Postagens
Welcome back to another post!
➧ PROVA DE LÍNGUA INGLESA: CEBRASPE-2018-SEDUC/AL-PROFESSOR DE INGLÊS, aplicação em 01/04/2018.
➧ BANCA/ORGANIZADOR:
➧ PADRÃO/COMPOSIÇÃO DA PROVA: 50 questões do tipo CORRETA (C) ou ERRADA (E).
➧ GABARITO:
01-C, 02-E, 03-C, 04-E, 05-C
06-C, 07-E, 08-C, 09-E, 10-E
11-C, 12-C, 13-E, 14-C, 15-E
16-E, 17-C, 18-C, 19-C, 20-C
21-C, 22-C, 23-E, 24-E, 25-E
26-C, 27-E, 28-E, 29-C, 30-E
31-C, 32-E, 33-C, 34-E, 35-C
36-C, 37-E, 38-C, 39-E, 40-C
41-E, 42-C, 43-E, 44-E, 45-C
46-E, 47-C, 48-E, 49-E, 50-C
➧ VOCABULÁRIO:
- to pinch = apertar, comprimir.
- to suppress = suprimir, abafar.
- turned up = apareceu.
- has ruptured his throat = rompeu a garganta.
- can cause ear damage = pode causar danos ao ouvido.
- as it may lead to = pois pode levar a.
- could be deadly = pode ser mortal.
- sneeze (sNíz) = espirro.
- throat = garganta.
- a dangerous maneuver = uma manobra perigosa.
- ruptured throat = garganta rompida.
- felt a pop = sentiu um estalo
- Holding back a sneeze = Segurar um espirro
- for a week = por uma semana.
- He made a full recovery = Ele teve uma recuperação completa.
- [an emergency department = um pronto-socorro.
- [brain aneurysm = aneurisma cerebral.
- [chest cavity = cavidade torácica.
- side effect = efeito colateral.
➧ TEXTO I: This text refers to items from 01 through 10.
In recent years, there has been a dramatic change in1 the reach of English language teaching all over the world and an increasing demand for competent English language teachers, as well as for language programmes that can offer the English language skills and competencies needed by today's global citizens. The teaching of English consumes a considerable portion of available educational resources in many countries, and English is not necessarily a neutral product offering equal opportunities for all. English teachers, therefore, need to appreciate the special status English has in modern life, what its costs and benefits are to those who try to learn it, the different motivations learners may have for learning English and the different circumstances in which they learn it.
The English language has a complex status in today's world. For some people, it is acquired as a first language. For some, it may be learned at school, and may be essential for academic and professional success. For others, it may represent a subject that they are required to study in school, but for which they have no immediate need. And English means different things to people in different parts of the world. For some, it may arouse positive feelings as the language of pop culture, the media and social networking. For others, it may have22 associations with colonialism, exploitation, elitism or social and economic inequality.
English today has a unique status, as a consequence of the role it plays around the world and its function as an international or world language. It has been described as the world's lingua franca. Although some 380 million people speak it as a first language in countries like Australia, Canada, the United States and Great Britain, a further 600 million people use it, alongside other languages, as a second language — in countries like Nigeria, India and the Philippines. And another one billion people are studying it, at any one time, as a foreign language, in countries like China, South Korea, France, Germany, Russia and Brazil.
Jack C. Richards.
Key issues in language learning.
CUP, 2015 (adapted).
01. The expression “all over the world” (l.2) is synonymous with worldwide.
02. In the fragment “English teachers, therefore, need to appreciate the special status English has” (l.9 and 10), “appreciate” means like or enjoy.
03. In the fragment “a unique status” (l.25), the use of the article “a” can be explained by the sound of the semivowel at the beginning of “unique”.
04. The sentence: “For some people, it is acquired as a first language” (l.15) can be correctly rewritten as For some people, it has acquired as a first language.
05. It can be inferred from the text that there should be three distinct approaches to the teaching of English, depending on how and why students acquire this language.
06. In terms of word formation, the adjective “international” (R.27) is a case of affixation, as a prefix and a suffix have been added to the root of the word nation.
07. The word “economic”, in “economic inequality” (l.24), could be replaced by economical, without changing the meaning of the text.
08. It can be inferred from the text that some students of English resent it because of the negative feelings that colonialism inspires.
09. In the fragment “in countries like Australia, Canada, the United States and Great Britain” (l.29 and 30) “like” can be correctly replaced with such.
➧ TEXTO II: This text refers to items from 11 through 20.
The spread of English is often linked to globalization, since it provides for high levels of interconnectedness among nation states and local economies and cultures. The fact that English has become the primary language for communication4 within international organizations such as the United Nations, the Council of Europe and the European Union is an example of such globalization. However, globalization has contributed as much to the “idea” of English as it has to its actual role in communication. In other words, in many parts of the world, English represents an image in popular imagination, established through the media, advertising and so on, rather than a practical necessity or reality for many people.
Scholars and educationists differ in their attitudes towards the global spread of English. Some think this spread is natural, inevitable, neutral and beneficial, and have been accused of English triumphalism. The British linguist David Crystal suggests that English fosters cultural opportunity and promotes a climate of international intelligibility. Others see the spread of English as threatening local cultures, languages and identities. The phrase “linguistic imperialism” was used to explain how English has come to play a key role in maintaining the economic and political dominance of some societies over others. Because of the role of English as the dominant international language, the theory of linguistic imperialism asserts that other languages have been prevented from going through processes of development and expansion, and have been allocated a secondary status, along with the cultures they represent. Proponents of the theory of linguistic imperialism view the English language teaching industry as contributing to the propagation of the economic, cultural or religious values of dominant world powers.
Idem. Ibidem (adapted).
11. The ideia contained in the fragment “since it provides for high levels of interconnectedness” (l.2) can also be correctly expressed as because it makes profound interconnectedness possible.
12. In the text, the words “primary” (l.4) and “dominant” (l.23) mean basically the same thing, both referring to the current status of the English language in the world.
13. The expression “In other words” (l.9) means besides.
14. According to the text, in some countries, the need to learn, speak or use English is artificially created by powerful ideological means or mechanisms.
15. It can be concluded from the text that supporters of the linguistic imperialism view defend the dominant role English plays in the world nowadays.
16. The subject of the verbal form “is”, in the fragment “is an example of such globalization” (l.6 and 7), is “English” (l.4).
17. According to the text, it can be said that experts in language seem to hold differing views on the dissemination of English in many parts of the world.
18. In the fragment “rather than a practical necessity or reality for many people”(l.11 and 12), “rather than” means instead of.
19. In the passage “The British linguist David Crystal suggests that English fosters cultural opportunity” (l.16 and 17), the word “that” can be omitted without this making the sentence grammatically incorrect.
20. The fragment “to play a key role in” (l.21) can be correctly rewritten as to have a leading part in, without changing the meaning of the text.
➧ TEXTO III: This text refers to items from 21 through 25.
Motivation is typically defined as the forces that help explain the stimulation, selection, direction, and continuation of behaviour. Nevertheless, many teachers have at least two major mistaken ideas about motivation that prevent them from4 using this concept with maximum effectiveness. One misconception is that some students are unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses goals and expends a certain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students are not motivated to behave in the way teachers would like them to behave. The second misconception is that one person can directly motivate another. This view is inaccurate because motivation comes from within a person. What you can do, with the help of the various motivation theories that teachers have developed, is create the circumstances that influence students to do what you want them to do.
Many factors determine whether the students in your classes will be motivated or not motivated to learn. You should not be surprised to discover that no single theoretical interpretation of motivation explains all aspects of student interest or lack of it. Different theoretical interpretations do, however, shed light on why some students in a given learning situation are more likely to want to learn than others. Furthermore, each theoretical interpretation can serve as the basis for the development of techniques for motivating students in the classroom.
Judge the following items according to the ideas of the previous text and its linguistic aspects.
Many factors determine whether the students in your classes will be motivated or not motivated to learn. You should not be surprised to discover that no single theoretical interpretation of motivation explains all aspects of student interest or lack of it. Different theoretical interpretations do, however, shed light on why some students in a given learning situation are more likely to want to learn than others. Furthermore, each theoretical interpretation can serve as the basis for the development of techniques for motivating students in the classroom.
Internet:<https//college.cengage.com>(adapted).
21. The notions that students have no motivation and that an individual can be directly motivated can make a teacher’s job very difficult.
22. According to the text, the source of motivation is found inside a person.
23. The fragment “prevent them from using” (l.4 and 5) can be correctly replaced with prevent them to use.
24. In “As long as a student chooses goals” (l.7 and 8), “as long as” means after a long time.
25. The deletion of “do” in “Different theoretical interpretations do, however, shed light” (l.22 and 23) would not change the meaning of the fragment.
➧ TEXTO III: This text refers to items from 26 through 34.
Internet: <www.newyorker.com> (adapted).
26. This is an informative text whose main objective is to present the Japanese practice of shinrin-yoku.
27. It can be said that practitioners of shinrin-yoku go to the forest to take baths in lakes and rivers.
28. According to the text, shinrin-yoku is one of the oldest Japanese traditional rituals.
29. The verb phrase “has been matched” (R.7) is an example of a passive voice construction.
30. It can be concluded from the text that the Forest Agency of Japan decided to launch the campaign to popularize shinrin-yoku because research has shown the benefits of nature for human health.
31. According to the text, there are several benefits for people who frequently spend time in the forest.
32. In the sentence “Studies have shown that regular (…) and strengthen the immune system” (l.9 to 11), the verb “have” could be omitted and the sentence would still be grammatically acceptable.
33. If the word “followers” (l.12) were replaced by adepts, there would be a significant change in meaning in the sentence.
34. It can be inferred that the mentioning of ‘spirit animal’ (l.14 and 15) in the registration forms for the American Forest Bathing Club means that members of this Club are allowed to take their pets to the forest with them.
➧ TEXTO IV: This CARTOON refers to items from 35 through 38.
Internet: <http://tvtropes.org>
Based on the cartoon and the vocabulary and language used in it, judge the items below.
35. The sentence on the first balloon is an example of informal spoken language.
36. In the last balloon, “weird” is synonymous with strange, bizarre.
38. The boy does not understand that a toast is a slice of bread that is exposed to heat from a grill or fire.
➧ TEXTO V: This text refers to items from 39 through 47.
This behavior, doctors warn, could damage your ears or even burst a brain aneurysm.
The 34-year-old man turned up at an emergency department after pinching his nose and closing his mouth to stop his sneezing. He felt a pop as the sneeze ripped through his throat and made his soft tissue swell. His throat began to hurt when he swallowed, and his voice changed.
The rupture was so serious that doctors kept the man in hospital for a week. He was fed by a tube through his nose and treated with antibiotics in case of infection in the chest cavity. He made a full recovery. A ruptured throat is an extremely rare consequence of stifling a sneeze. Holding back a sneeze can cause ear damage and, in some cases, even the rupture of a brain aneurysm. While incredibly unlikely, this side effect could be deadly.
Halting a sneeze via blocking nostrils and mouth is a dangerous maneuver and should be avoided, as it may lead to numerous complications.
Internet: <www.newsweek.com> (adapted).
39. The story presented in the article is based on superstition and unscientific beliefs.
40. In the phrase “34-year-old man” (l.5), the noun “year” is in the singular because it is part of an adjective.
41. In the sentence “This behavior, doctors warn, could damage your ears or even burst a brain aneurysm” (l.3 and 4), the pronoun “your” could be substituted by one’s with no relevant change in meaning.
42. The man was unable to eat normally while he was in hospital.
43. The man was treated with antibiotics because he caught an infection.
44. At the time the article was written, the man was still ill.
45. Deadly brain aneurysms caused by holding back sneezes are extremely rare.
46. The phrase “should be” (l.19) can be replaced with might be without changing the meaning of the sentence.
47. There are two modal verbs in the last sentence of the text.
➧ TEXTO VI: This text refers to items from 48 through 50.
An Italian postman has been arrested after 573 kg of undelivered mail was found in the garage of his home in Vicenza. The mail included leaflets from 2010 regional elections, tax forms and utility bills.
Police were called to the home of the 56-year-old man to make the arrest. It’s been described as the biggest ever seizure of undelivered mail in Italy.
The postal service in the northern city of Vicenza will deliver the mail to the intended recipients.
In Italy, the “violation, misappropriation or destruction” of mail is a criminal offence punishable by up to 1 year in prison. In the meantime, the bad postie has been suspended by the postal service.
Internet: <http://theshortnews.com> (adapted).
48. There was less than half a ton of mail in the postman’s garage.
47. The postman was arrested and received a one-year prison sentence.
50. In the last sentence of the text, “postie” (l.12) is an informal way to refer to the postman.
