www.inglesparaconcursos.blog.br
❑ PROVA DE LÍNGUA INGLESA:
• CPCON-2020-PMJ/PB-PROFESSOR-PREFEITURA DO MUNICÍPIO DE JACARAÚ/PB.
❑ ESTRUTURA-PROVA:
• 15 MCQS (Multiple Choice Question) / 4 Options Each Question.
• Texto (1) – | ENEM and the Language Policy for English in the Brazilian Context | www.scielo.br |
• Texto (2) – | Another Brick In The Wall | Pink Floyd | www.letras.mus.br |
• Texto (3) – | Cartoon | www.glasbergen.com |
• Texto (4) – | What Is Competency-Based Learning? | www.teachthought.com |
• Texto (5) – | What is blended learning and how does it work? | http://languageresearch.cambridge.org |
PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO
❑ TEXTO 1: Answer questions 26 to 29 according to TEXT.
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1. INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering
specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the
sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible
impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the
last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several
governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically
political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a
specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author
postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the
existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws
related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that
are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas
established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely:
legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of
representations about English language, interviews were conducted with the students from an ENEM preparatory course for university
entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this
research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English
questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language
that emerged from the interviews which constituted the empirical data of my doctoral thesis.
- ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
- SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019
- Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
ENEM and the Language Policy forEnglish in the Brazilian Context
ENEM e a Política Linguística do Inglês no Contexto Brasileiro
Andrea Barros Carvalho de Oliveira
1. INTRODUCTION
INTRODUÇÃO
[1º PARÁGRAFO]
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy.
No presente artigo, relato os resultados de uma pesquisa de doutorado que teve como foco a política linguística para o inglês no Brasil, considerando especificamente o papel do Exame Nacional do Ensino Médio (doravante ENEM) nessa política.
Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
Assim, levando em consideração os aspectos sociopolíticos dos processos de ensino, aprendizagem e uso do inglês como língua estrangeira, buscamos identificar o possível impacto do ENEM no status da língua inglesa como disciplina escolar.
[2º PARÁGRAFO]
ENEM was initially conceived as a final exam to evaluate students at the end of basic education.
O ENEM foi inicialmente concebido como um exame final para avaliar os alunos do final do ensino básico.
However, it has been modified over the last few years to work as an entrance examination for public and private universities.
No entanto, foi modificado ao longo dos últimos anos para funcionar como vestibular para universidades públicas e privadas
In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
Além disso, a utilização desse exame em diversos programas governamentais voltados ao acesso ao ensino superior foi preponderante para torná-lo um exame de alto impacto no cenário educacional.
[4º PARÁGRAFO]
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001).
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001).
These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
Esses exames podem ser usados como ferramentas de política educacional, bem como para promover um idioma específico relacionado aos objetivos da política linguística local.
[5º PARÁGRAFO]
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006).
A concepção teórica de Política Linguística (doravante LP) adotada nesta investigação remete a Shohamy (2006).
This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others.
Este autor postula que, embora exista uma LP oficial estabelecida em legislação e documentos oficiais, também é necessário considerar a existência de uma LP “real”, ou “de fato”, que é posta em prática através de mecanismos, recursos como como sinalização de trânsito, normas e leis relativas a órgãos oficiais, exames de idiomas, entre outros.
Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well.
Além dos mecanismos, também devem ser consideradas as crenças ou representações sobre a língua que são partilhadas na comunidade.
The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
A importância dos mecanismos é que eles revelam os verdadeiros objetivos das LPas estabelecidas pelo governo para um idioma específico, que nem sempre estão explícitos na legislação brasileira.
[6º PARÁGRAFO]
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language.
A pesquisa, cujos resultados são apresentados neste artigo, abrangeu os três componentes do modelo teórico de Shohamy, a saber: legislação, mecanismos (neste caso, um exame, o ENEM) e representações ou crenças sobre a linguagem.
To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
Para obter uma amostra das representações sobre a língua inglesa, foram realizadas entrevistas com alunos de um curso preparatório para o ENEM para ingresso na universidade, com dois professores de inglês e dois coordenadores de escolas públicas.
[7º PARÁGRAFO]
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research.
No presente artigo começo com uma revisão da concepção ampliada de LPe elaborada por Shohamy, por ser a base teórica desta pesquisa.
Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration.
Em segundo lugar, analiso alguns documentos e leis referentes ao ensino de inglês no Brasil. Além desses documentos, foram levadas em consideração as questões de inglês do ENEM (2016).
Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
Por fim, apresento um panorama das representações sobre a língua inglesa que emergiram das entrevistas que constituíram os dados empíricos da minha tese de doutorado.
26 – (CPCON-2020-PMJ/PB-PROFESSOR) The main purpose of Oliveira's research was to
(A) identify the possible influence of ENEM on the status of English language as a school subject.
(B) identify the disadvantages of ENEM on the status of English language as a school subject.
(C) report the results of a doctoral research that focused on the language policy for English in Brazil.
(D) report the results of a doctoral research that focused on the status of English language as a school subject.
(E) analyze some documents and laws regarding English teaching in Brazil.
Comentários e Gabarito A
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
27 – (CPCON-2020-PMJ/PB-PROFESSOR) According to Shohamy (2006), the “real” or “de facto” Language Policy may be found
(A) in interviews with students, teachers of English and coordinators from public schools.
(B) only in language exams, traffic signs, rules and laws related to official bodies.
(C) both in legislation and official documents.
(D) both in legislation and ENEM.
(E) in legislation, mechanisms, and representations or beliefs about language.
Comentários e Gabarito E
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
28 – (CPCON-2020-PMJ/PB-PROFESSOR)
- “Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well.”
The word that
(A) is optional and if left out wouldn't result in a change of meaning.
(B) cannot be replaced by 'which' because it is unusual in non-identifying clauses.
(C) can be replaced by 'which' because it is a non-identifying clause.
(D) can be replaced by 'which' because it is an identifying clause.
(E) cannot be replaced by 'which' because it is an identifying clause.
Comentários e Gabarito D
TÓPICO - RELATIVE CLAUSE: " NO COMMA BEFORE 'WHICH' " → "WHICH" e "THAT" SÃO INTERCAMBIÁVEIS :
“Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well.”
The word that
(A) is optional and if left out wouldn't result in a change of meaning.
(B) cannot be replaced by 'which' because it is unusual in non-identifying clauses.
(C) can be replaced by 'which' because it is a non-identifying clause.
(D) can be replaced by 'which' because it is an identifying clause.
(E) cannot be replaced by 'which' because it is an identifying clause.
29 – (CPCON-2020-PMJ/PB-PROFESSOR)
- “This author postulates that, although there is an official LPestablished in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP[…].”
In this sentence, although can be substituted by
(A) nevertheless.
(B) but.
(C) however.
(D) in spite of.
(E) even though.
Comentários e Gabarito E
TÓPICOS - SUBORDINATING CONJUNCTIONS :
“This author postulates that, although there is an official LPestablished in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP[…].” In this sentence, although can be substituted by
(A) nevertheless.(advérbio)(não é conjunção)
(B) but.(conjunção coordenativa)
(C) however. (advérbio)(não é conjunção)
(D) in spite of. (preposição)(não é conjunção)
(E) even though.(conjunção subordinativa)
❑ TEXTO 2:
(Adapted from: https://www.letras.mus.br/pink-floyd/64541/. Accessed on October 31 , 2019)
❑ TRADUÇÃO:
Another brick in the wall
(literal: Mais um tijolo na parede )
Mais um na multidão
We don't need no education
Não precisamos de educação
We dont need no thought control
Não precisamos de controle de pensamento
No dark sarcasm in the classroom
Nada de sarcasmo na sala de aula
Teachers leave them kids alone
Professores, deixem as crianças em paz!
Hey! Teachers! Leave them kids alone!
Ei! Professores! Deixem as crianças em paz!
All in all it's just another brick in the wall.
No geral, é apenas mais um na multidão.
All in all you're just another brick in the wall.
No geral, você é apenas mais um na multidão.
30 – (CPCON-2020-PMJ/PB-PROFESSOR) Considering Pink Floyd's lyrics, which of the following statements is CORRECT?
(A) Students are willing to learn.
(B) Students can't help being alone.
(C) Students can't stand that type of education anymore.
(D) Teachers can't stand kids' sarcasm anymore.
(E) Teachers don't want students to be alone.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
31 – (CPCON-2020-PMJ/PB-PROFESSOR)
- “All in all, it's just another brick in the wall”.
The expression all in all indicates
(A) example.
(B) emphasis.
(C) addition.
(D) summary.
(E) conclusion.
Comentários e Gabarito X
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
>> "ALL IN ALL" é uma expressão idiomática com os seguintes usos e significados:
- Sentido de "NO GERAL", "NO TODO":
Usamos a expressão idiomática "ALL IN ALL" (literalmente "tudo em tudo") quando se quer dizer que todas as coisas foram consideradas na hora de tomar uma decisão ou em determinada situação.
É sinônima de "overall"(no geral) [www.merriam-webster.com]
- All in all, the project was a huge success.
- No geral, o projeto foi um enorme sucesso.
- All in all, I think you've done very well.
- No geral, acho que você se saiu muito bem.
- Sentido de "VOCÊ É MEU TUDO":
Usamos "ALL IN ALL" na estrutura "MY ALL IN ALL" no sentido de alguém ou algo que é precioso para você. [https://7esl.com/all-in-all]
- I could not live without you, you are my all in all.
- Eu não poderia viver sem você, você é tudo para mim”.
32 – (CPCON-2020-PMJ/PB-PROFESSOR) In Standard English, the verse “We don't need no education” is considered ungrammatical.
Thus, without changing its meaning, the
CORRECT version would be:
(A) We do need education.
(B) We don't need any education.
(C) We don't need none education.
(D) We don't need education anymore.
(E) We don't need no education at all.
Comentários e Gabarito B
TÓPICOS - USO ANY, NO, NONE :
In Standard English, the verse “We don't need no education” is considered ungrammatical. Thus, without changing its meaning, the CORRECT version would be:
(A) We do need education.
- Erro de contextualidade.
(B) We don't need any education.
- Não precisamos de educação alguma.
- "don't" (valor semântico -)
- "any" (valor semântico +)
(C) We don't need none education.
- Erro de "double negative"(dupla negativa):
- "don't" (valor semântico -)
- "none" (valor semântico -)
(D) We don't need education anymore.
- Erro de contextualidade.
(E) We don't need no education at all.
- Erro de "double negative"(dupla negativa):
- "don't" (valor semântico -)
- "no" (valor semântico -)
❑ TEXTO 3: Text for questions 33 to 35.
(Available at: https://www.glasbergen.com/gallery-search/?tag=learning. Accessed on October 26 , 2019).
33 – (CPCON-2020-PMJ/PB-PROFESSOR) Based on the cartoon, it is possible to infer that the student
(A) questions how technology is shaping the future of teachers.
(B) believes education is only about having access to information.
(C) suggests that his teacher let students use Google in class.
(D) criticizes teachers' lack of digital skills.
(E) defends the importance of having online classes as well.
Comentários e Gabarito B
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
34 – (CPCON-2020-PMJ/PB-PROFESSOR)
Identify, in the options below, a sentence in which the use of the conjunction “once” is the same as in “Once I learn how to use Google
[…]”.
(A) Once upon a time people knew the difference between right and wrong.
(B) The book club meets once a month.
(C) Once again, racist attacks are increasing across Europe.
(D) Reading is the kind of habit that once acquired is never lost.
(E) Computers are much cheaper nowadays than they once were.
Comentários e Gabarito D
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
35 – (CPCON-2020-PMJ/PB-PROFESSOR)
The adverb in the clause “[…] the education I really need” functions as a marker of
(A) degree.
(B) space.
(C) time.
(D) manner.
(E) frequency.
Comentários e Gabarito A
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 4: Answer questions 36 and 37 according to TEXT.
(Available at: https://www.teachthought.com/learning/what-is-competency-based-learning/ Accessed on October 22 , 2019).
36 – (CPCON-2020-PMJ/PB-PROFESSOR)
According to the infographic, which of the sentences below is the CORRECT one?
(A) Standardized tests are commonly used in competency-based education.
(B) Instructions are designed to deliver a flexible curriculum to all students in traditional education.
(C) Akey characteristic of competency-based education is its focus on mastery of content.
(D) It takes an average of four years to graduate in traditional education.
(E) In traditional education, students' prior knowledge is taken into account.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
37 – (CPCON-2020-PMJ/PB-PROFESSOR)
In the sentence “It allows them to show what they know, as soon as they know it”, the pronouns “It”, “them”, “they” and “it” (in bold)
refer, respectively, to
(A) competency-based education, students, students, what they know.
(B) competency-based education, students, teachers, content.
(C) curriculum, students, students, learning objectives.
(D) curriculum, students, teachers, content.
(E) curriculum, students, students, what they know.
Comentários e Gabarito A
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 5: Text for questions 38, 39 and 40.
Image: https://www.tp.edu.sg/sii/individuals/blended-learning
Blended learning as an approach is not new. Indeed, the practice of combining (blending) different learning
approaches and strategies is not new. Distance learning courses have long combined blended learning through a mix
of self-access content (print/video/TV/ radio) and face-to-face/telephone support. 'Traditional' courses have always
combined (and some still do) a variety of delivery modes that combine content such as lectures, seminars, tutorials,
workshops and group work to give learners a range of learning opportunities. And of course, 'good teachers will
always use more than one method or approach in their teaching, and good learners will always combine different
strategies in their learning' (Marsh, 2012:3*).
So we could say that the term 'blended learning' refers to every time teachers mix different media (e.g. print, audio,
and video) with classroom interaction, maximising authentic input in order to support learners' output and skills
development. As such, blended learning has more or less always existed, although the term itself is a mere 15 years
old at most, and is now understood to mean a rich, supportive learner-centred learning environment where the 'right
blend' is synonymous with effective learning (and teaching).
What is new is that today, technology combines all the different media within one environment: online. The online
space facilitates learner–learner interaction, encourages incidental and exploratory learning and allows learners and
teachers to stay connected outside the classroom, if they so wish. Learners can benefit from the fact that space and
distance do not matter any more. Teachers and educationalists are now understanding more and more that, with the
'right blend', teachers can offer a much richer, supportive learning environment, learning opportunities increase,
learning becomes more effective and the learning process becomes more enjoyable.
There are many definitions for blended learning, but they all have the following in common: they refer to two
different learning environments — face-to-face (synchronous) and online (asynchronous); and they refer to combining
those two learning environments in a complementary way to deliver a programme of study so that learners can be
supported both within the classroom environment and outside of it. In other words, the term blended learning refers to
any programme of study that is delivered by appropriately combining both synchronous interactive study (usually
face-to-face) and asynchronous (individual) study (usually online).
We could go further and say, 'It's in the blend!' That is, the key to a successful blended learning approach is to use the
strengths of each medium appropriately, combining the two different learning environments in an integrated way so
that each medium complements one another: the classroom environment being used for what it does best, such as
introducing new topics, explaining important language points or for meaningful communicative activities, and the
online environment being used for what it does best, such as preparing for the next topic (by watching a video/reading
a text, etc.), and/or practising and consolidating what has been learnt in class or for extra practice. Both modes of
delivery put the learner at the centre of the learning process.
(...)
- Marsh, D. Blended Learning:Creating Learning Opportunities for Language Learners. Cambridge: Cambridge University Press, 2012. (Adapted from: KING, A. Blended language learning: Part of the Cambridge Papers in ELTseries. [pdf] Cambridge: Cambridge University Press, 2016, p. 2.Available st at: http://languageresearch.cambridge.org/cambridge-papers-in-elt Accessed on October 31 , 2019).
38 – (CPCON-2020-PMJ/PB-PROFESSOR)
Blended learning refers to
(A) lectures, seminars, tutorials, workshops and group work provided by teachers in class.
(B) the innovative approach used by teachers in distance learning courses.
(C) the use of technology in the classroom to maximize authentic input.
(D) the use of different methods and approaches in the classroom.
(E) any programme of study which combines face-to-face instruction with computer mediated instruction.
Comentários e Gabarito E
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
39 – (CPCON-2020-PMJ/PB-PROFESSOR)
To King (2012), a successful blended learning approach mainly entails
(A) introducing new topics and explaining important language points.
(B) making the most of each learning environment in an integrated way.
(C) supporting students' digital skills.
(D) making the most of face-to-face (synchronous) learning environments.
(E) making the most of online (asynchronous) interactions.
Comentários e Gabarito B
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
40 – (CPCON-2020-PMJ/PB-PROFESSOR)
In the first paragraph of the text, the verb tenses used are:
(A) Present Simple / Past Simple / Future Simple.
(B) Simple Present / Past Perfect / Simple Future.
(C) Simple Present / Present Perfect / Simple Future.
(D) Simple Past / Present Perfect / Future Perfect.
(E) Present Simple / Present Perfect Continuous / Simple Future.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :