FADESP– 2012 – PMJ/PA – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – PREFEITURA MUNICIPAL DE JACAREACANGA/PARÁ – PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: FADESP-2012-PMJ/PA- PROFESSOR.

➧ BANCA/ORGANIZADOR: FADESP - Fundação de Amparo ao Desenvolvimento da Pesquisa - https://portalfadesp.org.br/.

➧ GABARITO:

01-A, 02-C, 03-B, 04-D, 05-B

06-C, 07-D, 08-B, 09-D, 10-A

➧ VOCABULÁRIO:

• budget - orçamento.
• budget woes - os problemas de orçamento, os problemas orçamentários.
• critical thinking - pensamento crítico.
• elementary school - ensino fundamental.
• the elementary grades - séries fundamentais.
• foreign language programs - programas de línguas estrangeiras.
• foreign language study - Estudo de língua estrangeira.
• kindergarten - jardim de infância. 
• Kindergarten - Elementary School - Midle School - High School - College.
• listening ability - capacidade de escuta.
• other ways of looking at the world - outras formas de ver o mundo.
• the No Child Left Behind Act - a Lei Nenhuma Criança Deixada para Trás.
• through - até.
• to advocate for - defender algo.
• to cut back on - reduzir, diminuir.

➧ PROVA:

➧ TEXT I:

Foreign language study important in elementary school

By Cheryl Walker June 26, 2004

As the No Child Left Behind Act and budget woes put pressure on many school systems to cut back on foreign language study in the elementary grades, Mary Lynn Redmond advocates for strengthening foreign language programs.

Redmond, director of foreign language education and associate professor of education at Wake Forest University, is also the executive secretary of the National Network for Early Language Learning.

“Children should start learning a foreign language in kindergarten and continue through high school,” Redmond says. “Learning languages helps increase listening ability, memory, creativity and critical thinking - all of which are thinking processes that increase learning in general.”

In addition to developing thinking skills, foreign language study exposes children to other ways of looking at the world, she says.

To those who consider foreign language study in elementary school a frill, Redmond stresses that foreign language education supports the core curriculum. When done right, foreign language instruction uses themes that support the elementary curriculum including math, science, social studies and language arts.

The holistic instructional approach used to teach foreign language incorporates many different strategies within a lesson, Redmond says. This enriches the learning process and appeals to students' various learning styles.

“This is important in light of the way No Child Left Behind focuses so much attention on the subjects of math, reading and writing due to testing requirements,” Redmond says. “The courses that address many different ways of thinking and learning such as foreign language are being marginalized in order to allow adequate time for the courses that are tested. This is leaving less time to include experiences and instruction that provide a well-rounded curriculum and educate the whole child.”

“Correlation studies show students who have had several years of foreign language do better on Scholastic Assessment Tests, particularly the verbal part,” Redmond says.

She emphasizes the importance of an uninterrupted sequence of foreign language study in grades K-12 to gain the level of proficiency needed to communicate with people around the world in other languages.

Starting early can translate into an advantage in the work force, too, Redmond says. “The work force has an increased demand for people who can speak foreign languages at a sophisticated level”, she says. 

Parents are becoming more aware of the value of early language learning to the cognitive learning of the child. But, most of the legislators are still in the mindset of 25 years ago, not recognizing what neurologists have learned about what learning language does for the brain.

If their child's elementary school does not offer an early foreign language program, Redmond suggests that parents learn about programs in the elementary grades used by other school systems. She recommends finding out how much classroom time is devoted to foreign language study and how well lessons incorporate content areas like math, science and social studies. Then, parents can advocate building the foreign language program in their child's school.

“School administrators have to think out of the box and look at foreign language study as a regular part of the curriculum,” Redmond says. “Parents can help.”

http://www.wfu.edu/

wfunews/2004/062404r.html)

01 – (FADESP-2012-PMJ/PA-PROFESSOR)

Based on the text Foreign language study important in elementary school, we may say Mary Lynn Redmond defends the idea that

(A) foreign language studies enlarge students’ worldviews.
(B) foreign language learning should start before kindergarten.
(C) foreign languages should be taught when students get to high school.
(D) more time should be allotted to math, science, social studies, and language arts.

02 – (FADESP-2012-PMJ/PA-PROFESSOR)

In

“As the No Child Left Behind Act and budget woes put pressure on many school systems to cut back on foreign language study in the elementary grades, Mary Lynn Redmond advocates for strengthening foreign language programs”,

the underlined linguistic form means

(A) in consequence of.
(B) in accordance with.
(C) at the same time that.
(D) due to the assumption of.

• VÊ QUESTÃO 02 COMENTADA.

03 – (FADESP-2012-PMJ/PA-PROFESSOR)

The underlined linguistic form in

“Then, parents can advocate building the foreign language program in their child's school”

(12th paragraph) could be replaced by

(A) at that time.
(B) afterward.
(C) soon.
(D) hence.

04 – (FADESP-2012-PMJ/PA-PROFESSOR)

Redmond’s exact words

“School administrators have to think out of the box and look at foreign language study as a regular part of the curriculum”

could be reported as “Redmond said

(A) school administrators have had to think out of the box and look at foreign language study as a regular part of the curriculum.”
(B) school administrators would have to think out of the box and look at foreign language study as a regular part of the curriculum.”
(C) school administrators had had to think out of the box and look at foreign language study as a regular part of the curriculum.”
(D) school administrators had to think out of the box and look at foreign language study as a regular part of the curriculum.”

05 – (FADESP-2012-PMJ/PA-PROFESSOR)

Check the alternative in which the pronunciation of the {- ed} in the underlined verb form is the same as that in the underlined one i

 “She emphasizes the importance of an uninterrupted sequence of foreign language study in grades K-12 to gain the level of proficiency needed to communicate with people around the world in other languages”.

(A) But, most of the legislators are still in the mindset of 25 years ago, not recognizing what neurologists have learned about what learning language does for the brain.
(B) She recommends finding out how much classroom time is devoted to foreign language study and how well lessons incorporate content areas like math, science and social studies.
(C) The courses that address many different ways of thinking and learning such as foreign language are being marginalized in order to allow adequate time for the courses that are tested.
(D) If their child's elementary school does not offer an early foreign language program, Redmond suggests that parents learn about programs in the elementary grades used by other school systems.

06 – (FADESP-2012-PMJ/PA-PROFESSOR)

There are two kinds of suffixes in English: inflectional and derivational.

Check the alternative in which the underlined word contains the same kind of suffix as the one in the underlined word in the following utterance “Children should start learning a foreign language in kindergarten and continue through high school”.

(A) Redmond, director of foreign language education and associate professor of education at Wake Forest University, is also the executive secretary of the National Network for Early Language Learning.
(B) Learning languages helps increase listening ability, memory, creativity and critical thinking - all of which are thinking processes that increase learning in general.
(C) This is important in light of the way No Child Left Behind focuses so much attention on the subjects of math, reading and writing due to testing requirements.
(D) Parents are becoming more aware of the value of early language learning to the cognitive learning of the child.

07 – (FADESP-2012-PMJ/PA-PROFESSOR)

Check the alternative which contains an utterance with the same basic sentence pattern as that of the utterance

“Redmond stresses that foreign language education supports the core curriculum”.

(A) The courses are being marginalized.
(B) Most of the legislators are still in the mindset of 25 years ago.
(C) Those consider foreign language study in elementary school a frill
(D) She emphasizes the importance of an uninterrupted sequence of foreign language study.

08 – (FADESP-2012-PMJ/PA-PROFESSOR)

In

“This is leaving less time to include experiences and instruction that provide a well-rounded curriculum and educate the whole child”,

the underlined relative pronoun functions as the

(A) object of the verb.
(B) subject of the verb.
(C) complement of the object.
(D) complement of the subject.

09 – (FADESP-2012-PMJ/PA-PROFESSOR)

Task-based learning (TBL) basically refers to an approach to teaching and learning which views the completion of meaningful tasks. Researchers outline five characteristics of a TBL approach to language learning, one of which is an attempt to

(A) teach language through physical (motor) activity. (B) have students memorize grammar structures through drills.
(C) maximize the brain power of learners by using classical music in class.
(D) link classroom language learning with language activation outside the classroom.

10 – (FADESP-2012-PMJ/PA-PROFESSOR)

A holistic instructional approach to foreign language teaching appeals to learners’ various learning styles.

According to the learning styles perspective, a learner who needs to see the teacher's body language and facial expression to fully understand the content of a lesson is said to be

(A) visual.
(B) tactile.
(C) auditory.
(D) kinesthetic.