Postagens
www.inglesparaconcursos.blog.br
❑ PROVA DE LÍNGUA INGLESA:
• VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR (Magistério em inglês).
❑ TEXTO 1: Leia o texto para responder às questões de números 31 a 39.
Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. And researchers have confirmed the importance of this need.
In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities.
Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it.
(B. Tomlinson, (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
❑ TRADUÇÃO - TEXTO 1:
Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. A maioria dos professores reconhece a necessidade de sensibilização dos alunos sobre a potencial relevância e utilidade da língua e das competências que ensinam.
And researchers have confirmed the importance of this need. E os investigadores confirmaram a importância desta necessidade.
In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. Nos materiais ESP (Inglês para fins específicos), por exemplo, é relativamente fácil convencer os alunos de que os pontos de ensino são relevantes e úteis, relacionando-os com os interesses conhecidos do aluno e com tarefas da “vida real”, que os alunos precisam ou pode precisar ser executado no idioma de destino.
In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. Em materiais ingleses em geral isto é obviamente mais difícil; mas isso pode ser alcançado pesquisando-se quais são os interesses dos alunos-alvo e o que eles realmente desejam aprender a língua.
An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities. Um exemplo interessante de tal investigação foi um questionário realizado na Namíbia que revelou que duas das razões mais importantes para os alunos do ensino secundário desejarem aprender inglês eram para que pudessem escrever cartas de amor em inglês e para que pudessem escrever cartas de reclamação dos aldeões ao chefe da aldeia e do chefe da aldeia às autoridades locais.
Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. A percepção de relevância e utilidade também pode ser alcançada relacionando os pontos de ensino com tarefas desafiadoras em sala de aula e apresentando-os de maneiras que possam facilitar a obtenção dos resultados da tarefa desejados pelos alunos.
The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Os “novos” pontos de aprendizagem não são relevantes e úteis porque ajudarão os alunos a alcançar objetivos acadêmicos ou profissionais a longo prazo, mas porque poderiam ajudar os alunos a alcançar agora objetivos de tarefa a curto prazo.
Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. É claro que isto só funciona se as tarefas forem iniciadas primeiro e o ensino for então ministrado em resposta às necessidades descobertas.
This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it. Isto é muito mais difícil para o redator de materiais do que a abordagem convencional de ensinar primeiro um ponto predeterminado e depois fazer com que os alunos pratiquem e depois o produzam.
31 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
ESP courses have been taught in Brazil since the 1970’s. They
(A) imply a limitation of subject matter so as to most directly address particular needs of the learners.
(B) have been considered outdated as they propose a strict sequence of content, organized in levels of difficulty.
(C) can be defined as reading courses centered on reading compensatory strategies to deal with academic texts.
(D) have aimed at mature learners, considering they have the autonomy needed to follow the methodologies proposed.
(E) comprise a variety of materials so as to respond to students’ individual styles as foreign language learners.
Comentários e Gabarito A
(A) imply a limitation of subject matter so as to most directly address particular needs of the learners. implicam uma limitação do assunto de modo a abordar mais diretamente as necessidades específicas dos alunos.
(B) have been considered outdated as they propose a strict sequence of content, organized in levels of difficulty. foram considerados desatualizados por proporem uma sequência rígida de conteúdos, organizados em níveis de dificuldade.
(C) can be defined as reading courses centered on reading compensatory strategies to deal with academic texts. podem ser definidos como cursos de leitura centrados em estratégias compensatórias de leitura para lidar com textos acadêmicos.
(D) have aimed at mature learners, considering they have the autonomy needed to follow the methodologies proposed. visaram alunos maduros, considerando que possuem a autonomia necessária para seguir as metodologias propostas.
(E) comprise a variety of materials so as to respond to students’ individual styles as foreign language learners. compreendem uma variedade de materiais de modo a responder aos estilos individuais dos alunos como aprendizes de línguas estrangeiras.
32 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
The second paragraph opposes ESP to general English in relation to the awareness students may have of the relevance of what they are learning. This contrast would be made more explicit if the beginning of the second sentence in the paragraph were rewritten as:
(A) Unlike in general English materials...
(B) On the other hand, in general English materials...
(C) Even if in general English materials...
(D) Although in general English materials...
(E) Despite in general English materials...
Comentários e Gabarito B
O segundo parágrafo opõe a ESP ao inglês geral em relação à consciência que os alunos podem ter da relevância do que estão aprendendo. Este contraste ficaria mais explícito se o início da segunda frase do parágrafo fosse reescrito como:
(A) Unlike in general English materials... Ao contrário dos materiais em inglês geral...
(B) On the other hand, in general English materials... Por outro lado, em materiais em inglês em geral...
(C) Even if in general English materials... Mesmo que em materiais em inglês geral...
(D) Although in general English materials... Embora em materiais em inglês em geral...
(E) Despite in general English materials... Apesar dos materiais em inglês geral...
33 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Demonstrative pronouns may refer to one particular element (a person or an object, for example), or to whole ideas in clauses, sentences or paragraphs. In the fragment from the second paragraph — In general English materials this is obviously more difficult —, the demonstrative pronoun in bold refers to the difficulty in
(A) conforming to general English students’ language learning difficulties or needs.
(B) removing the obstacles preventing general English students’ learning.
(C) teaching general English with the materials available to us.
(D) reassuring learners about the pertinence and utility of what they are learning.
(E) preparing language materials and classes around interesting “real-life” tasks.
Comentários e Gabarito D
Os pronomes demonstrativos podem referir-se a um elemento específico (uma pessoa ou um objeto, por exemplo) ou a ideias inteiras em orações, sentenças ou parágrafos. No fragmento do segundo parágrafo — Em materiais em inglês geral isto é obviamente mais difícil —, o pronome demonstrativo em negrito refere-se à dificuldade em
(A) conforming to general English students’ language learning difficulties or needs. em conformidade com as dificuldades ou necessidades gerais de aprendizagem do idioma dos alunos de inglês.
(B) removing the obstacles preventing general English students’ learning. remover os obstáculos que impedem a aprendizagem dos alunos de inglês geral.
(C) teaching general English with the materials available to us. ensinar inglês geral com os materiais disponíveis.
(D) reassuring learners about the pertinence and utility of what they are learning. tranquilizar os alunos sobre a pertinência e a utilidade do que estão aprendendo.
(E) preparing language materials and classes around interesting “real-life” tasks. preparar materiais linguísticos e aulas em torno de tarefas interessantes da “vida real”.
34 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
In the fragment from the second paragraph — and so that they would be able to write letters of complaint —, the fragment in bold could be rewritten, with no change in meaning, as:
(A) while they could also write...
(B) therefore to be able to write...
(C) in order to be able to write...
(D) in addition they would be able to write...
(E) on account of being able to write...
Comentários e Gabarito C
No fragmento do segundo parágrafo — e para que pudessem redigir cartas de reclamação —, o fragmento em negrito poderia ser reescrito, sem alteração de sentido, como:
(A) while they could also write... embora eles também pudessem escrever...
(B) therefore to be able to write... portanto, para poder escrever...
(C) in order to be able to write... para poder escrever...
(D) in addition they would be able to write... além disso eles seriam capazes de escrever...
(E) on account of being able to write... por saber escrever...
35 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
An example of a short-term language goal for a student beginning high school would be
(A) attending all English classes so as to get a good grade at college entrance exams.
(B) learning the language to increase possibilities of getting a better job in the near future.
(C) developing the ability of reading academic texts to most properly deal with material in the university course of their choice.
(D) learning the language required to take public transportation during a trip abroad the following month.
(E) studying the language topics most pertinent to the career to be followed after high school.
Comentários e Gabarito D
Um exemplo de meta linguística de curto prazo para um aluno iniciando o ensino médio seria
(A) attending all English classes so as to get a good grade at college entrance exams. frequentar todas as aulas de inglês para tirar boa nota no vestibular.
(B) learning the language to increase possibilities of getting a better job in the near future. aprender o idioma para aumentar as possibilidades de conseguir um emprego melhor em um futuro próximo.
(C) developing the ability of reading academic texts to most properly deal with material in the university course of their choice. desenvolver a capacidade de leitura de textos acadêmicos para melhor lidar com a matéria do curso universitário de sua preferência.
(D) learning the language required to take public transportation during a trip abroad the following month. aprender o idioma necessário para utilizar o transporte público durante uma viagem ao exterior no mês seguinte.
(E) studying the language topics most pertinent to the career to be followed after high school. estudar os temas linguísticos mais pertinentes à carreira a seguir após o ensino médio.
36 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
The “conventional approach” described at the end of the third paragraph is most typically found in courses which follow
(A) task-based language learning.
(B) CLIL — Content and Language Integrated Learning.
(C) sociointeracionist approaches.
(D) notional syllabuses.
(E) structuralist views of language learning.
Comentários e Gabarito E
A “abordagem convencional” descrita no final do terceiro parágrafo é mais tipicamente encontrada em cursos que seguem
(A) task-based language learning. aprendizagem de línguas baseada em tarefas.
(B) CLIL — Content and Language Integrated Learning. CLIL — Aprendizagem Integrada de Conteúdos e Línguas.
(C) sociointeracionist approaches. abordagens sociointeracionistas.
(D) notional syllabuses. programas nocionais.
(E) structuralist views of language learning. visões estruturalistas da aprendizagem de línguas.
37 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Substantial certainty is expressed by the modal verb in bold in alternative:
(A) so they would be able to write love letters in English. (paragraph 2)
(B) because they will help the learners to achieve longterm academic or career objectives. (paragraph 3)
(C) but it can be achieved by researching what the target learners are interested in. (paragraph 2)
(D) ways which could facilitate the achievement of the task outcomes desired by the learners. (paragraph 3)
(E) ‘real-life’ tasks, which the learners need or might need to perform in the target language. (paragraph 2)
Comentários e Gabarito B
A certeza substancial é expressa pelo verbo modal em negrito em alternativa:
(A) so they would be able to write love letters in English. (paragraph 2) para que pudessem escrever cartas de amor em inglês. (parágrafo 2)
(B) because they will help the learners to achieve longterm academic or career objectives. (paragraph 3) porque ajudarão os alunos a alcançar objetivos acadêmicos ou profissionais de longo prazo. (parágrafo 3)
(C) but it can be achieved by researching what the target learners are interested in. (paragraph 2) mas pode ser alcançado através da investigação daquilo em que os alunos-alvo estão interessados. (parágrafo 2)
(D) ways which could facilitate the achievement of the task outcomes desired by the learners. (paragraph 3) maneiras que poderiam facilitar a obtenção dos resultados da tarefa desejados pelos alunos. (parágrafo 3)
(E) ‘real-life’ tasks, which the learners need or might need to perform in the target language. (paragraph 2) tarefas da “vida real”, que os alunos precisam ou podem precisar realizar na língua-alvo. (parágrafo 2)
38 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
The preposition “for” can convey a variety of meanings. It indicates a purpose in the fragment in alternative:
(A) what they really want to learn the language for. (paragraph 2)
(B) two of the most important reasons for secondary school students to wish to learn English. (paragraph 2)
(C) most teachers recognise the need for the students’ awareness about. (paragraph 1)
(D) they would be able to write letters of complaint for villagers to the village headman. (paragraph 2)
(E) This is much more difficult for the materials writer than the conventional approach. (paragraph 3)
Comentários e Gabarito A
A preposição “para” pode transmitir uma variedade de significados. Indica um propósito no fragmento em alternativa:
(A) what they really want to learn the language for. (paragraph 2) o que eles realmente querem aprender o idioma.
(B) two of the most important reasons for secondary school students to wish to learn English. (paragraph 2) duas das razões mais importantes para os alunos do ensino secundário desejarem aprender inglês.
(C) most teachers recognise the need for the students’ awareness about. (paragraph 1) a maioria dos professores reconhece a necessidade da conscientização dos alunos sobre.
(D) they would be able to write letters of complaint for villagers to the village headman. (paragraph 2) eles poderiam escrever cartas de reclamação para os aldeões ao chefe da aldeia.
(E) This is much more difficult for the materials writer than the conventional approach. (paragraph 3) Isto é muito mais difícil para o redator de materiais do que a abordagem convencional.
❑ TEXTO 2: Leia o texto para responder às questões de números 39 e 40.
Um conceito essencial para o trabalho com gêneros de texto é o de capacidades de linguagem. A primeira delas é a de ação. A capacidade de ação trata das representações que o agente produtor do texto tem sobre o contexto em que o gênero será produzido. A segunda capacidade de linguagem envolvida na produção textual é a discursiva. Pode-se dizer que ela diz respeito aos tipos de discurso e aos tipos de sequências predominantes que um determinado gênero apresenta. A terceira capacidade é a linguístico-discursiva. É com ela que o aluno desenvolverá seu texto lançando uso correto das coesões nominais e verbais, da coerência ao longo da produção, da modalização do discurso e do paralelismo presente na sua construção. (E. Lousada, et alii. A elaboração de material didático para o ensino de Língua inglesa: um estudo preliminar baseado na noção de gênero de texto. In DAMIANOVIC, M. C. (ed). Material Didático: Elaboração e Avaliação. Taubaté: Cabral - Editora e Livraria Universitária. 2007. pp. 204-6. Adaptado)
39 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
A “letter of complaint”, citada no segundo parágrafo do texto de Tomlinson, é um exemplo de gênero textual. Preocupado com o desenvolvimento de capacidades de ação na produção de gêneros escritos, um professor de Língua Inglesa deverá propor a seus alunos que, ao prepararem sua carta de reclamação, levem em consideração a seguinte pergunta:
(A) Como devo organizar meu texto?
(B) Quais estruturas gramaticais serão mais pertinentes?
(C) Quem é o provável leitor de meu texto?
(D) Quais os temas mais adequados para meu texto?
(E) Qual tipo textual devo produzir – argumentativo, narrativo, ou outro?
Comentários e Gabarito C
40 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
The last sentence mentions the importance of “parallelism” in the construction of texts. There is a parallelism error as to the use of noun phrases in alternative:
(A) My brother’s daily exercises include running, swimming, and lifting weights.
(B) Sir Davy, the celebrated English chemist, was both an excellent literary critic and a great scientist.
(C) Reading a book may be more interesting than watching TV.
(D) The decision to study abroad is also a decision to leave your family for a time.
(E) As an adolescent, I divided my time between music and play videogames.
Comentários e Gabarito E
❑ TEXTO 3: Leia o texto para responder às questões de números 41 e 42.
To share knowledge in the academic world, researchers might need to publish their research articles (RAs) in high-impact journals. And, to do that, they should improve their writing skills. Many investigations have analyzed the distribution of metadiscourse markers in RA, but no study has yet investigated the use of metadiscourse markers in RAs abstracts of applied linguistics. To bridge this gap, the present study has analyzed distribution of metadiscourse markers in 125 RA abstracts, which were extracted from five main journals. Findings show the high frequency of transitions and large use of hedges in the abstracts analyzed. Academic writing instruction is then claimed to be of utmost importance for novice authors taking graduate and post-graduate courses.
(Journal of Language and Linguistic Studies, 16(4), 2077-2096; 2020. Adaptado)
41 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
The text is
(A) a “call for papers” from a distinguished academic journal.
(B) an argumentative summary on improved academic writing.
(C) an abstract about research on abstract writing.
(D) a brochure on academic writing instruction.
(E) a research report review of a scientific article.
Comentários e Gabarito C
42 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Written genres in the academic and scientific spheres make large use of the impersonal passive voice. Select, from the following fragments in bold, the correct impersonal passive construction such as the one found in “Academic writing instruction is claimed to be of utmost importance”: Translanguaging has been gaining prominence as a way to understand multilingual practices; however, there are still questions to be answered regarding its application in various educational contexts. This study investigates the significance of translanguaging by comparing discourses in classes being taught by the same teacher, and in situations where students are expected to learn English as an additional language. Data have included screen recordings as well as teacher and student interviews.
(https://www.uv.uio.no. Adaptado)
(A) Translanguaging has been gaining
(B) questions to be answered
(C) classes being taught
(D) students are expected to learn
(E) Data have included
Comentários e Gabarito D
43 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Na frase “in situations where students are expected to learn English as an additional language”, a palavra destacada em negrito pode ser corretamente substituída por:
(A) in that
(B) in which
(C) that
(D) when
(E) whose
Comentários e Gabarito B
❑ TEXTO 4: Leia o texto para responder às questões de números 44 e 45.
Fricatives are consonants with the characteristic that air escapes through a narrow passage and makes a hissing sound. The dental fricatives are sometimes described as if the tongue were placed between the front teeth, and it is common for teachers to make their students do this when they are trying to teach them the sound. The thing is, however, that the tongue is normally placed behind the teeth; the air escapes through the gaps between the tongue and the teeth. There is a distiction between fortis (unvoiced) fricatives, as in the word “thin”, and lenis (voiced) fricatives, as in “thus”.
(Roach 2003) (Mark Roach,. English Phonetics and Phonology. Cambridge: CUP, 2003. Adaptado)
44 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
There are several words with fricatives in the preceding text. The word with an unvoiced initial fricative is
(A) thing.
(B) their.
(C) this.
(D) there.
(E) thus.
Comentários e Gabarito A
45 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
In a more formal register, the word in bold in “The thing is, however, that the tongue” could be adequately replaced by:
(A) otherwise
(B) furthermore
(C) therefore
(D) nonetheless
(E) accordingly
Comentários e Gabarito D
Num registro mais formal, a palavra em negrito em “The thing is, however, that the tongue” (A questão é, porém, que a língua) poderia ser adequadamente substituída por:
(A) otherwise caso contrário
(B) furthermore além disso
(C) therefore portanto
(D) nonetheless mesmo assim
(E) accordingly em conformidade
46 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Phonetic transcription contains a lot of information about the exact quality of the sounds The phonetic symbol for the initial consonant sound in “charm” is [tʃ]. The same [tʃ] sound is found in alternative:
(A) monarch.
(B) attachment.
(C) brochure.
(D) champagne.
(E) stomach.
Comentários e Gabarito B
❑ TEXTO 5: Leia o texto para responder às questões de números 47 a 52.
Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)
47 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
It is a main argument in the text:
(A) only bad use of technology in educational contexts – for cheating, for example – should be absolutely banished.
(B) ChatGPt and technology resources in general should be – and indeed have always been – a teacher’s and student’s good partner.
(C) it is very much the type of task assigned, and the way it is evaluated, that will determine the way students use chatGPT.
(D) in the present times, being in the teaching profession without the support of technology is nearly inadmissible.
(E) ChatGPT and other AI chatbots have been boosting efforts towards more challenging and qualified classrooms.
Comentários e Gabarito C
É um argumento principal no texto:
(A) only bad use of technology in educational contexts – for cheating, for example – should be absolutely banished. apenas o mau uso da tecnologia em contextos educacionais – para trapaça, por exemplo – deveria ser absolutamente banido.
(B) ChatGPt and technology resources in general should be – and indeed have always been – a teacher’s and student’s good partner. O ChatGPt e os recursos tecnológicos em geral deveriam ser – e de fato sempre foram – um bom parceiro para professores e alunos.
(C) it is very much the type of task assigned, and the way it is evaluated, that will determine the way students use chatGPT. é o tipo de tarefa atribuída e a forma como ela é avaliada que determinará a forma como os alunos usam o chatGPT.
(D) in the present times, being in the teaching profession without the support of technology is nearly inadmissible. nos tempos atuais, exercer a profissão docente sem o apoio da tecnologia é quase inadmissível.
(E) ChatGPT and other AI chatbots have been boosting efforts towards more challenging and qualified classrooms. ChatGPT e outros chatbots de IA têm impulsionado esforços em direção a salas de aula mais desafiadoras e qualificadas.
48 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Mark the alternative in which the prefix “out” means the same as in “outperform” (paragraph 2).
(A) outburst.
(B) outfit.
(C) outrage.
(D) outlaw.
(E) outlive.
Comentários e Gabarito E
Marque a alternativa em que o prefixo “out” significa o mesmo que em “outperform” (parágrafo 2).
(A) outburst. explosão.
(B) outfit. roupa.
(C) outrage. indignação.
(D) outlaw. fora da lei.
(E) outlive. sobreviver.
49 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
An English teacher believes this is a good text to give their more advanced students to read, since it is about a recent and polemic topic. A post-reading classroom discussion aimed at helping students critically react to the text’s content could include reflecting about
(A) the reading abilities and strategies most needed to arrive at a proper comprehension of the text.
(B) the validity and reliability of the information since it is not an academic text on the topic.
(C) the ways in which worries mentioned in the article are also present in the Brazilian educational context.
(D) the manners in which familiarity with the text genre helped comprehension.
(E) the most relevant language difficulties that impeded correct interpretation.
Comentários e Gabarito C
Uma professora de inglês acredita que este é um bom texto para dar leitura aos alunos mais avançados, já que se trata de um tema recente e polêmico. Uma discussão pós-leitura em sala de aula com o objetivo de ajudar os alunos a reagir criticamente ao conteúdo do texto pode incluir a reflexão sobre
(A) the reading abilities and strategies most needed to arrive at a proper comprehension of the text. as habilidades e estratégias de leitura mais necessárias para chegar a uma compreensão adequada do texto.
(B) the validity and reliability of the information since it is not an academic text on the topic. a validade e confiabilidade das informações, uma vez que não se trata de um texto acadêmico sobre o tema.
(C) the ways in which worries mentioned in the article are also present in the Brazilian educational context. as formas como as preocupações mencionadas no artigo também estão presentes no contexto educacional brasileiro.
(D) the manners in which familiarity with the text genre helped comprehension. as maneiras pelas quais a familiaridade com o gênero textual ajudou na compreensão.
(E) the most relevant language difficulties that impeded correct interpretation. as dificuldades linguísticas mais relevantes que impediram a correta interpretação.
50 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
While reading the text, students mention they do not understand the word “boost” in “An important way to boost students’ confidence”. One of the ways to arrive at meaning of the word without resorting to the dictionary is by means of the compensatory strategy named
(A) inference.
(B) anticipation.
(C) interlanguage.
(D) reviewing.
(E) scanning.
Comentários e Gabarito A
Durante a leitura do texto, os alunos mencionam que não entendem a palavra “impulsionar” em “Uma forma importante de aumentar a confiança dos alunos”. Uma das formas de se chegar ao significado da palavra sem recorrer ao dicionário é por meio da estratégia compensatória denominada
(A) inference. inferência.
(B) anticipation. antecipação.
(C) interlanguage. interlíngua.
(D) reviewing. revisão.
(E) scanning. digitalização.
51 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Read this short except.
There are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes.
(J. Harmer, The practice of English language teaching. 4th ed. Essex: Pearson Longman, 2007. Adaptado)
The task proposed in the last paragraph of the text on ChatGPT illustrates the following motivational behavior on the part of teachers:
(A) the establishment of short-term aims that contribute to the attainment of a broader goal.
(B) the focus on long-term learning goals that will mean high achievements by the students.
(C) the assignment of topics that correspond to students’ personal interests.
(D) the facilitation or adaptation of tasks so as to maintain students’ attention to them.
(E) the creation of a challenging language environment.
Comentários e Gabarito A
52 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Read the cover of the book by A.A. Kabir. (amazon.com) Ajudar seu aluno a desenvolver a habilidade de leitura em inglês significa, entre outros, ajudá-lo a comparar diferentes textos. Ao confrontar o artigo sobre ChatGPT e a capa do livro de A.A. Kabir, ele deverá perceber que ambos mencionam
(A) a revolução educacional em curso no mundo.
(B) a exigência de formação para o uso de aplicativos na educação.
(C) a acessibilidade de informação em tempos presentes.
(D) o potencial da plataforma para fins educacionais.
(E) a superioridade do ChatGPT sobre outras tecnologias.
Comentários e Gabarito D
❑ TEXTO 6: Leia o texto para responder às questões de números 53 a 57.
Many assumptions of a communicative orientation towards language teaching need questioning in a global context. Ozóg (1989) discusses the idea of the ‘information gap’, which is supposed to induce students to speak. ‘Are we as Europeans’, he asks, ‘not making a cultural assumption that speakers the world over are uneasy in silence and that they have an overwhelming desire to fill gaps which occur in natural discourse?’ (p.399). Silence is a salient feature of conversation in the Malay world, he points out, a feature that has also been noted in Japan and a number of other cultures. Indeed, the whole question of requiring others to speak needs to be questioned in terms of both cultural and gender differences. The point here is not to exoticize some notion of cultural difference, but rather to suggest that language is a cultural practice, that both language and thinking about language are always located in very particular social, cultural and political contexts. How language (including silence, paralanguage, and so on) is used, therefore, differs extensively from one context to another, and thus any approach to language teaching based on one particular view of language may be completely inapplicable in another context. If particular language teaching practices (advertised and exported as the best, newest and most scientific) support certain views of language, then such practices clearly present a particular cultural politics and make the English language classroom a site of struggle over different ways of thinking about and dealing with language.
(A. Pennycook, The Cultural Politics of English as an International Language.London and New York: Routledge. 2017. Adaptado)
53 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
The first paragraph criticizes
(A) the “information gap” methods to foreign language teaching.
(B) communicative English language teaching and learning.
(C) the absence of silence which negatively affects learning.
(D) cultural and gender stereotypes in foreign language teaching.
(E) cultural globalization in English teaching-learning contexts.
Comentários e Gabarito E
O primeiro parágrafo critica
(A) the “information gap” methods to foreign language teaching. os métodos de “lacuna de informação” para o ensino de línguas estrangeiras.
(B) communicative English language teaching and learning. ensino e aprendizagem comunicativa da língua inglesa.
(C) the absence of silence which negatively affects learning. a ausência de silêncio que afeta negativamente a aprendizagem.
(D) cultural and gender stereotypes in foreign language teaching. estereótipos culturais e de género no ensino de línguas estrangeiras.
(E) cultural globalization in English teaching-learning contexts. globalização cultural em contextos de ensino-aprendizagem de inglês.
54 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
A exposição do autor no segundo parágrafo traz a seguinte implicação para o ensino de inglês no contexto brasileiro:
(A) a opção deve recair sobre a perspectiva do Inglês como Língua Internacional, já que este não está limitado a nenhum contexto específico.
(B) diferenças culturais devem ser tratadas de modo tal que venham a respeitar contextos e realidades individuais.
(C) as orientações a reger o ensino na escola regular devem ser apenas gerais, já que o país é formado por uma miríade de realidades diversas.
(D) mais do que focar o ensino da língua, documentos oficiais e cursos devem propor a ênfase em questões de multiculturalidade.
(E) a escola e a sala de aula devem se abster de converterem-se em campos de lutas sobre políticas culturais.
Comentários e Gabarito B
55 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Knowledge of word formation processes in the English language helps to understand the meaning of the verb in bold in “The point here is not to exoticize some notion of cultural difference” (paragraph 2) as
(A) glamourize.
(B) dismiss.
(C) undervalue.
(D) disseminate.
(E) condemn.
Comentários e Gabarito A
56 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
In the last sentence of the text, the expression “such practices” refers to language teaching practices which reflect
(A) the power of global knowledge.
(B) the best there is in terms of teaching procedures.
(C) struggles over ways of thinking about language.
(D) more traditional views of language.
(E) innovative language teaching experiences.
Comentários e Gabarito A
57 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
As part of a teacher education course, the reading of this text could most directly raise a relevant discussion on the topic of
(A) traditional and novel language practices.
(B) methods and the teaching of culture.
(C) language and multimodality.
(D) multiliteracies and multilingualism.
(E) language practices and cultural diversity.
Comentários e Gabarito E
❑ TEXTO 7: Leia o texto para responder às questões de números 58 a 60.
“It’s a very nice book and very lively, but in the section on ‘Processes’ for example all the exercises are about unusual things for our country. We are a hot country and also have many Muslims. The exercises are about snow, ice, cold mornings, and making wine. I can tell you I can’t do making wine and smoking pot in my country!” (Experienced school teacher from the Ivory Coast, Africa) “Previous materials were not based on life in Brazil which is why I don’t think they worked very well …” (Brazilian teacher of English in school) “Sir … what is opera?” (Iraqi student in mixed nationality class using materials designed to practise reading narrative) The implications of these three quotations are not simply linguistic; rather, they address the problem of appropriate contextual realisation for materials. For the teacher in the Ivory Coast, the materials offered would be outside the cultural experience of his students (possibly even threatening) and thus effectively useless; conversely, for the Brazilian teacher, the choice of Brazilian settings and familiar mores would have clear advantages over distant foreign contexts as they are essentially more motivating. The quote from the Iraqi student suggests that complete unfamiliarity with the notion of opera may reduce the efficacy of the reading exercises, but in this case the student is curious and likely to regard the material as exotic rather than merely alien.
(D. Jolly e R. Bolitho, A framework for materials writing. In B. Tomlinson, (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
58 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
The three quotations and the subsequent comments by the author illustrate
(A) the inadequacy of language teaching material on topics students are not familiar with.
(B) the desirability for the exclusive use of authentic teaching materials.
(C) the need for suitable cultural content in language teaching materials.
(D) the urgency for the adaptation of English teaching materials to the expectations of learners.
(E) the ways in which people with different backgrounds react to unfamiliar cultural knowledge.
Comentários e Gabarito C
59 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
Considering the whole context of the first quotation (paragraph 1), the expression “I can´t do making wine” means
(A) people are unable to make wine (perhaps because grapes are not grown in the country).
(B) the teacher is probably unprepared and has produced an incomprehensible phrase.
(C) a redundancy error has been made, as the equivalent verbs “do” and “make” follow each other.
(D) the production of wine in prohibited in that teacher’s country.
(E) the teacher herself does not have the ability to produce wine.
Comentários e Gabarito D
60 – (VUNESP/2023-EsFCEx-OFICIAL DO QUADRO COMPLEMENTAR)
No quarto parágrafo, é um adjetivo a palavra
(A) conversely.
(B) likely.
(C) possibly.
(D) simply.
(E) merely.
Comentários e Gabarito B
Nenhum comentário:
Postar um comentário