Prova - Pedagogia - PROFESSOR-INGLES - CESPE - SEDUC - 2018

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Profissão:	Pedagogia
Cargo:	PROFESSOR-INGLES
Órgão:	SEDUC
Banca:	CESPE
Ano:	2018
Nível:	Superior

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GOVERNO DO ESTADO DE ALAGOAS

SECRETARIA DO PLANEJAMENTO, GESTÃO E PATRIMÔNIO DO ESTADO DE ALAGOAS

CONCURSO PÚBLICO PARA PROVIMENTO DE VAGAS NO CARGO DE PROFESSOR DA SECRETARIA DE

ESTADO DA EDUCAÇÃO DE ALAGOAS

Aplicação: 1.º/4/2018

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Cargo 9: PROFESSOR – ESPECIALIDADE: INGLÊS

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CESPE | CEBRASPE – SEDUC/AL – Aplicação: 2018

CONHECIMENTOS ESPECÍFICOS

In recent years, there has been a dramatic change in

the reach of English language teaching all over the world and

an increasing demand for competent English language teachers,

as well as for language programmes that can offer the English

language skills and competencies needed by today's global

citizens. The teaching of English consumes a considerable

portion of available educational resources in many countries,

and English is not necessarily a neutral product offering equal

opportunities for all. English teachers, therefore, need to

appreciate the special status English has in modern life,

what its costs and benefits are to those who try to learn it,

the different motivations learners may have for learning

English and the different circumstances in which they learn it.

The English language has a complex status in today's

world. For some people, it is acquired as a first language.

For some, it may be learned at school, and may be essential for

academic and professional success. For others, it may represent

a subject that they are required to study in school, but for which

they have no immediate need. And English means different

things to people in different parts of the world. For some, it

may arouse positive feelings as the language of pop culture,

the media and social networking. For others, it may have

associations with colonialism, exploitation, elitism or social

and economic inequality.

English today has a unique status, as a consequence

of the role it plays around the world and its function as an

international or world language. It has been described as the

world's lingua franca. Although some 380 million people speak

it as a first language in countries like Australia, Canada, the

United States and Great Britain, a further 600 million people

use it, alongside other languages, as a second language — in

countries like Nigeria, India and the Philippines. And another

one billion people are studying it, at any one time, as a foreign

language, in countries like China, South Korea, France,

Germany, Russia and Brazil.

Jack C. Richards. Key issues in language learning. CUP, 2015 (adapted).

Based on the ideas and linguistic aspects of the text above,

judge the items below.

The expression “all over the world” (R.2) is synonymous with

worldwide.

In the fragment “English teachers, therefore, need to appreciate

the special status English has” (R. 9 and 10), “appreciate”

means like or enjoy.

In the fragment “a unique status” (R.25), the use of the article

“a” can be explained by the sound of the semivowel at the

beginning of “unique”.

The sentence: “For some people, it is acquired as a first

language” (R.15) can be correctly rewritten as For some

people, it has acquired as a first language.

It can be inferred from the text that there should be three

distinct approaches to the teaching of English, depending on

how and why students acquire this language.

In terms of word formation, the adjective “international” (R.27)

is a case of affixation, as a prefix and a suffix have been added

to the root of the word nation.

The word “economic”, in “economic inequality” (R.24), could

be replaced by economical, without changing the meaning of

the text.

It can be inferred from the text that some students of English

resent it because of the negative feelings that colonialism

inspires.

In the fragment “in countries like Australia, Canada, the United

States and Great Britain” (R. 29 and 30) “like” can be correctly

replaced with such.

In “Although some 380 million people speak it as a first

language” (R. 28 and 29), the word “some” means more than.

The spread of English is often linked to globalization,

since it provides for high levels of interconnectedness among

nation states and local economies and cultures. The fact that

English has become the primary language for communication

within international organizations such as the United Nations,

the Council of Europe and the European Union is an example

of such globalization. However, globalization has contributed

as much to the “idea” of English as it has to its actual role in

communication. In other words, in many parts of the world,

English represents an image in popular imagination, established

through the media, advertising and so on, rather than a practical

necessity or reality for many people.

Scholars and educationists differ in their attitudes

towards the global spread of English. Some think this spread is

natural, inevitable, neutral and beneficial, and have been

accused of English triumphalism. The British linguist David

Crystal suggests that English fosters cultural opportunity and

promotes a climate of international intelligibility. Others see

the spread of English as threatening local cultures, languages

and identities. The phrase “linguistic imperialism” was used to

explain how English has come to play a key role in maintaining

the economic and political dominance of some societies over

others. Because of the role of English as the dominant

international language, the theory of linguistic imperialism

asserts that other languages have been prevented from going

through processes of development and expansion, and have

been allocated a secondary status, along with the cultures they

represent. Proponents of the theory of linguistic imperialism

view the English language teaching industry as contributing to

the propagation of the economic, cultural or religious values of

dominant world powers.

Idem. Ibidem (adapted).

Concerning the previous text and its linguistic aspects, judge the

following items.

The ideia contained in the fragment “since it provides for high

levels of interconnectedness” (R.2) can also be correctly

expressed as because it makes profound interconnectedness

possible.

In the text, the words “primary” (R.4) and “dominant” (R.23)

mean basically the same thing, both referring to the current

status of the English language in the world.

The expression “In other words” (R.9) means besides.

According to the text, in some countries, the need to learn,

speak or use English is artificially created by powerful

ideological means or mechanisms.

It can be concluded from the text that supporters of the

linguistic imperialism view defend the dominant role English

plays in the world nowadays.

The subject of the verbal form “is”, in the fragment “is an

example of such globalization” (R. 6 and 7), is “English” (R.4).

According to the text, it can be said that experts in language

seem to hold differing views on the dissemination of English

in many parts of the world.

In the fragment “rather than a practical necessity or reality for

many people”(R. 11 and 12), “rather than” means instead of.

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In the passage “The British linguist David Crystal suggests that
English fosters cultural opportunity” (R. 16 and 17), the word
“that” can be omitted without this making the sentence
grammatically incorrect.

The fragment “to play a key role in” (R.21) can be correctly
rewritten as to have a leading part in, without changing the
meaning of the text.

Motivation is typically defined as the forces that help

explain the stimulation, selection, direction, and continuation
of behaviour. Nevertheless, many teachers have at least two
major mistaken ideas about motivation that prevent them from

using this concept with maximum effectiveness. One
misconception is that some students are unmotivated. Strictly
speaking, that is not an accurate statement. As long as a student

chooses goals and expends a certain amount of effort to
achieve them, he is, by definition, motivated. What teachers
really mean is that students are not motivated to behave in the

way teachers would like them to behave. The second
misconception is that one person can directly motivate another.
This view is inaccurate because motivation comes from

within  a  person.  What  you  can  do,  with  the  help  of  the
various  motivation  theories  that  teachers  have  developed,
is  create  the  circumstances  that  influence  students  to  do

what you want them to do.

Many factors determine whether the students in your

classes will be motivated or not motivated to learn. You should

not be surprised to discover that no single theoretical
interpretation of motivation explains all aspects of student
interest or lack of it. Different theoretical interpretations do,

however, shed light on why some students in a given learning
situation are more likely to want to learn than others.
Furthermore, each theoretical interpretation can serve as the

basis for the development of techniques for motivating students
in the classroom.

Internet: <https//college.cengage.com> (adapted).

Judge the following items according to the ideas of the previous text
and its linguistic aspects.

The notions that students have no motivation and that an
individual can be directly motivated can make a teacher’s job
very difficult.

According to the text, the source of motivation is found inside
a person.

The fragment “prevent them from using” (R. 4 and 5) can be
correctly replaced with prevent them to use.

In “As long as a student chooses goals” (R. 7 and 8), “as long
as” means after a long time.

The deletion of “do” in “Different theoretical interpretations
do, however, shed light” (R. 22 and 23) would not change the
meaning of the fragment.

The Japanese practice of shinrin-yoku — literally

translated as “forest bathing” — is based on a simple premise:
immerse yourself in the forest, absorb its sights, sounds, and
smells, and you will reap numerous psychological and

physiological benefits. The Forest Agency of Japan launched
a campaign to introduce the activity in 1982, and, since then,
its popularization there has been matched by a stream

of supporting research concerning the role that nature can
play in human health. Studies have shown that regular exposure
to forest environments can lower blood pressure and anxiety,

reduce anger, and strengthen the immune system. The
forest-bathing spirit has gained followers in the United States,
too: you can now sign up to join the national Forest Bathing

Club (whose registration form includes a field for “spirit
animal”), or apply to become a certified forest-therapy
guide. Or you can simply go to a local greenspace, disconnect,

and listen to the trees.

Internet: <www.newyorker.com> (adapted).

Concerning the ideas and linguistic aspects of the previous text,
judge the following items.

This is an informative text whose main objective is to present
the Japanese practice of shinrin-yoku.

It can be said that practitioners of shinrin-yoku go to the forest
to take baths in lakes and rivers.

According to the text, shinrin-yoku is one of the oldest
Japanese traditional rituals.

The verb phrase “has been matched” (R.7) is an example of a
passive voice construction.

It can be concluded from the text that the Forest Agency of
Japan decided to launch the campaign to popularize
shinrin-yoku because research has shown the benefits of nature
for human health.

According to the text, there are several benefits for people who
frequently spend time in the forest.

In the sentence “Studies have shown that regular (…) and
strengthen the immune system” (R. 9 to 11), the verb “have”
could be omitted and the sentence would still be grammatically
acceptable.

If the word “followers” (R.12) were replaced by adepts, there
would be a significant change in meaning in the sentence.

It can be inferred that the mentioning of ‘spirit animal’ (R. 14
and 15) in the registration forms for the American Forest
Bathing Club means that members of this Club are allowed to
take their pets to the forest with them.

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Internet: <http://tvtropes.org>.

Based on the cartoon and the vocabulary and language used in it,

judge the items below.

The sentence on the first balloon is an example of informal

spoken language.

In the last balloon, “weird” is synonymous with strange,

bizarre.

The three verbs in the second square — “watch”, “put” and

“push” — are in the imperative form.

The boy does not understand that a toast is a slice of bread that

is exposed to heat from a grill or fire.

A man in Britain has ruptured his throat by

suppressing a particularly forceful sneeze.

This behavior, doctors warn, could damage your ears

or even burst a brain aneurysm.

The 34-year-old man turned up at an emergency

department after pinching his nose and closing his mouth to

stop his sneezing. He felt a pop as the sneeze ripped through

his throat and made his soft tissue swell. His throat began to

hurt when he swallowed, and his voice changed.

The rupture was so serious that doctors kept the man

in hospital for a week. He was fed by a tube through his nose

and treated with antibiotics in case of infection in the chest

cavity. He made a full recovery.

A ruptured throat is an extremely rare consequence of

stifling a sneeze. Holding back a sneeze can cause ear damage

and, in some cases, even the rupture of a brain aneurysm.

While incredibly unlikely, this side effect could be deadly.

Halting a sneeze via blocking nostrils and mouth is a

dangerous maneuver and should be avoided, as it may lead to

numerous complications.

Internet: <www.newsweek.com> (adapted).

Concerning the previous text and its linguistic aspects, judge the

following items.

The story presented in the article is based on superstition and

unscientific beliefs.

In the phrase “34-year-old man” (R.5), the noun “year” is in the

singular because it is part of an adjective.

In the sentence “This behavior, doctors warn, could damage

your ears or even burst a brain aneurysm” (R. 3 and 4), the

pronoun “your” could be substituted by one’s with no relevant

change in meaning.

The man was unable to eat normally while he was in hospital.

The man was treated with antibiotics because he caught an

infection.

At the time the article was written, the man was still ill.

Deadly brain aneurysms caused by holding back sneezes are

extremely rare.

The phrase “should be” (R.19) can be replaced with might be

without changing the meaning of the sentence.

There are two modal verbs in the last sentence of the text.

An Italian postman has been arrested after 573 kg of

undelivered mail was found in the garage of his home in

Vicenza. The mail included leaflets from 2010 regional

elections, tax forms and utility bills.

Police were called to the home of the 56-year-old man

to make the arrest. It’s been described as the biggest ever

seizure of undelivered mail in Italy.

The postal service in the northern city of Vicenza will

deliver the mail to the intended recipients.

In Italy, the “violation, misappropriation or

destruction” of mail is a criminal offence punishable by up to

1 year in prison. In the meantime, the bad postie has been

suspended by the postal service.

Internet: <http://theshortnews.com> (adapted).

On the previous text and the vocabulary used in it, judge the items

below.

There was less than half a ton of mail in the postman’s garage.

The postman was arrested and received a one-year prison

sentence.

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In the last sentence of the text, “postie” (R.12) is an informal

way to refer to the postman.

Os Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM)

para a disciplina da língua inglesa orientam educadores acerca

de objetivos que garantem aos alunos o direito de usufruir

de um conjunto de conhecimentos necessários para o exercício

da cidadania relacionados a essa língua. A esse respeito, julgue

os itens subsequentes.

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O conhecimento e o uso da língua inglesa devem permitir

ao aluno o acesso a diversos tipos de conhecimento sobre

outras culturas e outros grupos sociais.

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Ao final do ensino médio, o aluno deve ser capaz de distinguir

regionalismos da língua inglesa, gírias utilizadas por diferentes

grupos sociais, linguagem formal e informal, e compreender

o uso de vocábulos em diferentes contextos.

103

De acordo com os PCN, o objetivo do ensino de língua inglesa

no ensino médio é permitir que o aluno adquira o

conhecimento de nível básico da língua, para comunicar-se

de maneira simples.

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104

Os PCN são explícitos quanto à necessidade de que o aluno

do ensino médio seja capaz de usar os mecanismos de

coerência e coesão na produção escrita, devido às avaliações

que vai enfrentar, como vestibulares e concursos, mas nada

mencionam a respeito do uso desses mecanismos na

modalidade oral da língua.

Julgue os itens seguintes, acerca do processo avaliativo da língua

inglesa na educação básica.

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O aprendizado da língua inglesa deve ser avaliado

primordialmente por meio de avaliações quantitativas, de modo

a classificar os alunos, preparando-os para os vestibulares.

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A avaliação qualitativa está associada à aprendizagem

significativa e deve ser feita em conjunto por alunos

e professores.

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A avaliação integrada ao ensino não dá ênfase ao processo

de ensino-aprendizagem, mas ao produto desse processo.

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A avaliação formativa possibilita a adequação dos conteúdos

às necessidades e aos interesses dos alunos de língua inglesa.

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A avaliação somativa é pontual, tem caráter institucional

e permite classificar o processo de ensino-aprendizagem.

Acerca das competências e habilidades a serem desenvolvidas

no ensino da língua inglesa de acordo com os PCNEM, julgue

os próximos itens.

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O ensino de um idioma estrangeiro deve se pautar na formação

profissional.

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Por envolver tanto a gramática da língua quanto seus aspectos

culturais e sociais, a aprendizagem do inglês relaciona-se

a outras disciplinas.

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O aprendizado de inglês permite ao aluno inserir-se no mundo

globalizado e desenvolver competências que o preparam

para o mercado de trabalho.

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O domínio da competência sociolinguística, da competência

estratégica e da competência discursiva é menos importante

que o domínio da competência gramatical no ensino

da língua inglesa.

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É obrigatória a adoção dos PCNEM para Línguas Estrangeiras

pelos professores de línguas das escolas brasileiras.

Aprender a avaliar é aprender conceitos teóricos sobre

avaliação, mas, concomitantemente a isso, aprender a praticar

a avaliação, traduzindo-a em atos do cotidiano. Aprender conceitos

é fácil, o difícil mesmo é passar da compreensão para a prática.

Cipriano Carlos Luckesi. Avaliação da Aprendizagem

Escolar: Estudos e Proposições. São Paulo: Cortez, 2011.

Tendo o fragmento de texto precedente como referência inicial,

julgue os itens subsequentes, relativos a avaliação.

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A avaliação engloba testes que servem como instrumento

de verificação de conhecimento dos alunos.

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Avaliar é uma prática que engloba ensinar ao aluno a ser

autodidata e a compreender o seu modo de aprender.

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Na seleção do tipo de avaliação a ser adotado, o professor

deve evitar provocar frustrações do aluno, que impediriam

o aprendizado do discente.

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A avaliação permite a coleta de dados que pode guiar

as escolhas do professor de línguas quanto aos procedimentos

a ser adotados durante o processo de ensino-aprendizagem.

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A avaliação formativa inclui a autoavaliação dos estudantes.

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O professor de línguas estrangeiras define as metas e os

critérios a serem usados durante a avaliação para distinguir

o aluno que tem competência linguística daquele que não

a tem; e também para puni-lo caso julgue necessário.

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Prova - Pedagogia - PROFESSOR-INGLES - CESPE - SEDUC - 2018

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