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❑ PROVA DE LÍNGUA INGLESA:
• IFMG-2023-INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DE MINAS GERAIS-2º SEMESTRE-26/03/2023.
❑ TEXTO 1: Read the excerpt of the chapter “Decolonization” from the book Post-Colonial Studies: The Key Concepts below to answer QUESTIONS 1 to 3.
“Decolonization is the process of revealing and dismantling colonialist power in all its forms. This includes dismantling the hidden aspects of those institutional and cultural forces that had maintained the colonialist power and that remain even after political independence is achieved. Initially, in many places in the colonized world, the process of resistance was conducted in terms or institutions appropriated from the colonizing culture itself. This was only to be expected, since early nationalists had been educated to perceive themselves as potential heirs to European political systems and models of culture. This occurred not only in settler colonies where the white colonial élite was a direct product of the system, but even in colonies of occupation. Macaulay’s infamous 1835 Minute on Indian Education had proposed the deliberate creation in India of just such a class of ‘brown white men’, educated to value European culture above their own. This is the locus classicus of this hegemonic process of control, but there are numerous other examples in the practices of other colonies. […]
As well as direct and indirect economic control, the continuing influence of Eurocentric cultural models privileged the imported over the indigenous: colonial languages over local languages; writing over orality and linguistic culture over inscriptive cultures of other kinds (dance, graphic arts, which had often been designated ‘folk culture’). Against all these occlusions and overwritings of pre-colonial cultural practices, a number of programmes of decolonization have been attempted. Notable among these have been those that seek to revive and revalue local languages. The pressure of the global economy means that élite communication is dominated by the use of the ex-colonial languages, notably the new ‘world language’ of English, whose power derives from its historical use across the largest of the modern empires and from its use by the United States.”
(ASHCROFT, et al., 2007, p. 56-57)
❑ TRADUÇÃO - TEXTO 1: Read the excerpt of the chapter “Decolonization” from the book Post-Colonial Studies: The Key Concepts below to answer QUESTIONS 1 to 3. Leia o trecho do capítulo “Descolonização” do livro Estudos Pós-Coloniais: Os Conceitos Chave abaixo para responder às PERGUNTAS 1 a 3.
“Decolonization is the process of revealing and dismantling colonialist power in all its forms. “A descolonização é o processo de revelação e desmantelamento do poder colonialista em todas as suas formas.
This includes dismantling the hidden aspects of those institutional and cultural forces that had maintained the colonialist power and that remain even after political independence is achieved. Isto inclui o desmantelamento dos aspectos ocultos das forças institucionais e culturais que mantiveram o poder colonialista e que permanecem mesmo após a independência política ser alcançada.
Initially, in many places in the colonized world, the process of resistance was conducted in terms or institutions appropriated from the colonizing culture itself. Inicialmente, em muitos lugares do mundo colonizado, o processo de resistência foi conduzido em termos ou instituições apropriados a partir da própria cultura colonizadora.
This was only to be expected, since early nationalists had been educated to perceive themselves as potential heirs to European political systems and models of culture. Isto era de esperar, uma vez que os primeiros nacionalistas foram educados para se perceberem como potenciais herdeiros dos sistemas políticos e modelos de cultura europeus.
This occurred not only in settler colonies where the white colonial élite was a direct product of the system, but even in colonies of occupation. Isto ocorreu não apenas nas colônias de colonização onde a elite colonial branca era um produto direto do sistema, mas mesmo nas colônias de ocupação.
Macaulay’s infamous 1835 Minute on Indian Education had proposed the deliberate creation in India of just such a class of ‘brown white men’, educated to value European culture above their own. O infame Minuto sobre a Educação Indiana de Macaulay, de 1835, havia proposto a criação deliberada na Índia de uma tal classe de “homens brancos pardos”, educados para valorizar a cultura europeia acima da sua própria.
This is the locus classicus of this hegemonic process of control, but there are numerous other examples in the practices of other colonies. Este é o locus clássico deste processo hegemônico de controle, mas existem numerosos outros exemplos nas práticas de outras colônias.
As well as direct and indirect economic control, the continuing influence of Eurocentric cultural models privileged the imported over the indigenous: Para além do controle econômico direto e indireto, a influência contínua dos modelos culturais eurocêntricos privilegiou os importados em detrimento dos indígenas:
colonial languages over local languages; writing over orality and linguistic culture over inscriptive cultures of other kinds (dance, graphic arts, which had often been designated ‘folk culture’). as línguas coloniais em detrimento das línguas locais; a escrita sobre a oralidade e a cultura linguística sobre culturas inscritivas de outros tipos (dança, artes gráficas, que muitas vezes foram designadas como “cultura popular”).
Against all these occlusions and overwritings of pre-colonial cultural practices, a number of programmes of decolonization have been attempted. Contra todas estas oclusões e substituições das práticas culturais pré-coloniais, foram tentados vários programas de descolonização.
Notable among these have been those that seek to revive and revalue local languages. Entre estes, destacam-se aqueles que procuram reavivar e revalorizar as línguas locais.
The pressure of the global economy means that élite communication is dominated by the use of the ex-colonial languages, notably the new ‘world language’ of English, whose power derives from its historical use across the largest of the modern empires and from its use by the United States.” A pressão da economia global significa que a comunicação da elite é dominada pelo uso das línguas ex-coloniais, nomeadamente a nova “língua mundial” do inglês, cujo poder deriva da sua utilização histórica através do maior dos impérios modernos e da sua utilização pelos Estados Unidos”.
(ASHCROFT, et al., 2007, p. 56-57)
01 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the excerpt from the text and answer the question: “Decolonization is the process of revealing and dismantling colonialist power in all its forms. This includes dismantling the hidden aspects of those institutional and cultural forces that had maintained the colonialist power and that remain even after political independence is achieved.” (ASHCROFT, et al., 2007, p. 56).
B. Considering this discussion, how could a teacher follow a decolonial approach while teaching English as a Foreign Language?
a. By teaching English in a different space (not in a typical classroom) and using North American textbooks.
b. By guiding students to develop integrated projects with other subjects and considering only the British or North American English varieties.
c. By applying a methodology marked by a hierarchical structure, where students are those who receive knowledge and teachers are those who hold it.
d. By rethinking and redesigning methodologies, resources, evaluations, and any other aspects involved in the process while considering the students’ realities.
e. By encouraging students to learn Spanish or any other foreign language which is not English.
Comentários e Gabarito D
A. Read the excerpt from the text and answer the question: Leia o excerto do texto e responda à pergunta:
“Decolonization is the process of revealing and dismantling colonialist power in all its forms. This includes dismantling the hidden aspects of those institutional and cultural forces that had maintained the colonialist power and that remain even after political independence is achieved.” (ASHCROFT, et al., 2007, p. 56). A descolonização é o processo de revelação e desmantelamento do poder colonialista em todas as suas formas. Isto inclui o desmantelamento dos aspectos ocultos das forças institucionais e culturais que mantiveram o poder colonialista e que permanecem mesmo após a independência política ser alcançada.
B. Considering this discussion, how could a teacher follow a decolonial approach while teaching English as a Foreign Language? Considerando esta discussão, como poderia um professor seguir uma abordagem descolonial ao ensinar Inglês como Língua Estrangeira?
(a) By teaching English in a different space (not in a typical classroom) and using North American textbooks. Ao ensinar inglês em um espaço diferente (não em uma sala de aula típica) e utilizar livros didáticos norte-americanos.
(b) By guiding students to develop integrated projects with other subjects and considering only the British or North American English varieties. Ao orientar os alunos a desenvolverem projetos integrados com outras disciplinas e considerar apenas as variedades do inglês britânico ou norte-americano.
(c) By applying a methodology marked by a hierarchical structure, where students are those who receive knowledge and teachers are those who hold it. Ao aplicar uma metodologia marcada por uma estrutura hierárquica, onde os alunos são aqueles que recebem o conhecimento e os professores são aqueles que o detêm.
(d) By rethinking and redesigning methodologies, resources, evaluations, and any other aspects involved in the process while considering the students’ realities. Ao repensar e redesenhar metodologias, recursos, avaliações e quaisquer outros aspectos envolvidos no processo, considerando a realidade dos alunos.
(e) By encouraging students to learn Spanish or any other foreign language which is not English. Ao incentivar os alunos a aprender espanhol ou qualquer outra língua estrangeira que não seja o inglês.
- TRECHO QUE JUSTIFICA:
- "[...] Notable among these have been those that seek to revive and revalue local languages." Entre estes, destacam-se aqueles que procuram reavivar e revalorizar as línguas locais.
02 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. The excerpt below is from the previous text. Look at the word in bold and answer the question:
“Initially, in many places in the colonized world, the process of resistance was conducted in terms or institutions appropriated from the colonizing culture itself” (ASHCROFT, et al., 2007, p. 56).
B. The word “colonized” in this excerpt shares the same word class with the word in bold in:
a. “[...] since early nationalists had been educated to perceive themselves as potential heirs […]” (ASHCROFT et al., 2007, p. 56).
b. “[...] This process of political and cultural ‘brokerage’, as some historians have called it, involved these early decolonizers […]” (ASHCROFT, et al., 2007, p. 56).
c. “[...] Their general attitudes and practices were necessarily imbued with the cultural and social values they had been taught […]” (ASHCROFT, et al., 2007, p. 56).
d. “[...] political independence did not necessarily mean a wholesale freeing […]” (ASHCROFT, et al., 2007, p. 56-57).
e. “[…] decolonizing processes that have advocated a return to indigenous language use have involved both a social programme to democratize culture […]” (ASHCROFT, et al., 2007, p. 57).
Comentários e Gabarito C
A. The excerpt below is from the previous text. Look at the word in bold and answer the question: O trecho abaixo é do texto anterior. Observe a palavra em negrito e responda à pergunta:
“Initially, in many places in the colonized world, the process of resistance was conducted in terms or institutions appropriated from the colonizing culture itself” (ASHCROFT, et al., 2007, p. 56). ("the colonized world" - ADJETIVO na Noun Phrase)
B. The word “colonized” in this excerpt shares the same word class with the word in bold in: A palavra “colonizado” neste trecho compartilha a mesma classe de palavras com a palavra em negrito em:
(a) “[...] since early nationalists had been educated to perceive themselves as potential heirs […]” (ASHCROFT et al., 2007, p. 56). ('educated" - Verbo no Past Participle)(Past Perfect na voz passiva)
(b) “[...] This process of political and cultural ‘brokerage’, as some historians have called it, involved these early decolonizers […]” (ASHCROFT, et al., 2007, p. 56). ('involved" - VERBO no Past Simple)
(c) “[...] Their general attitudes and practices were necessarily imbued with the cultural and social values they had been taught […]” (ASHCROFT, et al., 2007, p. 56). ("the cultural and social values" - ADJETIVO na Noun Phrase)
(d). “[...] political independence did not necessarily mean a wholesale freeing […]” (ASHCROFT, et al., 2007, p. 56-57). ("necessarily" - ADVÉRBIO circunstanciando o verbo "mean" )
(e) “[…] decolonizing processes that have advocated a return to indigenous language use have involved both a social programme to democratize culture […]” (ASHCROFT, et al., 2007, p. 57). ("culture" - SUBSTANTIVO)
03 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Look at the following groups of countable and uncountable nouns:
I – nationalist, example, world, empire, program.
II – process, culture, power, product, information.
III – decolonization, information, power, education, advice.
IV – institution, decolonization, advice, system, model.
B. Considering the classification between countable and uncountable nouns, in which groups do all the words share the same type of nouns?
a. Groups I and III.
b. Groups II and IV.
c. Groups I and II.
d. Groups III and IV.
e. None of them.
Comentários e Gabarito A
A. Look at the following groups of countable and uncountable nouns:
I – nationalist(C), example(C), world(C), empire(C), program(C).
II – process(C), culture(U/C), power(U), product(C), information(U).
III – decolonization(U), information(U), power(U), education(U), advice(U).
IV – institution(U/C), decolonization(U), advice(U), system(C), model(C).
❑ TEXTO 2: Read the poem I too below to answer QUESTIONS 4 to 7.
I, Too Langston Hughes - 1901-1967 Eu, também Langston Hughes - 1901-1967
I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, “Eat in the kitchen,” Then. Besides, They'll see how beautiful I am And be ashamed — I, too, am America.
Eu, também, canto América. Eu sou o irmão mais escuro. Mandam-me comer na cozinha Quando chega companhia, Mas eu rio, E como bem, E fico forte. Amanhã estarei à mesa quando chegar companhia. Ninguém se atreverá a me dizer: “Coma na cozinha”. Então. Além disso, eles verão como sou lindo e ficarão envergonhados – eu também sou a América.
04 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the sentences about the poem and write true (T) or false (F).
I. The poem expresses how he felt like an unforgotten American citizen because of his skin color. ( )
II. Hughes proclaims that he, too, is an American, even though the dominant members of society are constantly pushing him aside and hiding him away because he is an African American. ( )
III. Even though Hughes feels ostracized because of his job in the kitchen, he still sings like an American. ( )
IV. Although short in length, it delivers a powerful message about how many African Americans have been working in America. ( )
V. He hopes white people will be ashamed of the way they have treated African Americans, and they will realize they are also a part of the country. ( )
B. Now, choose the correct alternative.
a. T, T, T, F, F
b. T, F, T, F, F
c. T, T, F, F, T
d. T, T, F, T, F
e. F, F, T, F, T
Comentários e Gabarito C
Leia as frases sobre o poema e escreva verdadeiro (T) ou falso (F).
I. The poem expresses how he felt like an unforgotten American citizen because of his skin color. O poema expressa como ele se sentiu um cidadão americano inesquecível por causa da cor de sua pele.
- VERDADEIRO, de acordo com o trecho: “[...] I am the darker brother."
II. Hughes proclaims that he, too, is an American, even though the dominant members of society are constantly pushing him aside and hiding him away because he is an African American. Hughes proclama que ele também é americano, embora os membros dominantes da sociedade o coloquem constantemente de lado e o escondam porque ele é um afro-americano.
- VERDADEIRO de acordo com o trecho: “[...] They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong."
III. Even though Hughes feels ostracized because of his job in the kitchen, he still sings like an American. Mesmo que Hughes se sinta condenado ao ostracismo por causa de seu trabalho na cozinha, ele ainda canta como um americano.
- FALSO, em desacordo com o trecho: “[...] They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong."
IV. Although short in length, it delivers a powerful message about how many African Americans have been working in America. Embora de curta duração, ele (poema) transmite uma mensagem poderosa sobre quantos afro-americanos têm trabalhado na América. (F)(Informação não encontrada no texto)
V. He hopes white people will be ashamed of the way they have treated African Americans, and they will realize they are also a part of the country. Ele espera que os brancos tenham vergonha da forma como trataram os afro-americanos e percebam que eles também fazem parte do país. ( T )
- VERDADEIRO de acordo com o trecho: “[...] Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, “Eat in the kitchen,” Then. Besides, They'll see how beautiful I am And be ashamed — I, too, am America."
05 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Read the poem again and choose the option to complete the sentence below:
It´s possible to observe a multi-dimensional meaning in the title, “I, too” in the lines that open and close the poem. If you hear the word as the number “two”, it can be inferred to someone who:
a. has been treated as secondary, subordinate, or inferior.
b. represents the kitchen metaphorically in the poem.
c. shares the same rights of equality and diversity at that time.
d. has not been excluded in the society.
e. shares the “company” while dining in the kitchen.
Comentários e Gabarito A
Leia o poema novamente e escolha a opção de completar a frase abaixo:
It´s possible to observe a multi-dimensional meaning in the title, “I, too” in the lines that open and close the poem. If you hear the word as the number “two”, it can be inferred to someone who: É possível observar um significado multidimensional no título, “eu também” nos versos que abrem e fecham o poema. Se você ouvir a palavra como o número “dois”, isso pode ser inferido para alguém que:
a. has been treated as secondary, subordinate, or inferior. foi tratado como secundário, subordinado ou inferior.
b. represents the kitchen metaphorically in the poem. representa metaforicamente a cozinha no poema.
c. shares the same rights of equality and diversity at that time. compartilha os mesmos direitos de igualdade e diversidade naquele momento.
d. has not been excluded in the society. não foi excluído da sociedade.
e. shares the “company” while dining in the kitchen. compartilha a “companhia” enquanto janta na cozinha.
06 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the stanza below.
“Besides,
They'll see how beautiful I am
And be ashamed”
B. Which are the verb tenses of the underlined words, respectively?
Check the alternative which presents the verb tenses of the underlined words.
a. simple future, simple present, infinitive.
b. simple present, simple present, simple present.
c. simple future, simple present, simple present.
d. simple future, present participle, simple present.
e. simple future, simple present, gerund.
Comentários e Gabarito A“Besides,
They'll see (simple future)
how beautiful I am (simple present)
07 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the excerpt below and answer the question:
A collocation, as one of the units of formulaic language, is a series of words or terms that cooccur more often than would be expected by chance. In phraseology, a collocation is a type of compositional phraseme, meaning that it can be understood from the words that make it up.
This contrasts with an idiom, where the meaning of the whole cannot be inferred from its parts, and may be completely unrelated (WARD, 2007; SCHMITT, 2007; 2012).
B. Refer to the poem line “But I laugh, And eat well, And grow strong”. Which is the best definition for the collocation grow strong?
a. opportunity; get second wind
b. revive; take a turn for the better
c. think; reflect about some situation.
d. enlargement: increase the size or shape.
e. correct a situation; make something right.
Comentários e Gabarito B
Leia o trecho abaixo e responda à pergunta:
A collocation, as one of the units of formulaic language, is a series of words or terms that cooccur more often than would be expected by chance. In phraseology, a collocation is a type of compositional phraseme, meaning that it can be understood from the words that make it up. Uma "collocation", como uma das unidades da linguagem estereotipada, é uma série de palavras ou termos que ocorrem simultaneamente com mais frequência do que seria esperado pelo acaso. Na fraseologia, uma colocação é um tipo de frasema composicional, o que significa que pode ser compreendido a partir das palavras que o compõem.
This contrasts with an idiom, where the meaning of the whole cannot be inferred from its parts, and may be completely unrelated Isso contrasta com uma expressão idiomática, onde o significado do todo não pode ser inferido de suas partes e pode ser completamente não relacionado (WARD, 2007; SCHMITT, 2007; 2012).
B. Refer to the poem line “But I laugh, And eat well, And grow strong”. Which is the best definition for the collocation grow strong? Consulte o verso do poema “Mas eu rio, e como bem, e fico forte”.
Qual a melhor definição para a colocação crescer forte?
a. opportunity; get second wind oportunidade; ganhe um segundo fôlego
b. revive; take a turn for the better reviva; dê uma volta para melhor
c. think; reflect about some situation. pense; refleta sobre alguma situação.
d. enlargement: increase the size or shape. ampliação: aumente o tamanho ou forma.
e. correct a situation; make something right. corrija uma situação; faça algo certo.
08 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Read the sentences, fill in the blanks with the correct collocation and match the columns. Then, choose the correct alternative.
1. Our high turnover rate has been a growing _______ for us.
2. A rose in full bloom had been allowed to grow _______ one of the walls.
3. The company is growing _______ all the time.
4. Opposition to the latest proposals is growing _______ .
5. The Catholic community in Edinburgh began to grow _______ in the mid-19th Century.
( ) considerably
( ) steadily
( ) concern
( ) bigger
( ) unchecked up
a. 1, 2, 3, 4, 5
b. 5, 4, 1, 3, 2
c. 5, 1, 4, 3, 2
d. 4, 1, 3, 2, 5
e. 1, 3, 4, 2, 5
Comentários e Gabarito B
Leia as sentenças, preencha os espaços em branco com a colocação correta e combine as colunas. Em seguida, escolha a alternativa correta.
1. Our high turnover rate has been a growing concern for us. Nossa alta taxa de rotatividade tem sido uma preocupação crescente para nós.
- a growing concern (uma preocupação crescente)(Collocation)
2. A rose in full bloom had been allowed to grow unchecked up one of the walls. Uma rosa em plena floração foi permitida crescer sem controle, em uma das paredes.
3. The company is growing bigger all the time. A empresa está crescendo o tempo todo.
- "growing bigger all the time" ("crescendo cada vez mais", "crescendo o tempo todo")
4. Opposition to the latest proposals is growing steadily. A oposição às últimas propostas está crescendo constantemente.
5. The Catholic community in Edinburgh began to grow considerably in the mid-19th Century. A comunidade católica em Edimburgo começou a crescer consideravelmente em meados do século XIX.
( 5 ) considerably consideravelmente, muito (adverb)
( 4 ) steadily de forma constante, constantemente (adverb)
( 1 ) concern preocupação (noun)
( 3 ) bigger maior (adjective)
( 2 ) unchecked up sem controle (adjective)
09 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the paragraphs below.
“What is reading?
Reading is a conscious and unconscious thinking process. The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended. The reader does this by comparing information in the text to his or her background knowledge and prior experience.” “What is literacy?
Literacy is a set of attitudes and beliefs about the ways of using spoken and written language that are acquired in the course of a person’s socialization into a specific cultural context.” “It is important to clarify the relationship between reading and literacy, since research has shown that they are not the same thing. In fact, the definitions and uses of literacy vary culturally, and the cultural contexts of literacy are the underpinnings of the acquisition and use of reading and writing.”
(MIKULECKY, 2008)
Adapted from: https://docplayer.net/5689737-Teaching-reading-in-a-second-language.html Access on March 20th , 2023
B. Concerning teaching literacies approaches, identify the option that best describe a social literacy activity.
a. Assign students to work in pairs on an exercise where they practice using the same skill. Require them to explain their thinking to each other as they work.
b. Engage students to master the basic 2,000 words that constitute approximately 80 percent of texts in English.
c. Plan activities to enhance bottom-up processing by acquiring the most useful vocabulary and by learning strategies for guessing meaning in context.
d. Inviting students to read extensively for pleasure in English, and discuss their reading with someone who can model the literate behaviors expected in an English-language context.
e. Inviting students to search for news, texts, photographs, or advertisements they read in their everyday life to analyze critically in class.
Comentários e Gabarito E
A. Leia os parágrafos abaixo.
“What is reading? “O que é ler?
Reading is a conscious and unconscious thinking process. Ler é um processo de pensamento consciente e inconsciente.
The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended. O leitor aplica muitas estratégias para reconstruir o significado que o autor supostamente pretendia.
The reader does this by comparing information in the text to his or her background knowledge and prior experience.” O leitor faz isso comparando as informações do texto com seu conhecimento prévio e experiência anterior.”
“What is literacy? O que é alfabetização?
Literacy is a set of attitudes and beliefs about the ways of using spoken and written language that are acquired in the course of a person’s socialization into a specific cultural context.” Alfabetização é um conjunto de atitudes e crenças sobre as formas de usar a linguagem falada e escrita que são adquiridas no curso da socialização de uma pessoa em um contexto cultural específico.
“It is important to clarify the relationship between reading and literacy, since research has shown that they are not the same thing. É importante esclarecer a relação entre leitura e alfabetização, pois pesquisas mostram que não são a mesma coisa.
In fact, the definitions and uses of literacy vary culturally, and the cultural contexts of literacy are the underpinnings of the acquisition and use of reading and writing.” Na verdade, as definições e usos da alfabetização variam culturalmente, e os contextos culturais da alfabetização são os alicerces da aquisição e do uso da leitura e da escrita.
(MIKULECKY, 2008)
Adapted from: https://docplayer.net/5689737-Teaching-reading-in-a-second-language.html Access on March 20th , 2023
B. No que diz respeito às abordagens de ensino de alfabetização, identifique a opção que melhor descreve uma atividade de alfabetização social.
a. Assign students to work in pairs on an exercise where they practice using the same skill. Require them to explain their thinking to each other as they work. Pedir aos alunos que trabalhem em pares em um exercício onde pratiquem a mesma habilidade. Exija que eles expliquem seus pensamentos uns aos outros enquanto trabalham.
b. Engage students to master the basic 2,000 words that constitute approximately 80 percent of texts in English. Envolver os alunos no domínio das 2.000 palavras básicas que constituem aproximadamente 80% dos textos em inglês.
c. Plan activities to enhance bottom-up processing by acquiring the most useful vocabulary and by learning strategies for guessing meaning in context. Planejar atividades para aprimorar o processamento ascendente, adquirindo o vocabulário mais útil e aprendendo estratégias para adivinhar o significado no contexto.
d. Inviting students to read extensively for pleasure in English, and discuss their reading with someone who can model the literate behaviors expected in an English-language context. Convidar os alunos a ler extensivamente em inglês por prazer e a discutir sua leitura com alguém que possa modelar os comportamentos alfabetizados esperados em um contexto de língua inglesa.
e. Inviting students to search for news, texts, photographs, or advertisements they read in their everyday life to analyze critically in class. Convidar os alunos a pesquisar notícias, textos, fotografias ou anúncios que lêem no dia a dia para analisar criticamente em aula.
10 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Read the following Reading skills and some examples and then check the correct option.
I- “Previewing and predicting. Giving the text a quick once-over to be able to guess what is to come;
II- Skimming. Carefully getting the most detailed analysis of a passage or book;
III- Guessing the meaning of unknown words from the context. Using such clues as knowledge of word parts, syntax, and relationship patterns”.
(MIKULECKY, 2008)
Source: https://docplayer.net/5689737-Teaching-reading-in-a-second-language.html Access on March, 20th 2023
a. The statements I and II are correct.
b. The statements I and III are correct.
c. The statements I, II and III are correct.
d. The statements II and III are correct.
e. None of them.
Comentários e Gabarito B
Leia as seguintes habilidades de leitura e alguns exemplos e marque a opção correta.
I - “Previewing and predicting. Giving the text a quick once-over to be able to guess what is to come; Prévia e previsão. Dar uma rápida olhada no texto para poder adivinhar o que está por vir; (CORRETA)
II - Skimming. Carefully getting the most detailed analysis of a passage or book; Desnatação. Obter com cuidado a análise mais detalhada de uma passagem ou livro; (ERRADA)
- Skimming - Técnica de leitura rápida para permitir identificar o sentido geral do texto, não sendo necessária a leitura de cada palavra.
- to skim = dar uma olhada em algo rapidamente.
III - Guessing the meaning of unknown words from the context. Using such clues as knowledge of word parts, syntax, and relationship patterns”. Adivinhar o significado de palavras desconhecidas a partir do contexto. Usando pistas como conhecimento de partes de palavras, sintaxe e padrões de relacionamento”. (CORRETA)
11 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Read the following excerpt from Jane Austen’s Pride and Prejudice and compare the concessive clause in bold with the other clauses below (I to IV). Which one of these subordinate clauses shares the same classification of clause in “although utterly unknown to her before” from the first excerpt?
“He protested that, except Lady Catherine and her daughter, he had never seen a more elegant woman; for she had not only received him with the utmost civility, but even pointedly included him in her invitation for the next evening, although utterly unknown to her before.” (AUSTEN, 2013, p. 71).
I – Even though she read Pride and Prejudice, she does not remember all the story.
II – “Mr Darcy, who was leaning against the mantelpiece with these eyes fixed on her face, seemed to catch her words with no less resentment than surprize.” (AUSTEN, 2013, p. 184).
III – “It will be no use to us if twenty such should come, since you will not visit them.” (AUSTEN, 2013, p. 3).
IV – “The two ladies were delighted to see their dear friend again, […] since they had met […]” (AUSTEN, 2013, p. 78).
a. The subordinate clause in I.
b. The subordinate clause in II.
c. The subordinate clause in III.
d. The subordinate clause in IV.
e. None of them.
Comentários e Gabarito A
12 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the following excerpt from Shakespeare’s The Taming of the Shrew:
“Baptista:
Gentlemen, importune me no farther,
For how I firmly am resolu'd you know:
That is, not to bestow my yongest daughter,
Before I haue a husband for the elder:
If either of you both loue Katherina,
Because I know you well, and loue you well,
Leaue shall you haue to court her at your pleasure.
” Source: https://firstfolio.bodleian.ox.ac.uk/download/text-pdfs/F-shr.pdf
B. In this context, the word “bestow” is closest in meaning to:
a. To bless the youngest daughter.
b. To behold the youngest daughter.
c. To hold the youngest daughter. d. To take care of the youngest daughter.
e. To allow the youngest daughter to marry.
Comentários e Gabarito E
13 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the following excerpt from the book The Great Gatsby and complete with the missing verbs.
“By seven o’clock the orchestra _______________, no thin five-piece affair, but a whole pitful of oboes and trombones and saxophones and viols and cornets and piccolos, and low and high drums. The last swimmers ______________ in from the beach now and _______________ up-stairs; the cars from New York _______________ five deep in the drive […]”
(FITZGERALD, 2011, p. 32-33).
Source: https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/7935/Gatsby_PDF_FullText.pdf Access on March, 20th 2023
a. arrived - came - are dressing - parked.
b. has arrived - have come - are dressing - are parked.
c. will arrive – are coming – were dressing – will be parked.
d. arrived – had come – will dress – park.
e. are arriving – will come – dress – are not parked.
Comentários e Gabarito B
14 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the following sentences and write true (T) or false (F). I – Beowulf is a narrative poem and an example from the Old English Literature Period. ( )
II – The Canterbury Tales was written by Geoffrey Chaucer in The Middle Ages. ( )
III – William Shakespeare wrote tragedies, comedies and histories during The Renaissance. ( )
IV – Pride and Prejudice is a set of short stories and was written by Jane Austen. ( )
B. Considering Rainsford’s studies (2014), choose the correct alternative. ( )
a. T, T, T, T.
b. T, F, F, T.
c. T, T, F, F.
d. T, T, T, F.
e. F, T, T, F.
Comentários e Gabarito D
15 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the definition on communicative activities. “Communicative activities are the ones designed to motivate students to interact speaking and listening to each other. During these activities students generally communicate when one of the speakers have some information (facts, opinions, ideas, etc) and the others don’t. They aim at making students use the language they are learning to interact in a real and meaningful way, generally involving exchange of information” (SCRIVENER, 1994, p. 62)
B. Considering the definition above which item on the following list is a communicative activity?
a. Listening and doing oral grammar drills.
b. Acting out a scripted conversation.
c. One learner describes a picture in the textbook while the other students look at it.
d. Improvising a conversation so that includes lots of examples of a grammar structure.
e. Giving instructions so that someone can use a new machine.
Comentários e Gabarito E
16 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Which are the problems you face when teaching listening? Harmer (2007) states that good listening lessons go beyond the listening task itself with related activities before and after the listening. He also points out some of the problems students face when they are listening to the English language.
Read the problems and some examples and then check the correct option.
I. Students generally don’t recognize vowel sounds, diphthongs or minimal pairs, for instance: live – leave
II. They face problems in listening to connected speech, for example: /How’zit going?/
III. They don’t understand weak forms such as in /ai k n s ki/
IV. Students generally don’t understand phonetic links such as in /He works saz an engineer/
a. Statements I and II are correct.
b. Statement II is the only correct.
c. Statement III is the only correct.
d. Statements I, II, and IV are correct.
e. All of them are correct.
Comentários e Gabarito X
Which are the problems you face when teaching listening? Harmer (2007) states that good listening lessons go beyond the listening task itself with related activities before and after the listening. He also points out some of the problems students face when they are listening to the English language. Quais são os problemas que você enfrenta ao ensinar a ouvir? Harmer (2007) afirma que boas aulas de escuta vão além da tarefa de escuta em si, com atividades relacionadas antes e depois da escuta. Ele também aponta alguns dos problemas que os alunos enfrentam quando ouvem a língua inglesa.
Leia os problemas e alguns exemplos e depois marque a opção correta.
I. Students generally don’t recognize vowel sounds, diphthongs or minimal pairs, for instance: live – leave. Os alunos geralmente não reconhecem sons vocálicos, ditongos ou pares mínimos, por exemplo: live – leave.
II. They face problems in listening to connected speech, for example: /How’zit going?/ Eles enfrentam problemas para ouvir uma fala conectada, por exemplo: /How’zit going?/
III. They don’t understand weak forms such as in /ai k n s ki/ Eles não entendem formas fracas como em /ai k n s ki/
IV. Students generally don’t understand phonetic links such as in /He works saz an engineer/ Os alunos geralmente não entendem ligações fonéticas, como em /He works saz an engineer/
17 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
A. Read the text below and answer the question: What have you learned today?
Comentários e Gabarito A
18 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Choose the best option that fills in the blank: “If global conditions _____ fraught, they ____ Goldilocks was a fairy tale after all.”
a. Turns – will prove.
b. Turn – could prove.
c. Turn – will prove.
d. Turns – have proved.
e. Turned – proved.
Comentários e Gabarito C
19 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Choose the best option that completes the context:
“Lost-and-founds citywide are practically overflowing with discarded umbrellas - once the rain stops, many Vancouverites ______ leave them behind than lug them home.”
a. Had better
b. Should
c. Would rather
d. Must
e. Could.
Comentários e Gabarito C
20 – (IFMG/2023-CONCURSO PÚBLICO-PROFESSOR)
Which of the sentences below contains a CORRECT version of reported speech?
a. Ana said what she said.
b. Richard told Carlos that Roberta was mad.
c. I am aware of that.
d. They sold the last piece.
e. Fabio was saying that he regretted it.
Comentários e Gabarito B