Postagens
❑ PROVA DE LÍNGUA INGLESA: COSEAC/UF-2018-PM/MARICÁ/RJ-DOCENTE.
➭ 15 Multiple Choice Questions / 5 Options Each Question.
➭ Text (1) – Women’s rights convention | https://chroniclingamerica. loc.gov |
❑ PROVA:
❑ GABARITO:
❑ TRADUÇÃO - TEXTO 1:
Women’s rights convention – Sojourner Truth
Convenção dos direitos das mulheres – Sojourner Truth
One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those only can appreciate it who saw her powerful form, her wholesouled, earnest gesture, and listened to her strong and truthful tones. She came forward to the platform and addressing the President said with great simplicity:
Um dos discursos mais singulares e interessantes da convenção foi proferido por Sojourner Truth, uma escrava emancipada. É impossível transferi-lo para o papel ou transmitir qualquer ideia adequada do efeito que produziu no público. Só podem apreciá-lo aqueles que viram a sua forma poderosa, o seu gesto sincero e sincero, e ouviram os seus tons fortes e verdadeiros. Ela subiu à tribuna e, dirigindo-se ao Presidente, disse com grande simplicidade:
"May I say a few words?" Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. I am a woman's rights. I have as much muscle as any man and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?
"Posso dizer algumas palavras?" Recebendo uma resposta afirmativa, ela prosseguiu: Quero dizer algumas palavras sobre este assunto. Eu sou os direitos de uma mulher. Tenho tantos músculos quanto qualquer homem e posso trabalhar tanto quanto qualquer homem. Eu arei, colhi, descasquei, cortei e ceifei, e alguém pode fazer mais do que isso?
I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can't she have her little pint full?
Já ouvi falar muito sobre os sexos serem iguais. Posso carregar tanto quanto qualquer homem, e também posso comer tanto, se conseguir. Eu sou tão forte quanto qualquer homem que é agora. Quanto ao intelecto, tudo o que posso dizer é: se uma mulher bebe meio litro e um homem um quarto - por que ela não pode beber um litro cheio?
You need not be afraid to give us our rights for fear we will take too much; -- for we can't take more than our pint will hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. I can't read, but I can hear.
Não é preciso ter medo de nos dar os nossos direitos por receio de que tomemos demasiado, porque não podemos tomar mais do que a nossa caneca aguenta. Os pobres homens parecem estar todos confusos e não sabem o que fazer. Mas, meninos, se têm os direitos da mulher, dêem-lhos e sentir-se-ão melhor. Terão os vossos próprios direitos e eles não darão tanto trabalho. Eu não sei ler, mas sei ouvir.
I have heard the bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world?
Ouvi a Bíblia e aprendi que Eva levou o homem a pecar. Bem, se uma mulher transtornou o mundo, dêem-lhe uma oportunidade de o endireitar de novo. A Senhora falou de Jesus, de como ele nunca rejeitou as mulheres, e tinha razão. Quando Lázaro morreu, Maria e Marta foram ter com ele com fé e amor e pediram-lhe que ressuscitasse o irmão. Jesus chorou e Lázaro ressuscitou. E como é que Jesus veio ao mundo?
Through God who created him and the woman who bore him. Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.
Através de Deus que o criou e da mulher que o deu à luz. Homem, onde estava a tua parte? Mas as mulheres estão a subir, bendito seja Deus, e alguns homens estão a subir com elas. Mas o homem está num lugar apertado, o pobre escravo está em cima dele, a mulher está a vir para cima dele, ele está certamente entre um falcão e um abutre.
Reference: Robinson, M. (1851, June 21).Women’s rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6 no. 41, Page 160
👉 Questão 21 :
In general terms, it’s absolutely correct to say that the text was written:
(A) in the 18th century.
(B) by a person who gave a speech.
(C) by a woman.
(D) by a person who heard a speech.
(E) in the bible.
👍 Comentários e Gabarito D
(A) in the
(B) by a person who
(C) by a woman.
(D) by a person who heard a speech.(por uma pessoa que ouviu um discurso.)
(E)
👉 Questão 22 :
Consider the assertions:
I-Sojourner's speech was easily transcribed by the author.
II-The author agreed with the words Sojourner had put forward.
III-Sojourner believed men and women should not have equal rights.
IV-Sojourner used a few analogies to sustain her argument.
According to the text, the only correct ones are:
(A) I and II.
(B) II and III.
(C) III and IV.
(D) I, II and III.
(E) II and IV.
👍 Comentários e Gabarito E
*
* Afirmativa II : The author agreed with the words Sojourner had put forward.(O autor concordou com as palavras apresentadas por Sojourner.)
*
* Afirmativa IV : Sojourner used a few analogies to sustain her argument.(Sojourner usou algumas analogias para sustentar seu argumento.)
Questions 23 and 24 must be answered by looking at the following sentence from Text 1:
"One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave."
👉 Questão 23 :
Without any other change added to the sentence, the clause "an emancipated slave" could be preceded by:
(A) which is.
(B) that is.
(C) whose is.
(D) whom is.
(E) who is.
👍 Gabarito E
Sem nenhuma outra alteração adicionada à frase, o trecho frasal "an emancipated slave"(um escravo emancipado) poderia ser precedida por:
❑ TRECHO CONTEXTUAL:
"One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave."
(A)which is.(WHICH ➞ refere-se a coisas, animais)
(B)that is.(THAT ➞ não substitui pronome relativo antecedido de vírgula)
(C)whose is.(WHOSE ➞ expressa ideia de posse, vem entre 2 substantivos)
(D)whom is.(WHOM ➞ função de OBJETO da pessoa, vem sempre seguido de pronome pessoal)
(E) who is.
➦DETALHE GRAMATICAL 1: Quando um pronome relativo for SUJEITO da oração e estiver seguido de verbo, então usaremos "WHO".
"One of the most unique and interesting speeches of the convention was made by Sojourner Truth, who is an emancipated slave."
➦DETALHE GRAMATICAL 2: "THAT" poderá substituir WHO, WHOM ou WHICH.
*Por que poderá?
*Se houver VÍRGULA ou PREPOSIÇÃO, THAT não poderá substituir WHO, WHOM ou WHICH.
➦DETALHE GRAMATICAL 3: "THAT" não substitui WHOSE em nenhum caso.
👉 Questão 24 :
The word "whole-souled" in the clause "her whole-souled, earnest gesture" can be defined as:
(A) a negative attributive adjective.
(B) a positive attributive adjective.
(C) a compound noun.
(D) a positive predicative adjective.
(E) a negative predicative adjective.
👍 Comentários e Gabarito B
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
(A) a negative attributive adjective.
(B) a positive attributive adjective.
(C) a compound noun.
(D) a positive predicative adjective.
(E) a negative predicative adjective.
Questions 25 and 26 must be answered by looking at the following sentence from Text 1:
“May I say a few words?”
👉 Questão 25 :
We may keep the sentence grammatically correct by substituting “May” for:
(A) should.
(B) must.
(C) could.
(D) did.
(E) need.
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
(A) should.
(B) must.
(C) could.
(D) did.
(E) need.
👉 Questão 26 :
We may keep the sentence grammatically correct by substituting “words” for:
(A) information; because it’s an uncountable noun, just like “words”.
(B) informations; because it’s a countable noun in the plural, just like “words”.
(C) things; because it’s a countable noun in the plural, just like “words”.
(D) thing; because it’s a countable noun in the singular, just like “words”.
(E) stuffs; because it’s an uncountable noun in the plural, just like “words”.
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
Questions 27 and 28 must be answered by looking at the following sentence from Text 1:
I have as much muscle as any man, and can do as much work as any man.
👉 Questão 27 :
If you were to report what Sojourner said instead of direct quoting her, you would say that:
(A) she said that she had had as much muscle as any man and she could have done as much work as any man.
(B) she said that she had as much muscle as any man and she could do as much work as any man.
(C) she spoke that she has as much muscle as any man and she could do as much work as any man.
(A)
(B)
(C)
(D)
(E) who is.
➦DETALHE GRAMATICAL 1: Quando um pronome relativo for SUJEITO da oração e estiver seguido de verbo, então usaremos "WHO".
"One of the most unique and interesting speeches of the convention was made by Sojourner Truth, who is an emancipated slave."
➦DETALHE GRAMATICAL 2: "THAT" poderá substituir WHO, WHOM ou WHICH.
*Por que poderá?
*Se houver VÍRGULA ou PREPOSIÇÃO, THAT não poderá substituir WHO, WHOM ou WHICH.
➦DETALHE GRAMATICAL 3: "THAT" não substitui WHOSE em nenhum caso.
👉 Questão 24 :
The word "whole-souled" in the clause "her whole-souled, earnest gesture" can be defined as:
(A) a negative attributive adjective.
(B) a positive attributive adjective.
(C) a compound noun.
(D) a positive predicative adjective.
(E) a negative predicative adjective.
👍 Comentários e Gabarito B
(A) a negative attributive adjective.
(B) a positive attributive adjective.
(C) a compound noun.
(D) a positive predicative adjective.
(E) a negative predicative adjective.
Questions 25 and 26 must be answered by looking at the following sentence from Text 1:
“May I say a few words?”
👉 Questão 25 :
We may keep the sentence grammatically correct by substituting “May” for:
(A) should.
(B) must.
(C) could.
(D) did.
(E) need.
👍 Comentários e Gabarito C
(A) should.
(B) must.
(C) could.
(D) did.
(E) need.
👉 Questão 26 :
We may keep the sentence grammatically correct by substituting “words” for:
(A) information; because it’s an uncountable noun, just like “words”.
(B) informations; because it’s a countable noun in the plural, just like “words”.
(C) things; because it’s a countable noun in the plural, just like “words”.
(D) thing; because it’s a countable noun in the singular, just like “words”.
(E) stuffs; because it’s an uncountable noun in the plural, just like “words”.
👍 Comentários e Gabarito C
Questions 27 and 28 must be answered by looking at the following sentence from Text 1:
I have as much muscle as any man, and can do as much work as any man.
👉 Questão 27 :
If you were to report what Sojourner said instead of direct quoting her, you would say that:
(A) she said that she had had as much muscle as any man and she could have done as much work as any man.
(B) she said that she had as much muscle as any man and she could do as much work as any man.
(C) she spoke that she has as much muscle as any man and she could do as much work as any man.
(D) she said that she had as much muscle as any man and she can do as much work as any man.
(E) she told that she had as much muscle as any man and she could do as much work as any man.
👍 Comentários e Gabarito B
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 28 :
By saying that, Sojourner Truth meant that:
(A) women can work more than men because they’re stronger.
(B) women must work less than men because they’re weaker.
(C) women can work the same amount as men because they’re just as strong.
(D) women should work the same amount as men because they’re stronger than men.
(E) women can’t work the same amount as men because they’re not as strong.
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
Questions 29 to 31 must be answered by looking at the following sentence from Text 1:
I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?
👉 Questão 29 :
We may say that the verbs Sojourner uses are:
(A) in the Simple Past tense, because all the verbs are preceded by “and” (reaped, husked, chopped, mowed), except the first one (plowed).
(B) in the Perfect Future tense, because she’s talking about her intentions and abilities (she can do all these things that men can).
(C) connected through their grammatical meaning because they’re from completely different lexical contexts.
(D) connected through their lexical meaning and we cannot determine which verb tense they are without reading the whole text.
(E) in the Present Perfect tense, because she starts with “I have plowed” and then omits the auxiliary in the sequence (reaped, husked, chopped, mowed).
👍 Comentários e Gabarito E
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 30 :
About the use of -ed made by Sojourner, identify the correct and incorrect items:
( ) she uses –ed arbitrarily.
( ) she uses –ed to indicate the completeness of the actions.
( ) these words finish in –ed because they mark the perfective aspect of the verbs.
( ) these words finish in –ed because they’re adjectives.
The alternative that best represents the appropriate sequence, top-down, is:
(A) incorrect; incorrect; correct; correct.
(B) incorrect; correct; correct; incorrect.
(C) correct; incorrect; correct; incorrect.
(D) correct; correct; incorrect; incorrect.
(E) correct; incorrect; incorrect; correct.
👍 Comentários e Gabarito B
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 31 :
When Sojourner chooses to use “can” in “and can any man do more than that?”, she does it because:
(A) she wants to question men’s ability to do more than she does.
(B) she’s asking for permission to continue doing what she does.
(C) it’s an informal situation and “could” would be too formal.
(D) she’s talking about what she did in the past.
(E) she knows men will never do what she does.
👍 Comentários e Gabarito A
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
Questions 32 and 33 must be answered by looking at the following sentence from Text 1:
Well, if a woman upset the world, do give her a chance to set it right side up again.
👉 Questão 32 :
The use of “well” in the beginning of the sentence is a very common feature of cohesion in spoken discourse and is usually used for:
I-softening and correcting.
II-gaining time.
III-referring to your own expectations.
IV-indicating you don’t need any help.
The only correct ways to finish the assertion are:
(A) I and II.
(B) III and IV.
(C) II and III.
(D) I and IV.
(E) I and III.
👍 Comentários e Gabarito A
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
I-softening and correcting.
II-gaining time.
III-referring to your own expectations.
IV-indicating you don’t need any help.
👉 Questão 33 :
The use of “do” in the sentence is:
(A) correct, because “do” is a present simple tense auxiliary and must be used in all sentences in this case.
(B) incorrect, because “do” is a present simple tense auxiliary for questions and negative sentences only.
(E) she told that she had as much muscle as any man and she could do as much work as any man.
👍 Comentários e Gabarito B
👉 Questão 28 :
By saying that, Sojourner Truth meant that:
(A) women can work more than men because they’re stronger.
(B) women must work less than men because they’re weaker.
(C) women can work the same amount as men because they’re just as strong.
(D) women should work the same amount as men because they’re stronger than men.
(E) women can’t work the same amount as men because they’re not as strong.
👍 Comentários e Gabarito C
Questions 29 to 31 must be answered by looking at the following sentence from Text 1:
I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?
👉 Questão 29 :
We may say that the verbs Sojourner uses are:
(A) in the Simple Past tense, because all the verbs are preceded by “and” (reaped, husked, chopped, mowed), except the first one (plowed).
(B) in the Perfect Future tense, because she’s talking about her intentions and abilities (she can do all these things that men can).
(C) connected through their grammatical meaning because they’re from completely different lexical contexts.
(D) connected through their lexical meaning and we cannot determine which verb tense they are without reading the whole text.
(E) in the Present Perfect tense, because she starts with “I have plowed” and then omits the auxiliary in the sequence (reaped, husked, chopped, mowed).
👍 Comentários e Gabarito E
👉 Questão 30 :
About the use of -ed made by Sojourner, identify the correct and incorrect items:
( ) she uses –ed arbitrarily.
( ) she uses –ed to indicate the completeness of the actions.
( ) these words finish in –ed because they mark the perfective aspect of the verbs.
( ) these words finish in –ed because they’re adjectives.
The alternative that best represents the appropriate sequence, top-down, is:
(A) incorrect; incorrect; correct; correct.
(B) incorrect; correct; correct; incorrect.
(C) correct; incorrect; correct; incorrect.
(D) correct; correct; incorrect; incorrect.
(E) correct; incorrect; incorrect; correct.
👍 Comentários e Gabarito B
👉 Questão 31 :
When Sojourner chooses to use “can” in “and can any man do more than that?”, she does it because:
(A) she wants to question men’s ability to do more than she does.
(B) she’s asking for permission to continue doing what she does.
(C) it’s an informal situation and “could” would be too formal.
(D) she’s talking about what she did in the past.
(E) she knows men will never do what she does.
👍 Comentários e Gabarito A
Questions 32 and 33 must be answered by looking at the following sentence from Text 1:
Well, if a woman upset the world, do give her a chance to set it right side up again.
👉 Questão 32 :
The use of “well” in the beginning of the sentence is a very common feature of cohesion in spoken discourse and is usually used for:
I-softening and correcting.
II-gaining time.
III-referring to your own expectations.
IV-indicating you don’t need any help.
The only correct ways to finish the assertion are:
(A) I and II.
(B) III and IV.
(C) II and III.
(D) I and IV.
(E) I and III.
👍 Comentários e Gabarito A
I-softening and correcting.
II-gaining time.
III-referring to your own expectations.
IV-indicating you don’t need any help.
👉 Questão 33 :
The use of “do” in the sentence is:
(A) correct, because “do” is a present simple tense auxiliary and must be used in all sentences in this case.
(B) incorrect, because “do” is a present simple tense auxiliary for questions and negative sentences only.
(C) incorrect, because “does” is the appropriate present simple tense auxiliary in this case.
(D) correct, because in this case both “do” and “does” can be used.
(E) correct, because it adds emphasis to the imperative command “give her a chance”.
👍 Comentários e Gabarito E
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
Questions 34 and 35 must be answered by looking at the following sentences from Text 1:
And how came Jesus into the world? Through God who created him and the woman who bore him.
👉 Questão 34 :
Looking at verb "come into" above, it's correct to say that:
(A) it’s a prepositional verb, because it means literally “get inside something”; and it’s intransitive.
(D) correct, because in this case both “do” and “does” can be used.
(E) correct, because it adds emphasis to the imperative command “give her a chance”.
👍 Comentários e Gabarito E
Questions 34 and 35 must be answered by looking at the following sentences from Text 1:
And how came Jesus into the world? Through God who created him and the woman who bore him.
👉 Questão 34 :
Looking at verb "come into" above, it's correct to say that:
(A) it’s a prepositional verb, because it means literally “get inside something”; and it’s intransitive.
(B) it’s a prepositional verb, because “into” always functions as a preposition; and it’s intransitive.
(C) it’s a phrasal verb, because “into” never functions as a preposition; and it’s transitive.
(D) it’s a phrasal verb, because “into” may function as an adverb particle; and it’s transitive.
(E) it’s a phrasal verb, because it means “enter”; and it’s intransitive.
👍 Gabarito D
TÓPICO - PHRASAL VERB: to come into the world (= to be born)➝ vir ao mundo, nascer :
(C) it’s a phrasal verb, because “into” never functions as a preposition; and it’s transitive.
(D) it’s a phrasal verb, because “into” may function as an adverb particle; and it’s transitive.
(E) it’s a phrasal verb, because it means “enter”; and it’s intransitive.
👍 Gabarito D
(A) it’s a prepositional verb, because it means literally “get inside something”; and it’s intransitive.
(B) it’s a prepositional verb, because “into” always functions as a preposition; and it’s intransitive.
(C) it’s a phrasal verb, because "into"never functions as a preposition; and it’s transitive.
(D) it’s a phrasal verb, because “into” may function as an adverb particle; and it’s transitive.
(E) it’s a phrasal verb, because it means "enter"; andit’s intransitive.(O sentido básico de "come into" é "entrar", contudo, dependendo do contexto pode ser: "vir ao mundo", "entrar na moda", "herdar uma fortuna")
➦IDEIA CONTEXTUAL: vir ao mundo, nascer ➝ to come into the world.
"And how came Jesus into the world? Through God who created him and the woman who bore him."
(E como Jesus nasceu? Através de Deus que o criou e a mulher que o deu à luz.)
(C) it’s a phrasal verb, because "into"
(D) it’s a phrasal verb, because “into” may function as an adverb particle; and it’s transitive.
(E) it’s a phrasal verb, because it means "enter"; and
➦IDEIA CONTEXTUAL: vir ao mundo, nascer ➝ to come into the world.
"And how came Jesus into the world? Through God who created him and the woman who bore him."
(E como Jesus nasceu? Através de Deus que o criou e a mulher que o deu à luz.)
➦OUTRAS ESTRUTURAS para "to come into":
*to come into fashion ➝ entrar na moda;
*to come into a fortune ➝ herdar uma fortuna;
👉 Questão 35 :
It’s correct to say that “And” and “Through” in the sentences above are used, respectively:
(A) as an inferential connective, because it means “as a result”; and a preposition of nonphysical relations, because it refers to “God” as a means.
(B) as a logical connector, because it means both sentences are true; and a preposition of space, because it’s used in the sense of “penetrating” a region.
(C) as a marker of many meanings, because it also means “but”; and a preposition of time approximation, because it refers to “duration”.
(D) as a marker of speaker continuation, because it’s used by the speaker to buy time; and a preposition of degree approximation, because it refers to “intensity”.
(E) as an inferential connective, because it means both sentences are true; and a preposition of physical relations, because it refers to “God” as omnipresent.
👍 Comentários e Gabarito A
Questions 36 to 42 relate to teaching skills and abilities:
👉 Questão 36 :
Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately” and she goes on to say that “the complexity is partly captured by the fact that form is only one of three dimensions, all of which play a part in grammaring”. The other two dimensions she refers to are:
(A) tense and aspect, which refer to verbs and their conjugations in general.
(B) time and space, which refer to circumstances and context.
(C) reception and production, which refer to the other four skills – listening, reading, writing and speaking.
(D) meaning and use, which refer to semantics and pragmatics, respectively.
(E) writing and speaking, which refer to graphology and phonology, respectively.
👍 Comentários e Gabarito D
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 37 :
According to Larsen-Freeman (2003), it’s possible to assert that focusing on the dynamics of language (grammaring) is very important and it helps improve teaching/ learning abilities because:
I. it allows teachers/ learners to understand language as having an organic dynamism that renders it simultaneously flexible (real-time) and stable (over-time).
II. teachers/ learners tend to perceive language as an idealized, objectified, atemporal “thing” that can be easily understood by the examination of its parts, which is very limited.
Looking at I and II, the most appropriate conclusion is that:
(A) I and II are correct, and they’re both reasons for focusing on grammaring.
(B) I and II are correct, but they’re not reasons for focusing on grammaring.
(C) I is incorrect, but II is correct.
(D) I is correct, but II is incorrect.
(E) I and II are incorrect.
👍 Comentários e Gabarito A
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 38 :
In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student. Using the Passive Voice as mere example, LarsenFreeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to:
(A) have students copy a few sentences from the board and sort out their similarities and differences so as to measure students’ awareness and only then start a possible sentence transformation exercise.
(B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João.
(C) do a three dimensional analysis of the language item and think about where the long term learning challenge lies, which in many cases may be in when / why one should choose this or that language structure.
(D) take a grammar book to class and have students memorize the rules until they know them by heart and then have them orally transform sentences back and forth, according to the language item.
(E) do a three dimensional analysis of the language item and think about ways to contrast it with other similar ones so students can focus on how they may put the parts of the sentences together.
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 39 :
Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:
I. conducting dictations.
II. having students brainstorm in groups.
III. doing a quick bingo.
IV. composing stories together.
V. finding collocations on websites or dictionaries.
The alternative that best matches the exercises suggested above with their target language is:
(A) single-items; all of them.
(B) items in context; all of them.
(C) single-items: I, III, V; items in context: II and IV.
(E) writing and speaking, which refer to graphology and phonology, respectively.
👍 Comentários e Gabarito D
👉 Questão 37 :
According to Larsen-Freeman (2003), it’s possible to assert that focusing on the dynamics of language (grammaring) is very important and it helps improve teaching/ learning abilities because:
I. it allows teachers/ learners to understand language as having an organic dynamism that renders it simultaneously flexible (real-time) and stable (over-time).
II. teachers/ learners tend to perceive language as an idealized, objectified, atemporal “thing” that can be easily understood by the examination of its parts, which is very limited.
Looking at I and II, the most appropriate conclusion is that:
(A) I and II are correct, and they’re both reasons for focusing on grammaring.
(B) I and II are correct, but they’re not reasons for focusing on grammaring.
(C) I is incorrect, but II is correct.
(D) I is correct, but II is incorrect.
(E) I and II are incorrect.
👍 Comentários e Gabarito A
👉 Questão 38 :
In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student. Using the Passive Voice as mere example, LarsenFreeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to:
(A) have students copy a few sentences from the board and sort out their similarities and differences so as to measure students’ awareness and only then start a possible sentence transformation exercise.
(B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João.
(C) do a three dimensional analysis of the language item and think about where the long term learning challenge lies, which in many cases may be in when / why one should choose this or that language structure.
(D) take a grammar book to class and have students memorize the rules until they know them by heart and then have them orally transform sentences back and forth, according to the language item.
(E) do a three dimensional analysis of the language item and think about ways to contrast it with other similar ones so students can focus on how they may put the parts of the sentences together.
👍 Comentários e Gabarito C
👉 Questão 39 :
Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:
I. conducting dictations.
II. having students brainstorm in groups.
III. doing a quick bingo.
IV. composing stories together.
V. finding collocations on websites or dictionaries.
The alternative that best matches the exercises suggested above with their target language is:
(A) single-items; all of them.
(B) items in context; all of them.
(C) single-items: I, III, V; items in context: II and IV.
(D) single-items: IV and V; items in context: I, II and III.
(E) single-items: I, II, III; items in context: IV and V.
👍 Comentários e Gabarito E
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 40 :
According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes:
(A) pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, as they will be learning a lot of new words.
(B) pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which (de)(re)contextualize texts.
(C) a lot of graded written homework so students may copy as many text types as possible for the teacher to mark later.
(D) activities that do not refer to students’ own human, social and economic condition or deals with language as having a mediating role in social life.
(E) critical reading and writing activities, by giving students a certain text type and asking questions about the grammar in it.
👍 Comentários e Gabarito B
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 41 :
41 Thinking of teacher development, it’s good practice for any L2 teacher to:
(A) show up to work on time and not to get too involved with students because that would be unprofessional pedagogic practice.
(B) prepare classes as well as correct exercises based on answer keys and teach students top-down, knowing teachers have nothing to learn in class from students.
(C) engage in a critical reflexive process in order to understand their pedagogic practice better, being able to describe, inform, act, confront and reconstruct it.
(D) not to allow anything to prevent them from teaching the grammar / vocabulary point they have to, no matter what happens in class.
(E) see their pedagogic practices as detached from social and cultural aspects and nurture the thought that the relations in class are always impartial and equal.
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
👉 Questão 42 :
In her book “Teaching Community” (2003), bell hooks claims that educators must work “so that the classroom is not a site where domination (on the basis of race, class, gender, nationality, sexual preference, religion) is perpetuated” and that it should be “a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teacher and students together work in partnership”. This is in agreement with the Parâmetros Curriculares Nacionais (PCN) because it promotes the classroom as:
(A) a place that is completely isolated from the community and therefore should not allow for social life issues to be discussed in class.
(B) a site where teachers and students create community and discuss social life issues, except for issues of race, class, gender, nationality, sexual preference and/ or religion.
(C) a place where the majority should authoritatively rule over the minority because dialogue should not be used as a way of mediating conflicts and taking collective decisions.
(D) a site that promotes attitudes of solidarity, cooperation and aversion to injustice, including in regard to issues of race, class, gender, nationality, sexual preference and/ or religion.
(E) a site of hope because teachers and students may learn from each other by eliminating any possibility of having students position themselves critically, responsibly and/ or constructively.
👍 Comentários e Gabarito D
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
(E) single-items: I, II, III; items in context: IV and V.
👍 Comentários e Gabarito E
👉 Questão 40 :
According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes:
(A) pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, as they will be learning a lot of new words.
(B) pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which (de)(re)contextualize texts.
(C) a lot of graded written homework so students may copy as many text types as possible for the teacher to mark later.
(D) activities that do not refer to students’ own human, social and economic condition or deals with language as having a mediating role in social life.
(E) critical reading and writing activities, by giving students a certain text type and asking questions about the grammar in it.
👍 Comentários e Gabarito B
👉 Questão 41 :
41 Thinking of teacher development, it’s good practice for any L2 teacher to:
(A) show up to work on time and not to get too involved with students because that would be unprofessional pedagogic practice.
(B) prepare classes as well as correct exercises based on answer keys and teach students top-down, knowing teachers have nothing to learn in class from students.
(C) engage in a critical reflexive process in order to understand their pedagogic practice better, being able to describe, inform, act, confront and reconstruct it.
(D) not to allow anything to prevent them from teaching the grammar / vocabulary point they have to, no matter what happens in class.
(E) see their pedagogic practices as detached from social and cultural aspects and nurture the thought that the relations in class are always impartial and equal.
👍 Comentários e Gabarito C
👉 Questão 42 :
In her book “Teaching Community” (2003), bell hooks claims that educators must work “so that the classroom is not a site where domination (on the basis of race, class, gender, nationality, sexual preference, religion) is perpetuated” and that it should be “a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teacher and students together work in partnership”. This is in agreement with the Parâmetros Curriculares Nacionais (PCN) because it promotes the classroom as:
(A) a place that is completely isolated from the community and therefore should not allow for social life issues to be discussed in class.
(B) a site where teachers and students create community and discuss social life issues, except for issues of race, class, gender, nationality, sexual preference and/ or religion.
(C) a place where the majority should authoritatively rule over the minority because dialogue should not be used as a way of mediating conflicts and taking collective decisions.
(D) a site that promotes attitudes of solidarity, cooperation and aversion to injustice, including in regard to issues of race, class, gender, nationality, sexual preference and/ or religion.
(E) a site of hope because teachers and students may learn from each other by eliminating any possibility of having students position themselves critically, responsibly and/ or constructively.
👍 Comentários e Gabarito D
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