www.inglesparaconcursos.blog.br
❑ PROVA DE LÍNGUA INGLESA:
- SECRETARIA DE ESTADO DA EDUCAÇÃO-SP-2013-PROFESSOR-PEB II.
❑ ESTRUTURA-PROVA:
- 30 Multiple Choice Questions / 5 Options Each Question.
❑ PROVA:
❑ TEXTO 1: Read Text I and answer questions 01 to 10:
English Study
English increasingly belongs to non-native speakers
O inglês pertence cada vez mais a falantes não-nativos
Not surprisingly, English teaching theory has evolved rapidly in the last two decades according to the changing student population.
Não é de surpreender que a teoria do ensino de inglês evoluiu rapidamente nas últimas duas décadas de acordo com a mudança da população estudantil.
Linguists and English teaching professionals more and more view successful communication as the end goal of English language instruction rather than an inflexible standard of correctness or native-like pronunciation.
Linguistas e profissionais do ensino de inglês veem cada vez mais a comunicação bem-sucedida como o objetivo final da instrução da língua inglesa, em vez de um padrão inflexível de correção ou pronúncia nativa.
In a world in which more than three-fourths of all English speakers are non-native, ownership of the English language has clearly shifted from the historic centers in the United Kingdom and the United States.
Em um mundo em que mais de três quartos de todos os falantes de inglês não são nativos, a propriedade da língua inglesa claramente mudou dos centros históricos do Reino Unido e dos Estados Unidos.
Most communication in English today is between non-native speakers, who usually accept non-standard grammar and pronunciation as long as communication remains clear.
A maior parte da comunicação em inglês hoje em dia acontece entre falantes não nativos, que geralmente aceitam gramática e pronúncia não padronizadas, desde que a comunicação permaneça clara.
Anecdotally, many non-native English speakers report easier communication in English with other non-native speakers than with native speakers.
Curiosamente, muitos falantes não nativos de inglês relatam uma comunicação mais fácil em inglês com outros falantes não nativos do que com falantes nativos.
Native speakers tend to be less tolerant of perceived errors, differences in pronunciation, and non-standard grammar. They are also less skilled in achieving successful communication because of these obstacles.
Falantes nativos tendem a ser menos tolerantes a erros percebidos, diferenças de pronúncia e gramática não padrão. Eles também são menos habilidosos em alcançar comunicação bem-sucedida por causa desses obstáculos.
English learning is focusing on communication and application
O aprendizado do inglês está focado na comunicação e na aplicação
Accordingly, studies suggest that English teaching in all its forms needs to shift towards teaching successful communication strategies, and student performance should be measured along those same lines.
Dessa forma, estudos sugerem que o ensino de inglês em todas as suas formas precisa mudar para o ensino de estratégias de comunicação bem-sucedidas, e o desempenho dos alunos deve ser medido seguindo essas mesmas linhas.
It will take years before this shift can propagate into classrooms and test centers around the world, but students with this type of communication-based training will be far better suited to tomorrow’s workplace than those memorizing grammar rules.
Levará anos até que essa mudança possa se propagar para salas de aula e centros de testes ao redor do mundo, mas os alunos com esse tipo de treinamento baseado em comunicação serão muito mais adequados para o local de trabalho de amanhã do que aqueles que memorizam regras gramaticais.
Even native English speakers working in multilingual environments benefit from training in careful listening and rephrasing tactics to achieve smoother communication with non-native speakers.
Até mesmo falantes nativos de inglês que trabalham em ambientes multilíngues se beneficiam do treinamento em escuta cuidadosa e táticas de reformulação para alcançar uma comunicação mais tranquila com falantes não nativos.
Myths and truths about age and English language acquisition
Mitos e verdades sobre a idade e a aquisição da língua inglesa
Despite the increasingly young age at which students around the world are beginning their English studies, there is no scientific proof of a critical period for learning a second language.
Apesar da idade cada vez mais precoce com que estudantes ao redor do mundo estão iniciando seus estudos de inglês, não há comprovação científica de um período crítico para aprender uma segunda língua.
That is to say that there is no cutoff point after which language-learning becomes nearly impossible.
Isso quer dizer que não há um ponto de corte a partir do qual o aprendizado de um idioma se torna quase impossível.
Language learning abilities decline slowly and steadily with age after a peak in late childhood, although many adults are still extremely effective language students.
As habilidades de aprendizagem de línguas diminuem lenta e constantemente com a idade, após atingirem o pico no final da infância, embora muitos adultos ainda sejam estudantes de línguas extremamente eficazes.
Starting younger obviously allows for more total years of language education.
Começar mais cedo obviamente permite mais anos totais de educação linguística.
However, studies show that older children (8–12) are generally faster at learning English and maintain their advantage even after several years of study.
No entanto, estudos mostram que crianças mais velhas (8 a 12 anos) geralmente aprendem inglês mais rápido e mantêm essa vantagem mesmo depois de vários anos de estudo.
For younger children, development of sound and pattern recognition, linguistic curiosity and playfulness, and meta-linguistic awareness are all presented as advantages of early exposure to foreign languages. […]
Para crianças mais novas, o desenvolvimento do reconhecimento de sons e padrões, a curiosidade linguística e a ludicidade, e a consciência metalinguística são apresentados como vantagens da exposição precoce a línguas estrangeiras.
Regardless of starting age, general consensus in the academic community is that even in full-immersion settings children need four to seven years to be as competent in academic English as their native speaking peers, and three to five years to be as fluent orally.
Independentemente da idade inicial, o consenso geral na comunidade acadêmica é que, mesmo em ambientes de imersão total, as crianças precisam de quatro a sete anos para se tornarem tão competentes em inglês acadêmico quanto seus colegas nativos, e de três a cinco anos para se tornarem tão fluentes oralmente.
In the partial-immersion environment in which most students learn English, a far longer time frame is required.
No ambiente de imersão parcial em que a maioria dos alunos aprende inglês, é necessário um período de tempo muito maior.
More general recognition that complete proficiency in a language is a long-term goal would help students to set realistic milestones for themselves and commit to their study programs accordingly.
Um reconhecimento mais geral de que a proficiência completa em um idioma é uma meta de longo prazo ajudaria os alunos a definir metas realistas para si mesmos e se comprometer com seus programas de estudo de acordo com elas.
- (Adapted from http://www.ef.se/__/~/media/efcom/epi/pdf/EFͲEPIͲ2011)
01 – (FGV/PROJETOS-2013-SEE/SP-PROFESSOR)
The main idea of Text I is the
(A) importance of memorizing rules of grammar and syntax.
(B) proficiency and competence required of a language teacher.
(C) influence of non-native English speakers on language teaching.
(D) difficulty non-native children have to learn a foreign language.
(E) responsibility assigned to native speakers to keep language identity.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:
The main idea of Text I is the
(A) importance of memorizing rules of grammar and syntax.
- "[...] Linguists and English teaching professionals more and more view successful communication as the end goal of English language instruction rather than an inflexible standard of correctness or native-like pronunciation.
(B) proficiency and competence required of a language teacher.
- "[...] More general recognition that complete proficiency in a language is a long-term goal would help students to set realistic milestones for themselves and commit to their study programs accordingly."
(C) influence of non-native English speakers on language teaching.
- "[...] Even native English speakers working in multilingual environments benefit from training in careful listening and rephrasing tactics to achieve smoother communication with non-native speakers."
(D) difficulty non-native children have to learn a foreign language.
- "[...] Despite the increasingly young age at which students around the world are beginning their English studies, there is no scientific proof of a critical period for learning a second language."
(E) responsibility assigned to native speakers to keep language identity.
- "[...] Native speakers tend to be less tolerant of perceived errors, differences in pronunciation, and non-standard grammar."
02 – (FGV/PROJETOS-2013-SEE/SP-PROFESSOR)
In the first paragraph, the author makes clear to the reader that
(A) students should practice pronunciation and grammar repeatedly.
(B) the rhythm and stress of the language must be produced correctly.
(C) it is very hard to distinguish between a native and a non-native speaker.
(D) communication should be the main goal when teaching a foreign language.
(E) most non-native speakers are more fluent and competent than native speakers.
Comentários e Gabarito D
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:
In the first paragraph, the author makes clear to the reader that
(A) students should practice pronunciation and grammar repeatedly.
(B) the rhythm and stress of the language must be produced correctly.
(C) it is very hard to distinguish between a native and a non-native speaker.
(D) communication should be the main goal when teaching a foreign language.
- "[...] Linguists and English teaching professionals more and more view successful communication as the end goal of English language instruction rather than an inflexible standard of correctness or native-like pronunciation.
(E) most non-native speakers are more fluent and competent than native speakers.
03 – (FGV/PROJETOS-2013-SEE/SP-PROFESSOR) In relation to learning a second language as the text presents it, mark the statements below as true T or false F.
( ) Teenagers learn slowly because they have many other interests.
( ) There is no evidence of a best moment for starting to learn a second language.
( ) Adults learn faster than children because they have more focus and life experience.
The statements are, respectively,
(A) F, T and F.
(B) T, F and T.
(C) F, F and T.
(D) T, T and F.
(E) F, T and T.
Comentários e Gabarito D
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:
In relation to learning a second language as the text presents it, mark the statements below as true T or false F.
( ) Teenagers learn slowly because they have many other interests.
( ) There is no evidence of a best moment for starting to learn a second language.
( ) Adults learn faster than children because they have more focus and life experience.
04 – (FGV/PROJETOS-2013-SEE/SP-PROFESSOR) Observe the sentence
- “in the last two decades according to the changing student population” (lines 2 and 3).
Here the word “changing” is a(n)
(A) conjunction.
(B) adjective.
(C) adverb.
(D) noun.
(E) verb.
05 – (FGV/PROJETOS-2013-SEE/SP-PROFESSOR) The following statements reflect some interesting observations the author makes:
I. Non-native English speakers tend to find interaction with other non-natives less difficult than carrying out conversational exchanges with natives.
II. Native English speakers have a lot to gain if they practice ways in which they may communicate more easily with non-native speakers.
III. Native speakers of English are always ready to put up with mistakes in grammar and pronunciation that non-natives may make.
Choose the correct answer:
(A) Only I is correct.
(B) Only II is correct.
(C) Only III is correct.
(D) Both I and II are correct.
(E) Both II and III are correct.
06
The verb in the fragment “maintain their advantage” (lines 46 and 47) can be replaced without any change in meaning by:
(A) keep up.
(B) keep off.
(C) keep back.
(D) keep under.
(E) keep down.
07
The underlined word in “far better suited to tomorrow’s workplace than those memorizing grammar rules” (lines 28-29) refers to:
(A) rules.
(B) years.
(C) centers.
(D) speakers.
(E) students.
08
rather than in “rather than an inflexible standard of correctness or native-like pronunciation” (lines 5 and 6) can be replaced by:
(A) but for.
(B) except for.
(C) instead of.
(D) apart from.
(E) in addition to.
09
According to the text, “For younger children, development of sound and pattern recognition, linguistic curiosity and playfulness … are all presented as advantages of early exposure to foreign languages” (lines 47-51). Indicate the alternative which best describes the method which is in line with this statement
(based on Jalil and Procailo, 2009, in
http://www.pucpr.br/eventos/educere/educere2009/anais/pdf/2044_2145.pdf\):
(A) Games and speech performances are used so that students learn not only what to say but how to do it.
(B) Reading is privileged but it goes hand in hand with the acquisition of vocabulary and speech.
(C) The rules are explained to the students, who then master them through grammar exercises.
(D) The study concentrates on translating literary texts to allow full reading of texts in English.
(E) Language skills are acquired by means of a mechanical process of response and stimulus.
10
The verb in “English language has clearly shifted from the historic centers” (lines 8 and 9) can be replaced, without change in meaning, by
(A) has moved.
(B) has gained.
(C) has profited.
(D) has borrowed.
(E) has recovered.
Read Text II and answer questions 11 to 15:
Text II
This is the first of a series of articles in which the author discusses the reasons why there is a need to rethink the teaching of culture in ELT.
What do we mean by 'culture'?
Many teachers quote the Dutch psychologist Geert Hofstede’s maxim ‘Software of the Mind’, the subtitle of his 2005 book ‘Cultures and Organisations’. What culture covers are the commonly held traditions, values and ways of behaving of a particular community. It includes what we used to call ‘British and American life and institutions’, ‘daily life’ and also cultural artefacts, such as the arts or sports. This is all interesting and sometimes useful knowledge and it is often included in textbooks.
However, there is also another level of understanding, of culture. This is how you develop cultural sensitivity and cultural skill. This covers how you build cultural awareness, what qualities you need to deal successfully with other cultures, and how to operate successfully with people from other cultures […]
Culture – the fifth language skill
Why should we consider the teaching of a cultural skills set as part of language teaching and why should we consider it a fifth language skill, in addition to listening, speaking, reading and writing? I think there are two reasons. One is the international role of the English language and the other is
globalisation.
Many now argue that the role of the English language in the curriculum is a life skill and should be taught as a core curriculum subject like maths, and the mother tongue. The reason for this is globalisation and the fact that to operate internationally people will need to be able to use a lingua franca. For the next twenty to thirty years at least, that language is likely to be English. That means that English will be a core communicative skill and will need to be taught early in the school curriculum. Many countries now introduce English
at eight years old and many parents introduce their children to English at an even younger age, using ‘early advantage’ programmes.
The second argument is globalisation itself. You could say, ‘We are all internationalists now’. We are or will be dealing with foreigners in our community, going abroad more, dealing at a distance with foreigners through outsourcing or email, phone and video-conferencing. And this isn’t just for adults. Kids are interchanging experience and information through travel, keypal schemes and networks like Facebook. This is the time to develop the intercultural skills that will serve them in adult life.
Up until recently, I assumed that if you learned the language, you learned the culture but actually it isn’t true. You can learn a lot of cultural features but it doesn’t teach you sensitivity and awareness or even how to behave in certain situations. What the fifth language skill teaches you is the mindset and techniques to adapt your use of English to learn about, understand and appreciate the values, ways of doing things and unique qualities of other cultures. It involves understanding how to use language to accept difference, to be flexible and tolerant of ways of doing things which might be different from yours. It is an attitudinal change that is expressed through the use of language.
Conclusion
These are some of the big picture issues I would be delighted to exchange ideas on with you. In the next article we can look in more detail at some of the ‘nitty gritty’ operational issues that teachers and materials developers have to deal with in their daily lives.
I look forward to meeting you on the Net.
(adapted from http://www.teachingenglish.org.uk/articles/culture-fifth-languageͲ
skill-Submitted by Barry Tomalin on 29 September, 2008)
11
According to the author, culture is now called the fifth language skill by a number of researchers because, among other reasons, it
(A) deals exclusively with one’s own traditions and values.
(B) values a curriculum based mostly on ancient traditions.
(C) is more easily adaptable to a computerized society.
(D) overemphasizes the importance of arts and sports.
(E) helps one understand the existence of differences.
12
When the writer states that the lingua franca for the next twenty or thirty years is “likely to be English” (line 33), he evaluates this situation as
(A) quite probable.
(B) terribly dubious.
(C) hardly suspected.
(D) seldom approved.
(E) absolutely certain.
13
The text predicts that “English will be a core communicative skill” (lines 33 and 34). To this purpose, some activities have already been proposed (see Almeida Filho and Barbirato, 2000).
All the statements below mention activities where this goal can be achieved, except
(A) Students perform tasks such as reading maps or following a set of instructions.
(B) Practicing a verb form in decontextualized sentences must be privileged.
(C) An authentic setting in which the student is asked to open the window.
(D) Reporting conversations, puzzles, and problemͲsolving can be useful.
(E) Any activity which involves the students in an actual situation.
14
Consider the fragment “some of the ‘nitty gritty’ operational issues” (lines 63 and 64) and analyse the assertions below.
I. This fragment indicates a formal way of discussing everyday practice.
II. By using this expression the author is trying to be informal and friendly.
III. This is an informal tone to discuss the basic facts of the matter.
Choose the correct answer.
(A) Only I is correct.
(B) Only III is correct.
(C) Both I and II are correct.
(D) Both II and III are correct.
(E) All three assertions are correct
15
The expression “I look forward to meeting you on the Net” (line 66) implies
(A) asking for advice.
(B) offering some help.
(C) feeling some concern.
(D) showing little contempt.
(E) anticipating with pleasure.
Read Text III and answer questions 16 to 30:
Text III
Reflecting on ‘Reflective practice’
Linda Finlay, Phd, BA(Hons), DipCOT
The PracticeͲBased Professional Learning Centre/ The Open University
A discussion paper prepared for PBPL CETL / January 2008
“Maybe reflective practices offer us a way of trying to make sense of the uncertainty in our workplaces and the courage to work competently and ethically at the edge of order and chaos…” (Ghaye, 2000, p.7)
Reflective practice has burgeoned over the last few decades throughout various fields of professional practice and education. In some professions it has become one of the defining features of competence, even if on occasion it has been adopted - mistakenly and unreflectively - to rationalise existing practice. The allure of the ‘reflection bandwagon’ lies in the fact that it ‘rings true’ (Loughran, 2000). Within different disciplines and intellectual traditions, however, what is understood by ‘reflective practice’ varies considerably (Fook
et al, 2006). Multiple and contradictory understandings of reflective practice can even be found within the same discipline. Despite this, some consensus has been achieved amid the profusion of definitions. In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice (Boud et al 1985; Boyd and Fales, 1983; Mezirow, 1981, Jarvis, 1992). This often involves examining assumptions of everyday practice. It also tends to involve the individual practitioner in being selfͲaware and critically evaluating their own responses to practice situations.
The point is to recapture practice experiences and mull them over critically in order to gain new understandings and so improve future practice. This is understood as part of the process of life-long learning. Beyond these broad areas of agreement, however, contention and difficulty reign. There is debate about the extent to which practitioners should focus on themselves as individuals rather than the larger social context. There are questions about how, when, where and why reflection should take place. For busy professionals short on time, reflective practice is all too easily applied in bland,
mechanical, unthinking ways.
Would-be practitioners may also find it testing to stand back from painful experiences and seek to be analytical about them. In this tangle of understandings, misunderstandings and difficulties, exactly how to apply and teach reflective practice effectively has become something of a conundrum.
(from http://www.open.ac.uk/cetlͲ
workspace/cetlcontent/documents/4bf2b48887459.pdf)
16
The main objective of this paper is to present
(A) theoretical considerations.
(B) materials for classroom use.
(C) useful examples for students.
(D) empirical results from research.
(E) reasons for undertaking the practice.
17
According to Text III, it is assumed that reflective practice demands some decisions which include
(A) a teacherͲcentered approach to teaching.
(B) too much experience and competence.
(C) exclusive focus on the social context.
(D) an assessment of current practices.
(E) the design of new methodologies.
18
In relation to reflective practice as presented in the text, mark the statements below as true T or false F:
() It has been spreading rapidly.
() It will soon become outdated.
() Its definition is not manifold.
The statements are, respectively:
(A) T, T and F.
(B) F, F and T.
(C) F, T and F.
(D) T, F and T.
(E) T, F and F.
19
Read the statements below and check whether they reflect the author’s opinion or not.
I. Practitioners are expected to do away with all their previous experiences.
II. Practitioners should evaluate their previous experiences with a lot of care.
III. Practitioners will never be in a position to carry out reflective teaching properly.
Choose the correct answer.
(A) Only I is correct.
(B) Only II is correct.
(C) Both I and II are correct.
(D) Both I and III are correct.
(E) All three assertions are correct.
20
When the author holds that “it ‘rings true’” (line 11), she means
that it is
(A) really true.
(B) always true.
(C) seldom true.
(D) definitely true.
(E) apparently true.
21
Linda Finlay states that “In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice” (lines 17-20). This quote reflects one of the competences expected from foreign language teachers in Brazil. Indicate the alternative that paraphrases this
competence.
(A) Mastering a foreign language will provide students more job opportunities.
(B) Interpreting the world critically will depend on the types of texts used in class.
(C) Realizing that one’s professional performance must always
be put under selfͲscrutiny.
(D) Comparing themes and worldviews as expressed in different texts should allow students to have a critical posture.
(E) Reflecting about linguistic and cultural plurality as a means for enriching the building of citizens should be pursued.
22
As regards the conclusion the author arrives at, analyse the assertions below.
I. Adopting reflective teaching skilfully is quite useless.
II. In sum, practicing reflective teaching is not easy.
III. After all, reflective teaching will remain an impossible utopia.
Choose the correct answer.
(A) Only I is correct.
(B) Only II is correct.
(C) Only III is correct.
(D) Both I and II are correct.
(E) All three assertions are correct.
23
The author refers to the “allure of the ‘reflection bandwagon’” (line 10). With this expression she means its
(A) weakeness.
(B) attraction.
(C) problem.
(D) benefit.
(E) loss.
24
Amid in “has been achieved amid the profusion” (lines 16 and 17) has the same meaning as
(A) in front of.
(B) between.
(C) among.
(D) after.
(E) under.
25
The verb in “reflective practice is understood” (lines 17 and 18) is in the same tense and form as in:
(A) Reflective practice has been around for some time now.
(B) Practices will necessarily vary from teacher to teacher.
(C) New methods are always put into practice nowadays.
(D) Practitioners are rather diffident about this approach.
(E) Recent methods may be valid for new practitioners.
26
In the sentence “Despite this, some consensus has been achieved” (line 16), the underlined word has the same function as the underlined word in
(A) Because the teachers disagreed, the method was not implemented.
(B) Although some teachers disagreed, they finally came to an agreement.
(C) Moreover, there was much disagreement and a final decision was not made.
(D) As the teachers disagreed on the issues presented, the method was not carried out.
(E) Due to the fact that there was disagreement, the decision was temporarily adjourned.
27
When the author refers to “busy professionals short on time” (lines 33 and 34), she implies that these professionals have
(A) little time.
(B) some time.
(C) more time.
(D) much time.
(E) a lot of time.
28
In the sentence “reflective practice is all too easily applied in bland, mechanical, unthinking ways” (lines 34 and 35), the reader can notice that there is some
(A) approval.
(B) nostalgia.
(C) criticism.
(D) prediction.
(E) stimulation.
29
In the sentence “wouldͲbe practitioners may also find it testing” (line 36), the author means they may find it
(A) tempting.
(B) thrilling.
(C) thriving.
(D) telling.
(E) trying.
30
The underlined word in “seek to be analytical about them” (lines 37 and 38) refers to
(A) ways.
(B) individuals.
(C) experiences.
(D) practitioners.
(E) understandings.
Fonte: http://www.pleated-jeans.com/2011/12/27/the-60-funniest-web-comics-of-2011/ Acesso em 25 de julho de 2014.
