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❑ PROVA DE LÍNGUA INGLESA:
- 15 MCQs (Multiple Choice Questions) / 5 Options Each Question.
❑ INSTRUCTION: Read the text and answer the items 26 to 29.
READING AS PROCESS
A reader-centered approach is evidenced in reading instruction which focuses, first, on what the reader brings to reading in schematic world knowledge and language knowledge and, second, on their ability and willingness to draw on productive strategies in the course of reading. More traditional reading pedagogy emphasized comprehension in the form of the presentation of text followed by post-reading questions on the text. Process approaches attend, first, to the need to prime the reader with new knowledge or prompt the reader to recover existing knowledge (in advance of reading the text) and, second, to make maximum use of cognitive and linguistic resources during text processing. This involves providing „pre-reading‟ tasks (such as brainstorming, semantic mapping, true-false or agree-disagree tasks), as well as „while-reading‟ tasks (such as margin prompts, encouraging the linking or cross-referencing of one part of a text to another, or encouraging first skim readings followed by closer, more focused ones). Many contemporary coursebooks (e.g. Rossner 1988; Murphy and Cooper 1995) offer a range of such tasks.
A key principle in the design of these tasks is the encouragement of flexible and reflective reading. Flexibility might be promoted by devising tasks encouraging readers to read a range of texts in different ways (e.g. a close detailed reading for some genres and a scanned and later more focused reading for others). Reflective reading, where the reader is engaged with the text, might be encouraged by the interspersion of questions or prompts during the text to encourage interrogation of text. More recent studies of reader strategies (e.g. Janzen and Stoller 1998) invite readers to reflect more specifically on their own reading strategies and to judge the effectiveness of those of other readers.
- (WALLACE, C. Reading. In: Carter, R. and Nunan, D. (Eds.) Teaching English to Speakers of Other Languages. 2001, Cambridge, CUP.)
26 – (IFMT–2012–DOCENTE) Mark the statement that expresses the main idea of the text.
[A] How an efficient reader understands a text.
[B] The two different approaches used by modern reading teachers and the tasks they suggest.
[C] The best time to give activities in the reading class: pre, while or post-reading.
[D] The type of tasks used in teaching reading in a process oriented approach.
👍 Comentários e Gabarito D
Marque a afirmação que expressa a ideia principal do texto.
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*Alternativa [D]: O tipo de tarefa usada no ensino da leitura em uma abordagem orientada ao processo.
27 – (IFMT–2012–DOCENTE) In the following extract:
- (…encouraging first skim readings followed by closer, more focused ones). (lines 09 and 10),
the pronoun ones refers to
[A] readings.
[B] prompts.
[C] tasks.
[D] coursebooks.
👍 Comentários e Gabarito A
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
[B] prompts.
[C] tasks.
[D] coursebooks.
👍 Comentários e Gabarito A
28 – (IFMT–2012–DOCENTE) Considering what the author says about reading as a process, mark T for the true statements and F for the false ones.
( ) In a reader-centered approach, the tasks encourage the students to reflect, thus they become actively involved in the process.
( ) If the students reflect on what they are doing, they probably will feel encouraged.
( ) Process approaches are not suitable for beginners because students must have existing knowledge of the foreign language.
( ) Reader-centered approaches rely heavily on what the student brings to the classroom, both in terms of language (native and foreign) and all other experiences.
Mark the correct sequence.
[A] T, F, F, T
[B] F, F, T, F
[C] T, T, F, T
[D] F, T, T, F
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
[B] F, F, T, F
[C] T, T, F, T
[D] F, T, T, F
👍 Comentários e Gabarito C
29 – (IFMT–2012–DOCENTE) Read the following extracts from the text.
- More traditional reading pedagogy (line 03)
- and, second, to make maximum use of cognitive and linguistic resources during text processing. (lines 06 and 07)
- (such as brainstorming, semantic mapping, true-false or agree-disagree tasks) (lines 07 and 08)
Mark the alternative that classifies each one respectively.
[A] Conditional sentence, ordinal sentence, comparative expression.
[B] Nominal phrase, enumeration, exemplification.
[B] Nominal phrase, enumeration, exemplification.
[C] Superlative comparison, additive sentence, listing of elements.
[D] -ing form as gerund, -ing form as adjective, -ing form as noun.
👍 Comentários e Gabarito B
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
[D] -ing form as gerund, -ing form as adjective, -ing form as noun.
👍 Comentários e Gabarito B
INSTRUCTION: Read the text and answer items 30 to 32.
THE TIE-BACK NATURE OF BECOMING LITERATE
For those of us who have come from mainstream homes where we were oriented to composition-centered tasks and academic uses of language from our earliest communicative experiences, the implicit rules of academic language seem natural to us. However, we have learned these rules in a rich context of numerous supporting, reinforcing activities. For most of our students, however, we have to make explicit the academic habits of using oral and written language which the school requires, and we have to provide social interactive meaningful occasions for repeating these habits again and again. Since we cannot know the specific first language socialization of the IndoChinese, Middle Eastern African, or Latin American students in our classes we can solicit from them as much as possible about their first language socialization through asking them to recollect and collect as much as possible. However, this information will not be sufficient to guide decisions about particular uses of language with which they may be unfamiliar. Thus, ESL/EFL teachers must incorporate into the classroom a variety of types of writing and talking about writing; furthermore the content around which these occasions of talking and writing focus should ideally be familiar. To complicate learning a new language by asking that new content be learned as well, is to make extraordinary cognitive demands on students. Thus we begin with what they know – their own language socialization – and we help them make explicit in their second or foreign language what it is they do know about their oral and written uses of language (see Vann 1981).
- (HEATH, S. B. Literacy skills or literate skills? Considerations for ESL/EFL learners. In: Nunan, D. (Ed.) Collaborative language learning. 1992. Glasgow, CUP.)
30 – (IFMT–2012–DOCENTE) The expression tie-back in the title of the text refers to
[A] the teachers varying oral and written activities and content in the second language classroom.
[B] the lack of academic texts in the social environment of the students in the countries mentioned.
[C] the lack of communicative experiences which the school requires to develop composition-centered tasks.
[D] the students relating to their first language socialization in learning a second language.
👍 Comentários e Gabarito D
31 – (IFMT–2012–DOCENTE) According to the text
[A] teachers who come from homes where academic language is natural are not able to apply the implicit rule of academic uses of language.
[B] Vann (1981) believes the student must be socialized before he can learn a second or foreign language.
[C] there is a double demand on students: to learn a second or foreign language and to become aware of academic oral and written language.
[D] the oral and written language requested by the academic environment is given previously to students in all contexts.
👍 Comentários e Gabarito C
32 – (IFMT–2012–DOCENTE) Observe the following groups of words and phrases from the text.
I - However (line 3), Since (line 6), Thus (line 10), furthermore (line 11), and (line 5).
II - earliest communicative experiences (line 2), For most of our students (line 4), new content be learned as well (line 12).
III - rich context of numerous supporting, reinforcing activities (lines 3 and 4), social interactive meaningful occasions (line 5), first language socialization (line 6), extraordinary cognitive demands (line 13).
IV - seem (line 3), cannot (line 6), through (line 8), should (line 11).
II - earliest communicative experiences (line 2), For most of our students (line 4), new content be learned as well (line 12).
III - rich context of numerous supporting, reinforcing activities (lines 3 and 4), social interactive meaningful occasions (line 5), first language socialization (line 6), extraordinary cognitive demands (line 13).
IV - seem (line 3), cannot (line 6), through (line 8), should (line 11).
Mark the correct statement.
[A] II has only comparative sentences.
[B] I has only discourse markers.
[C] III has only nominal phrases.
[D] IV has only modal verbs.
👍 Comentários e Gabarito B
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
*Alternativa [A]: II has only comparative sentences.(earliest communicative experiences ➝ superlativo)
*Alternativa [B]: I has only discourse markers.
*Alternativa [C]: III has only nominal phrases.
*Alternativa [D]: IV has only modal verbs.
INSTRUCTION: Read the text and answer the items 33 to 36.
Following Halliday & Hasan (1976) I shall consider cohesion under the headings “grammatical cohesion”, “lexical cohesion” and “conjunction”, which the authors describe as “on the borderline of the two; mainly grammatical, but with a lexical component in it” (op cit.p.6). Again, our concern will be with those items that contribute to an understanding of the main ideas of the text.
Lexical cohesion
By lexical cohesion is meant relationships between ideas in the text indicated either by the use of repetition of lexical items, or synonymous lexical items, or again items in a hyponymous (“class” names co-occurring with instances of that class) or even an antonymous relationship.
When a notion, concept or referent in a text is referred to more than once, the repeated reference may be indicated by grammatical markers of cohesion, notably definite articles, pronouns, demonstrative adjectives, etc. This repeated reference also helps us, as readers, to structure the meaning and development of the text, although explicit reference to these features and other similar identification tasks would probably only arise when we are at the level of detailed comprehension.
Although it might be expected that such cohesive ties are less frequent across paragraph boundaries than within paragraphs (see Halliday & Hasan, op.cit. p.297), the lexical cohesion in the present text is, in fact, quite extensive both within the paragraphs and between them.
[B] I has only discourse markers.
[C] III has only nominal phrases.
[D] IV has only modal verbs.
👍 Comentários e Gabarito B
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*Alternativa [B]: I has only discourse markers.
*
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INSTRUCTION: Read the text and answer the items 33 to 36.
COHESION
Lexical cohesion
By lexical cohesion is meant relationships between ideas in the text indicated either by the use of repetition of lexical items, or synonymous lexical items, or again items in a hyponymous (“class” names co-occurring with instances of that class) or even an antonymous relationship.
When a notion, concept or referent in a text is referred to more than once, the repeated reference may be indicated by grammatical markers of cohesion, notably definite articles, pronouns, demonstrative adjectives, etc. This repeated reference also helps us, as readers, to structure the meaning and development of the text, although explicit reference to these features and other similar identification tasks would probably only arise when we are at the level of detailed comprehension.
Although it might be expected that such cohesive ties are less frequent across paragraph boundaries than within paragraphs (see Halliday & Hasan, op.cit. p.297), the lexical cohesion in the present text is, in fact, quite extensive both within the paragraphs and between them.
- (DEYES, T. Applications of Discourse Analysis. Towards a Minimum Discourse Grammar. In: Celani, M.A.A. et. al. ESP in Brazil: 25 years of evolution and reflection, 2005, São Paulo, Editora da PUC.)
[A] grammatical cohesion is considered to be exactly the same as lexical cohesion, although they do not happen so often in between paragraphs.
[B] conjunction is, according to Halliday & Hasan (1976), one of the headings of grammatical markers of hyponymy because it contributes to a detailed comprehension.
[C] definite articles, pronouns, demonstrative adjectives etc. are examples of grammatical markers of cohesion, which may be used to avoid the repetition of lexical items.
[D] lexical cohesion ties ideas at various levels of the text, helping the reader understand the principal ideas presented.
👍 Comentários e Gabarito C
34 – (IFMT–2012–DOCENTE) According to the text, grammatical markers of cohesion
[A] are meant to help writers establish the process of speculation which he/she wants to lead the reader to.
[B] are defined as items from the grammatical system of the language, to make implicit links between references.
[C] contribute significantly to the understanding of any text mainly at the stage of detailed comprehension.
[D] can be exemplified by synonymous, hyponymous, and antonymous relationships.
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
[C] contribute significantly to the understanding of any text mainly at the stage of detailed comprehension.
[D] can be exemplified by synonymous, hyponymous, and antonymous relationships.
👍 Comentários e Gabarito C
35 – (IFMT–2012–DOCENTE) Mark the alternative which contains only nouns.
[A] meaning (line 12), cohesion (line 1), readers (line 12), relationship (line 9).
[B] “conjunction” (line 2), Following (line 1), either (line 7), mainly (line 2).
[C] probably (line 13), identification (line 13), lexical (line 7), co-occurring (line 8).
[D] understanding (line 4), repetition (line 7), grammatical (line 11), other (line 13).
👍 Comentários e Gabarito A
36 – (IFMT–2012–DOCENTE) Concerning the content of the text, mark the statement which presents the correct information about reference.
[A] us (line 12) refers to Halliday & Hasan.
[B] we (line 13) refers to readers.
[C] I (line 01) refers to Hasan.
[D] them (line 17) refers to cohesive ties.
👍 Comentários e Gabarito B
INSTRUCTION: Read the text and answer the items 37 to 40.
THE NATURE OF APPROACHES AND METHODS IN LANGUAGE TEACHING
In describing methods, the difference between a philosophy of language teaching at the level of theory and principles, and a set of derived procedures for teaching a language, is central in an attempt to clarify this difference, a scheme was proposed by the American applied linguist Edward Anthony in 1963. He identified three levels of conceptualization and organization, which he termed approach, method, and technique.
The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach… … An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught… … Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods… … A technique is implementational – that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. (Anthony 1963:63-7)
According to Anthony‟s model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught and the order in which the content will be presented; technique is the level at which classroom procedures are described.
Anthony‟s model serves as a useful way of distinguishing between different degrees of abstraction and specificity found in different language teaching proposals.
- (RICHARDS, J. C. and ROGERS, T. S. Approaches and Methods in Language Teaching. 1986, Cambridge: CUP.)
37 – (IFMT–2012–DOCENTE) According to Anthony‟s model
[A] an approach contains a lot of techniques or skills which are supposed to be elaborated in harmony with a method for different language teaching proposals.
[B] the definition of approach is hierarchical because it describes the order in which the language material must be taught. It‟s a set of procedures for teaching a language.
[C] describing an approach is procedural and it must be structured in techniques. It‟s a general plan for presenting new language material.
[D] an approach is the level at which what the teacher believes about how a language is learned and taught is presented.
👍 Comentários e Gabarito D
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
[C] describing an approach is procedural and it must be structured in techniques. It‟s a general plan for presenting new language material.
[D] an approach is the level at which what the teacher believes about how a language is learned and taught is presented.
👍 Comentários e Gabarito D
38 – (IFMT–2012–DOCENTE) Considering the information in the text, analyze the sentences below.
I - A technique is a specific trick used to fulfill an immediate goal.
II - Method and technique are both axiomatic.
III - A philosophy of language teaching and a set of derived procedures for teaching a language are exactly the same things.
It is correct what is said in
[A] I and II, only.
[B] III, only.
[C] I, only.
[D] I, II and III.
👍 Comentários e Gabarito C
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
39 – (IFMT–2012–DOCENTE) Considering the information in the text, mark T for the true statements and F for the false ones.
[B] III, only.
[C] I, only.
[D] I, II and III.
👍 Comentários e Gabarito C
39 – (IFMT–2012–DOCENTE) Considering the information in the text, mark T for the true statements and F for the false ones.
( ) A method is the order in which a particular content will be introduced.
( ) A technique is supposed to be consistent with an approach.
( ) A method and an approach are the level at which assumptions about language learning are detailed.
( ) There can be various techniques within one classroom procedure.
( ) A technique is supposed to be consistent with an approach.
( ) A method and an approach are the level at which assumptions about language learning are detailed.
( ) There can be various techniques within one classroom procedure.
Mark the right sequence.
[A] T, T, F, F
[B] T, F, T, F
[C] F, T, T, T
[D] F, F, T, F
👍 Comentários e Gabarito A
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
40 – (IFMT–2012–DOCENTE) The gerund in the English language has various uses. Mark the alternative in which the gerund forms have the same use.
[B] T, F, T, F
[C] F, T, T, T
[D] F, F, T, F
👍 Comentários e Gabarito A
40 – (IFMT–2012–DOCENTE) The gerund in the English language has various uses. Mark the alternative in which the gerund forms have the same use.
[A] with the nature of language teaching and learning (line 7) According to Anthony’s model, (line 15)
[B] is a set of correlative assumptions dealing with (line 7) a philosophy of language teaching at the level of (line 1)
[C] as a useful way of distinguishing between (line 19) In describing methods, the difference between (line 1)
[D] about language and language learning are specified, (lines 15 and 16) a set of derived procedures for teaching a language, (line 2)
👍 Comentários e Gabarito C
