Postagens
❑ PROVA DE LÍNGUA INGLESA: FGV-2022-SEAD/AP- PROFESSOR DA EDUCAÇÃO BÁSICA E PROFISSIONAL-16/10/2022.
❑ ESTRUTURA-PROVA:
➭ 20 MCQs (Multiple Choice Questions) / 5 Options Each MCQ.
➭ Text (1) – | Critical Literacy | www.scielo.org.co |
➭ Text (2) – | Tirinha | Garfield |
➭ Text (3) – | Cartaz |
➭ Text (4) – | Activities for raising awareness of diversity | www.teachingenglish.org.uk |
❑ GABARITO:
01-D, 02-B, 03-B, 04-A, 05-E
06-E, 07-B, 08-C, 09-A, 10-A
11-D, 12-C, 13-C, 14-D, 15-D
16-E, 17-C, 18-A, 19-E, 20-D
❑ TEXTO 1: The text below refers to the nine questions that follow it.
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
01 – (FGV-2022-SEAD/AP-PROFESSOR)
Based on the text, mark the statements below as true (T) or
false (F):
( ) The concept of critical literacy lacks precise definition.
( ) Functional and critical literacies have similar aims.
( ) Classroom practices based on critical literacy vary.
The statements are, respectively:
(A) F – F – T.
(B) T – F – F.
(C) F – T – F.
(D) T – F – T.
(E) T – T – F.
02 – (FGV-2022-SEAD/AP-PROFESSOR)
According to the authors, critical literacy encourages students to
(A) learn how to behave in different social contexts.
(B) be on the lookout for underlying implications in texts.
(C) stay in touch with the latest developments in technology.
(D) search for jobs available to proficient speakers of English.
(E) understand the relevance of using a foreign language in one’s
own country.
03 – (FGV-2022-SEAD/AP-PROFESSOR)
The text suggests that if teachers opt for critical literacy activities,
they should
(A) sponsor international travelling.
(B) use authentic material in their classes.
(C) restrict themselves to canonical literary pieces.
(D) adapt the texts selected to the students’ level of English.
(E) make sure students learn how to pronounce the words
properly.
04 – (FGV-2022-SEAD/AP-PROFESSOR)
The phrase “That is” in
“That is, it implies approaching texts in a
reflective way” (1st paragraph)
can be replaced without change of
meaning by
(A) In other words.
(B) In so far as.
(C) In addition.
(D) In a way.
(E) In fact.
05 – (FGV-2022-SEAD/AP-PROFESSOR)
The phrase “the latter” in “the latter views literacy as the mastery
of linguistic skills” (2nd paragraph)
refers to
(A) social practice.
(B) linguistic skills.
(C) critical approach.
(D) literacy practices.
(E) functional literacy.
06 – (FGV-2022-SEAD/AP-PROFESSOR)
In the second paragraph, when the authors argue that “Critical
scholars have overtly supported the idea”,
they mean that the
idea has been
(A) explained.
(B) tolerated.
(C) opposed.
(D) endured.
(E) backed.
07 – (FGV-2022-SEAD/AP-PROFESSOR)
“Hence” (2nd paragraph) can be replaced without change of
meaning by
(A) Nevertheless.
(B) Therefore.
(C) Although.
(D) However.
(E) Besides.
08 – (FGV-2022-SEAD/AP-PROFESSOR)
The verb phrase in “where the foreign language is taught” (3rd
paragraph)
is in the
(A) present perfect, passive voice.
(B) present perfect, active voice.
(C) simple present, passive voice.
(D) simple present, active voice.
(E) simple future, passive voice.
09 – (FGV-2022-SEAD/AP-PROFESSOR)
The phrase “On the one hand” (2nd paragraph)
indicates that the
text will offer a(n)
(A) contrast.
(B) summary.
(C) illustration.
(D) concession.
(E) conclusion.
❑ TEXTO 2: The text below refers to the two questions that follow it.
Garfield by Jim Davis
10 – (FGV-2022-SEAD/AP-PROFESSOR)
In the first panel, the question implies is whether or not both pets
(A) will be able to cope alone.
(B) can answer incoming calls.
(C) could keep the house clean.
(D) might try not to pick a fight.
(E) may help themselves with food.
👍 Gabarito A
TÓPICO - ESTRUTURAS MODAIS, ESTRUTURA VERBAL "BE ABLE TO" :
No primeiro painel, a questão que se coloca é se ambos os animais de estimação
(A) will be able to cope alone. – serão capazes de lidar com a situação sozinhos.
(B) can answer incoming calls. – podem atender chamadas.
(C) could keep the house clean. – poderiam manter a casa limpa.
(D) might try not to pick a fight. – podem tentar não começar uma briga.
(E) may help themselves with food. – podem se servir de comida.
• BE ABLE TO DO SOMETHING - SER CAPAZ DE FAZER ALGO.
https://dictionary.cambridge.org
❑ TRADUÇÃO DA TIRINHA:
➧ 1º QUADRINHO: (Jon diz que vai sair com a namorada dele e questiona se Garfield e Odie irão ficar bem, se ficarem sozinhos em casa hoje à noite.)
➭ JON: Liz and I have a date tonight. Will you two be okay on your own? – Eu e liz teremos um encontro hoje à noite. Vocês dois ficaram de boa se ficarem sozinhos?
➧ 2º QUADRINHO: (Jon fica surpreendido com as reações de alegrias de Garfield e de Odie)
➧ 2º QUADRINHO: (Jon fica surpreendido com as reações de alegrias de Garfield e de Odie)
➭ GARFIELD: (reação de alegria).
➭ ODIE: (reação de alegria).
➧ 3º QUADRINHO: (Garfiled atenua o efeito da alegria)
➭ GARFIELD: Well...manage...somehow! – Bem ... consigo de algum jeito!
11 – (FGV-2022-SEAD/AP-PROFESSOR)
In this comic strip, the adverb “somehow” is used to
(A) cause some discomfort.
(B) intensify the need to respond.
(C) delay response to the question.
(D) mitigate the effect of their reaction.
(E) guarantee that the order will be followed.
👍 Gabarito D
TÓPICO - USO CONTEXTUAL DO ADVÉRBIO "SOMEHOW" :
Nesta história em quadrinhos, o advérbio “SOMEHOW” é usado para
(A) cause some discomfort. – causar algum desconforto.
(B) intensify the need to respond. – intensificar a necessidade de responder.
(C) delay response to the question. – atrasar a resposta à pergunta.
(D) mitigate the effect of their reaction. – mitigar o efeito de sua reação.
(E) guarantee that the order will be followed. – garantir que a ordem será seguida.
• SOMEHOW (1) - DE ALGUM JEITO - Usamos em contexto no qual não é conhecido ou não declarado o jeito ou a forma de se fazer.
➭ GARFIELD: Well...manage...somehow! – Bem ... consigo de algum jeito!
➭ CONTEXTO: Garfield não sabia ao certo como conseguir para lidar com a situação de ficar na casa com Odie, sozinhos. O uso do advérbio SOMEHOW por parte do Garfield, foi portanto, a de mitigar a reação de que ele ia consegur superar a situação.
• SOMEHOW (2) - POR ALGUM MOTIVO - Usamos em contexto no qual o motivo não está claro de se fazer.
https://dictionary.cambridge.org❑ TEXTO 3: The text below refers to the six questions that follow it.
Fonte: Instagram #cambridgeenglishteaching
12 – (FGV-2022-SEAD/AP-PROFESSOR)
In viewing this Instagram photo, the teacher will realize that
items 2 and 3 involve mostly
(A) data gathering.
(B) drilling patterns.
(C) creative thinking.
(D) repetition exercises.
(E) memorizing techniques.
*TRADUÇÃO LIVRE:
- How to use graphic novels in your ELT classroom.
- (1) act out the story.
- (2) have students complete speech bubbles.
- (3) get students to invent their own end.
- (4) teach sound words like splat! crash! and yakes!
13 – (FGV-2022-SEAD/AP-PROFESSOR)
The word “bubbles” can also be used when describing the
effects of
(A) melting ice.
(B) feeding fire.
(C) boiling water.
(D) collecting dust.
(E) chopping wood.
14 – (FGV-2022-SEAD/AP-PROFESSOR)
“Like” in the fourth item is used to indicate an
(A) engagement.
(B) exception.
(C) emphasis.
(D) example.
(E) excuse.
❑ TEXTO 4:
Activities for raising awareness of diversity
Our first goal as language teachers is always to encourage our
learners to make use of their developing language. Giving them a
genuine communicative purpose and making it personal to them
are two good ways of achieving this. For students beginning their
journey to greater self-awareness, teachers could devise an
inventory of learning skills for them to rate themselves on. This
could include items such as ‘I keep my notes in order’, ‘I always
make a note of homework and the date it should be done’ or
whatever is appropriate to their level. Students could rate
themselves privately, but then discuss with other students which
ones they find most challenging, exchanging tips about how they
could improve these aspects of learning. From these discussions,
it will probably become clear that some students have already
got good study strategies in place, even if some of them seem a
little unusual. Revisiting the checklist later in the course helps
learners to reflect on how they have improved and what they still
need to work on. […]
Making use of materials that include a diverse range of
characters is another great way of initiating discussion and raising
awareness of the issues. There may be no explicit mention made
in the text of this diversity, thereby sending the implicit message
that this is just how the world is. Students may see characters
that they can relate to more easily, and feel more included
generally. Other materials, such as the ‘Adventures on Inkling
Island’ comic strips, explicitly showcase the daily challenges and
talents of neurodiverse people, demonstrating that being
different can be a strength in some situations.
A powerful way of enabling people to understand how it
might feel to be in the minority on a daily basis, whether in terms
of physical abilities or cognitive function, is to set up experiential
activities which challenge the participants to perform unusual
tasks in conditions that make their usual way of working
impossible. As well as being a fun way of introducing the topic for
further discussion, these activities are usually very memorable
and drive home the message that – in the vast majority of cases –
lack of success in academic tasks is not due to laziness or
stupidity.
Adapted from: https://www.teachingenglish.org.uk/article/raising-awarenessdiversity-language-classroom
15 – (FGV-2022-SEAD/AP-PROFESSOR)
The underlined word in
“make use of their developing language”
(1st paragraph)
is a(n)
(A) verb.
(B) noun.
(C) adverb.
(D) adjective.
(E) preposition.
16 – (FGV-2022-SEAD/AP-PROFESSOR)
The word “little” in the sentence
“even if some of them seem a
little unusual.” (1st paragraph)
is used in the same way as in
(A) The student was holding a little piece of paper.
(B) Little by little the students learned how to read.
(C) The little old teacher walked into the classroom.
(D) The desk used by the student was somehow little.
(E) The school building was a little damaged by the fire.
17 – (FGV-2022-SEAD/AP-PROFESSOR)
The expression “drive home the message” (3nd paragraph)
means
(A) drive a car to deliver a message.
(B) take the news to someone’s home.
(C) make something clearly understood.
(D) use activities that can be taken home.
(E) guarantee that the news is meaningful.
18 – (FGV-2022-SEAD/AP-PROFESSOR)
The modal in “how it might feel to be in the minority”
(3rd paragraph) indicates
(A) possibility.
(B) suggestion.
(C) obligation.
(D) necessity.
(E) certainty.
19 – (FGV-2022-SEAD/AP-PROFESSOR)
The syllable stress pattern of the word “characters” is the same
as in
(A) employee.
(B) surrender.
(C) volunteer.
(D) collector.
(E) terrible.
20 – (FGV-2022-SEAD/AP-PROFESSOR)
In the phrase
“due to laziness or stupidity” (3rd paragraph),
the
preposition can be replaced without change of meaning by
(A) as well as.
(B) except for.
(C) apart from.
(D) because of.
(E) according to.
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