ESTADO DA PARAÍBA

PREFEITURA MUNICIPAL DE ALAGOA GRANDE

CONCURSO PÚBLICO - EDITAL Nº 01/2014
NÍVEL SUPERIOR
PROFESSOR NÍVEL B - INGLÊS
NOME DO CANDIDATO ASSINATURA DO CANDIDATO RG DO CANDIDATO

LEIA COM ATENÇÃO AS INSTRUÇÕES ABAIXO

INSTRUÇÕES GERAIS

I. Nesta prova, você encontrará 05 (cinco) páginas numeradas sequencialmente, contendo 40 (quarenta) questões

correspondentes às seguintes disciplinas: Língua Portuguesa (10 questões), Raciocínio Lógico e Matemático (05
questões) e Conhecimentos Específicos (25 questões).
II. Verifique se seu nome e número de inscrição estão corretos no cartão de respostas. Se houver erro, notifique o fiscal.

III. Assine e preencha o cartão de respostas nos locais indicados, com caneta azul ou preta.

IV. Verifique se a impressão, a paginação e a numeração das questões estão corretas. Caso observe qualquer erro, notifique

o fiscal.

V. Você dispõe de 3 (três) horas para fazer esta prova. Reserve os 20 (vinte) minutos finais para marcar o cartão de

respostas.

VI. O candidato só poderá retirar-se do setor de prova 1 (uma) hora após seu início.


VII. O candidato não poderá levar o caderno de questões. O caderno de questões será publicado no site do ibfc, no prazo

recursal contra gabarito.

VIII. Marque o cartão de respostas cobrindo fortemente o espaço correspondente à letra a ser assinalada, conforme o exemplo

no próprio cartão de respostas.

IX. A leitora óptica não registrará as respostas em que houver falta de nitidez e/ou marcação de mais de uma alternativa.


X. O cartão de respostas não pode ser dobrado, amassado, rasurado ou manchado. Exceto sua assinatura, nada deve ser

escrito ou registrado fora dos locais destinados às respostas.

XI. Ao terminar a prova, entregue ao fiscal o cartão de respostas e este caderno. As observações ou marcações registradas

no caderno não serão levadas em consideração.

XII. É terminantemente proibido o uso de telefone celular, pager ou similares.



Boa Prova!

DESTAQUE AQUI

GABARITO DO CANDIDATO - RASCUNHO

Nome: Assinatura do Candidato: Inscrição:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

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 RASCUNHO

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 PORTUGUÊS
Texto I
O Coronel e o Lobisomem
Num repente, relembrei estar em noite de lobisomem – era
sexta-feira...
Já um estirão era andado quando, numa roça de mandioca,
adveio aquele figurão de cachorro, uma peça de vinte palmos
de pelo e raiva...
Dei um pulo de cabrito e preparado estava para a guerra do
lobisomem. Por descargo de consciência, do que nem carecia,
chamei os santos de que sou devocioneiro:
- São Jorge, Santo Onofre, São José!
Em presença de tal apelação, mais brabento apareceu a
peste. Ciscava o chão de soltar terra e macega no longe de dez
braças ou mais. Em trabalho de gelar qualquer cristão que não
levasse o nome de Ponciano de Azevedo Furtado. Dos olhos
do lobisomem pingava labareda, em risco de contaminar de
fogo o verdejal adjacente. Tanta chispa largava o penitente que
um caçador de paca, estando em distância de bom respeito,
cuidou que o mato estivesse ardendo. Já nessa altura eu tinha
pegado a segurança de uma figueira e lá de cima, do galho
mais firme aguardava a deliberação do lobisomem. Garrucha
engatilhada, só pedia que o assombrado desse franquia de
tiro. Sabidão, cheio de voltas e negaças, deu ele de executar
macaquice que nunca cuidei que um lobisomem pudesse
fazer. Aquele par de brasas espiava aqui e lá na esperança
de que eu pensasse ser uma súcia deles e não uma pessoa
sozinha. O que o galhofista queria é que eu, coronel de ânimo
desenfreado, fosse para o barro denegrir a farda e deslustrar
a patente. Sujeito especial em lobisomem como eu não ia cair
em armadilha de pouco pau. No alto da figueira estava, no alto
da figueira fiquei.
(CARVALHO, José Cândido de. In: O Coronel e o lobisomem.)
1) No texto acima, o coronel descreve-se como um
“Sujeito especial em lobisomem”, indicando sua
coragem e disposição para enfrentar o inimigo. Todos
os fragmentos abaixo podem confirmar essa ideia,
exceto:
a) “preparado estava para a guerra do lobisomem”
b) “gelar qualquer cristão que não levasse o nome de
Ponciano de Azevedo Furtado.”
c) “Garrucha engatilhada, só pedia que o assombrado
desse franquia de tiro”
d) “No alto da figueira estava, no alto da figueira fiquei. “
2) Todos os elementos listados abaixo reforçam a tipologia
narrativa do texto em análise. Assinale a opção que não
traz um traço típico desse tipo de texto:
a) presença de personagens.
b) sequência de ações.
c) caráter argumentativo.
d) localização espacial.
3) Considerando tratar-se de uma ação do lobisomem, no
trecho “Aquele par de brasas espiava aqui e lá”, ocorre
a combinação de duas figuras de linguagem. São elas:
a) antítese e metáfora
b) comparação e metonímia
c) hipérbole e ironia
d) metáfora e metonímia
4) No trecho “Tanta chispa largava o penitente que um
caçador de paca”, o emprego do conectivo em destaque
introduz um valor:
a) conclusivo
b) consecutivo
c) explicativo
d) alternativo
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5) Na oração, “Em presença de tal apelação, mais brabento
apareceu a peste.”, ao analisar seus termos, percebe-se
que, para obter um efeito expressivo, faz-se um desvio
em relação à norma padrão. Trata-se de um desvio de:
a) concordância
b) regência
c) acentuação
d) colocação pronominal
6) No trecho “chamei os santos de que sou devocioneiro”,
o termo em destaque exerce a função sintática de:
a) sujeito
b) predicativo
c) objeto direto
d) complemento nominal
7) No vocábulo “galhofista”, nota-se um sufixo que
cumpre o mesmo papel semântico que o que forma
todos os vocábulos abaixo, exceto:
a) idealismo
b) corintiano
c) jogador
d) barbeiro
Texto II
O nome “cesariana” vem do imperador César
O nome “cesariana”, que designa a operação de parto,
não tem absolutamente nada a ver com Júlio César. O nome
próprio “César”, aliás, que deu origem ao nome genérico
dos imperadores alemães e russos (kaiser e czar ou tzar,
respectivamente) é de origem etrusca, e não latina.
O nome “cesariana” relaciona-se com o verbo caedo, que
originou o substantivo tesoura em francês (ciseaux) e inglês
(scissors). Relaciona-se também com nomes como “cisão”,
“circuncisão”, “incisão” e “rescisão”.
O Dicionário Etimológico da Língua Portuguesa, de Antenor
Nascentes, confirma: antes de Júlio César, muita gente já havia
nascido por meio de cesariana, inclusive Cipão, o Africano, que
viveu antes de César, quando essa operação já se chamava
assim.
(José Augusto Carvalho, adaptado)
8) O texto acima apresenta o predomínio da seguinte
função da linguagem:
a) fática
b) conativa
c) emotiva
d) metalinguística
9) Em relação à oração “Relaciona-se também com nomes
como”, o único comentário correto é:
a) ocorre sujeito composto.
b) o sujeito e indeterminado.
c) o verbo está na voz passiva.
d) o verbo está na voz reflexiva.
10) Uma ferramenta coesiva utilizada em “inclusive Cipão,
o Africano, que viveu antes de César” corresponde ao:
a) uso de uma conjunção integrante.
b) emprego de pronomes de tratamento.
c) uso de um pronome relativo.
d) emprego de verbos no infinitivo.
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 RACIOCÍNIO LÓGICO E MATEMÁTICO 18) Choose the correct pair of sentences.

I. I´ve been to Paris last year.

11) Marcos gastou 30% de 50% da quantia que possuía e II. I´ve been gone to Paris.

mais 20% do restante. A porcentagem que lhe sobrou III. I´ve been to Paris.


do valor que possuía é de: IV. I went to Paris last year.

a) 58%

b) 68% a) I and IV.

c) 65% b) I and II.

c) II and III.

d) 77,5%

d) III and IV.


12) Luis Gustavo gastou R$ 23,00 equivalente a terça parte 19) Choose the correct sequence of words.
3

I. I´ve _______ had breakfast.
de de sua mesada. Desse modo, a metade do valor

II. I´ll _______ finished my studies.
5

da mesada de Luis Gustavo é igual a: III. I arrived to Guarulhos after the plane ____ taken off.

a) R$ 57,50 IV. There ___ pasta in the fridge, if you want to eat.

b) R$ 115,00
a) Already-have-had-is.

c) R$ 172,50

b) Already-had-had-is.

d) R$ 68,50

c) Yet-had-had-is.


d) Just-had-have-are.
13) A soma entre os décimos termos das sequencias

lógicas A = 2, 6, 11, 17, ... e B = 0,1, 1,2,3,5,8,... é igual a:

a) 96 20) The new Italian restaurant has been ____________
recommended by the trip advisor.

b) 95

a) High.

c) 108

b) Higher.

d) 83

c) Highly.


d) Highest.
14) De acordo com o raciocínio lógico a negação da frase
“Se o jogo foi à noite, então o time faltou” é dada por:

a) o jogo foi à noite ou o time faltou 21) Don´t forget to check the answering machine when you
_________ home.


b) o jogo foi à noite e o time faltou
a) Would get.

c) o jogo não foi à noite ou o time faltou

b) Get.

d) o jogo foi à noite e o time não faltou

c) Will get.


d) Got.
15) Dentre as afirmações:


I. Se todo X é Y, então todo Y é X.
22) The thief ___________by the police.

II. O condicional é falso se o antecedente for verdade e o

consequente for falso. a) Was caught.


III. O bicondicional entre duas proposições é verdade b) Was catch.

somente se os valores lógicos das proposições forem c) Wascatched.


verdade. d) Catched.

Pode-se afirmar que são corretas:

a) somente uma delas 23) Choose the word or phrase which CANNOT complete

the sentence.

b) somente duas delas

c) todas I arrived late to work _________________rain.

d) nenhuma a) Because of the heavy.


b) Because of the.

CONHECIMENTOS ESPECÍFICOS c) Due to the.

d) Because.

16) Choose the correct pair of sentences.

I. The sun rise in the east. 24) Choose the correct phrase.


II. Raising a child demands a lot of time and effort. a) She runs fastly.


III. If he´s called you, you should return his call. b) He works hard.


IV. The information will sent tonight. c) My brother seems strangely.


d) You smell well tonight.

a) I and II.

b) I and III. 25) The sentence : “The droughts have affected the farmers

c) II and IV. over the past few days” means.


d) II and III. a) It´s been raining.


b) It´s been pouring with rain.

17) Choose the correct pair of sentences. c) It´s been snowing.


I. The present perfect is used to talk about experiences in d) It hasn´t been raining.

a certain period of time.

II. The present perfect is used to talk about unfinished time. 26) The sentence: “ I am a vegetarian” means.

III. The simple past is used to talk about unfinished time.

a) I didn´t eat meat.

IV. The simple past is used to talk about finished time.

b) I didn’t use to eat meat.


c) I don´t eat meat.
a) I and II.

d) I´m not eating meat.

b) I and III.


c) II and IV.

d) III and IV.

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27) The sentence “Thiago is always angry. He fought with
his boss yesterday” means.
a) If he weren´t so angry, he wouldn´t fought with his boss.
b) If he weren´t so angry, he would fought with his boss.
c) If he were so angry, he wouldn´t have fought with his
boss.
d) If he weren´t so angry, he wouldn´t have fought with his
boss.
28) Report the sentence
Diana: I went to New York last year.
a) She said that she has been to New York last year.
b) She said that she had gone been to New York last year.
c) She said that she has gone to New York last year.
d) She said that she go to New York last year.
Choose the word with the different sound from the one
underline in the sentences 29, 30 and 31.
29) The Smithsonian is an institution that collects and
preserves the archives of the American history.
a) Orchard.
b) Anarchistic.
c) Orchid.
d) Architect.
30) The pizza that was invented in Naples could be found in
many places of the world.
a) Cheat.
b) Meat.
c) Beat.
d) Chip.
31) Neil Armstrong, the American astronaut, was the first
man to step on the moon.
a) Cook.
b) Boot.
c) Noon.
d) Loop.
Read the text to answer questions: 32, 33, 34 and 35.
Welsh pupils disadvantaged by lack of foreign language
options – Decision to scrap languages from Welsh
Baccalaureate will disadvantage Welsh economy and
culture, ministers told.
(An all-party parliamentary meeting has been told of the growing
concern about foreign language provision in Wales.)
The decline in modern foreign languages in Wales is a social
exclusion issue, according to the director of the Welsh national
centre for languages (CILT Cymru).
“In 1995, 55% of pupils in Wales took a GCSE in a foreign
language, now the figure stands at 22% and in areas of high
social deprivation, like Blaenau Gwent, it’s 11%,” Ceri James
said.
James, speaking at an all-party parliamentary group meeting at
the House of Lords on Wednesday, expressed his concern at
the Welsh government’s decision to remove a modern foreign
languages (MFL) unit in the Welsh Baccalaureate (Welsh Bacc).
The Welsh Bacc is a qualification for 14-19-year-olds in Wales.
It is taken in addition to A-levels, and is equivalent to 120 Ucas
points.
James said that while the decision to remove languages from
the Welsh Bacc was the trigger for the meeting, the challenges
to foreign languages in Wales “runs far deeper,” and that pupils
are disadvantaged compared to their English and Scottish
counterparts.
In England and Scotland foreign languages are to become
compulsory at primary level from September 2014 and they
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are a compulsory for the English Baccalaureate (Ebacc),
the performance measure Ofsted takes into account when
inspecting schools in England. In Wales, foreign languages will
not form part of the primary nor secondary curriculum.
Baroness Jean Coussins chaired the meeting, hearing
statements from representatives from schools, higher education
and business. The crossbench peer said that although being
a country of bilingual speakers, MFL provision is suffering in
Wales, where children have the lowest participation rate in
language learning compared to the rest of the UK.
The meeting was called amid concerns that the U-turn on the
inclusion of languages as a compulsory component of the
Welsh Baccalaureate is a “retrograde step for Wales”.
The decision to drop the language unit comes at a time when
the Welsh government announced a 75% funding cut to CILT
Cymru, which encourages language learning for children, in
2014-2015.
“We’re at a crossroads,” Claire Gorrara, chair of the University
Council of Modern Languages for Wales, said. “There’s
compelling evidence that multilingualism benefits the individual,
the economy and the culture of a nation, but we’re at a time of
increasing funding austerity and modern languages are not a
priority for support.”
Gorrara said a shrinking pipeline of secondary school students
able to go to a Welsh university and develop their language
skills is having an impact on the Welsh economy and culture.
She also added that there is a “lack of interest from key bodies”.
In a letter to Huw Lewis, minister for education and skills, Gorrara
raised her concerns over the slashing of CILT Cymru’s funding.
Lewis responded by describing the decision as regrettable,
but necessary to “ensure that sufficient funding is available to
support the Welsh government priorities of improving literacy
and numeracy skills, and reducing the impact of poverty on
attainment”.
Sarah Grain, export sales manager for Caerphilly-based
company Eriez Magnetics Europe, said she struggles to recruit
young people because they lack the requisite combination of
language and business skills. “Young people are unaware of
the importance of language skills for their career prospects,”
she said.
Lord Aberdare described the plight of languages in Wales as a
“self-harm situation”.
Adaptado de: http://www.theguardian.com/education/2014/mar/15/social-
exclusion-language-provision-wales.
32) According to the text:
a) Wales still invests more on foreign languages than other
countries in the UK.
b) The Welsh government is reducing the investment in
foreign languages.
c) Most people in Wales speak a foreign language.
d) The majority of Welsh politicians think foreign languages
are unimportant.
33) According to the text:
a) Ceri James maintains foreign languages have always
been good in Wales but this may change as of 2014.
b) Baroness Jean Coussins claims Wales has a lower
participation rate in language learning because it is a
bilingual country.
c) Claire Gorrara thinks there should be more investment
in foreign languages.
d) Sarah Grain claims language skills are more important
than business skills.
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34) The following is false:
a) Huw Lewis endeavors so that foreign languages can be
fostered in Wales.
b) Wales and England are going in opposite directions with
respect to the teaching of foreign languages.
c) England and Scotland will invest on foreign languages at
a primary level as of September 2014.
d) Lord Aberdare disagrees with the new Welsh policy for
foreign languages.
35) The best substitute for crossroads in “’We’re at a
crossroads,’ Claire Gorrara, chair of the University
Council of Modern Languages for Wales, said.” is:
a) Agreement.
b) Critical point.
c) Conclusion.
d) Highway.
Read the following text for questions 36, 37, 38, 39 and 40
English as Language of Global Education
When economics students returned this winter to the elite École
Normale Supérieure here, copies of a simple one-page petition
were posted in the corridors demanding an unlikely privilege:
French as a teaching language.
“We understand that economics is a discipline, like most
scientific fields, where the research is published in English,” the
petition read, in apologetic tones. But it declared that it was
unacceptable for a native French professor to teach standard
courses to French-speaking students in the adopted tongue of
English.
In the shifting universe of global academia, English is
becoming as commonplace as creeping ivy and mortarboards.
In the last five years, the world’s top business schools and
universities have been pushing to make English the teaching
tongue in a calculated strategy to raise revenues by attracting
more international students and as a way to respond to
globalization.
Business universities are driving the trend, partly because
changes in international accreditation standards in the late
1990s required them to include English-language components.
But English is also spreading to the undergraduate level, with
some South Korean universities offering up to 30 percent of
their courses in the language. The former president of Korea
University in Seoul sought to raise that share to 60 percent, but
ultimately was not re-elected to his post in December.
In Madrid, business students can take their admissions test
in English for the elite Instituto de Empresa and enroll in core
courses for a master’s degree in business administration in the
same language. The Lille School of Management in France
stopped considering English a foreign language in 1999, and
now half the postgraduate programs are taught in English to
accommodate a rising number of international students.
Over the last three years, the number of master’s programs
offered in English at universities with another host language has
more than doubled, to 3,300 programs at 1,700 universities,
according to David A. Wilson, chief executive of the Graduate
Management Admission Council, an international organization
of leading business schools that is based in McLean, Va.
“We are shifting to English. Why?” said Laurent Bibard, the
dean of M.B.A. programs at Essec, a top French business
school in a suburb of Paris that is a fertile breeding ground for
chief executives.
“It’s the language for international teaching,” he said. “English
allows students to be able to come from anyplace in the world
and for our students — the French ones — to go everywhere.”
This year the university is celebrating its 100th anniversary in
its adopted tongue. Its new publicity film debuted in English and
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French. Along one of the main roads leading into Paris loomed
a giant blue billboard boasting of the anniversary in French and,
in smaller letters, in English.
Essec has also taken advantage of the increased revenue that
foreign students — English-speaking ones — can bring in. Its
population of foreign students has leapt by 38 percent in four
years, to 909 today out of a student body of 3,700.
The tuition for a two-year master’s degree in business
administration is 19,800 euros for European Union citizens, and
34,000 euros for non-EU citizens.
“The French market for local students is not unlimited,” said
Christophe N. Bredillet, the associate dean for the Lille School of
Management’s M.B.A. and postgraduate programs. “Revenue is
very important, and in order to provide good services, we need
to cover our expenses for the library and research journals. We
need to cover all these things with a bigger number of students
so it’s quite important to attract international students.”
With the jump in foreign students, Essec now offers 25 percent
of its 200 courses in English. Its ambition is to accelerate the
English offerings to 50 percent in the next three years.
Santiago Iñiguez de Ozoño, dean of the Instituto de Empresa,
argues that the trend is a natural consequence of globalization,
with English functioning as Latin did in the 13th century as the
lingua franca most used by universities.
“English is being adapted as a working language, but it’s not Oxford
English,” he said. “It’s a language that most stakeholders speak.”
He carries out conversation on a blog, deanstalk.net, in English.
But getting students to feel comfortable speaking English in
the classroom is easier said than done. When younger French
students at Essec start a required course in organizational
analysis, the atmosphere is marked by long, uncomfortable
silences, said Alan Jenkins, a management professor and
academic director of the executive M.B.A. program.
“They are very good on written tasks, but there’s a lot of
reticence on oral communication and talking with the teacher,”
Dr. Jenkins said, adding that he used role-playing to encourage
students to speak. He also refuses to speak in French. “I have
to force myself to say, ‘Can you give me that in English?’ ”
Officials at Ewha Womans University in Seoul are also aware
that they face a difficult task at the first stage of their Global 2010
project, which will require new students to take four classes
in English, two under the tutelage of native English-speaking
professors. The 120-year-old university has embarked on a
hiring spree to attract 50 foreign professors.
At the beginning, “teaching courses in English may have less
efficiency or effectiveness in terms of knowledge transfer than
those courses taught in Korean,” said Anna Suh, program
manager for the university’s office of global affairs, who said
that students eventually see the benefits. “Our aim for this kind
of program is to prepare and equip our students to be global
leaders in this new era of internationalization.”
The Lille management school is planning to open a satellite
business school program next fall in Abu Dhabi, United Arab
Emirates, where the working language will also be in English.
“Internationally, the competition is everywhere,” Dr. Bredillet
said. “For a master’s in management, I’m competing with
George Washington University. I’m competing with some
programs in Germany, Norway and the U.K. That’s why we’re
delivering the curriculum in English.”
Adaptado de: http://www.nytimes.com/2007/04/11/education/11english.html
36) According to the text: 39) According to the text:


a) Worldwide graduate courses in business envisage a a) The French language is considered a distinct privilege
stronger curriculum in their local languages as a struggle

in business administration because everyone already

against the supremacy of English. knows English.
b) Many universities are communicating with each other in b) No undergraduate courses out of the Anglophone world
English even if they belong to the same country.

are taught in English.

c) English has an increasing participation in graduate c) There has been no objection to English as an educational
courses in business as more and more classes are

language in economics and business administration.

taught in English. d) Anna Suh states the students at Ewha Womans
d) All foreign students demand business courses in English. University may find classes in English harder but they

37) The following is false:
a) Most French business courses are still reluctant to adopt
English as an educational language.
know this will be good for them in the future.
40) The best substitute for the word trend in ”Business
universities are driving the trend, partly because

b) According to Alan Jenkins French students at the Essec changes in international accreditation standards in the
perform better in written than spoken English. late 1990s required them to include English-language

c) Santiago Iñiguez de Ozoño claims international English components.” is:
is changing because of its usage in economic subjects. a) Policy.


d) Several business universities adopt English in courses b) Commerce.

as a strategy to attract international students.

c) Tendency.

d) Organization.

38) The following is false:

a) Hiring native English-speaking professors has been
adopted as a measure to improve the level of English of

some students.
b) International students often pay higher tuitions than local
ones.

c) Christophe N. Bredillet sustains that the knowledge of
international students can replace the knowledge from

libraries and scientific journals.
d) Nowadays the English language performs a task
analogue to that of Latin as the lingua franca amidst

universities in the 1200s.

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