Welcome back to another post!
➧ PROVA DE LÍNGUA INGLESA: CESPE–2006–SEDF–PROFESSOR-01/09/2006.
➧ BANCA/ORGANIZADOR: CESPE/UnB.
➧ PADRÃO/COMPOSIÇÃO DA PROVA: 70 questões do tipo C (correto) ou E (errado).
➧ GABARITO:
01-E, 02-E, 03-C, 04-C, 05-E, 06-C, 07-C, 08-C, 09-C, 10-C
11-C, 12-E, 13-C, 14-E, 15-E, 16-E, 17-E, 18-E, 19-C, 20-C
21-C, 22-E, 23-E, 24-C, 25-C, 26-C, 27-E, 28-C, 29-C, 30-E
31-E, 32-C, 33-E, 34-C, 35-E, 36-E, 37-E, 38-E, 39-C, 40-C
41-C, 42-E, 43-E, 44-E, 45-E, 46-C, 47-C, 48-C, 49-C, 50-C
51-E, 52-C, 53-C, 54-C, 55-E, 56-E, 57-E, 58-E, 59-C, 60-C
61-E, 62-E, 63-C, 64-E, 65-E, 66-C, 67-C, 68-E, 69-E, 70-C
➧ TEXT I: This text refers to items from 01 through 18.
The little red schoolhouse
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.
Each schoolhouse looked pretty much the same inside and outside. 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. We heated the schoolhouse with a stove in the center of the room. We put whatever wood we could find into the fire to stay warm. The outside of the small wooden building was painted red, so everybody called it “the little red schoolhouse”. 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.
Instruction in school was mainly what we called the three R’s — reading, [w]ritin’, and [a]rithmetic. 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. All of the kids in my family made it through the eight-grade system. We worked together, taught one another, and this helped all of us graduate. There weren’t enough books for all of us at school. We made up for this through rote memorization and reciting what we learned. I am still able to recite parts of some famous speeches we memorized.The teacher also had us act out plays and compete in spelling bees.
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”.
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”.
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.
Judge the following items about the schoolhouse mentioned in the text above.
Internet: <www.exchanges.state.gov>.
01. The center of the schoolhouse was bare.
(O centro da escola era vazio.)
- INCORRETO porque no centro da escola havia um fogão, conforme o trecho:
- We heated the schoolhouse with a stove in the center of the room.
- Aquecíamos a escola com um fogão no centro da sala.
- Em contexto de uma sala, quarto, armário, etc, o adjetivo BARE = EMPTY (vazio).
02. The pupils had to look for special wood to light the fire.
(Os alunos tinham que procurar madeira especial para acender o fogo.)
- INCORRETO porque os alunos procuravam qualquer tipo de madeira (
e não madeira especial), conforme o trecho: - We put whatever wood we could find into the fire to stay warm.
- Colocávamos qualquer tipo de madeira que se pudesse encontrar para o fogo para nos manter aquecidos.
- Para enfatizar algo usamos WHATEVER no sentido de "OF ANY KIND" (de qualquer tipo).
03. Regardless of the students' age, everybody studied together in the same room.
(Independentemente da idade dos alunos, todos estudavam juntos na mesma sala.)
- CORRETO porque a idade dos alunos iam de 5 a 20 anos e eles ficavam todos juntos porque a escola tinha apenas uma sala, conforme o trecho:
- While growing up in Kentucky and Indiana, I went to several one-room schools...
- Enquanto crescia em Kentucky e Indiana, frequentei várias escolas de uma sala...
- I really don’t know how my teacher managed a large group of students, aged 5 to 20.
04. The teacher must have been a devoted one.
(O professor tinha que ser um professor dedicado.)
- CORRETO conforme o trecho:
- 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.
- 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 comissionado.
05. Usually, students who attended schoolhouses rarely missed classes.
(Normalmente, os alunos que frequentavam as escolas raramente faltavam às aulas.)
- INCORRETO porque os alunos não vinham às aulas todos os dias tendo em vista que a maioria deles trabalhava nos campos das fazendas, conforme o trecho:
- Students didn’t come to class everyday because most of us worked in the fields on our families’ farms.
- Os alunos não vinham às aulas todos os dias porque a maioria de nós trabalhava nos campos das fazendas de nossas famílias.
06. Schoolhouse teachers played different roles.
(Os professores escolares desempenhavam funções diferentes.)
- CORRETO conforme o trecho:
- 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.
- 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 comissionada.
07. Rote memorization was the schoolhouse teacher's preferred technique to deal with active students.
(A memorização mecânica era a técnica preferida do professor da escola para lidar com alunos ativos.)
- INCORRETO porque era uma técnica alternativa de aprendizagem já que não havia livros suficientes para todos na escola, conforme o trecho:
- There weren’t enough books for all of us at school. We made up for this through rote memorization and reciting what we learned.
- Não havia livros suficientes para todos nós na escola. Compensávamos isso memorizando e recitando o que aprendíamos.
The narrator of the text
08. came from a family where the spirit of cooperation was present.
09. views education as an important step toward makingprogress in life.
10. succeeded in completing the eighth grade.
11. considered President Lincoln a source of inspiration.
In the text,
12. the suffix "-less", as in "backless" (R.6), means few.
13. the verb "hung" (R.13) is the past tense of to hang.
14. a "porch" (R.13) is another word for garage.
15. "all of" (R.18) can be correctly replaced by most of.
16. the phrasal verb “made up for” (R.24) is synonymous with fought.
17. when the teacher said “boys will be boys” (R.36-37), she meant that there is hope for boys once they have reached manhood.
18. the modal “will”, in “hard work will bring” (R.41), can be correctly replaced by is going to.
➧ TEXT II:
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).
19. The text does not tell us if one-room schools were common in the United States in the 1900s.
20. After having worked the land for five years, people were granted their legal possession.
21. The text mentions two sources of hope for settlers.
22. Cleaning the land and making it suitable for growing crops was an easy job.
23. The US government built the first schools on the frontier.
➧ TEXT III: This text refers to items from 24 through 31.
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 of 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 25 reality and fiction: very popular these days!
Internet: <www.bbc.co.uk> (with adaptations).
Judge the following items considering the text above.24. The text shows how some words are formed.
25. The narrator of the text uses colloquial language.
In the text,
26. the expression “fly-on-the-wall” (R.7) means to be able to watch what people are doing without their noticing you.
27. the adjective “ordinary” (R.9) is synonymous with unusual.
28. the modal disjunct “probably” (R.13) expresses the author’s view on how likely it is that what follows this word is true.
29. the spelling of the words “programmes” (R.18) and “dramatised” (R.21) indicates the use of British English.
30. the word “its”, in “of its kind” (R.20), is the full form of it’s.
31. the pronoun “one” (R.21) refers to docudrama.
➧ TEXT IV: This text refers to items from 32 through 53.
Circle Games
Circle games are any games or activities that involve 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.
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 forwhen 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 colored 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).
32. the noun “Circle” (R.1) functions as an adjective.
33. the determiner “any” (R.1) means some.
34. the relative pronoun “that” (R.1) can be correctly replaced by which.
35. the article “a”, in “a circle” (R.2), can be correctly replaced by the.
36. the conjunct “therefore” (R.7) expresses concession.
37. the verb “to gel” (R.8) means to disrupt.
38. the function word “as” (R.10) can be correctly replaced by like.
39. the word “them” (R.11) refers to “Circle games” (R.10).
40. the phrase “They can be used as warmers” (R.12) is the passive voice of You can use them as warmers.
41. the word “filler” (R.13) is a noun formed from the verb to fill.
42. the phrase “at the end” (R.13) is synonymous with in the end.
43. 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.
44. the verbal phrase “stop drawing” (R.26) can be correctly replaced by stop to draw.
45. the use of “will”, in “each student will have” (R.32), shows agreement.
46. the verbs “finished” (R.32), “contributed” (R.33) and “used” (R.35) are examples of the three different pronunciations for the final “-ed”.
47. the expression “it’s up to you” (R.34) means that you make a decision about it.
48. the relative pronouns which and that can be used after the word “topic” (R.43) without changing the meaning of the sentence.
49. “thinking” (R.45) is in the -ing form because it comes after a preposition.
50. the verb “Beware” (R.45) implies a warning.
Considering the text, judge the following items.
52. The teaching of English in Brazil is considered EFL.
53. When the music stops, the action which had been going on can be described as The students have been drawing.
➧ TEXT V:
The table below compares two teaching methods.
Audiolingual Method/Communicative Language
Teaching
1. Attends to structure and form more than meaning./Meaning is paramount.
2. Language items are not necessarily contextualized./Contextualization is a basic premise.
3. Language learning is learning structures, sounds, or words./Language learning is learning to communicate.
4. Native-speaker-like pronunciation is sought./Comprehensible pronunciation is sought.
5. The use of the student’s native language is forbidden./Judicious use of native language is accepted where feasible.
6. Linguistic competence is the desired goal./Communicative competence is the desired goal.
7. “Language is habit” so error must be prevented at all costs./Language is created by the individual often through trial and error.
8. Students are expected to interact with the language system, embodied in machines or controlled materials./Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
H. Douglas Brown. Teaching by principles: an interactive approach to language pedagogy, Second Edition.
Longman, 2001, p. 79.
54. Using the students’ native language in some situations.
55. Extensive drilling in near-native pronunciation.
56. Students talking about and concentrating on the forms of language.
57. Practicing sentences out of context.
58. Focusing on accuracy, rather than fluency, as the desired goal.
59. Using newspaper articles or any other authentic material as part of a lesson.
60. Accepting that errors are natural in conversation.
➧ TEXT VI:
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 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.
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.
Judge the following sentences as to their grammatical correctness.
Internet: <exchanges.state.gov/forum/vols/vol43/no2/p48.htm>
( with adaptations)
61. I would like to know where does she study.
62. Little he knew what was to happen.
63. This is the second time I’ve seen this film.
64. They hope to finish work until midday.
65. The couple have met in Paris three years ago.
66. If it had been warmer, we would have gone to the zoo.
67. It’s essential that teachers know the language well.
68. Lie your hands on the table.
69. He wears an uniform at work.
70. The train arrived on time, didn’t it?
