CESPE/UnB–2006–SGA/SEE/DF–PROFESSOR–LÍNGUA INGLESA–GABARITO, TEXTOS TRADUZIDOS & AQUISIÇÃO DE VOCABULÁRIO.

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❑ PROVA DE LÍNGUA INGLESA:

•  CESPE/UnB-2006-CGA/DF-SECRETARIA DE ESTADO DE GESTÃO ADMINISTRATIVA-Distrito Federal-PROFESSOR DE INGLÊS-10/09/2006.

www.cespe.unb.br 

❑ ESTRUTURA-PROVA:

• 50 TFQs (True False Question). 

❑ PROVA:

❑ TEXTO:

This text refers to items from 51 through 68.

The little red schoolhouse

A pequena escola vermelha

While growing up in Kentucky and Indiana, I went to several one-room schools because my family moved around in search of fertile land and a town with a good church and honest people.

Enquanto crescia em Kentucky e Indiana, frequentei várias escolas de uma sala porque minha família mudava-se em busca de terras férteis e de uma cidade com uma boa igreja e pessoas honestas.
Each schoolhouse looked pretty much the same inside and outside.

Cada escola parecia praticamente a mesma por dentro e por fora.

We sat on backless benches and worked at tables placed along the walls of the room, while the teacher’s desk sat at a little higher level at the front of the room.

Sentávamos em bancos sem encosto e trabalhávamos em mesas colocadas ao longo das paredes da sala, enquanto a secretária do professor ficava num nível um pouco mais alto, na frente da sala.

We heated the schoolhouse with a stove in the center of the room.

Aquecíamos a escola com um fogão no centro da sala.

We put whatever wood we could find into the fire to stay warm.

Colocávamos toda a lenha que encontramos no fogo para nos mantermos aquecidos.

The outside of the small wooden building was painted red, so everybody called it “the little red schoolhouse”.

A parte externa do pequeno prédio de madeira era pintada de vermelho, por isso todos o chamavam de “a pequena escola vermelha”.

A bell hung above the porch, and the teacher rang that bell to tell the students it was time to come inside and get to work.
Uma campainha estava pendurada acima da varanda, e a professora tocava a campainha para avisar aos alunos que era hora de entrar e começar a trabalhar.
Instruction in school was mainly what we called the three R’s — reading, [w]ritin’, and [a]rithmetic.

A instrução na escola era principalmente o que chamamos de três R’s – leitura, [escrever] e [a]ritmética.

Because the teacher couldn’t help all of us at the same time, sometimes the teacher had the younger students go to the front of the room, while the older students worked on assignments at their desks.

Como o professor não podia ajudar todos nós ao mesmo tempo, às vezes o professor mandava os alunos mais novos para a frente da sala, enquanto os alunos mais velhos faziam as tarefas nas suas carteiras.

All of the kids in my family made it through the eight-grade system.

Todas as crianças da minha família conseguiam passar pelo sistema de oito séries.

We worked together, taught one another, and this helped all of us graduate.

Trabalhamos juntos, ensinamos uns aos outros e isso ajudou todos nós a nos formarmos.

There weren’t enough books for all of us at school.

Não havia livros suficientes para todos nós na escola.

We made up for this through rote memorization and reciting what we learned.

Compensamos isso através da memorização mecânica e da recitação do que aprendemos.

I am still able to recite parts of some famous speeches we memorized.

Ainda consigo recitar trechos de alguns discursos famosos que memorizamos.

The teacher also had us act out plays and compete in spelling bees.
A professora também nos fez representar peças e competir em concursos de ortografia.
We called our teacher a schoolmarm. Besides teaching us, she took care of us like a nurse, gave advice like a counselor, and made us sit and stand straight like a drill sergeant. I really don’t know how my teacher managed a large group of students, aged 5 to 20. Students didn’t come to class everyday because most of us worked in the fields on our families’ farms. When the teacher had trouble with loud and active boys, she always shook her head and said, “boys will be boys”.
Chamamos nossa professora de professora. Além de nos ensinar, ela cuidava de nós como uma enfermeira, dava conselhos como uma conselheira e nos fazia sentar e ficar em pé como um sargento instrutor. Na verdade, não sei como é que o meu professor conseguia gerir um grupo grande de alunos, com idades entre os 5 e os 20 anos. Os alunos não iam às aulas todos os dias porque a maioria de nós trabalhava nos campos das quintas das nossas famílias. Quando a professora tinha problemas com meninos barulhentos e ativos, ela sempre balançava a cabeça e dizia: “meninos serão meninos”.
Getting an education is important. Our town just built a new church and elected a sheriff. And people say the railroad will build a train station here soon. I know that I can be more than a farmer. Honesty and hard work will bring you a long way in this land of opportunity. Our greatest president, Abraham Lincoln, studied in a one-room schoolhouse just like me.

Obter educação é importante. Nossa cidade acaba de construir uma nova igreja e elegeu um xerife. E as pessoas dizem que a ferrovia construirá uma estação ferroviária aqui em breve. Sei que posso ser mais do que um agricultor. Honestidade e trabalho duro lhe trarão um longo caminho nesta terra de oportunidades. Nosso maior presidente, Abraham Lincoln, estudou em uma escola de uma sala, assim como eu.
Internet: <www.exchanges.state.gov>.
Judge the following items about the schoolhouse mentioned in the text above.

51 The center of the schoolhouse was bare.
>>ERRADO: O centro da escola estava vazio.

• We heated the schoolhouse with a stove in the center of the room.
  Aquecíamos a escola com um fogão no centro da sala.

52 The pupils had to look for special wood to light the fire.
>>ERRADO: Os alunos tinham que procurar lenha especial para acender o fogo.

• We put whatever wood we could find into the fire to stay warm.
  Colocávamos toda a lenha que encontrávamos no fogo para nos mantermos aquecidos.

53 Regardless of the students’ age, everybody studied together in the same room.
>>CERTO: Independentemente da idade dos alunos, todos estudavam juntos na mesma sala.

• Because the teacher couldn’t help all of us at the same time, sometimes the teacher had the younger students go to the front of the room, while the older students worked on assignments at their desks.
  Como o professor não podia ajudar todos nós ao mesmo tempo, às vezes o professor mandava os alunos mais novos para a frente da sala, enquanto os alunos mais velhos faziam as tarefas nas suas carteiras.

54 The teacher must have been a devoted one.
>>CERTO: O professora devia ser dedicada.
55 Usually, students who attended schoolhouses rarely missed classes.
>>ERRADO: Normalmente, os alunos que frequentavam escolas raramente faltavam às aulas.
56 Schoolhouse teachers played different roles.
>>CERTO: Os professores escolares desempenharam papéis diferentes.
57 Rote memorization was the schoolhouse teacher’s preferred technique to deal with active students.
>>ERRADO: A memorização mecânica era a técnica preferida do professor escolar para lidar com alunos ativos.

The narrator of the text
58 came from a family where the spirit of cooperation was present.
>>CERTO: veio de uma família onde o espírito de cooperação estava presente.
59 views education as an important step toward making progress in life.
>>CERTO: vê a educação como um passo importante para progredir na vida.
60 succeeded in completing the eighth grade.
>>CERTO: conseguiu concluir a oitava série.
61 considered President Lincoln a source of inspiration.
>>CERTO: considerou o presidente Lincoln uma fonte de inspiração.
In the text,

62 the suffix “-less”, as in “backless” (R.6), means few.
>>ERRADO:
63 the verb “hung” (R.13) is the past tense of to hang.
>>CERTO:
64 a “porch” (R.13) is another word for garage.
>>ERRADO:
65 “all of” (R.18) can be correctly replaced by most of.
>>ERRADO:
66 the phrasal verb “made up for” (R.24) is synonymous with fought.
>>ERRADO:
67 when the teacher said “boys will be boys” (R.36-37), she meant that there is hope for boys once they have reached manhood.
>>ERRADO:
68 the modal “will”, in “hard work will bring” (R.41), can be correctly replaced by is going to.
>>ERRADO:

Taking a look at schools

In the United States in the 19th century, one-room schools were common on the frontier. The country was expanding westward. The government encouraged adventurous people to settle new territories by offering them land ownership if they worked a plot of land for five years. This offered poor immigrants hope for a better life for their children, even though clearing and cultivating the land could be backbreaking work.

One-room schools were another source of hope for the settlers. Their children could learn skills their parents didn’t have, thus increasing possibilities for their future success in the United States (US). To establish these schools, community members pooled their resources to build a school and hire a teacher. The community then took responsibility for maintaining the school and slowly updating the building and the teaching materials.
Internet: <//www.exchanges.state.gov> (with adaptations).

Judge the following items based on the text above.
69 The text does not tell us if one-room schools were common in the United States in the 1900s.
>>CERTO:
70 After having worked the land for five years, people were granted their legal possession.
>>CERTO:
71 The text mentions two sources of hope for settlers.
>>CERTO:
72 Cleaning the land and making it suitable for growing crops was an easy job.
>>ERRADO:
73 The US government built the first schools on the frontier.
>>ERRADO:

This text refers to items from 74 through 81.

Docusoap

I was watching a docusoap on television the other day. A what, you might be saying? A docu-soap. Well, it’s another one of these blend-words, where two words have come together to make a third word. In this particular case, I’m talking about a TV genre, which mixes a documentary programme and a soap. Now the documentary programmes we all know, and these are particular fly-on-the-wall documentaries we’re talking about now, where people are carrying on their everyday lives, doing their ordinary things and yet being televised or radio-recorded at the same time.

But why soap? Why are these things called soap operas? Well, that goes back to the 1930s and it was probably because some of the early sponsors of radio programmes at the time and television programmes were soap manufacturers, and so the idea came that a soap was one of these everyday, you know, washing machine kind of16 dramas. And so a docusoap is a documentary attempt to take one of these programmes and put it into an everyday circumstance.

It’s not the only word of its kind — docudrama is another one, for a dramatised film based on a semi-fictional interpretation of real events. Oh, and don’t forget, it’s used in the novel as well, in literature. You talk about “factions” — documentary fiction in the novel — it’s a blurring of reality and fiction: very popular these days!
Internet: <www.bbc.co.uk> (with adaptations).
Judge the following items considering the text above.
74 The text shows how some words are formed.
>>CERTO:
75 The narrator of the text uses colloquial language.
>>CERTO:
In the text,
76 the expression “fly-on-the-wall” (R.7) means to be able to watch what people are doing without their noticing you.
>>CERTO:
77 the adjective “ordinary” (R.9) is synonymous with unusual.
>>ERRADO:
78 the modal disjunct “probably” (R.13) expresses the author’s view on how likely it is that what follows this word is true.
>>CERTO:
79 the spelling of the words “programmes” (R.18) and “dramatised” (R.21) indicates the use of British English.
>>CERTO:

80 the word “its”, in “of its kind” (R.20), is the full form of it’s.
>>ERRADO:
81 the pronoun “one” (R.21) refers to docudrama.
>>ERRADO:

This text refers to items from 82 through 103.

Circle Games

Circle games are any games or activities that involve1 the whole class, sitting in a circle. Many of the games recycle vocabulary and involve an element of fun. Nowadays, in the world of EFL (English as a Foreign Language), pair work and work in small groups is very much in fashion. The communicative approach encourages teachers to use a lot of pair work and therefore increase “student talking time”.

I believe that for a group to gel and for a good group dynamic to prevail there are times when the class should work together as a whole. Circle games are a good opportunity to bring the group together. I tend to use them to start or end a class. They can be used as warmers at the beginning of a class or as “filler” at the end.

An activity such as Chain Drawings is great for when you have to do a last minute substitution class for a colleague. Very little material is required, it's suitable for all levels and a lot of language can be generated.

Chain Drawings

a. Give each student a piece of paper and some colored19 pencils.
b. Tell them that you are going to play some music and you want them to draw whatever comes into their heads.
c. As music is playing all students should be drawing. d. After 20 or 30 seconds, stop the music.
e. Students stop drawing and pass their picture to the person to the left of them in the circle.
f. Play the music again and they continue with the drawing the person next to them had started.
g. Stop the music again, pass pictures on and this continues until the end of the song.
h. When you have finished, each student will have a picture that several students contributed to.
i. Then it’s up to you what to do with the pictures:
(i) They can be used to describe to the group, to write a story about, or to pretend they were a dream the student had the night before.
(ii) The rest of the class can try to analyze the meaning of the dream. Use different types of music to get different types of pictures. Reggae and samba usually produce happy beach scenes and dance music gets futuristic city scenes!

If you want to “force” the pictures towards a topic you are studying, ask some questions about the topic first and get students into thinking about the theme. Beware — with teenagers this activity can be quite an eye-opener as it tends to reveal what is going on in their minds!
Internet: <www.teachinenglish.org.uk> (with adaptations).

In the text,
82 the noun “Circle” (R.1) functions as an adjective.
>>CERTO:
83 the determiner “any” (R.1) means some.
>>ERRADO:
84 the relative pronoun “that” (R.1) can be correctly replaced by which.
>>CERTO:
85 the article “a”, in “a circle” (R.2), can be correctly replaced by the.
>>ERRADO:
86 the conjunct “therefore” (R.7) expresses concession.
>>ERRADO:
87 the verb “to gel” (R.8) means to disrupt.
>>ERRADO:
88 the function word “as” (R.10) can be correctly replaced by like.
>>ERRADO:
89 the word “them” (R.11) refers to “Circle games” (R.10).
>>CERTO:
90 the phrase “They can be used as warmers” (R.12) is the passive voice of You can use them as warmers.
>>CERTO:
91 the word “filler” (R.13) is a noun formed from the verb to fill.
>>CERTO:
92 the phrase “at the end” (R.13) is synonymous with in the end.
>>ERRADO:
93 the direct speech version of the second set of directions (b) is I would have played some music if you had drawn whatever came into your heads.
>>ERRADO:
94 the verbal phrase “stop drawing” (R.26) can be correctly replaced by stop to draw.
>>ERRADO:
95 the use of “will”, in “each student will have” (R.32), shows agreement.
>>ERRADO:
96 the verbs “finished” (R.32), “contributed” (R.33) and “used” (R.35) are examples of the three different pronunciations for the final “-ed”.
>>CERTO:
97 the expression “it’s up to you” (R.34) means that you make a decision about it.
>>CERTO:
98 the relative pronouns which and that can be used after the word “topic” (R.43) without changing the meaning of the sentence.
>>CERTO:
99 “thinking” (R.45) is in the -ing form because it comes after a preposition.
>>CERTO:
100 the verb “Beware” (R.45) implies a warning.
>>CERTO:

Considering the text, judge the following items.
101 The words “whole” (R.10) and role are pronounced the same.
>>ERRADO:
102 The teaching of English in Brazil is considered EFL.
>>CERTO:
103 When the music stops, the action which had been going on can be described as The students have been drawing.
>>CERTO:

The table below compares two teaching methods.

H. Douglas Brown. Teaching by principles:

an interactive approach

to language pedagogy, Second Edition.

Longman, 2001, p. 79.

Judge whether the actions proposed in the items below are in accordance with the Communicative Language Teaching approach.

104 Using the students’ native language in some situations.
>>CERTO:
105 Extensive drilling in near-native pronunciation.
>>ERRADO:
106 Students talking about and concentrating on the forms of language.
>>ERRADO:
107 Practicing sentences out of context.
>>ERRADO:
108 Focusing on accuracy, rather than fluency, as the desired goal.
>>ERRADO:
109 Using newspaper articles or any other authentic material as part of a lesson.
>>CERTO:
110 Accepting that errors are natural in conversation.
>>CERTO:

Taking a Look at Schools

Dando uma olhada nas escolas

In the United States in the 19th century, one-room schools were common on the frontier. The country was expanding westward. The government encouraged adventurous people to settle new territories by offering them land ownership if they worked a plot of land for a number of years (usually 5). This offered poor immigrants hope for a better life for their children, even though clearing and cultivating the land could be backbreaking work. 
Nos Estados Unidos, no século XIX, as escolas de uma sala1 eram comuns na fronteira. O país estava se expandindo para o oeste. O governo encorajou pessoas aventureiras a colonizarem novos territórios, oferecendo-lhes a propriedade da terra se trabalhassem num lote de terra durante vários anos (normalmente 5). Isto ofereceu aos imigrantes pobres a esperança de uma vida melhor para os seus filhos, embora a limpeza e o cultivo da terra pudessem ser um trabalho árduo.
One-room schools were another source of hope for the settlers. Their children could learn skills their parents didn't have, thus increasing possibilities for their future success in the United States. To establish these schools, community members pooled their resources to build a school and hire a teacher. The community then took responsibility for maintaining the school and slowly updating the building and the teaching materials.

As escolas de uma sala eram outra fonte de esperança para os colonos. Seus filhos poderiam aprender habilidades que seus pais não possuíam, aumentando assim as possibilidades de seu sucesso futuro nos Estados Unidos. Para estabelecer estas escolas, os membros da comunidade reuniram os seus recursos para construir uma escola e contratar um professor. A comunidade assumiu então a responsabilidade pela manutenção da escola e pela atualização gradual do prédio e dos materiais didáticos.

Internet: <exchanges.state.gov/forum/vols/vol43/no2/p48.htm> ( with adaptations).

Judge the following items based on the previous text.
111 The words “one” and “ room”, separated by a hyphen (R.1), function as an adjective.
>>CERTO: As palavras “ONE” e “ROOM”, separadas por hífen , funcionam como adjetivo.

• In the United States in the 19th century, one-room schools were common on the frontier.
• Nos Estados Unidos, no século 19, escolas de um cômodo, eram comuns na fronteira.
• "ONE" é parte integrante do adjetivo composto "one-room" que qualifica o substantivo "schools". 

112 The verb “were” (R.2) would convey the same idea if it were replaced by had been.
>>ERRADO:

• In the United States in the 19th century, one-room schools were common on the frontier.
• "were" → Past Simple (AÇÃO com tempo especificado).
• "had been" → Present Perfect (AÇÃO sem tempo especificado).

113 The suffix “-ward”, in “westward” (R.3), means in a particular direction.
>>CERTO: O sufixo “-ward”, em “westward” (para oeste), significa numa determinada direção.

>> OS SUFIXOS DE DIREÇÃO "-WARD" e "-WARDS":

• Os sufixos -ward/-wards são intercambiáveis.
• Eles implicam movimento e direção.

>>"WESTWARD" /ˈwest.wəd/ or "WESTWARDS"  /ˈwest.wədz/ – towards the west (em direção ao oeste).

• We followed a road leading westward.(Cambridge Dictionary)
• Seguimos por uma estrada que levava para oeste.
• The boat drifted westwards. (Cambridge Dictionary)
• O barco derivou para oeste.
  

>>"TOWARD" /twɔːrd/ or "TOWARDS"  /twɔːrdz:/ – in the direction of (na direção de).

• She stood up and walked toward him. (Cambridge Dictionary)
• Ela se levantou e caminhou em direção a ele.
• All the windows face toward the river.(Longman Dictionary)
• Todas as janelas estão voltadas para o rio.

>>"AFTERWARD" /twɔːrd/ or "AFTERWARDS"  /twɔːrdz:/ – at a later time (depois, posteriormente, mais tarde).

• Charles arrived shortly afterwards.(Longman Dictionary)
• Charles chegou pouco tempo depois.
• We had a swim and afterward we lay on the beach for a while.(Cambridge Dictionary)
• Nadamos e depois ficamos deitados na praia por um tempo.

>> SUMMARY CHART: "SUFIXO -WARD"

(Fonte: https://myenglishteacher.co.uk): 

114 The final “-ed” in “encouraged” (R.3), “worked” (R.5), “offered” (R.6) and “pooled” (R.13) is pronounced the same because its preceding sound is voiced.
>>ERRADO:
115 The verb “settle” (R.4) is to “settlers” (R.10) as teach is to teachers.
>>CERTO: O verbo “settle”(assentar, colonizar) está para os “settlers” (colonos) assim como teach(ensinar) está para os teachers (professores).

• The government encouraged adventurous people to settle new territories by offering them land ownership if they worked a plot of land for a number of years (usually 5).
• O governo encorajou pessoas aventureiras a colonizarem novos territórios, oferecendo-lhes a propriedade da terra se trabalhassem num lote de terra durante vários anos (normalmente 5).

116 The verb “clearing” (R.7) can be correctly replaced by to clear.

>>ERRADO:
117 The clause introduced by “even though” (R.7) is a concessive clause.
>>CERTO:
118 The verbal tense “could be” (R.8) can be correctly replaced by must have been.
>>ERRADO:
119 The modal “could”, in “could be” (R.8), means that it was possible.
>>CERTO:
120 The determiner “another” (R.9) can be correctly replaced by other.
>>ERRADO: