FGV-2019-PMS/BA-PROFESSOR-LÍNGUA INGLESA-Processo Seletivo PROFESSOR DE INGLÊS para Prefeitura Municipal de Salvador/BA - Prova Objetiva com gabarito.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: FGV-2019-PMS/BA-PROFESSOR. Prova aplicada em 16/06/2019.

➧ BANCA/ORGANIZADOR: Fundação Getúlio Vargas.

➧ PADRÃO/COMPOSIÇÃO DA PROVA: 30 questões do tipo múltipla escolha(A,B,C,D,E).

➧ GABARITO:

01-D, 02-D, 03-A, 04-B, 05-E, 06-E, 07-D, 08-A, 09-C, 10-C

11-A, 12-B, 13-B, 14-A, 15-E, 16-B, 17-E, 18-C, 19-B, 20-E

21-C, 22-B, 23-D, 24-A, 25-D, 26-E, 27-A, 28-C, 29-D, 30-C

➧ VOCABULÁRIO:

1) A STEADY RISE - um aumento constante.

2) AS WELL AS (= in addition) - assim como, também. Transmite ideia de ADIÇÃO. 

3) CITIZENSHIP - Cidadania.

4) COMMUNICATIONS - métodos de enviar mensagens, especialmente telefones, rádio, computadores, etc. ou estradas e ferrovias. [Oxford Dictionary]

 * The new airport will improve communications between the islands. - O novo aeroporto irá melhorar os métodos de enviar mensagensentre as ilhas. [Oxford Dictionary]

5) CRITICAL LITERACY - Alfabetização Crítica.

6) DUE TO ( = because of) - devido a,por causa de. 

7) FIRSTLY (adverb) - Em primeiro lugar.

8) SECONDLY (adverb) - Em segundo lugar.

9) THE AIM - o objetivo, o alvo.

10) THE WORLD-WIDE EXPANSION - a expansão mundial.

11) THROUGHOUT (sentido 1) - durante todo o período de tempo.

* She was calm throughout her visit to the dentist. - Ela estava calma durante toda a sua visita ao dentista. [Cambridge Dictionary]

12) THROUGHOUT (sentido 2) - em todas as partes.

* The house was painted white throughout. - A casa foi toda pintada de branco.

13) THUS ( = consequently, thefore ) - portanto, consequentemente.

14) TO DO SOMEONE OVER (= to attack someone violently) - atacar alguém violentamente.

15) TO DO SOMETHING OVER (= to do something again) - fazer novamente, refazer.

* The teacher told him to do the assignment over. - O professor disse-lhe para refazer a tarefa. [Cambridge Dictionary]

16) TO LOOK FOR something - procurar algo.

17) TO TAKE PLACE ( = to happen) - acontecer.

* The story takes place in the 18th century. - A história se passa no século XVIII.

18) TO TAKE  something BACK  ( = to return something you have bought to a shop:) - devolver algo que você comprou em uma loja.

* The bank turned her down for a loan. - O banco recusou-lhe um empréstimo.

19) TO TAKE something BACK  ( = to admit that something you said was wrong) - admitir que algo que você disse estava errado, retirar o que foi dito. 

* All right, I take it all back. It wasn't your fault. - Tudo bem, eu retiro tudo. Não foi sua culpa.

20) TO TAKE PLACE ( = to happen) - acontecer.

* The story takes place in the 18th century. - A história se passa no século XVIII.

21) TO TURN something/someone DOWN  (= to refuse an offer or request) - recusar uma oferta ou recusar um pedido.

* The bank turned her down for a loan. - O banco recusou-lhe um empréstimo.

22) TO TRY ON something (= put on clothes) - vestir, experimentar algo.

* Try on those shoes. - Experimente esses sapatos. [Oxford Dictionary]

23) TO UNDERGO (undergo, underwent, undergone) - to experience something, especially a change or something unpleasant. - PASSAR/EXPERIMENTAR/SUBMETER-SE.

* My mother underwent major surgery last year. - Minha mãe passou por uma grande cirurgia no ano passado. [Oxford Dictionary]

* To undergo tests/trials/repairs - submeter-se a testes/ensaios/reparos. [Oxford Dictionary]

24) TWO MAJOR CHANGES - duas grandes mudanças.

➧ Text I: READ TEXT I AND ANSWER QUESTIONS 01 TO 12:

Critical Literacy, EFL and Citizenship

We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.

[…]

We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.

(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA, vol. 28, no 1, São Paulo,
p. 69-4,2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).

01 – (FGV-2019-PMS/BA-PROFESSOR)

Text I presents the notion of language as a

(A) kind of behaviour.
(B) tool for speech analysis.
(C) set of linguistic structures.
(D) form of social and cultural practice.
(E) system of words used by a certain people.

02 – (FGV-2019-PMS/BA-PROFESSOR)

The authors of Text I see the EFL classroom in Brazil as a space for helping students become:

(A) scheming politicians.
(B) native-like speakers.
(C) avid literary readers.
(D) critical individuals.
(E) laid-back citizens.

03 – (FGV-2019-PMS/BA-PROFESSOR)

Based on the information provided by Text I,

mark the statements below as true (T) or false (F).

(  ) EFL classrooms can widen students’ views of the world.
(  ) Teachers should stimulate learners to accept historically constructed values without questioning them.
(  ) A critical discursive perspective may help students to interpret reality in a contextualized way.

The statements are, respectively,

(A) T – F – T.

(B) F – F – T.
(C) F – T – T.
(D) T – T – F.
(E) F – T – F.

04 – (FGV-2019-PMS/BA-PROFESSOR)

According to the authors,

using the mother tongue in a foreign language classroom will

(A) cause discomfort to the student.
(B) add to the learning experience.
(C) downplay the teacher’s role.
(D) make the lessons harder.
(E) slow down the learning.

05 – (FGV-2019-PMS/BA-PROFESSOR)

The teaching practice that is in line with the authors’ view of EFL teaching is

(A) drilling students for good pronunciation.
(B) memorizing dialogues for role-play activities.
(C) introducing phrasal verbs with made-up sentences.
(D) completing blanks in lyrics of songs students enjoy.
(E) talking about socially relevant topics with the students.

06 – (FGV-2019-PMS/BA-PROFESSOR)

The first word in the sentence

“Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship”

indicates that the authors

(A) have criticized EFL classrooms in other countries.
(B) have considered how to go against current opinion.
(C) will offer an illustration of their previous argument.
(D) will introduce a quotation that contradicts their view.
(E) have just given a reason for what they are about to say.

07 – (FGV-2019-PMS/BA-PROFESSOR)

When the authors choose the modal verb “can” to state that

“the EFL classrooms can adopt a critical discursive view of reality”,

they mean that schools have this

(A) need.
(B) prediction.
(C) obligation.
(D) possibility.
(E) improbability.

08 – (FGV-2019-PMS/BA-PROFESSOR)

The pronoun in

“those perceived in the texts”

refers to

(A) assumptions.
(B) perspectives.
(C) subjects.
(D) students.
(E) views.

09 – (FGV-2019-PMS/BA-PROFESSOR)

Another way of wording

“there is nothing wrong”

is:

(A) there is no one wrong.
(B) there is something wrong.
(C) there isn’t anything wrong.
(D) there isn’t anybody wrong.
(E) there are some things wrong.

10 – (FGV-2019-PMS/BA-PROFESSOR)

In the sentence,

“it’s not ‘mine’, but ‘my mother’s’”,

“my mother’s” can be replaced by

(A) she.
(B) her.
(C) hers.
(D) yours.
(E) theirs.

11 – (FGV-2019-PMS/BA-PROFESSOR)

The verb in

“a great part of the discussions […] may happen”

has the same meaning as

(A) take place.
(B) take back.
(C) take care.
(D) take off.
(E) take in.

12 – (FGV-2019-PMS/BA-PROFESSOR)

The word “eased” in

“Since the stress involved in trying to understand a foreign language is eased”

can be replaced without change of meaning by

(A) spread.
(B) relieved.
(C) increased.
(D) redoubled.
(E) highlighted.

➧ Text II: READ TEXT II AND ANSWER QUESTIONS 13 TO 20:

What to Know About the Controversy Surrounding the Movie Green Book

Depending on who you ask, Green Book is either the pinnacle of movie magic or a whitewashing sham.

The film, which took home the prize for Best Picture at the 91st Academy Awards, as well as honors for Mahershala Ali as Best Supporting Actor and Nick Vallelonga, Brian Currie and Peter Farrelly for Best Original Screenplay, depicts the burgeoning friendship between a black classical pianist and his ItalianAmerican driver as they travel the 1960s segregated South on a concert tour. But while Green Book was an awards frontrunner all season, its road to Oscar night was riddled with missteps and controversies over its authenticity and racial politics.

Green Book is about the relationship between two real-life people: Donald Shirley and Tony “Lip” Vallelonga. Shirley was born in 1927 and grew up in a well-off black family in Florida, where he emerged as a classical piano prodigy: he possessed virtuosic technique and a firm grasp of both classical and pop repertoire. He went on to perform regularly at Carnegie Hall—right below his regal apartment—and work with many prestigious orchestras, like the Chicago Symphony and the New York Philharmonic. But at a time when prominent black classical musicians were few and far between due to racist power structures, he never secured a spot in the upper echelons of the classical world. (African Americans still only make up 1.8 percent of musicians playing in orchestras nationwide, according to a recent study.)

Vallelonga was born in 1930 to working-class Italian parents and grew up in the Bronx. As an adult he worked as a bouncer, a maître d’ and a chauffeur, and he was hired in 1962 to drive Shirley on a concert tour through the Jim Crow South. The mismatched pair spent one and a half years together on the road— though it’s condensed to just a couple of months in the film — wriggling out of perilous situations and learning about each other’s worlds. Vallelonga would later become an actor and land a recurring role on The Sopranos.

In the 1980s, Vallelonga’s son, Nick, approached his father and Shirley about making a movie about their friendship. For reasons that are now contested, Shirley rebuffed these requests at the time.
[…]

(Source: from http://time.com/

5527806/green-book-movie-controversy/)

13 – (FGV-2019-PMS/BA-PROFESSOR)

The aim of Text II is to

(A) advertise the movie.
(B) provide information.
(C) entertain the audience.
(D) gossip about celebrities.
(E) make an announcement.

14 – (FGV-2019-PMS/BA-PROFESSOR)

According to Text II,

opinions about the movie are

(A) conflicting.
(B) consensual.
(C) conciliating.
(D) conservative.
(E) condescending.

15 – (FGV-2019-PMS/BA-PROFESSOR)

Based on the information provided by Text II,

mark the statements below as true (T) or false (F).

(  ) The movie is based on a fanciful story.
(  ) The artist lived in a fancy apartment on top of a famous hall.
(  ) The pianist guaranteed a permanent position with top orchestras.

The statements are, respectively,

(A) F – F – T.
(B) T – F – T.
(C) F – T – T.
(D) T – T – F.
(E) F – T – F.

16 – (FGV-2019-PMS/BA-PROFESSOR)

Indicate the option that mentions the pianist’s upbringing.

(A) “emerged as a classical piano prodigy”.
(B) “grew up in a well-off black family in Florida”.
(C) “born in 1930 to working-class Italian parents”.
(D) “went on to perform regularly at Carnegie Hall”.
(E) “worked as a bouncer, a maître d’ and a chauffeur”.

17 – (FGV-2019-PMS/BA-PROFESSOR)

The expression “as well as” in

“as well as honors for Mahershala Ali as Best Supporting Actor and Nick Vallelonga”

indicates

(A) comparison.
(B) opposition.
(C) condition.
(D) emphasis.
(E) addition.

18 – (FGV-2019-PMS/BA-PROFESSOR)

The pronoun in

“its road”

refers to

(A) Oscar night.
(B) concert tour.
(C) Green Book.
(D) racial politics.
(E) burgeoning friendship.

19 – (FGV-2019-PMS/BA-PROFESSOR)

The verb phrase in

“was riddled with missteps”

is in the

(A) simple past, active voice.
(B) simple past, passive voice.
(C) present perfect, active voice.
(D) past continuous, active voice.
(E) past continuous, passive voice.

20 – (FGV-2019-PMS/BA-PROFESSOR)

The verb in

“Shirley rebuffed these requests at the time”

can be replaced by

(A) reconsidered.
(B) reaffirmed.
(C) received.
(D) recalled.
(E) rejected.

➧ Text III: READ TEXT III AND ANSWER QUESTIONS 21 TO 25

(Source: https://pt.wikipedia.org/wiki/Green_Book)

Here are six reviews on Green Book:

1.
The screenplay essentially turns Shirley into a black man who thematically shapeshifts into whoever will make the story appealing to white audiences - and that’s inexcusable.
Lawrence Ware New York Times

2.
Green Book is effective and affecting while being careful to avoid overdosing its audience on material that some might deem too shocking or upsetting.
James Berardinelli ReelViews

3.
In a world that seems to get uglier every day, this movie’s gentle heart and mere humanity feel like a salve.
Leah Greenblatt Entertainment Weekly

4.
A bizarre fish-out-of-water comedy masquerading as a serious awards-season contender by pretending to address the deep wound of racial inequality while demonstrating its profound inability, intellectually and dramatically, to do that.
Kevin Maher Times (UK)

5.
Sometimes life is stranger than art, sometimes art imitates life, and sometimes life imitates art. If life starts imitating hopeful art - that’s uplifting. That’s the goal of art, as I see it. “Green Book”
uplifts.
Mark Jackson Epoch Times

6.
There’s not much here you haven’t seen before, and very little that can’t be described as crude, obvious and borderline offensive, even as it tries to be uplifting and affirmative.
A.O. Scott New York Times

(Source: https://www.rottentomatoes.com/m/green_book/reviews/)

21 – (FGV-2019-PMS/BA-PROFESSOR)

The option that indicates only negative reviews are:

(A) 1 – 3 – 6.
(B) 2 – 3 – 4.
(C) 1 – 4 – 6.
(D) 2 – 3 – 6.
(E) 3 – 4 – 6.

22 – (FGV-2019-PMS/BA-PROFESSOR)

In the sentence

“to get uglier every day” (#3),

“uglier” is to “more beautiful” as

(A) faster is to quicker.
(B) lighter is to darker.
(C) tougher is to harder.
(D) sadder is to more unhappy.
(E) freer is to more independent.

23 – (FGV-2019-PMS/BA-PROFESSOR)

In Kevin Maher’s review (#4),

the expression “fish-out-of-water” is a(n)

(A) noun.
(B) article.
(C) adverb.
(D) adjective.
(E) preposition.

24 – (FGV-2019-PMS/BA-PROFESSOR)

The word “while” in

“to address the deep wound of racial inequality while demonstrating its profound inability” (#4)

is the same as

(A) whilst.
(B) which.
(C) whence.
(D) whether.
(E) whatever.

25 – (FGV-2019-PMS/BA-PROFESSOR)

The word “if” in sentence

“If life starts imitating hopeful art” (#5)

introduces a

(A) comparison.
(B) concession.
(C) conclusion.
(D) condition.
(E) contrast.

➧ Text III: READ TEXT IV AND ANSWER QUESTIONS 26 TO 30

Throughout the last 15 years our society has undergone two major changes: Firstly, there has been a steady rise of cultural and linguistic diversity, due to migration, multiculturalism and global economic integration; secondly, there has been the rapid development of technological devices and the world-wide expansion of new communications media. These changes directly affect the lives of our pupils at home and at school and thus have an important impact on curricular development, teaching objectives, contents and methodologies – starting as early as in primary school.

[…]

While traditionally being literate solely referred to the ability to read and write in a standardized form of one language, literate practices today incorporate multimodal, critical, cultural, and media competencies next to traditional-functional language skills, like reading, writing, speaking, mediating, and listening in many languages.

One major aspect in this context is the changing nature of texts that has developed from advances in technology. Language learners today need to be able to cope with different kinds of texts, including multimodal, interactive, linear, and nonlinear texts, texts in different languages, texts with several possible meanings, texts being delivered on paper, screens, or live, and texts that comprise one or more semiotic system.

In order to prepare students to actively engage in a socially diverse, globalized, and technological world, teachers need to find new forms of teaching and learning and provide opportunities for their pupils to explore, learn about, and critically engage with a broad variety of texts and differing literate practices. Still, the question remains open as to how these principles and objectives of a multiliteracies pedagogy translate into examples of good practice in school settings.

(Source: adapted from ELSNER, D. Developing multiliteracies, plurilingual awareness & critical thinking in the primary language classroom with multilingual virtual talking books.

Encuentro 20, 2011, pp. 27-38.https://archive.org/details/ERIC_ED530011)

26 – (FGV-2019-PMS/BA-PROFESSOR)

The first paragraph of Text IV refers to two major changes in our society.

One of them is

(A) cultural clashes within schools.
(B) unsafe learning environments.
(C) disparities between regions.
(D) new generations of students.
(E) improvements in technology.

27 – (FGV-2019-PMS/BA-PROFESSOR)

Based on the article, mark the statements below as true (T) or false (F).

(  ) Traditional pedagogy took into consideration multimodal, interactive, linear, and nonlinear texts.
(  ) What students learn outside the school environment is not relevant to curricular development.
(  ) Applications of multiliteracies pedagogy in the school environment are still needed.

The statements are, respectively,

(A) F – F – T.
(B) T – F – T.
(C) F – T – F.
(D) T – T – F.
(E) F – T – T.

28 – (FGV-2019-PMS/BA-PROFESSOR)

The final paragraph of Text IV ends with a

(A) compliment.
(B) complaint
(C) problem.
(D) solution.
(E) reply.

29 – (FGV-2019-PMS/BA-PROFESSOR)

“Thus” in

“thus have an important impact”

can be replaced without change in meaning by

(A) even.
(B) indeed.
(C) moreover.
(D) therefore.
(E) nonetheless.

30 – (FGV-2019-PMS/BA-PROFESSOR)

If teachers are to “find new forms of teaching and learning”, 

they must

(A) try them on.
(B) do them over.
(C) look for them.
(D) take them back.
(E) turn them down.