Questões de Inglês - Presente simples | Simple present para Concurso

Read the text below and answer questions 28 and 29. 

As questões de números 56 a 60 verificam o domínio do conhecimento sistêmico da língua inglesa. Cada uma das questões apresenta uma frase com uma lacuna. Assinale a alternativa que contém a palavra ou expressão que completa a lacuna de maneira adequada quanto ao sentido e ao uso da norma-padrão da língua inglesa.

O texto a seguir apresenta lacunas numeradas de 41 a 51, das quais foi omitida uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e estruturação do texto.

Why talk about language teaching methods at all? In recent years, a number of writers have criticized the very concept of (41) in our field. “Let’s just focus on learners and teachers and everything else will fall into place,” they seem to suggest. Some say that teachers see methods as prescriptions for classroom behavior and follow them too (42) , too inflexibly. By contrast, others argue that in planning their lessons, (43) don’t really think about codified methods at all. In the one view, methods and the prefabricated materials that embody them (44) teachers to mere technicians; in the other, teachers are mere improvisers in the here-and-now, with no use for general statements about how (45) acts may fit together. Either view should make any writer about methods and materials stop and think.

Having stopped and (46) , I find myself giving a single reply to both of the above objections: Language teachers are simply not “mere.” They are neither mere technicians (47) mere improvisers. They are professionals who make their own decisions, informed by their own (48) but informed also by the findings of researchers and by the accumulated, distilled, crystallized experience of their peers.

Let me then suggest three questions that we might well ask about “method,” together with my proposed answers:

What is a “method”? A method is more concrete than (49) . An approach is a set of understandings about what is at stake in learning and also about the equipment, mechanical or neurological, that is at work in learning. At the same time, a method is more abstract than a teaching act, which is a one-time event that can be recorded on videotape and on the neurocortexes of learners.

Is it possible to evaluate or to profit from an approach without embodying it in some kind of (50) ? Possible, perhaps, to some limited degree, but not easy.

Is it possible to improvise teaching acts apart from some more or less conscious approach? Possible, perhaps, but rare.

“Method,” then, seems to occupy a strategic mid-position between approach and (51) . For this reason, whoever would either think usefully about teaching or would teach thoughtfully can profit from learning about methods.

_{(E. W. Stevick, Working with Teaching Methods)}

As questões de números 31 a 35 referem-se ao texto a seguir.

Teaching Children Literacy Skills in a Second Language

by ANNE EDIGER

In recent years, there has been increased focus on the teaching of reading and other literacy skills to children, both in North America and abroad. Part of this may relate to the recognition that reading is probably the most important skill for second language (L2) learners in academic contexts, and part of it may come from an increase in the numbers of children worldwide who are learning English as a second or foreign language (hereafter ESL or EFL). It may also be a result of the recent implementation of standards in much of public education in the United States and Canada, a movement built upon the belief that basic literacy instruction should be a fundamental component of public education.

Another possible factor contributing to an increased focus on literacy instruction to children in EFL contexts may be the growing numbers of countries that are moving toward making English language instruction mandatory from a younger age. Given the portability of books and other reading materials (as well as the increasing availability of reading material over the Internet), reading is gradually being recognized as a valuable source of language input, particularly for students in learning environments (as in some EFL contexts) in which fluent speakers of English are generally not available to provide other kinds of language input.

Notions of literacy are expanding as well. Although many different definitions of literacy can be found in the literature on the subject, and reading still seems to be primary to most of them, the teaching of writing and oral skills is increasingly being integrated with reading instruction for both native English speakers (NES) and English language learners (ELLs). Many of the new standards, both for ELLs and NES children, also integrate expectations for the development of all four language skills — reading, writing, listening, and speaking. In fact, increasingly, the large-scale standardized tests ask students to bring together all of these skills, requiring students to demonstrate competence in synthesizing information from multiple sources, or bringing information they have heard or read into written.

_{(Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language. Adapted)}

Text for the questions from 38 to 50.

Sound Advice for Language Learners

1 A recent issue of a language learning magazine has

consulted a number of experts in the field of second

language acquisition. Their advice may prove invaluable for

4 those considering a language course. Ask yourself some

basic questions, they suggest. Did you enjoy studying

languages at school, for example? Can you really afford the

7 time to learn a language?

First and foremost, you have to be realistic in your

goals. If you fail to set achievable aims you are likely to give

10 up. Besides, it is worth knowing that the most expensive

courses are not necessarily the best. You should also bear in

mind that the quicker you learn a language the more quickly

13 you forget it. Sue Miller, a French teacher, attempted to

teach herself German by enrolling on a crash course.

Already fluent in three languages, her chances of making

16 progress were high. Two years on she hardly remembers

anything. “I should have chosen a regular course in order to

have more time for practice and consolidation.”

19 Sue’s comment is certainly a good piece of advice.

Internet: <www.flo‐joe.uk> (adapted).

Text for the questions from 28 to 37.

A Musical Genius

1 Beethoven is one of the most influential figures in

the history of classical music. His exceptional talent was

already evident when he was still a young man, trying to

4 survive a rather unorthodox upbringing. Indeed, his

eccentric father would often make him study music in the

middle of the night.

7 Soon, the young Beethoven's ability won him the

admiration of the leading contemporary musical figures.

However, just at the point when he was beginning to reap

10 the rewards of his early endeavors, he realized that he was

becoming deaf. Beethoven felt devastated as it was clear to

him that his increasing deafness was incurable. And yet, he

13 kept composing and his music displayed a striking change in

style, becoming both heavier in tone and larger in scale.

Internet: <www.flo‐joe.co.uk> (adapted).

TEXT I

Building Blocks: The First Steps of Creating a Multicultural Classroom

Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A

multicultural classroom must thrive on these differences and use them as a foundation for growth and

development. Differences command work, resolution, openness, and understanding. Teachers who

address these differences and add them to the curriculum will succeed in creating a multicultural

5 classroom that will advance the educational goals of all students.

(...) Teachers in multicultural classrooms must be open to their students and put forth the effort

needed to get to know their students inside and outside of class. If a teacher is hesitant about being

open, the class will reciprocate and the students will become estranged from one another and the

teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new

10 and different things, sure of themselves in order to avoid taking things personally, and non-

judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being

prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and

folkways. Teachers must be open to what the students are doing and find out why they do what they

do. This openness will create communication in the class, which will ultimately develop into a

15 classroom that is learning, understanding, and culturally fluent.

In addition to openness, teachers must know the learning patterns of the students in their class.

Teachers must understand the learning patterns of the students who grew up in a culture other than

their own. Teachers who open themselves up to cultural difference will effectively handle culture

clash while teachers who assume that student A is rude and student B is dumb will close

20 communication in the classroom and destroy any hope of having a multicultural classroom. The best

way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural

differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will

create an open class and an open class will have open lines of communication that will create a positive

and beneficial learning environment for everyone.

25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when

evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)

showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in

children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"

(140). Showing appreciation of differences is very important because a teacher who does not show

30 appreciation of all the differences in their class will not get the chance to attempt any of the other five

principles. Teachers need to pay attention to their verbal and nonverbal language when he or she

responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the

teacher should avoid interrupting the student to provide the correct English version. Instead, the

teacher should thank the student for reading and then model the correct English version when she or

35 he speaks. However, the most important thing to remember about all classrooms is the premise that

every child is unique. All children are different and beautiful in their own way, no one student should

feel excluded from the class.

(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This

includes restructuring classroom evaluation and punishment techniques, but, more importantly, it

40 includes embracing difference and opening up the classroom for communication.

Larri Fish of Siena College

Read text III and answer questions 60 to 70:

Text III

The use of music and songs in the EFL classroom

There are quite a lot of positive sides of learning English via

the medium music. First of all it is a very positive way of

learning English. Music is a part of our everyday life and

especially young people are very familiar with music. If the

5 teacher provides the possibility of a positive access to a new

topic, the kids will learn the new things easier and with more

fun and readiness. I am sure that the one or the other pupil

turns out to be a little “music-expert”. This can strengthen the

self-consciousness of students who are not so good at other

10 areas because now they have the opportunity to show what

they know about a special artist or band. Another pro of

teaching language by using songs and music is that it is

something different for the students – it is an alternation to

the common methods of language learning, because it is not

15 only interested in input. Learning with music speaks more than

other language-learning-methods to the audio-channel of the

learner, which has the positive effect of training listening and

comprehending language which is modified in terms of

intonation, pronunciation and articulation. Music in the

20 classroom can also be arranged in corporation with teachers of

other subjects, so that kids have the opportunity to use and

practise the new knowledge in more than one subject.

Teachers of English could not only work together with teachers

of music, but also with teachers of German, religion, ethics and

25 history. There is a variety of different thematic blocks which

can be taught with the help of songs, for example cultural or

social studies, to name only two areas.

However, using music and songs as a method of language

teaching can also have negative effects. Not every student likes

30 singing, acting or working with music and songs. Some find it

embarrassing and childish, especially older students. If the

majority of a class consists of students who feel like that about

working with music and songs in the classroom, the teacher

should be aware of the problem that it will be hard to motivate

35 the pupils. It can also be that some pupils protest and even

refuse to do several activities given by the teacher. […] Another

problem for teachers is the question of the right choice of

songs. Nowadays the kids are crazy about music which is called

“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers

40 think that it is hard to fill the pupils of today with enthusiasm

by using Oldies.

Despite the fact that there are more positive effects of

learning a second language with songs and music than negative

ones, most teachers look at this method with mixed emotions.

45 Some are of the opinion that this is no real teaching and a

waste of time with some senseless activities. This is not true, of

course. Out of my own pupil-experience I can say that I have

learned quite a lot with the help of songs. I have acquired not

only a plenty of new words and vocabulary, but also several

50 idioms and many ways to express feelings.

(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)

The Role of Museums in Education

Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.

Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!

The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.

What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.

Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor.Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.

Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.

Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4