DE PAULA
Observe:

Receptionist: Good evening.


Clark: Hi. Do you have any vacancies today?
Receptionist: How many people?
Clark: Two.
Receptionist: Yes, the rate is 63 dollars.
Clark: OK, I’d like a room please.
Receptionist: How will you be paying?
Clark: Money.
Receptionist: You’re in room 125. It’s on the first floor. Here’s your key.
Clark: Thanks.

4. The layout of the text above is characteristic of:

a) A narration. c) A chat room.


b) A dialogue. d) Receptionism.

5. The use of the colon indicates:

a) A question. b) A answer. c) One speaks. d) One smile.

Observe the picture:

6. The underlined word in the sentence:


“The new fragrance for men.” Can be
replaced by:

a) Smell.
b) Taste.
c) Parfume.
d) Noise.

7. In the sentence: “God is our refuge and strength, and…” the underlined word refers to:

a) God.
b) All people.
c) Me. “God is our refuge and strength, an ever-
d) Refuge. present help in trouble.”

___________ 46.1
Língua Inglesa - WILLIAM SILVA DE PAULA
Observe:

Brazil is a large country and it is rich in


natural resources. People in Brazil are
friendly and like to help. There are
beautiful places to visit and good
restaurants. The Brazilian food is one of
the best in the world, especially the
barbecue. Brazil has problems like any
other country: violence, poverty,
corruption, and so on. Brazilians are
known for their determination and don't
give up too easily. When things are tough
they usually say "I'm Brazilian and I will
never give up". Soccer is part of the culture
and almost everyone loves it. Watching a
soccer game is like going to a party.

http://www.englishexperts.com.br/forum/exercicio-texto-em-ingles-sobre-
o-brasil-t16622.html

8. A big party in the Brazil is known as:

a) Barbecue. b) Soccer. c) Forro. d) Carnival.

9. In sentence of the text: “When things are tough they usually say "I'm Brazilian and I will
never give up".” The underlined word gives idea of:

a) Addition. c) Time.
b) Conclusion. d) Opposition.

10. The source of this text is:

a) Book. c) Magazine.
b) Internet. d) Newspaper.

Read:

11. What’s the humor in the comic strip ?

a) He is an American.
b) He is a Brazilian.
c) He doesn’t wear glasses.
d) He doesn’t to speak in English.

Língua Inglesa - WILLIAM SILVA DE PAULA


Read and answer the questions 12 to 14 about the text:

12. In the sentence: “Ancients Greeks and Romans also played a game that resembled football
- although the Greeks permitted carrying of the ball.”. The underlined words are in:

a) Present. c) Past.
b) Past continuous. d) Future.

Língua Inglesa - WILLIAM SILVA DE PAULA


13. In the sentence: “Where does the word “soccer” come from ?” The use of the inverted
commas (“”) indicates:

a) Emphasis. c) Questions.
b) Prohibitions. d) Advices.

14. The underlined word in the sentence: “The first 1 club was formed in England in 1857
and the Football Association was founded six year later”. Indicates:

a) Conclusion.
b) Time.
c) Addition.
d) Repetition.

Read, the text is mixed:

1- Peter is twenty-three, and Helen is twenty-one. She’s in university. Helen is very intelligent, but her
brother isn’t. He hates school.
2 - They are young, tall, and good looking. Their parents are rich.
3 - A nice family
4 - Peter Confessor is an athlete. He’s a boxer. Helen Confessor is his sister. She’s very beautiful. In fact,
she’s Miss Universe.
5- Their father, Juan, is fifty-five, and their mother, Margarida, is forty-three.

(childhood)

15. What’s the correct sequence ?

a) 5- 2- 1- 3- 4.
b) 3- 4- 2- 5- 1.
c) 3- 4- 1- 5- 2.
d) 5- 2- 1- 3- 4.
Língua Inglesa - WILLIAM SILVA DE PAULA