Nos Referenciais Curriculares para a Rede Pública de Niterói (2010), pode-se encontrar um norteamento pedagógico em direção à busca da construção de uma identidade aberta à pluralidade cultural. Dentro desta lógica, o ensino da língua inglesa nas escolas deve buscar:
As questões 06 a 10 referem-se ao Texto 2.
Texto 2
Multicultural Education in Your Classroom
By: E.K. Garcia
America has always been referred to as a melting
pot, but ideally, it's a place where we strive to invite
everyone to celebrate exactly who they are. As the
US. population is becoming increasingly diverse and
technology makes the world feel increasingly
smaller, it is time to make every classroom a
multicultural classroom.
Multicultural education is more than celebrating
Cinco de Mayo with tacos and piñatas or reading
the latest biography of Martin Luther King Jr. It is an
educational movement built on basic American
values such as freedom, justice, opportunity, and
equality. It is a set of strategies aimed to address
the diverse challenges experienced by rapidly
changing U.S. demographics. And it is a beginning
step to shifting the balance of power and privilege
within the education system.
The goals of multicultural education include creating
a safe, accepting and successful learning
environment for all, increasing awareness of global
issues, strengthening cultural consciousness,
strengthening intercultural awareness, teaching
students that there are multiple historical
perspectives, encouraging critical thinking and
preventing prejudice and discrimination.
According to the National Association for
Multicultural Education (NAME), the advantages of
multicultural education are helping students develop
positive self-image, offering students an equitable
educational opportunity, allowing multiple
perspectives and ways of thinking, combating
stereotypes/prejudicial behavior and teaching
students to critique society in the interest of social
justice.
Contrary to popular belief, multicultural education is
more than cultural awareness, but rather an initiative
to encompass all under-represented groups (people
of color, women, people with disabilities, etc) and to
ensure curriculum and content including such
groups is accurate and complete.
Most curriculums focus more on North America and
Europe than any other region. Most students have
learned about genocide through stories of the
Holocaust, but do they know that hundreds of
thousands of people are being killed in places like
Darfur and Rwanda? Despite our close proximity to
Latin America, American schools typically spend
little time reading Latin American literature or
learning about the culture and history.
_______, multicultural education is most successful
when implemented as a schoolwide approach with
reconstruction of not only curriculum, but also
organizational and institutional policy. Educators
must be aware, responsive and embracing of the
diverse beliefs, perspectives and experiences. They
must also be willing and ready to address issues of
controversy.
These issues include, but are not limited to, racism,
sexism, religious intolerance, classism, ageism, etc.
(Adapted from http://www.teachhub.com/multiculturaleducation-your-classroom
Accessed on 21 April 2016)
In the fragment, “Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history.”, the underlined term can be substitute by:
As questões 13 a 15 referem-se ao Texto 4.
Texto 4
(…) 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, ________ 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 ________ theory is put into practice and at
_____ choices are made about the particular skills
to be taught, the content to be taught, and the order
in ______ the content will be presented; technique
is the level at _____ classroom procedures are
described.
(RICHARDS, J; ROGERS, T; SWAN, M. (1999) Approaches and
Methods in Language Teaching. Cambridge: CUP. 15th edition)
Observe the fragments below: “He identified three levels of conceptualization and organization, _________ he termed approach, method, and technique.” “…method is the level at ________ theory is put into practice and at _____ choices are made about the particular skills to be taught, the content to be taught, and the order in ______ the content will be presented; technique is the level at _____ classroom procedures are described.” The best sequence to fill in the blanks in the following sentences is:
“A aprendizagem de uma língua estrangeira deve garantir ao aluno seu engajamento discursivo, ou seja, a capacidade de se envolver e envolver outros no discurso. Isso pode ser viabilizado em sala de aula por meio de atividades pedagógicas centradas na constituição do aluno como ser discursivo, ou seja, sua construção como sujeito do discurso via Língua Estrangeira.” (PCNs, 1998:19) Aponta-se como característica desta perspectiva de ensino de língua estrangeira o desenvolvimento:
As questões 06 a 10 referem-se ao Texto 2.
Texto 2
Multicultural Education in Your Classroom
By: E.K. Garcia
America has always been referred to as a melting
pot, but ideally, it's a place where we strive to invite
everyone to celebrate exactly who they are. As the
US. population is becoming increasingly diverse and
technology makes the world feel increasingly
smaller, it is time to make every classroom a
multicultural classroom.
Multicultural education is more than celebrating
Cinco de Mayo with tacos and piñatas or reading
the latest biography of Martin Luther King Jr. It is an
educational movement built on basic American
values such as freedom, justice, opportunity, and
equality. It is a set of strategies aimed to address
the diverse challenges experienced by rapidly
changing U.S. demographics. And it is a beginning
step to shifting the balance of power and privilege
within the education system.
The goals of multicultural education include creating
a safe, accepting and successful learning
environment for all, increasing awareness of global
issues, strengthening cultural consciousness,
strengthening intercultural awareness, teaching
students that there are multiple historical
perspectives, encouraging critical thinking and
preventing prejudice and discrimination.
According to the National Association for
Multicultural Education (NAME), the advantages of
multicultural education are helping students develop
positive self-image, offering students an equitable
educational opportunity, allowing multiple
perspectives and ways of thinking, combating
stereotypes/prejudicial behavior and teaching
students to critique society in the interest of social
justice.
Contrary to popular belief, multicultural education is
more than cultural awareness, but rather an initiative
to encompass all under-represented groups (people
of color, women, people with disabilities, etc) and to
ensure curriculum and content including such
groups is accurate and complete.
Most curriculums focus more on North America and
Europe than any other region. Most students have
learned about genocide through stories of the
Holocaust, but do they know that hundreds of
thousands of people are being killed in places like
Darfur and Rwanda? Despite our close proximity to
Latin America, American schools typically spend
little time reading Latin American literature or
learning about the culture and history.
_______, multicultural education is most successful
when implemented as a schoolwide approach with
reconstruction of not only curriculum, but also
organizational and institutional policy. Educators
must be aware, responsive and embracing of the
diverse beliefs, perspectives and experiences. They
must also be willing and ready to address issues of
controversy.
These issues include, but are not limited to, racism,
sexism, religious intolerance, classism, ageism, etc.
(Adapted from http://www.teachhub.com/multiculturaleducation-your-classroom
Accessed on 21 April 2016)
According to the text, Multiculturalism Education has become an important issue in American classrooms because they:
As questões 06 a 10 referem-se ao Texto 2.
Texto 2
Multicultural Education in Your Classroom
By: E.K. Garcia
America has always been referred to as a melting
pot, but ideally, it's a place where we strive to invite
everyone to celebrate exactly who they are. As the
US. population is becoming increasingly diverse and
technology makes the world feel increasingly
smaller, it is time to make every classroom a
multicultural classroom.
Multicultural education is more than celebrating
Cinco de Mayo with tacos and piñatas or reading
the latest biography of Martin Luther King Jr. It is an
educational movement built on basic American
values such as freedom, justice, opportunity, and
equality. It is a set of strategies aimed to address
the diverse challenges experienced by rapidly
changing U.S. demographics. And it is a beginning
step to shifting the balance of power and privilege
within the education system.
The goals of multicultural education include creating
a safe, accepting and successful learning
environment for all, increasing awareness of global
issues, strengthening cultural consciousness,
strengthening intercultural awareness, teaching
students that there are multiple historical
perspectives, encouraging critical thinking and
preventing prejudice and discrimination.
According to the National Association for
Multicultural Education (NAME), the advantages of
multicultural education are helping students develop
positive self-image, offering students an equitable
educational opportunity, allowing multiple
perspectives and ways of thinking, combating
stereotypes/prejudicial behavior and teaching
students to critique society in the interest of social
justice.
Contrary to popular belief, multicultural education is
more than cultural awareness, but rather an initiative
to encompass all under-represented groups (people
of color, women, people with disabilities, etc) and to
ensure curriculum and content including such
groups is accurate and complete.
Most curriculums focus more on North America and
Europe than any other region. Most students have
learned about genocide through stories of the
Holocaust, but do they know that hundreds of
thousands of people are being killed in places like
Darfur and Rwanda? Despite our close proximity to
Latin America, American schools typically spend
little time reading Latin American literature or
learning about the culture and history.
_______, multicultural education is most successful
when implemented as a schoolwide approach with
reconstruction of not only curriculum, but also
organizational and institutional policy. Educators
must be aware, responsive and embracing of the
diverse beliefs, perspectives and experiences. They
must also be willing and ready to address issues of
controversy.
These issues include, but are not limited to, racism,
sexism, religious intolerance, classism, ageism, etc.
(Adapted from http://www.teachhub.com/multiculturaleducation-your-classroom
Accessed on 21 April 2016)
The word “consciousness” is formed by a process called suffixation. The word formed by the same process is:
As questões 13 a 15 referem-se ao Texto 4.
Texto 4
(…) 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, ________ 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 ________ theory is put into practice and at
_____ choices are made about the particular skills
to be taught, the content to be taught, and the order
in ______ the content will be presented; technique
is the level at _____ classroom procedures are
described.
(RICHARDS, J; ROGERS, T; SWAN, M. (1999) Approaches and
Methods in Language Teaching. Cambridge: CUP. 15th edition)
In accordance with the descriptions of approach, method and technique, the alternative that presents two techniques is:
A questão 20 refere-se ao Texto 5.
Texto 5
“In discussing tense, we concentrated on location of
a situation. In order to talk about ASPECT, we have
to look inside the situation. In terms of its internal
dimensions, a situation may be represented as fixed
or changing, it may be treated as lasting for only a
moment or having duration, and it can be viewed as
completed or as ongoing. These are aspectual
distinctions.
Because aspect has to do with the kind of situation
perceived or experienced, it can be expressed both
lexically and grammatically." (YULE, 2000;62)
According to YULE (2000), when we are discussing tense, we need to look at the location of a given situation. However, when the issue is aspect, we need to look inside the situation itself. Taking into consideration both the lexical and grammatical aspects of the verb, the sentence that describes that at this time I look back at myself in an activity viewed internally as in progress is:
As questões 03 a 05 referem-se ao Texto 1.
Texto 1
“John Reed was a schoolboy of fourteen years old;
four years older than I, for I was but ten: large and
stout for his age, with a dingy and unwholesome
skin; thick lineaments in a spacious visage, heavy
limbs and large extremities. He gorged himself
habitually at table, which made him bilious, and
gave him a dim and bleared eye and flabby cheeks.
He ought now to have been at school; but his mama
had taken him home for a month or two, „on account
of his delicate health.‟ Mr. Miles, the master,
affirmed that he would do very well if he had fewer
cakes and sweetmeats sent him from home; but the
mother‟s heart turned from an opinion so harsh, and
inclined rather to the more refined idea that John‟s
sallowness was owing to over-application and,
perhaps, to pining after home. John had not much
affection for his mother and sisters, and an antipathy
to me. He bullied and punished me; not two or three
times in the week, nor once or twice in the day, but
continually: every nerve I had feared him, and every
morsel of flesh in my bones shrank when he came
near. There were moments when I was bewildered
by the terror he inspired, because I had no appeal
whatever against either his menaces or his
inflictions; the servants did not like to offend their
young master by taking my part against him, and
Mrs. Reed was blind and deaf on the subject: she
never saw him strike or heard him abuse me,
though he did both now and then in her very
presence, more frequently, however, behind her
back."
(Extract from http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/jane_eyre_nt.pdf
Accessed on 20 April 2016.)
In the fragment, “…she never saw him strike
or heard him abuse me, though he did both now and
then in her very presence, more frequently,
however, behind her back.…", the underlined clause
is an example of a:
As questões 06 a 10 referem-se ao Texto 2.
Texto 2
Multicultural Education in Your Classroom
By: E.K. Garcia
America has always been referred to as a melting
pot, but ideally, it's a place where we strive to invite
everyone to celebrate exactly who they are. As the
US. population is becoming increasingly diverse and
technology makes the world feel increasingly
smaller, it is time to make every classroom a
multicultural classroom.
Multicultural education is more than celebrating
Cinco de Mayo with tacos and piñatas or reading
the latest biography of Martin Luther King Jr. It is an
educational movement built on basic American
values such as freedom, justice, opportunity, and
equality. It is a set of strategies aimed to address
the diverse challenges experienced by rapidly
changing U.S. demographics. And it is a beginning
step to shifting the balance of power and privilege
within the education system.
The goals of multicultural education include creating
a safe, accepting and successful learning
environment for all, increasing awareness of global
issues, strengthening cultural consciousness,
strengthening intercultural awareness, teaching
students that there are multiple historical
perspectives, encouraging critical thinking and
preventing prejudice and discrimination.
According to the National Association for
Multicultural Education (NAME), the advantages of
multicultural education are helping students develop
positive self-image, offering students an equitable
educational opportunity, allowing multiple
perspectives and ways of thinking, combating
stereotypes/prejudicial behavior and teaching
students to critique society in the interest of social
justice.
Contrary to popular belief, multicultural education is
more than cultural awareness, but rather an initiative
to encompass all under-represented groups (people
of color, women, people with disabilities, etc) and to
ensure curriculum and content including such
groups is accurate and complete.
Most curriculums focus more on North America and
Europe than any other region. Most students have
learned about genocide through stories of the
Holocaust, but do they know that hundreds of
thousands of people are being killed in places like
Darfur and Rwanda? Despite our close proximity to
Latin America, American schools typically spend
little time reading Latin American literature or
learning about the culture and history.
_______, multicultural education is most successful
when implemented as a schoolwide approach with
reconstruction of not only curriculum, but also
organizational and institutional policy. Educators
must be aware, responsive and embracing of the
diverse beliefs, perspectives and experiences. They
must also be willing and ready to address issues of
controversy.
These issues include, but are not limited to, racism,
sexism, religious intolerance, classism, ageism, etc.
(Adapted from http://www.teachhub.com/multiculturaleducation-your-classroom
Accessed on 21 April 2016)
According to the author, it can be said that one of the gains of multicultural education is to:
When teaching reading skills, teachers need to teach different ways of reading a text. The instruction which is related to reading for gist is represented by:
Choose the correct sequence of the synonyms of the following phrasal verbs: turn up, bring off, keep on, put off, break in:
As questões 03 a 05 referem-se ao Texto 1.
Texto 1
“John Reed was a schoolboy of fourteen years old;
four years older than I, for I was but ten: large and
stout for his age, with a dingy and unwholesome
skin; thick lineaments in a spacious visage, heavy
limbs and large extremities. He gorged himself
habitually at table, which made him bilious, and
gave him a dim and bleared eye and flabby cheeks.
He ought now to have been at school; but his mama
had taken him home for a month or two, „on account
of his delicate health.‟ Mr. Miles, the master,
affirmed that he would do very well if he had fewer
cakes and sweetmeats sent him from home; but the
mother‟s heart turned from an opinion so harsh, and
inclined rather to the more refined idea that John‟s
sallowness was owing to over-application and,
perhaps, to pining after home. John had not much
affection for his mother and sisters, and an antipathy
to me. He bullied and punished me; not two or three
times in the week, nor once or twice in the day, but
continually: every nerve I had feared him, and every
morsel of flesh in my bones shrank when he came
near. There were moments when I was bewildered
by the terror he inspired, because I had no appeal
whatever against either his menaces or his
inflictions; the servants did not like to offend their
young master by taking my part against him, and
Mrs. Reed was blind and deaf on the subject: she
never saw him strike or heard him abuse me,
though he did both now and then in her very
presence, more frequently, however, behind her
back."
(Extract from http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/jane_eyre_nt.pdf
Accessed on 20 April 2016.)
In the fragment, “He gorged himself habitually at table, which made him bilious, and gave him a dim and bleared eye and flabby cheeks…”, the underlined term can be best replaced by:
A questão 11 refere-se ao Texto 3.
Texto 3
Why teach reading?
There are many reasons why getting students to
read English texts is an Important part of the
teacher‟s job. In the first place, many of them want
to be able to read texts in English either for their
careers, for study purposes or simply for pleasure.
Anything we can do to make reading easier for them
must be a good idea.
Reading is useful ___other purposes too: any
exposure to English, (provided students understand
it more or less) is a good thing for language
students. At the very least, some of the language
sticks ___ their minds as part of the process ___
language acquisition, and, if the reading text is,
especially interesting and engaging, acquisition is
likely to be even more successful.
Reading texts also provide good model ____
English writing. When we teach the skill of writing,
we will need to show students models _____ what
we are encouraging them to do.
Reading texts also provide opportunities ______
study language vocabulary, grammar, punctuation,
and the way We construct sentences, paragraphs
and texts. Lastly, good reading texts can introduce
interesting topics, stimulate discussion, excite
imaginative responses and be the springboard
______ well-rounded, fascinating lessons.
Adapted from http://mozva.blogspot.com.br/2014/10/how-toteach-reading-by-jeremy-harmer.html
Accessed on 21 April 2016)
The best sequence of prepositions to fill in the blanks is:
Read the fragment from the news below:
a.“Donald Trump will change Republican party rules
to make the nomination process more uniform if
he becomes the GOP presidential candidate..." The
Guardian (Extracted from http://www.theguardian.com/usnews/2016/apr/21/trump-to-change-nomination-
rules-if-he-becomes-gop-nominee-ben-carson-says
Accessed on 23 April
2016)
b.“Izzi Seccombe, the LGA‟s community wellbeing
spokeswoman, said: „We want restaurant owners to
play their part in tackling childhood obesity by
offering families tap water‟." The Guardian (Extracted
from http://www.theguardian.com/society/2016/apr/23/restaurants-told-to-give-all-families-tap-water-to-fight-
childhood-obesity
Accessed on 23 April 2016)
c.“During the trial, the jury asked to be shown round
the „House of Horrors‟ – for once the cliche seemed
appropriate – where the Wests had carried out most
of their killings. The judge, Mr Justice Mantell, said
that a journalist could accompany them, and mine
was the name picked out of the hat." The Guardian
(Extracted from http://www.theguardian.com/uk-news/2016/
apr/23/duncan-campbell-cops-robbers-and-me Accessed on 23
April 2016)
d.“If we had been sophisticated and calculating we
never would have started." The Guardian (Extracted
from http://www.theguardian.com/stage/2016/apr/23/cloud-gatetaiwan-dance-song-wanderers
Accessed on 23 April 2016)
The sentences underlined are classified,
respectively: