https://conhecimento.fgv.br
- Texto (1) – | Nurturing Multimodalism | www.researchgate.net |
- Texto (2) – | How to Analyse Texts | A toolkit for students of English |
- Texto (3) – | The Comic Strip | www.gocomics.com |
- Texto (4) – | The Comic Strip | www.martybucella.com |
- Texto (5) – | Language Assessment and the new Literacy Studies | Some Final Remarks | DUBOC, A.P.M. Language Assessment and the new Literacy Studies. |
- 30 Multiple Choice Questions | Five-Option Question |
❑ PARTE: Conhecimentos Específicos.
❑ TEXTO 1: Read Text I and answer the eight questions that follow it.
Nutrindo o Multimodalismo
New learning collaborations call on the teacher as learner,
and the learner as teacher.
Novas colaborações de aprendizagem exigem o professor como aprendiz e o aprendiz como professor.
The teacher is a lifelong learner; this is
simply more apparent in the Information Age.
O professor é um aprendiz ao longo da vida; isso é ainda mais evidente na Era da Informação.
In instances of best
practice, collaborative learning partnerships are forged between
and among teachers for strategic, bottom-up, in-house
professional development.
Em casos de boas práticas, parcerias de aprendizagem colaborativa são forjadas entre professores para um desenvolvimento profissional estratégico, de baixo para cima e interno.
This allows teachers to share in
reflective, on-going, contextualized learning, tailored to their
collective knowledge. This sharing also includes the learner as
teacher.
Isso permite que os professores compartilhem uma aprendizagem reflexiva, contínua e contextualizada, adaptada ao seu conhecimento coletivo. Esse compartilhamento também inclui o aluno como professor.
ELT typically employs learner-centered activities: these
can include learners sharing their knowledge of strategic digital
literacies with others in the classrooms.
O ELT normalmente emprega atividades centradas no aluno: isso pode incluir alunos compartilhando seu conhecimento de literacia digital estratégica com outras pessoas nas salas de aula.
- * ELF - Inglês como a Língua Franca. Ela é franca porque é neutra, pertence a quem dela fizer uso. É comprovado que hoje a língua inglesa apresenta mais falantes não-nativos do que nativos de inglês (UK, USA)
The digital universe, so threatening to adult notions of
socially sanctioned literacies, is intuitive to children, who have
been socialized into it, and for whom digital literacies are
exploratory play.
O universo digital, tão ameaçador para as noções adultas de letramentos socialmente sancionados, é intuitivo para as crianças, que foram socializadas nele e para quem os letramentos digitais são uma brincadeira exploratória.
Adults may find new ways of communicating
digitally to be quite baffling and confronting of our
communicative expertise; children do not.
Os adultos podem achar novas formas de comunicação digital bastante desconcertantes e desafiadoras para nossa expertise comunicativa; as crianças, não.
Instant messaging
systems, such as MSN, AOL, ICQ, for example, provide as natural
a medium for communicating to them as telephones did for the
baby-boomer generation.
Sistemas de mensagens instantâneas, como MSN, AOL e ICQ, por exemplo, oferecem um meio de comunicação tão natural quanto os telefones para a geração baby-boomer.
It is not fair for the teacher to treat
Information and Communication Technologies as auxiliary
communication with learners for whom it is mainstream and
primary.
Não é justo que o professor trate as Tecnologias de Informação e Comunicação como meios auxiliares de comunicação com alunos para os quais elas são comuns e primárias.
Learning spaces are important.
Espaços de aprendizagem são importantes.
Although teachers seldom
have much individual say in the layout of teaching spaces,
collaborative relationships may help to encourage integrated
digitization, where computers are not segregated in laboratories
but are interspersed throughout the school environment.
Embora os professores raramente tenham muita influência individual na configuração dos espaços de ensino, relacionamentos colaborativos podem ajudar a incentivar a digitalização integrada, onde os computadores não são segregados em laboratórios, mas sim espalhados por todo o ambiente escolar.
In
digitally infused curricula, postmodern literacies do not supplant
but complement modern literacies, so that access to information
is driven by purpose and content rather than by the media
available.
Em currículos com infusão digital, as literacias pós-modernas não substituem, mas complementam as literacias modernas, de modo que o acesso à informação é orientado pela finalidade e pelo conteúdo, e não pela mídia disponível.
- Adapted from: LOTHERINGTON, H. From literacy to multiliteracies in ELT. In:
CUMMINS, J.; DAVISON, C. (Eds.) International Handbook of English Language
Teaching. New York: Springer, 2007, p. 820. Available at: https://www.researchgate.net/publication/226802846_From_Literacy_to_Multiliter
acies_in_ELT
31 – Based on Text I, mark the statements below as TRUE (T) or FALSE
(F).
( ) In the digital era, modern literacies have been swept away by
postmodern perspectives.
( ) Learners are to be stimulated to share their digital knowledge
with teacher and peers.
( ) A digitally infused curriculum requires a restricted area in the
school for working with computers.
The statements are, respectively,
(A) F, F, T.
(B) F, T, F.
(C) T, T, F.
(D) T, F, T.
(E) F, T, T.
• Gabarito B
The statements are, respectively,
(A) F, F, T.
(B) F, T, F.
(C) T, T, F.
(D) T, F, T.
(E) F, T, T.
( F ) In the digital era, modern literacies have been swept away by postmodern perspectives.
Na era digital, as literacias modernas foram varridas por perspetivas pós-modernas.
( T ) Learners are to be stimulated to share their digital knowledge with teacher and peers.
Os alunos devem ser estimulados a partilhar os seus conhecimentos digitais com professores e colegas.
( F ) A digitally infused curriculum requires a restricted area in the school for working with computers.
Um currículo com influência digital requer uma área restrita na escola para trabalhar com computadores.
32 – “Seldom” in “Although teachers seldom have (…)”
(3rd paragraph) can be replaced without change of meaning by
(A) always.
(B) usually.
(C) rarely.
(D) never.
(E) often.
• Gabarito C
“Seldom” in “Although teachers seldom have (…)” (3rd paragraph) can be replaced without change of meaning by “Raramente” em “Embora os professores raramente tenham (…)” (3º parágrafo) pode ser substituído sem alteração de significado por
(A) always.
sempre.
(B) usually.
geralmente.
raramente.
(D) never.
nunca.
(E) often.
33 – As regards Text I, analyse the assertions below:
- I. In recent collaborative teaching, learners and teachers may
exchange roles.
- II. The goals of digitally oriented curricula should conform to the
media at hand.
- III. It is quite straining for children to get a grasp of digital
communication.
Choose the correct answer:
(A) Only I is correct.
(B) Only II is correct.
(C) Only III is correct.
(D) Only I and II are correct.
(E) All three assertions are correct.
• Gabarito A
As regards Text I, analyse the assertions below:
Em relação ao Texto I, analise as afirmações abaixo:
- I. In recent collaborative teaching, learners and teachers may exchange roles.
- No ensino colaborativo recente, alunos e professores podem trocar de papéis.
- II. The goals of digitally oriented curricula should conform to the media at hand.
- Os objetivos dos currículos com foco digital devem estar em conformidade com a mídia em questão.
- III. It is quite straining for children to get a grasp of digital communication.
- É bastante difícil para as crianças compreenderem a comunicação digital.
Choose the correct answer:
Escolha a resposta correta:
(A) Only I is correct.
(B) Only II is correct.
(C) Only III is correct.
(D) Only I and II are correct.
(E) All three assertions are correct.
34 – The excerpt that informs that the professional’s education is a
never-ending path is
(A) “The teacher is a lifelong learner”.
(B) “Information is driven by purpose and content”.
(C) “ELT typically employs learner-centered activities”.
(D) “Teachers seldom have much individual say in the layout of
teaching spaces”.
(E) “It is not fair for the teacher to treat Information and
Communication Technologies as auxiliary communication”.
• Gabarito A
The excerpt that informs that the professional’s education is a never-ending path is
O trecho que informa que a formação do profissional é um caminho sem fim é:
(A) “The teacher is a lifelong learner”.
“O professor é um aprendiz ao longo da vida”.
(B) “Information is driven by purpose and content”.
“A informação é orientada por propósito e conteúdo”.
(C) “ELT typically employs learner-centered activities”.
“O ensino de inglês como segunda língua (ELT) normalmente emprega atividades centradas no aluno”.
(D) “Teachers seldom have much individual say in the layout of teaching spaces”.
“Os professores raramente têm muita influência individual na configuração dos espaços de ensino”.
(E) “It is not fair for the teacher to treat Information and Communication Technologies as auxiliary communication”.
“Não é justo que o professor trate as Tecnologias de Informação e Comunicação como meios auxiliares de comunicação”.
35 – (FGV/CONHECIMENTO-2023-SME/SP-PROFESSOR)
In the phrase “collaborative learning partnerships”
(1st paragraph), the word “learning” is a(n)
(A) verb.
(B) noun.
(C) article.
(D) adverb.
(E) adjective.
• Gabarito E
In the phrase “collaborative learning partnerships” (1st paragraph), the word “learning” is a(n)
Na frase “parcerias de aprendizagem colaborativa” (1º parágrafo), a palavra “aprendizagem” é um(a)
(A) verb.
(B) noun.
(C) article.
(D) adverb.
(E) adjective.
>> Na Noun Phrase “collaborative learning partnerships”, o vocábulo “learning” funciona sintaticamente como "adjective", pois caracteriza o substantivo "partnerships".
36 – The author refers to learning as being “tailored to their collective
knowledge” (1st paragraph), which means it can be
(A) credited.
(B) adjusted.
(C) confined.
(D) conveyed.
(E) purchased.
• Gabarito B
The author refers to learning as being “tailored to their collective knowledge” (1st paragraph), which means it can be
O autor se refere à aprendizagem como sendo “adaptada ao conhecimento coletivo” (1º parágrafo), o que significa que ela pode ser
(A) credited.
creditada.
(B) adjusted.
ajustada.
(C) confined.
confinada.
(D) conveyed.
transmitida.
(E) purchased.
adquirida.
37 – When the author says that “Adults may find new ways of
communicating digitally to be quite baffling” (2nd paragraph), she
means that they might find them
(A) believing.
(B) beguiling.
(C) becoming.
(D) bewitching.
(E) bewildering.
• Gabarito E
When the author says that “Adults may find new ways of communicating digitally to be quite baffling” (2nd paragraph), she means that they might find them
Quando a autora diz que “os adultos podem achar as novas formas de comunicação digital bastante desconcertantes” (2º parágrafo), ela quer dizer que eles podem achá-las
(A) believing.
crentes.
(B) beguiling.
sedutoras.
(C) becoming.
atraentes.
(D) bewitching.
fascinantes.
desconcertantes, difícil de entender.
38 – In the 2nd paragraph, the pronoun in “Instant messaging systems
[…] provide as natural a medium for communicating to them” refers to
(A) adults.
(B) teachers.
(C) children.
(D) professionals.
(E) baby-boomers.
• Gabarito E
In the 2nd paragraph, the pronoun in “Instant messaging systems […] provide as natural a medium for communicating to them” refers to
(A) adults.
(B) teachers.
(C) children.
(D) professionals.
(E) baby-boomers.
❑ TEXTO 2: Read Text II and answer the two questions that follow it.
- Hi, did two shifts tonite and am off to bed. But still fancy the
film tomoz. Ur still ok for this right? How about meet up at I
dunno 6 or something outside the Chinese take away.
Adapted from Carter, R. & Goddard, A. How to Analyse Texts. A toolkit for students
of English. London: Routledge, 2016, p. 154.
39 – On writing the message the writer implies he or she is
(A) frightened.
(B) dismayed.
(C) disgusted.
(D) tired.
(E) ill.
• Gabarito D
- Hi, did two shifts tonite and am off to bed. But still fancy the film tomoz. Ur still ok for this right? How about meet up at I dunno 6 or something outside the Chinese take away.
- Oi, fiz dois turnos hoje à noite e vou dormir. Mas ainda estou a fim do filme "Tomoz". Você ainda está bem para isso, certo? Que tal nos encontrarmos no Sei Lá, às 6 ou em algum lugar do lado de fora do restaurante chinês para viagem?
On writing the message the writer implies he or she is
Ao escrever a mensagem, o autor dá a entender que está
(A) frightened.
assustado.
(B) dismayed.
consternado.
(C) disgusted.
enojado.
(D) tired.
cansado.
(E) ill.
doente.
40 – From this message taken from a million-word corpus of ecommunication in the Cambridge English Corpus we can say that
the
(A) communication is quite informal.
(B) use of vague language is avoided.
(C) spelling is not suitable to the medium.
(D) information conveyed is intentionally cryptic.
(E) aim of the writer is to avoid meeting the interlocutor.
• Gabarito A
From this message taken from a million-word corpus of ecommunication in the Cambridge English Corpus we can say that the
A partir desta mensagem, extraída de um corpus de comunicação eletrônica de um milhão de palavras do Cambridge English Corpus, podemos dizer que
(A) communication is quite informal.
a comunicação é bastante informal.
(B) use of vague language is avoided.
o uso de linguagem vaga é evitado.
(C) spelling is not suitable to the medium.
a ortografia não é adequada ao meio.
(D) information conveyed is intentionally cryptic.
a informação transmitida é intencionalmente enigmática.
(E) aim of the writer is to avoid meeting the interlocutor.
o objetivo do escritor é evitar o encontro com o interlocutor.
41 – The global spread of English has seen the development of English
as a Lingua Franca (ELF), where users are defined as:
(A) Individuals whose first language is English and who like to
take part in cross-cultural exchanges.
(B) Citizens of English speaking countries who take part in
different oral and written contexts of language use.
(C) Interlocutors from diverse first-language backgrounds for
whom English is the chosen language of communication.
(D) Professionals from all walks of life who need to learn English
formally in reference to native-speaker norms.
(E) EFL learners whose advanced fluency in English allows them
to travel and participate in intercultural communication.
• Gabarito C
The global spread of English has seen the development of English as a Lingua Franca (ELF), where users are defined as:
A disseminação global do inglês levou ao desenvolvimento do inglês como língua franca (ELF), onde os usuários são definidos como:
(A) Individuals whose first language is English and who like to take part in cross-cultural exchanges.
Indivíduos cuja primeira língua é o inglês e que gostam de participar de intercâmbios interculturais.
(B) Citizens of English speaking countries who take part in different oral and written contexts of language use.
Cidadãos de países de língua inglesa que participam de diferentes contextos orais e escritos de uso da língua.
(C) Interlocutors from diverse first-language backgrounds for whom English is the chosen language of communication.
Interlocutores de diversas origens linguísticas para os quais o inglês é a língua escolhida para comunicação.
(D) Professionals from all walks of life who need to learn English formally in reference to native-speaker norms.
Profissionais de todas as esferas da vida que precisam aprender inglês formalmente, em referência às normas dos falantes nativos.
(E) EFL learners whose advanced fluency in English allows them to travel and participate in intercultural communication.
Alunos de inglês como língua estrangeira (EFL) cuja fluência avançada em inglês lhes permite viajar e participar de comunicação intercultural.
42 – The Internet has been changing the way we communicate
(Lotherington, 2007). Here are some of 2022’s most used internet
abbreviations for tweeting and texting:
If a person is in a hurry, the abbreviation that will be used will be
(A) G2G.
(B) IMO.
(C) TIME.
(D) GRATZ.
(E) WUZUP.
• Gabarito A
If a person is in a hurry, the abbreviation that will be used will be
Se uma pessoa estiver com pressa, a abreviação que será usada será
(A) G2G.
(B) IMO.
(C) TIME.
(D) GRATZ.
(E) WUZUP.
43 – The curriculum published by the Municipal Secretariat of
Education, São Paulo (2019), sets new goals and directions for
learning and provides guidance to those involved in education.
Such goals are distributed into three cycles for Primary Education
(Years 1 to 9), as listed below.
Match these cycles to their
pertinent goals:
- 1. Literacy Cycle
- 2. Interdisciplinary Cycle
- 3. Authoring Cycle
( ) Recognize instructions that indicate body movements
(EF01LI09; p. 75);
( ) Recognize the difference between layouts of texts from
various media, according to the context (EF07LI06, p.85);
( ) Recognize words in English looking at images in games such
as bingo and tic-tac-toe (EF04LI10, p.80);
( ) Recognize narrative elements such as characters, plot, time
and space in a group work situation (EF03LI04; p.77);
( ) Recognize language variation as a manifestation of different
ways of thinking and expressing the world (EF07LI25, p.87).
The item with the correct sequence is:
(A) 2 – 1 – 3 – 3 – 2.
(B) 3 – 2 – 1 – 2 – 3.
(C) 1 – 2 – 3 – 3 – 1.
(D) 2 – 3 – 2 – 3 - 1.
(E) 1 – 3 – 2 – 1 – 3.
• Gabarito E
The curriculum published by the Municipal Secretariat of Education, São Paulo (2019), sets new goals and directions for learning and provides guidance to those involved in education. Such goals are distributed into three cycles for Primary Education (Years 1 to 9), as listed below.
O currículo publicado pela Secretaria Municipal de Educação de São Paulo (2019) estabelece novas metas e direções para a aprendizagem e fornece orientações aos envolvidos na educação. Tais metas são distribuídas em três ciclos para o Ensino Fundamental (1º ao 9º ano), conforme listado abaixo.
Match these cycles to their pertinent goals:
Associe esses ciclos aos seus respectivos objetivos:
- 1. Literacy Cycle (Ciclo de Alfabetização)
- 2. Interdisciplinary Cycle (Ciclo Interdisciplinar)
- 3. Authoring Cycle (Ciclo de Autoria)
( 1 ) Recognize instructions that indicate body movements (EF01LI09; p. 75);
Reconhecer instruções que indiquem movimentos corporais (EF01LI09; p. 75);
( 3 ) Recognize the difference between layouts of texts from various media, according to the context (EF07LI06, p.85);
Reconhecer a diferença entre a diagramação de textos de diversas mídias, de acordo com o contexto (EF07LI06, p. 85);
( 2 ) Recognize words in English looking at images in games such as bingo and tic-tac-toe (EF04LI10, p.80);
Reconhecer palavras em inglês observando imagens em jogos como bingo e jogo da velha (EF04LI10, p. 80);
( 1 ) Recognize narrative elements such as characters, plot, time and space in a group work situation (EF03LI04; p.77);
Reconhecer elementos narrativos como personagens, enredo, tempo e espaço em uma situação de trabalho em grupo (EF03LI04; p. 77);
( 3 ) Recognize language variation as a manifestation of different ways of thinking and expressing the world (EF07LI25, p.87).
Reconhecer a variação linguística como manifestação de diferentes formas de pensar e expressar o mundo (EF07LI25, p.87).
The item with the correct sequence is:
O item com a sequência correta é:
(A) 2 – 1 – 3 – 3 – 2.
(B) 3 – 2 – 1 – 2 – 3.
(C) 1 – 2 – 3 – 3 – 1.
(D) 2 – 3 – 2 – 3 - 1.
(E) 1 – 3 – 2 – 1 – 3.
44 – Read the following strategies for teaching English as an additional
language to public school children:
- 1. Explain a word to the students drawing on the blackboard.
Then ask them to copy the word and have them recite it out
loud.
- 2. Ask students to look at pictures of two children and add to
the speech bubbles what they think the characters might be
saying to each other.
- 3. Create a mnemonic device in the students’ native language so
that they memorize the grammar rules better.
- 4. Choose a video that shows how people in a specific country
dress and behave and ask students to perform a parody of
these characteristics.
- 5. Have students stand up and start by saying "Simon says,
hands on head" while placing your hands on your head. The
students who don’t imitate you correctly or are too slow
should sit down and stay out of the game.
Choose the option that indicates the strategies in line with the
parameters published by the Municipal Secretariat of Education,
São Paulo (2019).
(A) 1 and 2.
(B) Only 2.
(C) 3 and 4.
(D) 4 and 5.
(E) Only 5.
• Gabarito B
Read the following strategies for teaching English as an additional language to public school children:
- 1. Explain a word to the students drawing on the blackboard. Then ask them to copy the word and have them recite it out loud.
- 2. Ask students to look at pictures of two children and add to the speech bubbles what they think the characters might be saying to each other.
- 3. Create a mnemonic device in the students’ native language so that they memorize the grammar rules better.
- 4. Choose a video that shows how people in a specific country dress and behave and ask students to perform a parody of these characteristics.
- 5. Have students stand up and start by saying "Simon says, hands on head" while placing your hands on your head. The students who don’t imitate you correctly or are too slow should sit down and stay out of the game.
Choose the option that indicates the strategies in line with the parameters published by the Municipal Secretariat of Education, São Paulo (2019).
(A) 1 and 2.
(B) Only 2.
(C) 3 and 4.
(D) 4 and 5.
(E) Only 5.
45 – Siqueira (2011) holds that to deal with the challenges of teaching
a "deterritorialized" language like English, teachers should agree
with the following suggestions, except:
(A) Use textbooks and materials produced both locally and
internationally.
(B) Introduce students to literary/artistic productions from
Africa, Asia and America.
(C) Recognize intercultural competence as part of English
language proficiency.
(D) Avoid teaching English following the cultural models and
practices of native speakers.
(E) Assume that English teaching is successful when inner circle
countries are given priority.
• Gabarito E
Siqueira (2011) holds that to deal with the challenges of teaching a "deterritorialized" language like English, teachers should agree with the following suggestions, except:
Siqueira (2011) defende que, para lidar com os desafios do ensino de uma língua “desterritorializada” como o inglês, os professores devem concordar com as seguintes sugestões, exceto:
(A) Use textbooks and materials produced both locally and internationally.
(B) Introduce students to literary/artistic productions from Africa, Asia and America.
(C) Recognize intercultural competence as part of English language proficiency.
(D) Avoid teaching English following the cultural models and practices of native speakers.
(E) Assume that English teaching is successful when inner circle countries are given priority.
❑ TEXTO 3: Read Text III and answer the three questions that follow it:
https://www.gocomics.com/search/full_results?category
=comic&page=40&terms=baldo
Note: chulo means “cute”
46 – In the last panel, the characters feel
(A) stirred up.
(B) turned on.
(C) choked up.
(D) taken aback.
(E) carried away.
• Gabarito D
In the last panel, the characters feel
(A) stirred up.
(B) turned on.
(C) choked up.
(D) taken aback.
(E) carried away.
47 – The excerpt from Lotherington (2007) that can be applied to this
comic strip is:
(A) “English also continues to be the dominant language of
virtual communication.”
(B) “As English grows in international prominence as a lingua
franca, the profile of its speech communities is shifting.”
(C) “ELT has conventionally described and taught language in
four designated skill areas: reading, writing, listening, and
speaking.”
(D) “The Internet provides a channel for communication not
limited by social or geopolitical space, or even time as
customarily envisioned.”
(E) “The revolutionary changes in English orthography in online
discourse provide confusing alternatives to conventional print
usage for language learners (and teachers).”
• Gabarito B
The excerpt from Lotherington (2007) that can be applied to this comic strip is:
(A) “English also continues to be the dominant language of virtual communication.”
(B) “As English grows in international prominence as a lingua franca, the profile of its speech communities is shifting.”
(C) “ELT has conventionally described and taught language in four designated skill areas: reading, writing, listening, and speaking.”
(D) “The Internet provides a channel for communication not limited by social or geopolitical space, or even time as customarily envisioned.”
(E) “The revolutionary changes in English orthography in online discourse provide confusing alternatives to conventional print usage for language learners (and teachers).”
48 – The characters’ reactions resulted from the fact that they
(A) rejoiced in having a yearbook.
(B) identified the girl’s background.
(C) noticed some spelling problems.
(D) realized the messages were ready-made.
(E) could not understand the word in Spanish.
• Gabarito D
The characters’ reactions resulted from the fact that they
(A) rejoiced in having a yearbook.
(B) identified the girl’s background.
(C) noticed some spelling problems.
(D) realized the messages were ready-made.
(E) could not understand the word in Spanish.
❑ TEXTO 4: Read Text IV and answer the two questions that follow it:
49 – It has been argued that “Fostering a critical stance in very young
readers can have surprising results, for both children and
teachers” (BOURKE, Ryan T. First Graders and Fairy Tales: One
Teacher's Action Research of Critical Literacy. The Reading
Teacher 62 (4), 2008, 304-312, p. 304).
This quotation is in line with the following goals for the teaching
of English defined by the Municipal Secretariat of Education, São
Paulo (2019), except:
(A) Preparing a play based on a story told in class and performing
it.
(B) Rewriting the beginning and the end of a narrative as group
work.
(C) Learning about a narrative by following the oral reading and
discussing it.
(D) Working in a group, inferring information and relationships
that are not explicit in the text.
(E) Collecting information on the schedules, eating habits, leisure
activities and daily routines of the group.
• Gabarito C
It has been argued that “Fostering a critical stance in very young readers can have surprising results, for both children and teachers” (BOURKE, Ryan T. First Graders and Fairy Tales: One Teacher's Action Research of Critical Literacy. The Reading Teacher 62 (4), 2008, 304-312, p. 304).
This quotation is in line with the following goals for the teaching of English defined by the Municipal Secretariat of Education, São Paulo (2019), except:
Esta citação está em consonância com os seguintes objetivos para o ensino de inglês definidos pela Secretaria Municipal de Educação de São Paulo (2019), exceto:
(A) Preparing a play based on a story told in class and performing it.
(B) Rewriting the beginning and the end of a narrative as group work.
(C) Learning about a narrative by following the oral reading and discussing it.
(D) Working in a group, inferring information and relationships that are not explicit in the text.
(E) Collecting information on the schedules, eating habits, leisure activities and daily routines of the group.
50 – The question raised by the child in the cartoon brings out a recent
view of critical literacy. Choose the option in line with such an
understanding:
(A) Stimulate the practice of reading to familiarize children with
traditional fairy tales.
(B) Find the author’s background through the reconstruction of
the context of text production.
(C) Invite the child to perceive similarities and differences in the
meaning processes of the self and other.
(D) Criticize the superficiality of bedtime storytelling so as to
reveal how ineffective they may be to literacy.
(E) Question power relations and the implications this may have
for the individual in his or her life and community.
• Gabarito C
The question raised by the child in the cartoon brings out a recent view of critical literacy. Choose the option in line with such an understanding:
(A) Stimulate the practice of reading to familiarize children with traditional fairy tales.
(B) Find the author’s background through the reconstruction of the context of text production.
(C) Invite the child to perceive similarities and differences in the meaning processes of the self and other.
(D) Criticize the superficiality of bedtime storytelling so as to reveal how ineffective they may be to literacy.
(E) Question power relations and the implications this may have for the individual in his or her life and community.
51 – Read the statements below and choose the alternative that is in
line with Duboc (2016) as regards language assessment:
1. Punishment is replaced by the understanding of the reasons
of certain performances in order to improve students'
learning as well as the teacher's choices;
2. The act of evaluating is more collaborative, mediated, more
public, and more horizontal;
3. Formal moments of assessment are most desirable rather
than more informal ones, such as self-evaluation.
(translated from DUBOC 2016, pp.57-80.)
(A) All of them are true.
(B) None of them are true.
(C) 1 and 3 are false.
(D) 1 and 2 are true.
(E) 2 and 3 are false.
• Gabarito D
Read the statements below and choose the alternative that is in line with Duboc (2016) as regards language assessment:
1. Punishment is replaced by the understanding of the reasons of certain performances in order to improve students' learning as well as the teacher's choices;
2. The act of evaluating is more collaborative, mediated, more public, and more horizontal;
3. Formal moments of assessment are most desirable rather than more informal ones, such as self-evaluation. (translated from DUBOC 2016, pp.57-80.)
(A) All of them are true.
(B) None of them are true.
(C) 1 and 3 are false.
(D) 1 and 2 are true.
(E) 2 and 3 are false.
❑ TEXTO 5: Read Text V and answer the nine questions that follow it.
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of
language has been a fairly easy task, since it aims at testing the
correct use of grammar and lexical structures. This has been a
very comfortable way to evaluate students’ performance in many
regular schools or language institutes due to the stability of
standardized answers. From the perspective of the new literacy
studies, the comfort of teaching and assessing objective and
homogeneous linguistic contents is replaced by a wider spectrum
of language teaching and assessing possibilities, whose key
elements turn to be difference and critique. Typical activities
based on this new approach would enable students to make and
negotiate meanings in a much more flexible way, corroborating
the novel notion of unstable, dynamic, collaborative and
distributed knowledge.
The inclusion of contents of such nature in language
assessments may be, at a first glance, a very laborious process
due to the fact we are simply not accustomed to that. Actually,
we sometimes find ourselves deprived from the teaching skills
necessary to apply a more critical teaching approach, a fact that
is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will
require subject more capable of designing and redesigning
meaning critically towards a great deal of representational
modes, we need to reconsider our teaching approaches, go
further and seek theories that take such issues into account. By
redefining the notions of language and knowledge, we, thus,
assume that the new literacy studies from the last decades may
offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according
to the new literacies project presented in this paper does not
intend to suggest prompt fixed answers, but it takes the risk of
outlining possible activities, signaling certain changes regarding
its characteristics and contents, as previously shared.
The increasing importance of the new literacy and
multiliteracies studies and their fruitful theoretical insight for the
rethinking of pedagogical issues invite us to review our foreign
language teaching practices in a different perspective. By sharing
some of our local findings, we attempt to corroborate the
collaborative and distributed knowledge discussed by the
literacies theory itself and hope to be contributing to the new
educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.
52 – Based on the text, mark the statements below as TRUE (T) or
FALSE (F).
( ) The new literacy studies have kept away from the
homogeneous assessment provided by earlier approaches.
( ) Teachers can find it hard to engage in new literacy practices
as they have not been educated in this direction.
( ) Instability and collaboration are essential to structuralist
approaches to language teaching.
The statements are, respectively:
(A) F, F, T.
(B) F, T, F.
(C) T, T, F.
(D) T, F, T.
(E) F, T, T.
• Gabarito C
(A) F, F, T.
(B) F, T, F.
(C) T, T, F.
(D) T, F, T.
(E) F, T, T.
53 – In the conclusion, the author expresses some
(A) fealty.
(B) anxiety.
(C) diffidence.
(D) annoyance.
(E) expectancy.
• Gabarito E
In the conclusion, the author expresses some
(A) fealty.
(B) anxiety.
(C) diffidence.
(D) annoyance.
(E) expectancy.
54 – In the sentence “Typical activities based on this new approach
would enable students to make and negotiate meanings in a
much more flexible way” (1st paragraph), the author offers a(n)
(A) warning.
(B) prospect.
(C) certainty.
(D) resistance.
(E) compliment.
• Gabarito B
In the sentence “Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way” (1st paragraph), the author offers a(n)
(A) warning.
(B) prospect.
(C) certainty.
(D) resistance.
(E) compliment.
55 – “Fairly” in “fairly easy task” (1st paragraph) can be replaced
without changing the meaning of the sentence by
(A) utterly.
(B) definitely.
(C) thoroughly.
(D) moderately.
(E) indisputably.
• Gabarito D
“Fairly” in “fairly easy task” (1st paragraph) can be replaced without changing the meaning of the sentence by
“Bastante” em “tarefa bastante fácil” (1º parágrafo) pode ser substituído sem alterar o significado da frase por
(A) utterly.
totalmente.
(B) definitely.
definitivamente.
(C) thoroughly.
completamente.
(D) moderately.
moderadamente.
(E) indisputably.
indiscutivelmente.
>>NO TEXTO:
- Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures.
- Planejar a avaliação linguística a partir de uma visão estruturalista da língua tem sido uma tarefa bastante fácil, pois visa testar o uso correto das estruturas gramaticais e lexicais.
>>"
FAIRLY" /'fer-lē/ - É um "reinforcement adverb" (advérbio de reforço), usado em contexto de circunstâncias favorável:
- Sinônimo de "pretty", "quite", "reasonably", "definitely".
- Os adjetivos e advérbios que acompanham a palavra "FAIRLY", têm basicamente significados positivos.
- We get on fairly well. (Nós nos damos bastante bem.)
- These technicians learn fairly rapidly. (Esses técnicos aprendem BASTANTE rápido.)
- Those exercises are fairly easy. I can do them. (Esses exercícios são BASTANTE fáceis. Eu posso fazê-los.)
56 – The word that is closely related to “nonetheless” in the opening
of the 3rd paragraph is
(A) however.
(B) therefore.
(C) moreover.
(D) henceforth.
(E) furthermore.
• Gabarito A
The word that is closely related to “nonetheless” in the opening of the 3rd paragraph is
(A) however.
(B) therefore.
(C) moreover.
(D) henceforth.
(E) furthermore.
57 – The function of the conjunction in the extract
“since it aims at
testing the correct use of grammar and lexical structures”
(1st paragraph) is to
(A) offer a contrast.
(B) indicate an event.
(C) introduce a reason.
(D) provide an alternative.
(E) advance an illustration.
• Gabarito C
The function of the conjunction in the extract
“since it aims at testing the correct use of grammar and lexical structures” (1st paragraph) is to
(A) offer a contrast.
(B) indicate an event.
(C) introduce a reason.
(D) provide an alternative.
(E) advance an illustration.
58 – The opposite of the adjective in “wider spectrum” (1st paragraph) is
(A) narrower.
(B) broader.
(C) higher.
(D) looser.
(E) fuller.
• Gabarito A
The opposite of the adjective in “wider spectrum” (1st paragraph) is
(A) narrower.
(B) broader.
(C) higher.
(D) looser.
(E) fuller.
59 – When the author uses the word “glance” (2nd paragraph), she
implies the approach has been
(A) deep.
(B) hasty.
(C) intense.
(D) careful.
(E) ominous.
• Gabarito B
When the author uses the word “glance” (2nd paragraph), she implies the approach has been
(A) deep.
(B) hasty.
(C) intense.
(D) careful.
(E) ominous.
60 – The verb in “seek theories”(3rd paragraph) is the same as
(A) look after.
(B) look into.
(C) look for.
(D) look on.
(E) look out.
• Gabarito C
The verb in “seek theories”(3rd paragraph) is the same as
(A) look after.
(B) look into.
(C) look for.
(D) look on.
(E) look out.
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