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➧ PROVA DE LÍNGUA INGLESA: CESPE-2008-SEDU/ES-PROFESSOR DE INGLÊS, aplicação em 27/01/2008.
➧ BANCA/ORGANIZADOR: CESPE - Centro de Seleção e de Promoção de Eventos Universidade de Brasilia.
➧ GABARITO:
01-E, 02-E, 03-C, 04-E, 05-E
06-C, 07-E, 08-E, 09-E, 10-E
11-C, 12-C, 13-C, 14-C, 15-E
16-C, 17-C, 18-E, 19-E, 20-C
21-E, 22-E, 23-E, 24-C, 25-E
26-C, 27-C, 28-E, 29-E, 30-E
31-C, 32-C, 33-C, 34-E, 35-C
36-E, 37-E, 38-C, 39-C, 40-E
41-C, 42-C, 43-E, 44-C, 45-C
46-E, 47-E, 48-E, 49-C, 50-E
➧ TEXT I:
This text refers to items 01 through 12.
While it may seem to be another specialization altogether, modern language teachers often find that they must also serve as reading skill teachers since emphasis on reading has become one of the primary curricular concerns in second and foreign language programs. In fact, reading is often the chief goal of learners in countries where English is taught as a foreign language; while reading and writing together are the central activities in most intermediate and advanced ESL (English as a Second Language) programs at the secondary and postsecondary levels. Attention to academic reading or reading-for-the-purpose-of-learning, therefore, has come to be one of the most important methodological topics in the field of teaching English to speakers of other languages.
Interesting reading within the context of second and foreign language instruction has evolved cyclically over the years. Some generations back, the prevailing approach was centered, often exclusively, on the reading of texts in the target language, thus the names “reading approach” or “grammar-translation method” were used.
Teaching English as a Second or Foreign Language. Marianne CelceMurcia, Editor. Heinle & Heinle Publishers, 2nd edition, p. 195 (adapted).
While it may seem to be another specialization altogether, modern language teachers often find that they must also serve as reading skill teachers since emphasis on reading has become one of the primary curricular concerns in second and foreign language programs. In fact, reading is often the chief goal of learners in countries where English is taught as a foreign language; while reading and writing together are the central activities in most intermediate and advanced ESL (English as a Second Language) programs at the secondary and postsecondary levels. Attention to academic reading or reading-for-the-purpose-of-learning, therefore, has come to be one of the most important methodological topics in the field of teaching English to speakers of other languages.
Interesting reading within the context of second and foreign language instruction has evolved cyclically over the years. Some generations back, the prevailing approach was centered, often exclusively, on the reading of texts in the target language, thus the names “reading approach” or “grammar-translation method” were used.
Teaching English as a Second or Foreign Language. Marianne CelceMurcia, Editor. Heinle & Heinle Publishers, 2nd edition, p. 195 (adapted).
According to the text, judge the following items.
01. Reading is another specialization language teachers find together.
01. Reading is another specialization language teachers find together.
02. Modern language teachers hardly ever have to serve as reading skill teachers.
03. Reading has been considered an important subject.
04. Reading has become an important concern in second language programs, but not in foreign language programs.
05. Reading is the main objective in countries where English is taught as a second language.
06. Reading and writing skills are relevant to be taught at the secondary and postsecondary levels.
07. In Brazil, the main goal of students who take ESL classes is to speak English fluently, without any foreign accent.
08. Teaching English for reading in its own right has remained unchangeable all along the years.
09. Some time ago, reading was learned based only on texts written in foreign language.
In the text,
10. “altogether” (R.2) is the same as all together.
11. “reading” (R.4) is a noun.
12. “In fact” (R.5) is synonymous with as a matter of fact.
➧ TEXT II: This text refers to items 13 through 25.
Producing a successful written text is a complex task which requires simultaneous control over a number of language systems as well as an ability which takes into consideration the ways the discourse must be shaped for a particular audience and a particular purpose. Teaching ESL students to become successful writers is no less a complex task. But it can be a tremendously rewarding one as well.
As the ability to write well in a second language is no doubt even more difficult to achieve than the ability to read, speak, or understand the language, it is not surprising that many students take several years to achieve even a reasonable success. What must be emphasized to teachers in training is the importance of designing curriculum and shaping classes with a clear understanding of how the acquisition of written skills can be achieved. Our real goal is to gradually make our students work on their own, providing16 them with strategies and tools for their continued growth as writers and for the successful fulfillment of future writing tasks they might face once they have completed their last writing course with us.
Idem. Ibidem, p. 261 (adapted).
Based on the text, it can be deduced that
13. to produce a well-written text is not an easy task.
14. a good writer has to master more than one language system.
15. written discourses ought to keep the same features regardless of those who are going to read it.
16. to write well in a second language requires a lot of training.
17. to write well can be said to be the most complex of the four abilities involved in learning a foreign language.
18. for the typical student, acquiring reading skills is more difficult than learning how to write well.
19. teachers in training must emphasize the importance of curriculum design.
20. teachers should have a clear understanding of how the acquisition of written skills can be achieved when designing curriculum or shaping classes.
21. students ought to be kept away from their teachers to better perform written tasks.
22. students can improve their writing by themselves.
In the text,
23. “as well” (R.7) is a comparative of equality.
24. “gradually” (R.16) means little by little.
25. “last” (R.19) is the same as latest.
➧ TEXT III: This text refers to items 26 through 35.
The native language is learned along with the ways and attitudes of the social group, and these ways and attitudes find expression through the language. In this way the language is an integral part of the functioning social system. The psychologist Osgood has set out a theory of language “meaning” which maintains that the full meaning of words for individuals is the result of the total sum of experiences they have had with those words in the environment in which they learned them. Since members of a cultural group have had similar experiences, the meaning10 of a word is shared by them all, but it may differ in certain respects from the meaning this word has for other groups.
It is because of this interrelationship of language and culture that one-to-one equivalences can rarely be established between words and expressions in two languages, once one has passed beyond the stage of physical identification. Even here there will be divergences, as the speakers of one language will have identified certain criterial attributes and categories, according to their environmental needs, which19 may not correspond with the attributes and categories of another language.
Based on the text, it is correct to say that
26. when people learn their native language, they also learn its culture.
The native language is learned along with the ways and attitudes of the social group, and these ways and attitudes find expression through the language. In this way the language is an integral part of the functioning social system. The psychologist Osgood has set out a theory of language “meaning” which maintains that the full meaning of words for individuals is the result of the total sum of experiences they have had with those words in the environment in which they learned them. Since members of a cultural group have had similar experiences, the meaning10 of a word is shared by them all, but it may differ in certain respects from the meaning this word has for other groups.
It is because of this interrelationship of language and culture that one-to-one equivalences can rarely be established between words and expressions in two languages, once one has passed beyond the stage of physical identification. Even here there will be divergences, as the speakers of one language will have identified certain criterial attributes and categories, according to their environmental needs, which19 may not correspond with the attributes and categories of another language.
Teaching Foreign-Language Skills.
Wilga M. Rivers. The University of Chicago Press.
Second Edition.Page 318 (adapted).
Based on the text, it is correct to say that
26. when people learn their native language, they also learn its culture.
27. language and society are closely linked.
28. the meaning of a word depends on the meaning speakers give to it, according to Osgood.
29. words create the environment where they are learnt.
30. meanings of words vary entirely if the cultural background is different from group to group.
31. translation of words in different languages is a difficult task.
32. even when it comes to material objects, the one-to-one relation of words in two languages may raise arguments.
In the text,
33. “along with” (R.1) means together with.
34. “them all” (R.11) refers to “meaning of a word” (R.10-11).
35. “rarely” (R.14) is the same as seldom.
➧ TEXT IV: This text refers to items 36 through 51.
Some may wish to argue that the integration of the four skills diminishes the importance of the rules of listening, of speaking, of reading, and of writing that are unique to each separate skill. Such an argument rarely holds up under careful scrutiny of integrated-skill courses. If anything, the added richness of the latter gives students greater motivation that converts to better retention of principles of effective speaking, listening, reading, and writing. Rather than being forced to plod along* through a course that limits itself to one mode of performance, they are given a chance to diversify their efforts in more meaningful tasks. Such integration can, of course, still utilize a strong, principled approach to the separate, unique characteristics of each separate skill.
* plod along – to work slowly and continuously, but without imagination, enthusiasm or interest.
Teaching by Principles. H. Douglas Brown. Prentice Hall. 3rd edition, p. 218 (adapted).
According to the text, it can be inferred that
36. the four skills should be taught separately.
37. listening must be taught with speaking, whereas reading has to be taught together with writing.
38. the integrated teaching/learning of the four skills provides the students with more motivation.
39. teaching skills in isolation is not so rich as teaching them in an integrated way.
In the text,
40. “latter” (R.6) is a comparative of superiority.
41. “better” (R.7) is the opposite of worse.
➧ TEXT V: This text refers to items 42 through 50.
In much of our professional musing* about teaching and learning, we interchange the terms second and foreign in referring to English language teaching. But some caution is warranted when you propose to deal specifically with a curriculum or a lesson because for you and your students the difference between the two is significant.
To distinguish operationally between the two, think of what is going on outside your classroom door. That is, once your students leave your classroom, which language will they commonly hear out there in the hallways or, in case you are in the foreign language department hallway, out on the sidewalks and in the stores? Second language learning contexts are those in which the classroom target language is readily available out there. Teaching English in the United States or Australia clearly falls into this (ESL) category. Foreign language contexts are those in which students do not have ready-made contexts for communication beyond their classroom. They may be obtainable through language clubs, special media opportunities, books, or an occasional tourist, but efforts must be made to create such opportunities.
* muse – to think about something carefully and for a long time.
Idem. Ibidem, p. 120 (adapted).
Based on the text, it can be concluded that
42. teachers usually make no difference between second and foreign language.
44. a second language is that one you learn in a foreign country where this language is the native language.
45. if you are English and you are learning Portuguese in Brazil, Portuguese will be a second language for you.
46. English learned in Australia can be considered a foreign language.
47. a foreign language environment is that one found by a Brazilian learning English in the USA.
In the text,
48. “much” (R.1) can be replaced by many.
49. “readily” (R.14) is synonymous with promptly.
50. “those” (R.13) refers to “contexts” (R.13).
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