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➧ PROVA DE LÍNGUA INGLESA: CESPE-2006-SEDUC/PA-PROFESSOR DE INGLÊS, aplicação em 16/07/2006.
➧ BANCA/ORGANIZADOR: CESPE.
➧ GABARITO:
01-A, 02-C, 03-D, 04-B, 05-B
06-A, 07-C, 08-D, 09-D, 10-A
11-B, 12-A, 13-C, 14-D, 15-A
16-C, 17-B, 18-B, 19-C, 20-D
➧ TEXT I: This text refers to questions from 01 through 10.
Much of our language teaching is devoted to instruction in mastering English conversation. However, numerous other forms of spoken language are also important to incorporate into a language course, especially in teaching listening comprehension. As you plan lessons or curricula, the classification shown in the figure below of types of oral language should enable you to see the big picture of what teaching aural comprehension entails.
In monologues, when one speaker uses spoken language for any length of time, as in speeches, lectures, readings, news broadcasts, and the like, the hearer must process long stretches of speech without interruption — the stream of speech will go on whether or not the hearer comprehends. Planned, as opposed to unplanned monologues, differ considerably in their discourse structures. Planned monologues (e.g., speeches and other pre-written material) usually manifest little redundancy and are therefore relatively difficult to comprehend. Unplanned monologues (impromptu lectures and long “stories” in conversations, for example)19 exhibit more redundancy, which makes for ease in comprehension, but the presence of more performance variables and other hesitations can either help or hinder22 comprehension.
Dialogues involve two or more speakers and can be subdivided into those exchanges that promote social relationships (interpersonal) and those for which the purpose is to convey propositional or factual information (transactional). In each case, participants may have a good deal of shared knowledge; therefore, the familiarity of the interlocutors will produce conversations with more assumptions, implications, and other meanings hidden “between the lines”. In conversations between or among participants who are unfamiliar with each other, references and meanings have to be made more explicit in order for effective comprehension to take place. When such references are not explicit, misunderstandings can easily follow.
One could have also subdivided dialogues between those in which the hearer is a participant and those in which the hearer is an “eavesdropper”. In both cases, the above conversational descriptions apply, but the major — and highly significant — difference is that in the latter the hearer is, as in monologues, unable to interrupt or otherwise to participate vocally in the negotiation of meaning.
In all cases, remember that these categories are really not discrete, mutually exclusive domains; rather, each dichotomy, as usual, represents a continuum of possibilities. For example, everyday social conversations can easily contain elements of transactional dialogues, and vice versa. Similarly, “familiar” participants may on a particular topic share very little common knowledge. If each category, then, is viewed as an end point, you can aim your teaching at appropriate ranges in between.
H. Douglas Brown. From an interactive approach to language pedagogy. Teaching by principles. Ed. Prentice Hall Regents, p. 236 (with adaptations).
01. (CESPE-2006-SEDUC/PA-PROFESSOR)
According to the text, choose the correct option.
(A) Conversation plays a major role in English language teaching.
(B) Spoken language and aural understanding should be kept apart.
(C) There’s no difference between planning a lesson and planning a curriculum.
(D) There is just one type of oral language.
02. (CESPE-2006-SEDUC/PA-PROFESSOR)
In the text, the word “Much” (R.1) can be correctly replaced by
(A) Many.
(B) A good number of.
(C) A great deal of.
(D) Some.
03. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) monologues can occur in four different situations.
(B) the listener is unable to understand everything that’s being said.
(C) there’s a considerable difference between unplanned monologues and unplanned speeches.
(C) there’s a considerable difference between unplanned monologues and unplanned speeches.
(D) in readings and in news broadcast, there may be long streams of speeches.
04. (CESPE-2006-SEDUC/PA-PROFESSOR)
has the same meaning as
(A) readings.
(B) formal talks.
(C) conferences.
(D) seminars.
According to the text, it can be correctly inferred that
(B) formal talks.
(C) conferences.
(D) seminars.
05. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) dialogues can be classified into four categories.(B) impromptu monologues are easier to understand than the planned ones.
(C) hesitations can neither aid, nor block understanding.
(D) shared knowledge hides, in dialogues, those meanings “between the lines”.
06. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) In a dialogue, a hearer may just be listening to the conversation without taking part in it.
(B) Explicit references can cause misunderstanding.
(C) Dialogues are to be heard, not to serve as a means of conversation.
(D) Negotiation of meaning is always present in a dialogue.
07. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) an ordinal.
(B) a cardinal.
(C) a pronoun.
(D) a noun.
08. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) dialogues are to be seen as having a fixed pattern.
(B) transactional and interpersonal dialogues are mutually
exclusive.
(C) familiar participants have no knowledge on any matters.
(D) dialogues may involve more than two participants.
In the text, the word “easily” (R.47) is an adverb of
(B) transactional and interpersonal dialogues are mutually
exclusive.
(C) familiar participants have no knowledge on any matters.
(D) dialogues may involve more than two participants.
09. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) time.
(B) place.
(C) intensity.
(D) manner.
10. (CESPE-2006-SEDUC/PA-PROFESSOR)
“you can aim your teaching at appropriate ranges in between” (R.51-52)
corresponds to
(A) your teaching can be aimed at appropriate ranges in between.
(B) your teaching could be aimed at appropriate ranges in between.
(C) your teaching might be aimed at appropriate ranges in between.
(D) your teaching must be aimed at appropriate ranges in between.
As teachers we cannot ignore the fact that classroom SL learning has a social dimension. It might be assumed that all practitioners are aware of this, and also that all SL teachers will strive to arrange for a relaxed, supportive environment in order to promote learning. However, it is desirable to ask what evidence we have to support this position, or if it is only an assumption. It certainly has not always been assumed to be an accurate statement, as a glance at the prescriptions for SL classrooms of 20 years ago will quickly show. In addition, the position that such an environment favors learning is not accepted across all cultures (particularly non-Western educational systems). Culturally determined student expectations, the individual teacher’s personality, and the interaction between these two impose limitations on the social climate of the classroom. Nevertheless, teachers have some flexibility as to what choices they make.
In recent years there have been two streams of discussion in this area directly connected to SL learning. One is that broadly associated with the label “humanistic approaches”. In this area are the so-called innovative “methods” such as counseling-learning and communicative approach. The training needed to utilize these techniques according to the full prescriptions of their founders is more extensive than most SL teachers have time for, and the evidence for their success has not been forthcoming. The second strand here is the less doctrinaire position associated in particular with Schumann and Krashen. Krashen in particular has posited an “affective filter”, which must be lowered if successful unconscious SL development is to take place. However, these positions have suffered from a general lack of direct support.
Meanwhile, for the last 20 years or more, mainstream educational researchers have been investigating the topic of classroom climate, or classroom environment, in non-SL classes. Their results have not been particularly clear-cut, either. Observational measures of positive affect correlate poorly with achievement, which may have to do with the fact that praise, a major component of such measures, is distributed inconsistently across high- and low-achieving pupils.
Marianne Celce-Murcia. From teaching English as a second or foreign language. Heinle & Heinle Publishers, p. 62 (with adaptations).
(B) your teaching could be aimed at appropriate ranges in between.
(C) your teaching might be aimed at appropriate ranges in between.
(D) your teaching must be aimed at appropriate ranges in between.
➧ TEXT II: This text refers to questions from 11 through 20.
As teachers we cannot ignore the fact that classroom SL learning has a social dimension. It might be assumed that all practitioners are aware of this, and also that all SL teachers will strive to arrange for a relaxed, supportive environment in order to promote learning. However, it is desirable to ask what evidence we have to support this position, or if it is only an assumption. It certainly has not always been assumed to be an accurate statement, as a glance at the prescriptions for SL classrooms of 20 years ago will quickly show. In addition, the position that such an environment favors learning is not accepted across all cultures (particularly non-Western educational systems). Culturally determined student expectations, the individual teacher’s personality, and the interaction between these two impose limitations on the social climate of the classroom. Nevertheless, teachers have some flexibility as to what choices they make.
In recent years there have been two streams of discussion in this area directly connected to SL learning. One is that broadly associated with the label “humanistic approaches”. In this area are the so-called innovative “methods” such as counseling-learning and communicative approach. The training needed to utilize these techniques according to the full prescriptions of their founders is more extensive than most SL teachers have time for, and the evidence for their success has not been forthcoming. The second strand here is the less doctrinaire position associated in particular with Schumann and Krashen. Krashen in particular has posited an “affective filter”, which must be lowered if successful unconscious SL development is to take place. However, these positions have suffered from a general lack of direct support.
Meanwhile, for the last 20 years or more, mainstream educational researchers have been investigating the topic of classroom climate, or classroom environment, in non-SL classes. Their results have not been particularly clear-cut, either. Observational measures of positive affect correlate poorly with achievement, which may have to do with the fact that praise, a major component of such measures, is distributed inconsistently across high- and low-achieving pupils.
Marianne Celce-Murcia. From teaching English as a second or foreign language. Heinle & Heinle Publishers, p. 62 (with adaptations).
11. (CESPE-2006-SEDUC/PA-PROFESSOR)
According to the text, it can be correctly inferred that
(A) every teacher is conscious that second language learning is a social event.
(B) it should not be taken for granted that all teachers are worried about creating a favorable atmosphere to promote learning.
(C) there is sound evidence that every teacher is concerned about promoting a supportive environment.
(D) it is advisable to support the idea that English practitioners have always been preoccupied with problems which have to do with the promotion of a relaxed classroom atmosphere.
In the text, the word “this” (R.6) is a
(B) it should not be taken for granted that all teachers are worried about creating a favorable atmosphere to promote learning.
(C) there is sound evidence that every teacher is concerned about promoting a supportive environment.
(D) it is advisable to support the idea that English practitioners have always been preoccupied with problems which have to do with the promotion of a relaxed classroom atmosphere.
12. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) demonstrative adjective.
(B) demonstrative pronoun.
(C) personal pronoun.
(D) possessive pronoun.
In the extract
(B) demonstrative pronoun.
(C) personal pronoun.
(D) possessive pronoun.
13. (CESPE-2006-SEDUC/PA-PROFESSOR)
“It certainly has not always been assumed” (R.7),
the verb tense is in the
(A) past perfect.
(B) past perfect continuous.
(C) present perfect.
(D) present perfect progressive.
According to the text, choose the correct option.
(B) past perfect continuous.
(C) present perfect.
(D) present perfect progressive.
14. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) Two decades ago teaching accuracy was pursued the same way as it is today.
(B) Cultural environment is the same the world over.
(C) In non-Western countries, the teachers had no choices as to how to teach foreign languages.
(D) Culture and teaching are two closely related issues.
(B) Cultural environment is the same the world over.
(C) In non-Western countries, the teachers had no choices as to how to teach foreign languages.
(D) Culture and teaching are two closely related issues.
15. (CESPE-2006-SEDUC/PA-PROFESSOR)
From the text, it can be correctly inferred that
(A) lately, there have been two currents of discussions in the field of SL learning.
(B) there is nothing whatsoever new about the humanistic
approach.
(C) all SL teachers have no time available to be trained either in the counseling-learning or in the communicative approach.
(D) the success of the methods mentioned is supposed to happen soon.
(B) there is nothing whatsoever new about the humanistic
approach.
(C) all SL teachers have no time available to be trained either in the counseling-learning or in the communicative approach.
(D) the success of the methods mentioned is supposed to happen soon.
16. (CESPE-2006-SEDUC/PA-PROFESSOR)
“more extensive than” (R.23-24)
is a
(A) superlative.
(B) comparative of equality.
(C) comparative of superiority.
(D) comparative of inferiority.
According to the text, choose the correct option regarding the doctrinaire position associated with Schumann and Krashen.
(B) comparative of equality.
(C) comparative of superiority.
(D) comparative of inferiority.
17. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) If the affective filter is low, the learning will also be low.
(B) The affective filter needs to be lowered in order to reach success in learning.
(C) If the affective filter is high, the learning will also be high.
(D) If the affective filter is high, there will be no learning.
In the text, the word “Meanwhile” (R.32) means
(B) The affective filter needs to be lowered in order to reach success in learning.
(C) If the affective filter is high, the learning will also be high.
(D) If the affective filter is high, there will be no learning.
18. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) while something else had happened.
(B) while something else is happening.
(C) while something else happened.
(D) while something will happen.
According to the text, it can be correctly inferred that
(B) while something else is happening.
(C) while something else happened.
(D) while something will happen.
19. (CESPE-2006-SEDUC/PA-PROFESSOR)
(A) classroom climate in non SL class stopped being investigated two decades ago or more.
(B) under no circumstances, positive feedback is the best way to make students succeed.
(C) the effect of classroom environment in non SL classes is not yet clearly determined.
(D) low achievement can be associated with lack of praise.
20. (CESPE-2006-SEDUC/PA-PROFESSOR)
is the same as
(A) to make with.
(B) to perform with.
(C) to cope with.
(D) to be connected with.
(B) to perform with.
(C) to cope with.
(D) to be connected with.
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