FGV — 2013 — PMJP/PB — PROFESSOR — LÍNGUA INGLESA — CONCURSO PÚBLICO — PREFEITURA MUNICIPAL DE JOÃO PESSOA — PROVA COM GABARITO.

❑ PROVA DE LÍNGUA INGLESA: FGV-2013-PMJP/PB-PROFESSOR.

❑ ORGANIZADOR: https://fgvprojetos.fgv.br/

❑ ESTRUTURA-PROVA:

➭ 30 Multiple Choice Questions / 5 Options Each Question.

➭ Text (1) – Good Motivation, Better Relationship | http://pearsonclassroomlink.com |

➭ Text (2) – What is TBL? | www.onestopenglish.com |

➭ Text (3) – Changes in Brazilian Education | Teaching English as a Second or Foreign Language | www.tesl‐ej.org |

➭ Text (4) – Classroom Applications of Constructivism | www.teachnology.com |

❑ PROVA:

❑ TEXT 1: Read text 1 and answer questions 01 to 05:

Good Motivation, Better Relationship

As teachers we should be aware of the fact that students between the ages of 13 and 17 are growing, their bodies are changing physically, mentally and emotionally and these changes affect not only the way students learn, but also the way they want to be treated and the way they behave in school and in society; their roles in their families also face major disturbances: teenagers become more aggressive, rude, passive, and basically want to do only what they please.

Therefore, working in classrooms with teenagers might become a complete challenge. In order to get our students’ attention we must focus our efforts in developing a good relationship with them, not only at a teacher‐student level, but also in helping them to develop better relationships at a student‐student level and with their immediate family as well. Students have so much around them; we live in an overwhelming society with so many distractions and stimuli.

So instead of allowing concerns about the school or the classroom drive our efforts, we must strive to work on everything that surrounds our teaching because it plays a fundamental role in our relationship with our students. It is also important to understand, that sometimes school is all the stability they have in their lives, and the only place in which they can be themselves.

(adapted from http://pearsonclassroomlink.com/

articles/0411/0411_0201.htm)

01 – (FGV-2013-PMJP/PB-PROFESSOR)

According to Text 1, teachers working with teenagers should be aware that

(A) families are anxious to avoid any misunderstanding.

(B) students undergo an overall transition at this stage.

(C) schools offer a narrow space for teenagers.

(D) teenagers seem to change very smoothly.

(E) adolescents hate going daily to school.

02 – (FGV-2013-PMJP/PB-PROFESSOR) 

The sentence

“Therefore, working in classrooms with teenagers might become a complete challenge” (lines 9 and 10)

refers to the author’s description in the last sentence of the first paragraph that students

(A) are always very irresponsible.

(B) will constantly be unfaithful.

(C) may often be quite talented.

(D) may not always be docile.

(E) are rarely quite neglectful.

03 – (FGV-2013-PMJP/PB-PROFESSOR)

The author’s opinion is that teachers should spend their energy on

(A) searching the web for new ideas.

(B) promoting students’ social behavior.

(C) preparing classes adjusted to teenagers.

(D) improving the relationship with the staff.

(E) discussing the curriculum with other teachers.

04 – (FGV-2013-PMJP/PB-PROFESSOR) 

The author concludes that the school may be the only place where teenagers may

(A) get enough for their daily meal.

(B) establish long‐term friendships.

(C) behave in their natural manner.

(D) learn all they know about culture.

(E) acquire skills for surviving in society.

05 – (FGV-2013-PMJP/PB-PROFESSOR)

When the author states that

“we live in an overwhelming society” (lines 15 and 16),

he understands our society as being

(A) very intense.

(B) too frivolous.

(C) highly cultivated.

(D) quite insignificant.

(E) somewhat integrated.

❑ TEXT 2: Read text 2 and answer questions 06 to 17:

What is TBL?

How often do we as teachers ask our students to do something in class which they would do in everyday life using their own language? Probably not often enough. If we can make language in the classroom meaningful therefore memorable, students can process language which is being learned or recycled more naturally.

Task‐based learning offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task, and language is the instrument which the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning; they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences can all be considered as relevant and authentic tasks. In TBL an activity in which students are given a list of words to use cannot be considered as a genuine task. Nor can a normal role play if it does not contain a problem‐solving element or where students are not given a goal to reach. In many role plays students simply act out their restricted role. For instance, a role play where students have to act out roles as company directors but must come to an agreement or find the right solution within the given time limit can be considered a genuine task in TBL.

In task‐based lessons our aim is to create a need to learn and use language. The tasks will generate their own language and create an opportunity for language acquisition. If we can take the focus away from form and structures we can develop our students’ ability to do things in English. That is not to say that there will be no attention paid to accuracy; work on language is included in each task and feedback and language focus have their places in the lesson plans. We feel that teachers have a responsibility to enrich their students’ language when they see it is necessary but students should be given the opportunity to use English in the classroom as they use their own languages in everyday life.

(adapted from http://www.onestopenglish.com/support/methodology/teaching‐ approaches/teaching‐approaches‐task‐based‐learning/146502.article)

06 – (FGV-2013-PMJP/PB-PROFESSOR)

Text 2 opens with a question and an answer.

Mark True (T) or False (F) to the statements below that indicate the author’s point of view here:

(   ) The occurrence of this classroom situation should be increased.

(   ) Teachers should avoid performing the activity mentioned.

(   ) The task in question should be carried out more frequently.

The statements are, respectively:

(A) F – T – F.

(B) F – F – T.

(C) T – F – T.

(D) T –T – F.

(E) F –T – T.

07 – (FGV-2013-PMJP/PB-PROFESSOR)

When the author states that

“Task‐based learning offers the student an opportunity to do exactly this” (lines 7 and 8),

the underlined word refers to

(A) Designing task‐based learning activities.

(B) Processing language in a more natural way.

(C) Preparing lists of words as classroom tasks.

(D) Using the student’s own language all the time.

(E) Completing tasks according to specified timing.

08 – (FGV-2013-PMJP/PB-PROFESSOR)

According to the text, TBL primarily aims at

(A) increasing vocabulary.

(B) strengthening grammar.

(C) improving pronunciation.

(D) prompting genuine actions.

(E) building syntactic structures.

09 – (FGV-2013-PMJP/PB-PROFESSOR)

The author holds that a legitimate TBL activity occurs when students

(A) target the task and not the language used.

(B) memorize roles they have been assigned.

(C) carry out all the performance in English.

(D) follow the teacher’s instructions blindly.

(E) learn the speeches by heart beforehand.

10 – (FGV-2013-PMJP/PB-PROFESSOR) 

The link established between the two adjectives in 

“meaningful therefore memorable” (lines 4 and 5)

is one of

(A) contrast.

(B) condition.

(C) concession.

(D) comparison.

(E) consequence. 

11 – (FGV-2013-PMJP/PB-PROFESSOR)

The underlined word in

“to achieve a specific outcome” (line 11)

can be replaced without loss of meaning by

(A) openness.

(B) service.

(C) fluency.

(D) result.

(E) grade.

12 – (FGV-2013-PMJP/PB-PROFESSOR)

In the fragment

“Nor can a normal role play” (line 17),

the underlined word introduces an

(A) addition.

(B) emphasis.

(C) exception.

(D) Illustration.

(E) exclamation.

• VÊ RESOLUÇÃO DA QUESTÃO 12.

13 – (FGV-2013-PMJP/PB-PROFESSOR) 

Text 2 makes it clear that TBL requires the following procedures except:

(A) allowing free choices.

(B) attending to actual needs.

(C) dealing with real problems.

(D) creating meaningful activities.

(E) working with made up situations.

14 – (FGV-2013-PMJP/PB-PROFESSOR)

In the fragment

“where students have to act out roles” (lines 20 and 21),

“have to” means

(A) should.

(B) must.

(C) may.

(D) will.

(E) can.

• VÊ RESOLUÇÃO DA QUESTÃO 14.

15 – (FGV-2013-PMJP/PB-PROFESSOR)

The text states that students should be “given a goal to reach” (line 19).

This means they should

(A) get a score.

(B) fulfill an aim.

(C) end a purpose.

(D) create a condition.

(E) express an intention.

• VÊ RESOLUÇÃO DA QUESTÃO 15.

16 – (FGV-2013-PMJP/PB-PROFESSOR)

Here are four classroom activities:

I. Working out a jigsaw puzzle in pairs.

II. Repeating language patterns in group.

III. Listening to the pronunciation of unfamiliar words.

IV. Deciding with a partner on how to arrange items in a house.

Indicate the alternative where the activities are in line with task‐ based learning as defined in Text 2:

(A) I and II.

(B) I and III.

(C) I and IV.

(D) II and III.

(E) III and IV.

17 – (FGV-2013-PMJP/PB-PROFESSOR)

Take away in

“If we can take the focus away from form and structures” (lines 26 and 27)

has the same meaning as

(A) increase.

(B) remove.

(C) expand.

(D) extend.

(E) adjust.

• VÊ RESOLUÇÃO DA QUESTÃO 17.

❑ TEXT 3: Read text 3 and answer questions 18 to 25:

In the following extract, the authors discuss some of the tenets of the Brazilian National Curricular Parameters:

Changes in Brazilian Education

[…] the publication of the National Curricular Parameters issued by the Brazilian Ministry of Education and Culture in 1998 (Secretaria de Educação Fundamental, 1998) have replaced previous educational guidelines that emphasized skills development and focused on standardized content. The current policies comprise an interventionist agenda, and propose the development of critical thinking through a curriculum that:

• Helps students understand that knowledge is socially constructed, reflecting knowledge makers' experiences, beliefs and values;

• Shows how assumptions about hegemonic identities are the effect of situated practices, varying according to socio‐cultural specifics of diverse historical contexts;

• Questions stereotyping that construct dichotomous views of identities; and,

• Highlights the diversity and plurality of life that constitutes social experience.

The Brazilian Curricular Parameters suggest that the learning of foreign languages should provide students with opportunities for acting in the world through discourses besides the ones offered by their mother tongue. From this perspective, TEFL should approach the way people act in society through language, constructing the social world, themselves, and others around them. The quote below summarizes the document's approach to language in society:

“Language use (both verbal and visual) is essentially determined by its sociointeractional nature because whoever uses language considers either an audience or an addressee. This approach implies that meaning is dialogic, i.e., it is constructed by all participants in discourse. Besides that, interactional encounters do not occur in a social vacuum. They involve institutional, cultural and historical contexts”. (Secretaria de Educação Fundamental, 1998, p. 27, our translation)

According to this view texts are purposefully constructed by identifiable participants (e.g., author and audience) in response to exigencies of time, place, and subject matter. Therefore, in the foreign language classroom, students should be encouraged to recognize and reconstruct these contexts which influence the way texts are organized as well as the lexical‐grammatical components they contain  ‐‐  procedures involved in the notion of critical thinking. This is to be underpinned by the discussion of socially relevant topics, such as gender‐related issues, cultural pluralism, ethics, and citizenship. The idea is that students can compare how these topics are constructed in their mother tongue and in the foreign language.

(adapted from Santos, D. & Fabricio, B.F Teaching English as a Second or Foreign Language, in http://www.tesl‐ej.org/ej38/a1.html)

18 – (FGV-2013-PMJP/PB-PROFESSOR)

In the first paragraph, the authors explain that the Brazilian National Curricular Parameters

“replaced previous educational guidelines that emphasized skills development and focused on standardized content” (lines 4 and 5).

Choose the alternative that refers to the main skill supported by these Parameters as presented in Text 3.

(A) Reading silently.

(B) Drilling patterns.

(C) Listening to interviews.

(D) Training pronunciation.

(E) Understanding cultures.

19 – (FGV-2013-PMJP/PB-PROFESSOR)

The underlined phrase in

“The current policies comprise an interventionist agenda” (lines 5 and 6)

means

(A) present regulations.

(B) official politicians.

(C) continuous laws.

(D) usual politics.

(E) real outlaws.

20 – (FGV-2013-PMJP/PB-PROFESSOR)

Read the following sentences and mark true (T) or false (F).

(   ) Grammar issues must be avoided at all costs.

(   ) Lexis and grammar must be exclusive focus of the class.

(   ) Lexical‐grammatical components should not be disregarded.

The statements are, respectively:

(A) F – T – F.

(B) F – T – T.

(C) T – F – T.

(D) T – T – F.

(E) F – F – T.

21 – (FGV-2013-PMJP/PB-PROFESSOR)

The word assumptions in  “assumptions about hegemonic identities” (line 12)

is similar to

(A) beliefs.

(B) denials.

(C) problems.

(D) questions.

(E) statements.

👍 Comentários e Gabarito   (A)  
TÓPICO — VOCABULARY — ASSUMPTIONS:

❑ NO TEXTO:

• "[...] Shows how assumptions about hegemonic identities are the effect of situated practices, varying according to socio‐cultural specifics of diverse historical contexts ";
• Mostre como as crenças sobre identidades hegemônicas são o efeito de práticas situadas, variando de acordo com especificidades sócio‐culturais de diversos contextos históricos;
• No contexto, o substantivo "assumptions" é contável e significa CRENÇAS/SUPOSIÇÕES/PRESSUPOSTOS.

❑ RESOLUÇÃO RÁPIDA:

The word assumptions in

“assumptions about hegemonic identities” (line 12)

is similar to

(A) beliefs.(CRENÇAS)

(B) denials.(NEGAÇÕES)

(C) problems.(PROBLEMAS)

(D) questions.(PERGUNTAS)

(E) statements.(DECLARAÇÕES)

❑ ASSUMPTION - SUPOSIÇÃO, PRESSUPOSTO, CRENÇA. [www.linguee.com.br]

❑ ASSUMPTION - A depender do contexto, o substantivo "ASSUMPTION" pode funcionar como UNCOUNTABLE NOUN(algo que você aceita como verdadeiro sem questionar ou provar:) ou  COUNTABLE NOUN (o ato de assumir uma posição de poder, responsabilidade, etc).

From: www.ldoceonline.com

• Many scientific assumptions about Mars were wrong. - Muitas suposições científicas sobre Marte estavam erradas. [www.britannica.com]
• People tend to make assumptions about you when you have a disability. - As pessoas tendem a fazer suposições sobre você quando você tem uma deficiência. [Cambridge Dictionary]
• These calculations are based on the assumption that prices will continue to rise. - Esses cálculos são baseados na suposição de que os preços continuarão subindo. [Cambridge Dictionary]

22 – (FGV-2013-PMJP/PB-PROFESSOR)

The pronoun in “besides the ones offered” (line 22) is replacing

(A) students.

(B) languages.

(C) discourses.

(D) parameters.

(E) opportunities.

23 – (FGV-2013-PMJP/PB-PROFESSOR)

In the fragment

“because whoever uses language” (lines 28 and 29)

refers to

(A) subject‐matter.

(B) person.

(C) object.

(D) place.

(E) time.

24 – (FGV-2013-PMJP/PB-PROFESSOR)

If a teacher asks a class of Brazilian elementary school students   to discuss what sports girls and boys generally play, the teacher will be dealing with matters that concern

(A) ethics.

(B) ethnicity.

(C) citizenship.

(D) gender issues.

(E) cultural pluralism.

25 – (FGV-2013-PMJP/PB-PROFESSOR)

The underlined word in

“texts are purposefully constructed by identifiable participants” (lines 36 and 37)

means that these participants can be

(A) idealized.

(B) identical.

(C) affected.

(D) trusted.

(E) known.

❑ TEXT 4: Read text 4 and answer questions 26 to 30:

The paragraph below offers strategies that may meet some of the requirements of the Brazilian National Curricular Parameters:

Classroom Applications of Constructivism

Hands‐on activities are the best for the classroom applications of constructivism, critical thinking and learning. Having observations take place with a daily journal helps the students to better understand how their own experiences contribute to the formation of their theories and observational notes, and then comparing them to other students' reiterates that different backgrounds and cultures create different outlooks; while neither is wrong, both should be respected.

(adapted from http://www.teach‐ nology.com/currenttrends/constructivism/

classroom_applications/)

26 – (FGV-2013-PMJP/PB-PROFESSOR)

Read the following strategies:

I. Keeping a personal diary.

II. Copying notes from textbooks.

III. Reading classical authors daily.

IV. Exchanging individual experiences.

According to Text 4, the strategies in line with a constructivist approach are:

(A) I and II.

(B) I and III.

(C) I and IV.

(D) II and III.

(E) II and IV.

27 – (FGV-2013-PMJP/PB-PROFESSOR)

When the text qualifies activities as “Hands‐on” (line 1),

it means they are

(A) prearranged.

(B) diversified.

(C) disciplined.

(D) collective.

(E) practical.

28 – (FGV-2013-PMJP/PB-PROFESSOR)

The opposite of the underlined adjective in

“the best for the classroom applications” (lines 1 and 2)

is

(A) bad.

(B) good.

(C) better.

(D) worst.

(E) worse.

29 – (FGV-2013-PMJP/PB-PROFESSOR) 

The underlined word in

“create different outlooks” (lines 7 and 8)

is a(n)

(A) verb.

(B) noun.

(C) adverb.

(D) adjective.

(E) determiner.

30 – (FGV-2013-PMJP/PB-PROFESSOR)

Both in

“both should be respected” (line 8)

refers to

(A) applications.

(B) experiences.

(C) outlooks.

(D) theories.

(E) notes