CPCON/2021 – PMA/PB – PROFESSOR – LÍNGUA INGLESA – CONCURSO PÚBLICO – PREFEITURA MUNICIPAL DE AREIAL/PB – PROVA COM GABARITO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• CPCON/2021-PMA/PB-PROFESSOR/B-09/05/2021.

https://cpcon.uepb.edu.br

❑ ESTRUTURA-PROVA:

• 15 MCQs (Multiple Choice Questions) / 5 Options Each Question.

• Texto (1) – | How teachers are trying to reach English language learners during pandemic | www.pbs.org |

• Texto (2) – | Cartoon | www.inquirer.com |

• Texto (3) – | Infographic | https://elearninginfographics.com |

• Texto (4) – | English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach | www.researchgate.net |

• Texto (5) – | EMI courses in Brazil grow to more than 1,000 | https://thepienews.com |

❑ TEXTO 1: Answer questions 01 to 04 according to TEXT I.

How teachers are trying to reach English language learners during pandemic

(Apr 29, 2020 4:23 pm – by Jo Napolitano,The Hechinger Report)

Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).

Katie Crook, Newington Elementary School’s only ESOL teacher, didn’t hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes. So she tried a decidedly old-school means of communication: letter writing.

Crook began each note with a joyful “Hello!” before telling students how much she missed them. “I am so sad that school is closed and we can’t work together right now,” she wrote. “If you want, you can write me back and tell me how you are and what you have been up to. Love, Mrs. Crook.” The veteran teacher included a self-addressed stamped envelope along with every card.

“Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on. I want them to know their teachers love them and miss them and are really excited about when they get to see them again,” she said.

Crook received her first response April 9, and she was so thrilled by the correspondence that she tore it open right away. The letter, written on a blank piece of computer paper, was just a few sentences long — it began with, “Hi Mrs. Crook, I miss you to (sic)” — but was more than enough to prove her effort was worth it.

Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts.

By law, schools must ensure ELLs “can participate meaningfully and equally in educational programs,” according to the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education’s Office of Civil Rights. And they must communicate with families in a language they understand.

Schools often fell short of these requirements, even before the current crisis.

Tim Boals, executive director of WIDA, a group that provides educational resources for multilingual learners, worries the shutdowns will result in an even greater marginalization of those students. “I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue,” he said. (…)

(Adapted from: https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-english-language-learners-during-pandemic. Accessed on September th 30 , 2020)

26 – (CPCON-2021-PMA/PB-PROFESSOR)

Katie Crook decided to write letters to her students because 

a) they missed each other.

b) it is an old-school means of communication.

c) it is a way to improve their English skills.

d) by law, schools must ensure ELLs meaningful and equal participation in educational programs.

e) she didn't have any response from many parents she had texted before.

 👍   Comentários e Gabarito    E  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

Katie Crook decidiu escrever cartas para seus alunos porque

a) they missed each other.

eles sentiram falta um do outro.

b) it is an old-school means of communication.

é um meio de comunicação da velha escola.

c) it is a way to improve their English skills.

é uma forma de melhorar suas habilidades em inglês.

d) by law, schools must ensure ELLs meaningful and equal participation in educational programs.

por lei, as escolas devem garantir a participação significativa e igualitária dos ELLs nos programas educacionais.

e) she didn't have any response from many parents she had texted before.

ela não recebeu nenhuma resposta de muitos pais para quem já havia enviado mensagens de texto antes.

➭ TRECHO QUE JUSTIFICA:

• "[...] Katie Crook...didn’t hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes. So she tried a decidedly old-school means of communication: letter writing."

•  Katie Crook... não recebeu resposta de muitos dos pais para quem ela mandou mensagens no início. Muitos de seus alunos, disse ela, nasceram nos Estados Unidos e moram em lares de língua espanhola. Então ela tentou um meio de comunicação decididamente tradicional: escrever cartas.

27 – (CPCON-2021-PMA/PB-PROFESSOR)

According to the text, it is RIGHT to say that

a) ELL's parents didn't have cell phones to interact with the teacher.

b) digital divide has started in Summerville schools due to coronavirus pandemic.

c) schools shutdowns may increase the exclusion of ELLs.

d) only two students have written her back.

e) more than 10% of the students forced to stay home are ELLs.

 👍   Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

De acordo com o texto, é CERTO dizer que

a) ELL's parents didn't have cell phones to interact with the teacher.

Os pais de ELL não tinham celular para interagir com a professora.

b) digital divide has started in Summerville schools due to coronavirus pandemic.

a exclusão digital começou nas escolas de Summerville devido à pandemia de coronavírus.

c) schools shutdowns may increase the exclusion of ELLs.

o encerramento das escolas pode aumentar a exclusão dos ELLs.

d) only two students have written her back.

apenas dois alunos responderam.

e) more than 10% of the students forced to stay home are ELLs.

mais de 10% dos alunos obrigados a ficar em casa são ELLs.

De acordo com o texto, é CERTO dizer que

➭ TRECHO QUE JUSTIFICA:

• "[...] Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts."

•  Entre os mais de 55 milhões de estudantes forçados a ficar em casa devido ao encerramento das escolas devido ao coronavírus estão pelo menos 4,9 milhões de estudantes de língua inglesa (ELLs). Estes estudantes representavam 9,6 %  de todas as crianças em idade escolar no outono de 2016, o último ano para o qual tais dados estão disponíveis. O número provavelmente aumentou, segundo especialistas.

28 – (CPCON-2021-PMA/PB-PROFESSOR)

In the sentence

“And they must communicate with families in a language they understand”,

the pronouns “they” (in bold) refer, respectively, to

a) schools and schools.

b) schools and families.

c) ELLs and families.

d) Department of Justice, Civil Rights Division, the U.S. Department of Education's Office of Civil Rights and ELLs.

e) Department of Justice, Civil Rights Division, the U.S. Department of Education's Office of Civil Rights and families. 

 👍   Comentários e Gabarito    B  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

29 – (CPCON-2021-PMA/PB-PROFESSOR)

“Schools often fell short of these requirements, even before the current crisis.”

In this sentence, “fell short of” can be replaced by

a) fulfilled.

b) fell down.

c) achieved.

d) did not reach.

e) managed.

 👍   Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO - PHRASAL VERB: TO FALL SHORT OF (fall, fell, fallen): 

- DICAS IMPORTANTES SOBRE "TO FALL SHORT":

* FALL SHORT OF (= to fail to reach) — NÃO CONSEGUIR ALCANÇAR ALGO, FICAR AQUÉM DE, FICAR  FICAR ABAIXO DO VALOR ESPERADO.

• This year’s profit will fall short of 13%. – O lucro deste ano ficará abaixo de 13%. [Longman Dictionary]
• August car sales fell short of the industry's expectations. –As vendas de carros em agosto ficaram aquém das expectativas do setor. [Cambridge Dictionary]
• Taylor's solution falls short of the mark. – A solução de Taylor fica aquém do esperado. [Oxford Dictionary]

- NO TEXTO:

• Schools often fell short of these requirements, even before the current crisis.
• As escolas muitas vezes não alcançaram (ou cumpriram) esses requisitos, mesmo antes da crise atual.
• CONTEXTUALMENTE O PHRASAL VERB "FELL SHORT OF" É INTERCAMBIÁVEL COM O VERB "DIDN'T REACH".
• Sendo assim, a alternativa (D) é a correta.

- RESOLUÇÃO RÁPIDA CONTEXTUAL:

“Schools often fell short of these requirements, even before the current crisis.”

(As escolas muitas vezes não cumpriam esses requisitos, mesmo antes da crise atual.)

In this sentence, “fell short of” can be replaced by

(Nesta sentença, “fell short of” pode ser substituído por)

a) fulfilled. (CUMPRIRAM)

b) fell down. (FALHARAM)

c) achieved. (ALCANÇARAM)

d) did not reach. (NÃO ALCANÇARAM, NÃO CUMPRIRAM)

e) managed. (LIDARAM)

- MAIS DICAS IMPORTANTES:

(1) FALL DOWN  (= to fail) —  FALHAR, FRACASSAR

• And that's where the theory falls down. — E é aí que a teoria falha. [Oxford Dictionary]
• Where do you think the plan falls down? — Onde você acha que o plano falha? [Cambridge Dictionary]
• That’s where the whole argument falls down. — É aí que todo o argumento falha. [Longman Dictionary]

(2) TO REACH — ALCANÇAR, ABRANGER, CHEGAR A UM LUGAR, ALCANÇAR A UMA DETERMINADA QUANTIDADE / TAXA.

• Chelsea could reach the final of the European Cup. — O Chelsea pode chegar à final da Copa da Europa. [Longman Dictionary]
• The temperature is expected to reach 30°C today. — A temperatura deve chegar a 30°C hoje. [Cambridge Dictionary]
• By 2008, that figure is expected to reach 7 million. — Em 2008, espera-se que esse número chegue a 7 milhões. [Longman Dictionary]
• Prices rose steadily to reach record levels. — Os preços subiram de forma constante para acançar níveis recordes. [Longman Dictionary]
• We reached London late at night. — Chegamos a Londres tarde da noite. [Longman Dictionary]

(3) FULFILL  —  PREENCHER ou CUMPRIR ou SATISFAZER ou ainda ENVIAR.

• No candidate fulfils all the criteria for this position. — Nenhum candidato PREENCHE todos os critérios para esta posição. [Oxford Dictionary]
• Nursery schools should fulfil the function of preparing children for school. — As creches devem CUMPRIR a função de preparar as crianças para a escola. — [Oxford Dictionary]
• I need a job that really fulfils me. — Preciso de um trabalho que realmente me satisfaça. [Oxford Dictionary]
• We aim to fulfil all orders within seven days. — Nosso objetivo é ENVIAR todos os pedidos dentro de sete dias. 

(4) MANAGE —  CONTROLAR, GERENCIAR, ADMINISTRAR ou CONSEGUIR LIDAR COM PROBLEMAS ou FAZER ALGO DIFÍCIL ou SE VIRAR COM O QUE TEM.

• He was asked to manage a new department. — Ele foi convidado para gerenciar um novo departamento. [Longman Dictionary]
• I don't know exactly how we'll manage it, but we will, somehow. - Não sei exatamente como vamos fazer isso, mas vamos conseguir, de alguma forma. [Oxford Dictionary]
• I don’t know how she manages with seven children. — Não sei como ela CONSEGUE LIDAR com sete filhos! [Oxford Dictionary]
• I can’t afford to get you a new coat. You’ll have to manage with the one you’ve got! — Não tenho dinheiro para comprar para você um casaco novo. Você vai ter que se virar com o que tem. [Longman Dictionary]

❑ TEXTO 2: Text for questions 30 and 31.

Available at: https://www.inquirer.com/opinion/cartoons/coronavirus-schools-education-equity-virtual-learning-20200329.html. Accessed on September 22 , 2020)

30 – (CPCON-2021-PMA/PB-PROFESSOR)

Based on the cartoon, we may infer that

a) digital divide has emerged due to coronavirus pandemic.

b) the advent of COVID-19 has thrown a spotlight on the digital divide among students from different social backgrounds.

c) both high school students are aware of the different impacts of coronavirus in their lives.

d) due to COVID-19 pandemic students are much more equally connected than ever.

e) both high school students are writing their essays on the same topic.

 👍   Comentários e Gabarito    B  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

• VÊ RESOLUÇÃO DA QUESTÃO 05.

31 – (CPCON-2021-PMA/PB-PROFESSOR)

Philly High student's purpose when he asks Rich Suburb High student “Do you really want to know?” is probably to

a) make fun of his lack of knowledge.

b) understand his real interest in learning about this reality.

c) check what he knows about his college essay.

d) motivate him to find out the answer on his own.

e) raise his awareness of the unequal access to learning they have been facing during pandemic.

 👍   Comentários e Gabarito    E  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

• VÊ RESOLUÇÃO DA QUESTÃO 06.

❑ TEXTO 3: Text for questions 32 to 34.

(Available at: https://elearninginfographics.com/4-signs-you-have-real-flipped-classroom-infographic/ th Accessed on September 25 , 2020)

32 – (CPCON-2021-PMA/PB-PROFESSOR)

According to the infographic, it is CORRECT to state that

a) a flipped classroom focuses on students' meaningful engagement with the learning process.

b) deep learning happens when teachers record their classes so that students can learn from them at home.

c) by knowing students' learning styles teachers will have a real flipped classroom.

d) a flipped classroom is all about project-based learning.

e) one sign teachers are doing an appropriate use of a flipped classroom is when students have good grades.

 👍   Comentários e Gabarito    A  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

33 – (CPCON-2021-PMA/PB-PROFESSOR)

“You've recorded your lectures so your students can learn from them at home. But that's only the first step on the path to a flipped classroom. The magic starts when you use that extra class time for deep learning. Here are four telltale signs you're doing it right.”

The order of different verb tenses used in this paragraph is, respectively:

a) Present Perfect / Simple Present / Present Perfect Continuous.

b) Present Perfect / Simple Present / Present Continuous.

c) Present Simple / Present Perfect / Present Continuous.

d) Present Perfect / Simple Present / Past Continuous.

e) Simple Past / Present Perfect / Simple Present.

 👍   Comentários e Gabarito    B  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

34 – (CPCON-2021-PMA/PB-PROFESSOR)

The word “telltale” in the sentence

“Here are four telltale signs you're doing it right”

is closest in meaning to

a) unusual.

b) possible.

c) prominent.

d) revealing.

e) unprecedented.

 👍   Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO 4: Answer questions 35 to 37 according to TEXT.

English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

Abstract: The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.

Keywords: English language teaching (ELT), Content and Language Integrated Learning (CLIL), Language policies, Internationalization, Brazil

Source: FINARDI, Kyria; LEÃO, Roberta; PINHEIRO, Livia Melina. English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLILApproach. In: Education and Linguistics Research, 2016, Vol. 2, No. 1. Available at: https://www.researchgate.net/profile/Kyria_Finardi/publication/297653683_English_in_Brazil_Insights_from_the_Analysis_of_Language_Policies_Internationaliz ation_Programs_and_the_CLIL_Approach/links/5814871508aeffbed6bdf5ba/English-in-Brazil-Insights-from-the-Analysis-of-Language-Policiesth Internationalization-Programs-and-the-CLIL-Approach.pdf . Accessed on September 29 , 2020.

Answer questions 35 to 37 according to TEXT IV.

35 – (CPCON-2021-PMA/PB-PROFESSOR)

In line with the abstract, we may infer that

a) the implementation of CLIL in Brazil requires changes in terms of language and internationalization policies as well as ELT approaches.

b) pre-service teachers underestimate the obstacles associated to the implementation of CLILin Brazil.

c) CLILas a way of improving some teaching practices and beliefs about English teaching in Brazil.

d) although CLILis an ELTapproach widely used in Europe, it is not feasible in Brazilian contexts.

e) CLILapproach has become very popular in Brazil, although it faces many challenges.

 👍   Comentários e Gabarito    A  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

36 – (CPCON-2021-PMA/PB-PROFESSOR)

Based on Text IV, analyze the following sentences and check True (T) or False (F).

( ) In-service English teachers are aware of the importance of the CLILapproach as well as of the obstacles to its implementation in that context.

( ) The study suggests a review of language and internalization policies in Brazil to ensure a convergence between them and internationalization policies and approaches, mainly at higher education.

( ) Globalization and internationalization have influenced the use of CLILas an ELTapproach. Choose the alternative with the CORRECTsequence:

a) T, F, T.

b) T, T, T.

c) F, T, T.

d) F, F, T.

e) F, F, F.

 👍   Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

37 – (CPCON-2021-PMA/PB-PROFESSOR)

“In order to support this reflection, a case study was carried out to examine pre-service English teachers' beliefs on the use of CLILin Brazil” ; “[…] the study concludes that despite the difficulties associated with the implementation of CLILin Brazil […]”.

The linking words “in order to” and “despite”mean respectively

a) position definer and contrast.

b) emphasis and contradiction.

c) reason and contrast.

d) order and contrast.

e) reason and comparison.

 👍   Comentários e Gabarito    C  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO 5: Text for questions 38 to 40.

 

EMI courses in Brazil grow to more than 1,000

(Posted on Sep 25, 2018 by Viggo Stacey)

Agrowing number of Higher Education Institutions (HEIs) in Brazil are recognising the importance of offering English as Medium of Instruction courses, as the number of EMI courses rose from 671 in 2016 to over 1,000 in the first semester 2018, according to a new report.

(Photo: gabyps/Pixabay)

The Brazilian Association for International Education (FAUBAI) and the British Council, which surveyed 84 HEIs in Brazil, said the data reflects the sustained growth in activities offered in English as well as Portuguese for foreigners.

“Internationalisation is growing and increasing in the whole country and it's on the agenda of all universities,” explained Renata Archanjo, UFRN international relations deputy officer. “We are a country [that is becoming] more and more globalised.”

Executive director of FAUBAI Renée Zicman highlighted that of Brazil's 2,400 HEIs, many do not offer international activities, but that number is increasing and the organisation has been promoting the internationalisation of the country's universities.

“We have been [telling] universities that by offering opportunities in English [they will] be able to receive international students,” she said, adding that it is important to point out that EMI courses are being offered in all five regions of the country, including the Amazon region.

“Our universities are very concentrated in certain regions of the country, but we have all sorts of universities and HEIs doing this in all regions of the country, public and private. It means the whole system has understood.

“The idea is not just to offer opportunities to take classes in English or participate in activities in English, but also to be able to live in this beautiful country and be able to share Brazilian culture and learn Portuguese,” Zicman added. […]

(Adapted from: https://thepienews.com/news/over-1000-emi-courses-in-brazil-in-2018/ Accessed on Oct 1 , 2020)

38 – (CPCON-2021-PMA/PB-PROFESSOR)

From the text, it is possible to state that

a) EMI is a reality in Brazilian HEIs.

b) HEIs have been offering activities both in English and Spanish.

c) only public HEIs have been offering EMI courses in all Brazilian regions.

d) all Brazilian universities offer international activities.

e) internationalisation is still not a goal for all Brazilian universities.

 👍   Comentários e Gabarito    A  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

39 – (CPCON-2021-PMA/PB-PROFESSOR)

In the fragment

“The Brazilian Association for International Education (FAUBAI) and the British Council, which surveyed 84 HEIs in Brazil […]”,

which refers to

a) Brazil.

b) the Brazilian Association for International Education.

c) the British Council.

d) HEIs.

e) FAUBAI and the British Council.

 👍   Comentários e Gabarito    E  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO: 

40 – (CPCON-2021-PMA/PB-PROFESSOR)

The word “sustained” in the passage

“[…] the data reflects the sustainedgrowth […]”

is the OPPOSITE of

a) constant.

b) continuous.

c) intermittent.

d) uninterrupted.

e) non-stop.

 👍   Comentários e Gabarito    C  

TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO: