CESPE-2011 –SAEB – PROFESSOR DE INGLÊS – LÍNGUA INGLESA – CONCURSO PÚBLICO – SECRETARIA DA ADMINISTRAÇÃO DO ESTADO DA BAHIA –PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: CESPE-2011-SAEB-PROFESSOR DE INGLÊS, aplicação em 01/01/2011.

➧ BANCA/ORGANIZADOR: CESPE-Centro Brasileiro de Pesquisa em Avaliação e Seleção e de Promoção de Eventos.

➧ PADRÃO / COMPOSIÇÃO DA PROVA: 10 questões.

➧ GABARITO:

01-C, 02-D, 03-B, 04-A, 05-C

06-A, 07-B, 08-D, 09-D, 10-B

➧ TEXTO I: Text for questions from 41 to 44

It almost goes without saying that the native language of every learner is an extremely significant factor in the learning of a new language. Most of the time, we think of the native language as exercising an interfering effect on the target language, and indeed the most salient, observable effect does appear to be one of interference. The majority of learners’ errors in producing the second language, especially in the beginning levels, stem from the learner’s assumption that the target language operates like the native language.

But what we observe may, like an iceberg, only be part of the reality. The facilitating effects of the native language are surely as powerful in the process, or more so, even though they are less observable. When the native French speaker who is learning English says, “I’ m here since January”, there is one salient native language effect, a verb tense error stemming from French. But who is to say that the learner’s native French did not facilitate the production of that sentence’s subject-verb-complement word order, the placement of the locative (here), the one-to-one grammatical correspondence of every word in the sentence, rules governing prepositional phrases, and the cognate word (January)?

In dealing with the native language effect in the classroom, interference will most often be the focus of your feedback in the classroom. That’s perfectly sound pedagogy. Learners’ errors stand out like the tips of icebergs giving us salient signals of an underlying system at work.

D. Brown. Teaching by Principles – An Interactive Approach to Language Pedagogy. Prentice Hall Regents, New Jersey. San Francisco State University. USA, 2007 (adapted).

01 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

From the text, it can inferred that

(A) second language learners can be victims of their own native language.
(B) the more you learn a foreign language the more interference you experience.
(C) interference is part of a natural process while learning a foreign language.
(D) native language influence is a handicap against learners of a second language.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
From the text, it can inferred that
(A) second language learners can be victims of their own native language.
(B) the more you learn a foreign language the more interference you experience.
(C) interference is part of a natural process while learning a foreign language.
(D) native language influence is a handicap against learners of a second language.

02 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

According to the text, it can be stated that

(A) it is obvious to say that the second language learning may change the structure of the native language.
(B) second language interference must be totally avoided.
(C) the native language and the second language operate the same way.
(D) native and target languages can share some traces.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
According to the text, it can be stated that
(A) it is obvious to say that the second language learning may change the structure of the native language.
(B) second language interference must be totally avoided.
(C) the native language and the second language operate the same way.
(D) native and target languages can share some traces.

03 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

Based on the text, judge the items below.

(A) Most foreign language learners make unusual mistakes.
(B) Second language interference can be particularly found at the beginner’s level.
(C) French and English are structurally different.
(D) Icebergs give you tips on how to teach a foreign language.

_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Based on the text, judge the items below.
(A) Most foreign language learners make unusual mistakes.
(B) Second language interference can be particularly found at the beginner’s level.
(C) French and English are structurally different.
(D) Icebergs give you tips on how to teach a foreign language.

04 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The conjunction “even though” (R.13) is synonymous with

(A) although.
(B) however.
(C) despite.
(D) in spite of
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The conjunction “even though” (R.13) is synonymous with
(A) although.
(B) however.
(C) despite.
(D) in spite of

➧ TEXTO II: Text for questions from 05 to 07.

If we are asked whether culture should be part of
language courses, the answer is an unquestionable “yes”.

The ideal situation is to develop language classes in
which basic cultural information is integrated systematically and completely into the course content. However, until integrated cultural materials become available, language teachers will have to be responsible for incorporating as much culture as possible into their classes while continuing to use
language-based texts.

Given the reality of the present situation, the basic
decision facing the teacher is how to combine culture with the other material to be learned in the class. Learning the language itself is a full-time task. How can room be made for more material? The answer to this question is certainly not an easy one, but it is hoped that the teacher will recognize the need for developing a course in which culture is a basic component. Techniques have been developed that can be inserted unobtrusively into the class without disturbing the remainder of the lesson plan. On those days when more time is required for lengthy activities, the culture portion of the class can serve as a change of pace to the more typical language routine.

How much time should be spent teaching culture? In this author’s opinion, the answer to that question depends on the teacher and the students in the class. The type of cultural material presented and the manner in which it is organized will also influence the amount of time spent.

C. Chastain. Developing Second-Language Skills –
Theory and Practice. Harcourt Brace Jovanovich,
Publishers. University of Virginia. USA, 1988 (adapted)

05 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

Based on the text, it can be concluded that

(A) culture must be taught as much as language.
(B) culture and language teaching should be kept apart to a certain extent.
(C) integrated cultural materials, as it were, are yet to be published.
(D) language teachers ought to be literature teachers as well.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Based on the text, it can be concluded that
(A) culture must be taught as much as language.
(B) culture and language teaching should be kept apart to a certain extent.
(C) integrated cultural materials, as it were, are yet to be published.
(D) language teachers ought to be literature teachers as well.

06 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

According to the text, it can be said that

(A) activities which take a longer time can be coupled with culture portions.
(B) time devoted to culture teaching depends on the material available.
(C) students have to be entirely familiar with the foreign culture at the end of the course.
(D) everyday classes demand as much culture as linguistic knowledge.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
According to the text, it can be said that
(A) activities which take a longer time can be coupled with culture portions.
(B) time devoted to culture teaching depends on the material available.
(C) students have to be entirely familiar with the foreign culture at the end of the course.
(D) everyday classes demand as much culture as linguistic knowledge.

07 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The verb “depends” (R.23) can also be collocated with

(A) of.
(B) upon.
(C) with.
(D) for.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The verb “depends” (R.23) can also be collocated with
(A) of.
(B) upon.
(C) with.
(D) for.

➧ TEXTO II: Text for questions from 48 to 50

Developing the ability to understand the spoken foreign language is a long, continuous process. It is a skill that must be taught and that does not happen automatically. One of the teachers’ most important tasks is to provide a variety of purposeful listening activities throughout the entire language course.

The students must be given a reason for listening to one another. If the teacher requires individuals to respond to each other, the students will make an effort to listen more carefully for the information requested. In order to accomplish this, the teacher must insist that everyone speak up.

It is also important that teachers not repeat their questions and comments. Those teachers who repeat each utterance a dozen times find that their students stop listening altogether. Even more boring is the teacher who repeats each student’s response or question. Obviously the teacher cannot react in silence to a student’s utterance, and repeating what has just been said is an easy but unfortunate way to say something. The alternative is for the teacher to develop a large repertoire of responses to students’ utterances. Even the not-too-fluent teacher can practice a list of possible rejoinders in the foreign language, such as: Great. Wonderful.

At the intermediate and advanced levels, the teacher must make the effort to find suitable taped material for listening activities. It is not enough for students merely to listen to each other and the teacher. They must also have frequent opportunities to listen to a variety of different speakers talking at a normal conversational speed.

D. E. Allen and R. M. Valette. Classroom Techniques: Foreign Languages and English as Second Language. Harcourt Brace Jovanovich, Publishers. The Ohio State University. USA (adapted)

08 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The text above makes clear that

(A) oral expression must be learned mechanically.
(B) listening activities should be postponed for a later stage.
(C) the students must listen to themselves.
(D) oral comprehension is a long as well as a continuous learning process.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The text above makes clear that
(A) oral expression must be learned mechanically.
(B) listening activities should be postponed for a later stage.
(C) the students must listen to themselves.
(D) oral comprehension is a long as well as a continuous learning process.

09 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

As found in the text, it can be affirmed that

(A) the more listening and repeating drills the better the fixation becomes.
(B) it is advisable for the teacher to remain silent while the student is speaking.
(C) every single student may be asked to speak up.
(D) to repeat utterances is less boring than repeating student’s response or questions.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
As found in the text, it can be affirmed that
(A) the more listening and repeating drills the better the fixation becomes.
(B) it is advisable for the teacher to remain silent while the student is speaking.
(C) every single student may be asked to speak up.
(D) to repeat utterances is less boring than repeating student’s response or questions.

10 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The relative pronoun “who” (R.8) can be correctly replaced by

(A) which.
(B) that.
(C) whose.
(D) what
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
(A) which.
(B) that.
(C) whose.
(D) what