Questões de Inglês para Concurso
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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
What kind of text type is Text I?
Read the text to answer 39 and 40.
One day an Indian gentleman, a snake charmer, arrived in England by plane. He was coming from Bombay with two pieces of luggage. The big of them contained a snake. A man and a little boy was watching him at the customs area. The man said to the little boy “Go and speak to the gentleman”. When the little boy was speaking with the traveller, the thief took the big suitcase and went out quickly. When the victim saw that he cried, “Help me! Help me! A thief!” A police officer was in this corner whistle but it was too late. The thieves escaped with the big suitcase, took their car and went in the traffic. Later they had a big surprise because the suitcase contain a snake.
(ELLIS, Rod. Second Language Acquisition. Oxford University Press. Pag. 15-16.)
The use of “contained” (L 2) and “contain” (L 6) indicates:
Read the text to answer 39 and 40.
One day an Indian gentleman, a snake charmer, arrived in England by plane. He was coming from Bombay with two pieces of luggage. The big of them contained a snake. A man and a little boy was watching him at the customs area. The man said to the little boy “Go and speak to the gentleman”. When the little boy was speaking with the traveller, the thief took the big suitcase and went out quickly. When the victim saw that he cried, “Help me! Help me! A thief!” A police officer was in this corner whistle but it was too late. The thieves escaped with the big suitcase, took their car and went in the traffic. Later they had a big surprise because the suitcase contain a snake.
(ELLIS, Rod. Second Language Acquisition. Oxford University Press. Pag. 15-16.)
All items about the text are correct, EXCEPT:
The period from de 1970s through the 1980s witnessed a major paradigma shift in language teaching. The quest for alternatives to grammar-based approaches and methods led in several different directions. Mainstream language teaching embraced the growing interest in communicative approaches to language teaching. Alternative approaches and methods of the 1970s and 1980s have had a somewhat varied history, but each can be seen as stressing important dimensions of the teaching-learning process. Mark the item which represents an alternative approach or method.
Read the text to answer 33, 34 and 35.
As epoch-making as Gutenberg’s printing press, 3-D printing is changing the future.
By Roff Smith
Rocket engine parts, chocolate figurines, functional replica pistols, a Dutch canal house, designer sunglasses, a zippy two-seater car, a rowboat, a prototype bionic ear, pizzas — hardly a week goes by without a startling tour de force in the rapidly evolving technology of three-dimensional printing. What sounds like something out of Star Trek — the starship’s replicator could synthesize anything — is increasingly becoming a reality. Indeed, NASA is testing a 3-D printer on the International Space Station to see if it might provide a way to fabricate meals, tools, and replacement parts on long missions. Back on Earth, long-term business plans are being reimagined. Airbus envisions that by 2050 entire planes could be built of 3-D printed parts. GE is already using printers to make fuel-nozzle tips for jet engines. And interest isn’t limited just to corporate giants.
The high cost of tooling up a factory has long been a barrier to developing niche products. But now anyone with an idea and money could go into small-scale manufacturing, using computer-aided design software to create a threedimensional drawing of an object and letting a commercial 3-D printing firm do the rest. Since a product’s specifications can be “retooled” at a keyboard, the technology is perfect for limited production runs, prototypes, or one-time creations — like the one-third-scale model of a 1964 Aston Martin DB5 that producers of the James Bond film Skyfall had printed, then blew up in a climactic scene. And because a 3-D printer builds an object a bit at a time, placing material only where it needs to be, it can make geometrically complex objects that can’t be made by injecting material into molds — often at a considerable savings in weight with no loss in strength. It can also produce intricately shaped objects in a single piece, such as GE’s titanium fuel-nozzle tips, which otherwise would be made of at least 20 pieces. “People read about the fabulous things that are being made with 3-D printing technology, and they are led to believe that they will be able to make these things themselves at home and that what they turn out will be of a really high standard of workmanship, it won’t be.” Dr. Rowly, a tech expert says. While consumer printers may one day allow us to make whatever we like, Rowley envisions a different grassroots revolution, one where people can test ideas that once would never have made it off the back of an envelope.
(Available: http://ngm.nationalgeographic.com/2014/12/3d-printer.)
According to what the text mentions, 3-D printing is able to produce
Read the text to answer 33, 34 and 35.
As epoch-making as Gutenberg’s printing press, 3-D printing is changing the future.
By Roff Smith
Rocket engine parts, chocolate figurines, functional replica pistols, a Dutch canal house, designer sunglasses, a zippy two-seater car, a rowboat, a prototype bionic ear, pizzas — hardly a week goes by without a startling tour de force in the rapidly evolving technology of three-dimensional printing. What sounds like something out of Star Trek — the starship’s replicator could synthesize anything — is increasingly becoming a reality. Indeed, NASA is testing a 3-D printer on the International Space Station to see if it might provide a way to fabricate meals, tools, and replacement parts on long missions. Back on Earth, long-term business plans are being reimagined. Airbus envisions that by 2050 entire planes could be built of 3-D printed parts. GE is already using printers to make fuel-nozzle tips for jet engines. And interest isn’t limited just to corporate giants.
The high cost of tooling up a factory has long been a barrier to developing niche products. But now anyone with an idea and money could go into small-scale manufacturing, using computer-aided design software to create a threedimensional drawing of an object and letting a commercial 3-D printing firm do the rest. Since a product’s specifications can be “retooled” at a keyboard, the technology is perfect for limited production runs, prototypes, or one-time creations — like the one-third-scale model of a 1964 Aston Martin DB5 that producers of the James Bond film Skyfall had printed, then blew up in a climactic scene. And because a 3-D printer builds an object a bit at a time, placing material only where it needs to be, it can make geometrically complex objects that can’t be made by injecting material into molds — often at a considerable savings in weight with no loss in strength. It can also produce intricately shaped objects in a single piece, such as GE’s titanium fuel-nozzle tips, which otherwise would be made of at least 20 pieces. “People read about the fabulous things that are being made with 3-D printing technology, and they are led to believe that they will be able to make these things themselves at home and that what they turn out will be of a really high standard of workmanship, it won’t be.” Dr. Rowly, a tech expert says. While consumer printers may one day allow us to make whatever we like, Rowley envisions a different grassroots revolution, one where people can test ideas that once would never have made it off the back of an envelope.
(Available: http://ngm.nationalgeographic.com/2014/12/3d-printer.)
“The high cost of tooling up a factory has long been a barrier to developing niche products.” (L 9) matches:
Read the text to answer 33, 34 and 35.
As epoch-making as Gutenberg’s printing press, 3-D printing is changing the future.
By Roff Smith
Rocket engine parts, chocolate figurines, functional replica pistols, a Dutch canal house, designer sunglasses, a zippy two-seater car, a rowboat, a prototype bionic ear, pizzas — hardly a week goes by without a startling tour de force in the rapidly evolving technology of three-dimensional printing. What sounds like something out of Star Trek — the starship’s replicator could synthesize anything — is increasingly becoming a reality. Indeed, NASA is testing a 3-D printer on the International Space Station to see if it might provide a way to fabricate meals, tools, and replacement parts on long missions. Back on Earth, long-term business plans are being reimagined. Airbus envisions that by 2050 entire planes could be built of 3-D printed parts. GE is already using printers to make fuel-nozzle tips for jet engines. And interest isn’t limited just to corporate giants.
The high cost of tooling up a factory has long been a barrier to developing niche products. But now anyone with an idea and money could go into small-scale manufacturing, using computer-aided design software to create a threedimensional drawing of an object and letting a commercial 3-D printing firm do the rest. Since a product’s specifications can be “retooled” at a keyboard, the technology is perfect for limited production runs, prototypes, or one-time creations — like the one-third-scale model of a 1964 Aston Martin DB5 that producers of the James Bond film Skyfall had printed, then blew up in a climactic scene. And because a 3-D printer builds an object a bit at a time, placing material only where it needs to be, it can make geometrically complex objects that can’t be made by injecting material into molds — often at a considerable savings in weight with no loss in strength. It can also produce intricately shaped objects in a single piece, such as GE’s titanium fuel-nozzle tips, which otherwise would be made of at least 20 pieces. “People read about the fabulous things that are being made with 3-D printing technology, and they are led to believe that they will be able to make these things themselves at home and that what they turn out will be of a really high standard of workmanship, it won’t be.” Dr. Rowly, a tech expert says. While consumer printers may one day allow us to make whatever we like, Rowley envisions a different grassroots revolution, one where people can test ideas that once would never have made it off the back of an envelope.
(Available: http://ngm.nationalgeographic.com/2014/12/3d-printer.)
Indeed (L 4) means:
Read the text to answer 31 and 32.
Language aptitude
It has been suggested that people differ in the extent to which they possess a natural ability for learning an L2. This ability, known as language aptitude, is believed to be in part related to general intelligence but also to be in part distinct. Research involving language aptitude has focused on whether and to what extent language aptitude is related to success in L2 learning. Learners who score highly on language aptitude tests tipically learn rapidly and achieve higher levels of L2 proficiency than learners who obtain low scores. Furthermore, research has shown that this is so whether the measure of L2 proficiency is some kind of formal language text or a measure of more communicative language use.
(ELLIS, Rod. Second Language Acquisition. Oxford University Press. Pag. 73-74.)
Furthermore (L 5) introduces the idea of:
Read the text to answer 31 and 32.
Language aptitude
It has been suggested that people differ in the extent to which they possess a natural ability for learning an L2. This ability, known as language aptitude, is believed to be in part related to general intelligence but also to be in part distinct. Research involving language aptitude has focused on whether and to what extent language aptitude is related to success in L2 learning. Learners who score highly on language aptitude tests tipically learn rapidly and achieve higher levels of L2 proficiency than learners who obtain low scores. Furthermore, research has shown that this is so whether the measure of L2 proficiency is some kind of formal language text or a measure of more communicative language use.
(ELLIS, Rod. Second Language Acquisition. Oxford University Press. Pag. 73-74.)
Mark the item which is NOT a component of language aptitude.
Read the following text to answer the question. It's part of a 50-minute lesson plan for a group of pre-intermediate students in which the activities have been jumbled.
I. |
Teacher asks learners what animals make the best pets. |
II. |
Working in groups learners discuss the advantages and disadvantages of keeping pets in and out of the context of the text and then report them to the class. |
III. |
Teacher elicits/teaches essential vocabulary and writes it on the board. |
IV. |
Learner read the text (max. 2 mins.) to see whose predictions was closest to the story. |
V. |
Working in groups learners predict content of story from vocabulary and headline and then report their predictions to the class. |
VI. |
Learners read the text to answer more intensive reading questions. |
WATKINS, P. Learning to Teach English – a practical introduction for new teachers. Surrey, England: DELTA Publishing. 2006. p. 110. [Adaptado].
The activities that correspond to “fase de pré-leitura” as caracterized in the PCNs (1998) are
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
In the sentence “I was thrilled to see my students thrive in my classes”, the words 'thrilled' and 'thrive' mean, respectively,
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
The message one can grasp from John Dewey's claim in his famous quote "If we teach today as we taught yesterday, then we rob our children of tomorrow" is that education needs to
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
The teacher's recent acquired practice points to the state of online technology called Web 2.0 in which users
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
The objective of the first paragraph is to
Read the text which follows. Questions 61 to 66 are based on it.
I am a tacher who is fascinated by educational technology; I put it on a high pedestal; I value it and all the opportunities it creates in the classroom. Why? What is it that makes me do so? I did not grow up with technology; what is it that triggered in me the urge to learn about it and integrate it in my teaching? As I reflect on that, just three words come to my mind: “You won’t understand!” A few years ago, I asked "a friend of mine" a question about the new desktop he had just purchased and, as he was in a hurry, the only answer he could come up with was, “You won’t understand!” I was mad! How could he tell me that?! And this is when my passion for technology exploration started. I taught myself how to type; how to use the word processor; how to use email; how to browse the Internet; and, finally, how to create and design web pages for educational purposes. I spent endless hours in front of that computer screen, and not once did I even feel like giving up. As I was learning about technology, I started integrating it in my classrooms. I also taught my students how to create their own websites and publish their work. They were fascinated. They loved it! Suddenly, they were no longer working only "for the teacher" or "for a grade," they were working for a real, authentic audience. They started being extremely motivated to learn English as a Second/Foreign Language. Their whole attitude towards the language changed: it became the language of technology; the language of innovations; the language of new opportunities. I was thrilled to see my students thrive in my classes. I have always believed in John Dewey’s famous quote, "If we teach today as we taught yesterday, then we rob our children of tomorrow." So, it is our duty to teach today in a way that prepares our students for tomorrow. They are already halfway there... they have beaten us when it comes to technology; we should definitely catch up, and even more! It is crucial to acknowledge the importance of the role technology plays nowadays in schools. Integrating it in the classroom gives students the possibility of having a better future. |
Disponivel em: <www.nadasisland.com/tpack/> Acesso em: 17 abr. 2016.
[Adaptado].
An appropriate tittle for the text is
Ao mencionar uma atividade comum no ensino de leitura, como a solicitação de leitura em voz alta pelos estudantes, os PCNs (1998) argumentam que tal prática
Segundo os PCNs de língua estrangeira (1998), para que o processo de construção de significados de natureza sociointeracional seja possível, as pessoas utilizam três tipos de conhecimento. Ao chamar a atenção dos alunos para o título do texto a ser lido e solicitar que eles “think about the topic – what do you know about it?”, o professor de língua inglesa está acionando o conhecimento
Ao tratar da questão do método, os PCNs de língua estrangeira (1998) fazem uma breve discussão sobre a recorrente busca por um método ideal, afirmando que, no final da década de 1980, os métodos de ensino-aprendizagem
Scrivener (2005, p. 109) also claims that teachers “should be prepared to respond to the learners and adapt what they have planned as they go, even to the extent of throwing the plan away if appropriate.” This claim corresponds to which of the following teachers' approaches to planning?
In a chapter entitled 'Planning lessons and courses', Scrivener (2005) suggests that before teaching an actual class, it helps if a teacher is clear about what they want to do. Although one can not ever completely predict how learners will respond to anything in the class, a lot is going to happen and the better prepared a teacher is, the more likely it is that he/she will be ready to cope with whatever happens. In this sense, planning is a
Conheça nossos planos