FGV/CONHECIMENTO/2021 – PM/PAULÍNIA/SP – PROFESSOR – LÍNGUA INGLESA – PREFEITURA MUNICIPAL DE PAULÍNIA – PROVA COM GABARITO.

www.inglesparaconcursos.blog.br

FGV/CONHECIMENTO/2023-PM/PAULÍNIA/SP-PROFESSOR EDUCAÇÃO BÁSICA II.

https://conhecimento.fgv.br/concursos

❑ ESTRUTURA-PROVA:

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

• Texto (1) – | English Language Teaching in Brazil: A Gap in Policy, Problems in Practice | researchgate.net | 

• Texto (2) – | Cartoon | newyorker.com |

• Texto (3) – | Inclusive teaching in secondary ELT | yltsig.iatefl.org |

❑ TEXTO 1: Read text I and answer questions 41 to 48.

❑ TRADUÇÃO - TEXTO 1:

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Ensino de Inglês no Brasil: uma lacuna na política, problemas na prática 

Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Tanto os PCN-EF (Brasil, 1998) quanto os PCN-EM (Brasil, 2000) apresentam ideias progressistas sobre como uma língua estrangeira deve ser ensinada na sala de aula da educação básica.

Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. Essas ideias incluem uma visão social interacionista da língua, que se alinha com a pesquisa contemporânea no ensino de segunda língua e significa uma mudança no método tradicional de tradução gramatical amplamente empregado nas escolas brasileiras nas décadas anteriores.

The Parameters also recommend interdisciplinary work, the implementation of crosscurricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages. Os Parâmetros recomendam ainda o trabalho interdisciplinar, a implementação de temas transcurriculares, a avaliação formativa para além da somativa, a valorização dos conhecimentos prévios dos alunos e a sua posição como sujeitos críticos e, assim, uma abordagem do ensino como negociação que visa formar os alunos para o pleno exercício da cidadania, que inclui noções de respeito pela diferença e pela diversidade que podem ser promovidas pelo ensino e aprendizagem de línguas estrangeiras.

However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. Contudo, os Parâmetros falham em apontar as condições aplicáveis para que esse processo de ensino e aprendizagem ocorra.

For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): Por exemplo, reconhecem que a leitura e a escrita devem ser focadas em detrimento da escuta e da fala devido às dificuldades enfrentadas pelo professor na educação básica (Brasil, 1998):

large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. salas de aula grandes, falta de recursos adequados, incluindo tempo de aula e preparação para o professor e oportunidades para os alunos serem expostos à língua fora da sala de aula e, em muitas situações, falta de conhecimento dos professores sobre o assunto.

Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.  Em vez disso, o que deveriam fazer é propor ativamente que um número menor de alunos assistam às aulas de inglês – como foi permitido pela LDB 1996 e continua sendo assim pela LDB 2015, que mais tempo de aula e preparação seja concedido ao professor, que as escolas ter recursos de inglês que os alunos possam acessar para se familiarizarem com o idioma e que seja implementada uma melhor formação de professores.

When neither PCN-EF nor PCN-EM provides solutions to the obstacles for satisfactory ELT in basic education and yet acknowledge that knowing a foreign language is beneficial, they are implicitly promoting the privatisation of ELT because they are directing students to private language centres (Capuani and Venera, 2016). Quando nem os PCN-EF nem os PCN-EM fornecem soluções para os obstáculos ao ELT satisfatório no ensino básico e ainda reconhecem que conhecer uma língua estrangeira é benéfico, estão implicitamente a promover a privatização do ELT porque estão a encaminhar os estudantes para centros de línguas privados (Capuani e Venera, 2016).

There are several problems with this position given that the right to free education provided by the state is guaranteed by the Brazilian constitution. Existem vários problemas com esta posição, visto que o direito à educação gratuita fornecida pelo Estado é garantido pela constituição brasileira.

41 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the title, the phrase “A Gap in Policy” means that

(A) strategies for ELT in schools are now comprehensive.

(B) the regulations to be mentioned are incomplete.

(C) more police will help solve the problems.

(D) law enforcement in schools is welcome.

(E) new rules will soon be implemented.

42 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

Based on the information provided by Text I, mark the statements below as true (T) or false (F).

( ) The PCN-EF and PCN-EM back grammar-translation methods.

( ) The author believes the Parameters have overlooked some relevant issues.

( ) According to the author, the new regulations are in tune with the latest research in the area.

The statements are, respectively,

(A) F – F – T.

(B) F – T – T.

(C) T – F – T. (D) F – T – F. (E) T – T – F. 43 The author’s point of view is that ELT in basic education should be

(A) made available to students in a few selected schools. (B) limited to places where teachers have been trained.

(C) taught to students in large classroom conditions.

(D) offered without charge to the population.

(E) provided by private language centres.

44 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

When the sentence begins with “Instead”, as in “Instead, what they should do” (l. 24), it indicates a(n)

(A) assurance.

(B) prediction.

(C) obligation.

(D) alternative.

(E) illustration.

45 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The verb in “a foreign language should be taught” (l. 2) is in the same voice as in

(A) Schools have been demanding changes for some time.

(B) Directors are reluctant to implement the regulations.

(C) The law should have comprehended all citizens.

(D) Teachers should be well-versed in literature.

(E) Old videos and recordings may be put to use.

46 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The word “yet” in “and yet acknowledge” can be replaced without change in meaning by

(A) but.

(B) nor.

(C) still.

(D) since.

(E) while.

47 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

“Due to” in “due to the difficulties faced by the teacher in basic education” (l. 19) means the same as the underlined phrase in 

(A) owing to the students’ reactions.

(B) instead of the problems they had.

(C) in spite of the students’ bad health.

(D) apart from the educational changes.

(E) prior to the new educational regulations.

      Comentários e Gabarito    A  
TÓPICO - GRAMMAR - MULTI-WORD PREPOSITIONS : DUE TO - OWNING TO - BECAUSE OF :

➭ DICA DE GRAMÁTICA:

• Independentemente do contexto, "DUE TO" substitui  "OWNING TO", "BECAUSE OF" ou "CAUSED BY"

➭ CAMBRIDGE DICTIONARY:

48 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

When the author writes that “what they should do” (l. 24), the reader understands she will

(A) give a permission.

(B) exploit a possibility.

(C) determine a prohibition.

(D) conform to an instruction.

(E) suggest some recommendations.

❑ TEXTO 2: Read text II and answer questions 49 to 53.

 Source:https://www.newyorker.com/cartoons/dailycartoon/page/10

❑ TEXTO 2:

“If you don’t like school, just remember what it was like when you had me as a teacher.” Se você não gosta da escola, lembre-se de como era quando você me teve como professora.

49 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The function of the cartoon is to

(A) flatter.

(B) amuse.

(C) advise.

(D) preach.

(E) reproach.

50 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the cartoon, the speech is addressed to the (A) child.

(B) parent.

(C) author.

(D) reader.

(E) teacher.

51 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

It is implied that homeschooling was

(A) useful.

(B) efficient.

(C) engaging.

(D) delightful.

(E) disagreeable.

52 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The underlined word in “what it was like” functions in the same way as in

(A) The children seem to like their free time.

(B) There were like two hundred students there.

(C) The school stood like a monument in the square.

(D) The school would like students to keep a distance.

(E) The teacher should ask how students like the class.

53 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

“If” in “If you don’t like” indicates a

(A) contrast.

(B) certainty.

(C) condition.

(D) conclusion.

(E) comparison.

❑ TEXTO 3: Read text III and answer questions 54 to 60.

❑ TRADUÇÃO - TEXTO 3:

Inclusive teaching in secondary ELT

Ensino inclusivo no ELT secundário

Building an inclusive secondary ELT classroom is not based on a set of steps to follow. A construção de uma sala de aula ELT secundária inclusiva não se baseia num conjunto de passos a seguir.

It is rather a teaching mindset. É antes uma mentalidade de ensino.

When teachers provide teenage students with opportunities to share information about their identities and backgrounds, and show genuine interest, they are building a safe environment for all learners. Quando os professores oferecem aos estudantes adolescentes oportunidades de partilharem informações sobre as suas identidades e origens e demonstram interesse genuíno, estão construindo um ambiente seguro para todos os aprendizes.

Such personalised sharing in the English classroom is part of ‘diversity embracing’ that extends far beyond ‘a once a year fair’ about different cultures and backgrounds. Esta partilha personalizada na sala de aula de inglês faz parte da “acolhimento da diversidade” que vai muito além de “uma feira anual” sobre diferentes culturas e origens.

Personalisation which includes diversity therefore becomes a process, not a one-off event which enables us to incorporate teenage students’ realities in our English teaching on a lesson by lesson basis. A personalização que inclui a diversidade torna-se, portanto, um processo, e não um evento único, que nos permite incorporar as realidades dos alunos adolescentes no nosso ensino de inglês, aula por aula. 

Thereby involving them (and their lives beyond the classroom) much more deeply in the language learning process. Envolvendo-os assim (e às suas vidas fora da sala de aula) muito mais profundamente no processo de aprendizagem de línguas.

Another key aspect of inclusive teaching relates to secondary English teachers’ expectations and attitudes towards diversity. Outro aspecto fundamental do ensino inclusivo diz respeito às expectativas e atitudes dos professores de inglês do ensino secundário relativamente à diversidade.

As educators of teenagers, we need to ensure we have the same high expectations of all our learners. Como educadores de adolescentes, precisamos garantir que temos as mesmas expectativas elevadas de todos os nossos aprendizes.

We have to acknowledge and fight our own biases, bearing in mind that we are part of society with stereotypes, and are not free from making assumptions unconsciously about minority groups. Temos de reconhecer e combater os nossos próprios preconceitos, tendo em mente que fazemos parte de uma sociedade com estereótipos e não estamos livres de fazer suposições inconscientemente sobre grupos minoritários.

As teachers are the model in the secondary classroom, not reproducing behaviors and roles that offend or oppress is part of our wider role as educators. 

Como os professores são o modelo na sala de aula secundária, não reproduzir comportamentos e papéis que ofendem ou oprimem faz parte do nosso papel mais amplo como educadores.

Also, any comment that reinforces stereotypes or reproduces discriminatory speech should be tackled and deconstructed so that there is no ‘space’ for prejudice in our secondary English classrooms. Além disso, qualquer comentário que reforce estereótipos ou reproduza discurso discriminatório deve ser abordado e desconstruído para que não haja “espaço” para preconceitos nas nossas salas de aula de inglês do ensino secundário.

Finally, inclusion should extend beyond the classroom. Finalmente, a inclusão deveria estender-se para além da sala de aula.

As Lekh maintains, ‘An inclusive school or classroom can only be successful when all students feel that they are truly part of the school community. Como afirma Lekh, “Uma escola ou sala de aula inclusiva só pode ser bem sucedida quando todos os alunos sentem que fazem realmente parte da comunidade escolar.

This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. Isto só pode acontecer através de uma discussão aberta e honesta sobre as diferenças e da compreensão e do respeito pelas pessoas de todas as capacidades e origens.

An inclusive environment is one where everyone feels valued’. Um ambiente inclusivo é aquele onde todos se sentem valorizados”.

Teaching inclusively at the secondary level requires a holistic approach with active learner involvement, constant questioning of ourselves and our materials, and full participation of the whole school community. Ensinar inclusivamente no nível secundário requer uma abordagem holística com envolvimento ativo dos alunos, questionamento constante de nós mesmos e dos nossos materiais, e participação plena de toda a comunidade escolar.

54 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

Based on the information provided by Text III, mark the statements below as true (T) or false (F).

( ) Inclusion should be restricted to the classroom environment.

( ) Teachers should avoid a reductionist approach to learning.

 ( ) Prejudice and stereotyping must be averted at all cost.

The statements are, respectively,

(A) T – F – T.

(B) F – F – T.

(C) F – T – F.

(D) F – T – T.

(E) T – T – F.

55 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

According to the text, in order to offer an inclusive classroom, the teacher needs to

(A) adopt a set of attitudes.

(B) take a specialized course.

(C) organize a fair once a year.

(D) discuss inclusivity in each class.

(E) follow standardized procedures.

56 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The approach discussed in the text assumes that students should

(A) aim at getting high grades.

(B) develop a sense of belonging.

(C) learn how to follow school rules.

(D) avoid talking about their background.

(E) lower their expectations regarding learning.

57 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The extract that offers an addition to previously given information is:

(A) “Also, any comment that reinforces stereotypes or reproduces discriminatory speech […]”.

(B) “When teachers provide teenage students with opportunities […]”.

(C) “Thereby, involving them (and their lives beyond the classroom) […]”.

(D) “Finally, inclusion should extend beyond the classroom […]”.

(E) “As Lekh maintains, […]”.

58 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The adjective in “show genuine interest” is similar to

(A) pretended.

(B) doubtful.

(C) random.

(D) intense.

(E) actual.

59 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

A “key aspect” (l. 14) is one that is

(A) legal.

(B) trivial.

(C) natural.

(D) crucial.

(E) incidental.

60 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the phrase “safe environment” (l. 5), the word “safe” is to “safety” as

(A) “child” is to “childhood”.

(B) “strong” is to “strength”.

(C) “obey” is to “obedience”.

(D) “succeed” is to “successful”.

(E) “achieve” is to “achievement”.