SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO
UNIVERSIDADE FEDERAL DE SANTA CATARINA
PROVA DE CONHECIMENTOS ESPECÍFICOS
ÁREA DE CONHECIMENTO: COMUNICAÇÃO E EXPRESSÃO
DISCIPLINA: INGLÊS – 5a à 8a SÉRIE DO ENSINO FUNDAMENTAL
DIA: 13/02/2005
HORÁRIO: 14:00 às 18:00 horas
O tempo total concedido para a resolução das provas objetivas (Conhecimentos Gerais +
a(s) disciplina(s) de Conhecimentos Específicos) é de 4 (quatro) horas, incluindo o tempo
destinado ao preenchimento do cartão de respostas.
INSTRUÇÕES
Confira o número de inscrição e o nome do candidato indicados abaixo. Assine no local indicado.
A interpretação das questões é parte integrante da prova, não sendo permitidas perguntas aos fiscais.
Não destaque folhas da prova.
No cartão de respostas, confira seu nome, seu número de inscrição e a(s) disciplina(s). Examine se há
marcações indevidas no campo destinado às suas respostas. Se houver, reclame imediatamente.
Ao transcrever suas respostas, verifique se você está utilizando o local indicado para a
disciplina correspondente.
Verifique, nos cadernos de prova, se faltam folhas, se a seqüência de questões, no total de 20 (vinte),
está correta e se há imperfeições gráficas que possam causar dúvidas. Comunique imediatamente ao
fiscal qualquer irregularidade.
Para cada questão são apresentadas 5 (cinco) alternativas diferentes de respostas (A, B, C, D e E).
Apenas uma delas constitui a resposta correta em relação ao enunciado da questão.
Utilize somente caneta esferográfica com tinta azul ou preta.
Questões em branco ou que contenham mais de uma resposta ou emendas ou rasuras não serão
consideradas.
Durante a realização das provas é vedada a consulta a livros, revistas, folhetos ou anotações, bem
como o uso de máquinas de calcular ou qualquer equipamento elétrico ou eletrônico, inclusive telefones
celulares, sob pena de eliminação do candidato do Concurso.
Somente será permitido ao candidato entregar a sua prova após 30 (trinta) minutos de seu início.
Ao encerrar a prova, entregue ao fiscal de sua sala o cartão de respostas devidamente assinado e os
cadernos de provas.
___________________________________________
ASSINATURA DO(A) CANDIDATO(A)
INSCRIÇÃO
NOME DO(A) CANDIDATO(A)
LOCAL
SETOR / GRUPO / ORDEM
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
2
INGLÊS
Clearly the purpose for including English as a subject in the curriculum will vary from place to
place, but in their general rationale, statements of educational policy usually invoke the importance of its
role as a means of international communication. Since, as we have seen, this takes the form of different
global registers whereby experts communities conduct their internal affairs, in science, technology,
business, and so on, it would seem reasonable to suggest that one way of defining purpose would be in
reference to these specialist domains of use. English is included in the curriculum because it promises to
provide its learners with the necessary qualification they need to be members of these expert
communities.
From: WIDDOWSON, H.G. Defining Issues in English Language Teaching.
Oxford: OUP, 2003, p. 56.
01) Select the CORRECT alternative.
According to the text, ...
A(
B(
C(
D(
)
)
)
)
E( )
English has spread as an international language because of political circumstances.
international communication is the fundamental reason to include English in the curriculum.
expert communities are mainly made up of native speakers of English.
knowledge of English is the only qualification necessary to be a member of an expert
community.
specialists in science, technology, and business have control over the varieties of English.
02) Which question can CORRECTLY be answered according to the text above?
A(
B(
C(
D(
E(
)
)
)
)
)
How many global registers are there?
Where can learners obtain information about the specialist domains of use?
How can we specify objectives for teaching English?
Which are the most important expert communities?
Who formulates the statements of educational policy?
03) Select the alternative which best completes the text above.
A ( ) Standard English, then, is not simply a means of communication but the symbolic
possession of a particular community, expressive of its identity, its conventions, and
values.
B ( ) If, however, English is to be an international means of communication, the evolution of
different and autonomous Englishes would seem to be self-defeating.
C ( ) Learning the language used for medicine is an entry condition on membership of the
medical community, and in many parts of the world the language happens to be a register
of English.
D ( ) Registers relate to domains of use, to areas of knowledge and expertise which cross
national boundaries and are global of their very nature.
E ( ) This promise is in some ways a delusion, but nevertheless it is represented as a primary objective
and motivation for millions of English learners all over the globe.
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
3
Natural and instructional settings
Natural acquisition contexts should be understood as those in which the learner is exposed to the
language at work or in social interaction or, if the learner is a child, in a school situation where most of
the other children are native speakers of the target language and where the instruction is directed toward
native speakers rather than toward learners of the language.
The traditional instruction environment is one where the language is being taught to a group of
second or foreign language learners. In this case, the focus is on the language itself, rather than on
information which is carried by the language. The teacher’s goal is to see to it that students learn the
vocabulary and grammatical rules of the target language. Input is structurally simplified and sequenced.
The goal of the learners in such courses is often to pass an examination rather than to use the language
for daily communicative interaction.
Communicative instruction environments also involve learners whose goal is learning the
language itself, but the style of instruction places the emphasis on interaction, conversation, and the
language use, rather than on learning about the language. The topics which are discussed in the
communicative instruction environment are often topics of general interest to the learner, for example,
how to reply to a classified advertisement from a newspaper. (...) In these classes, the focus may
occasionally be on language itself, but the emphasis is on using the language rather than talking about it.
The language which teachers use for teaching is not selected on the basis of teaching a specific feature
of the language, but on teaching learners to use the language in a variety of contexts. Students’ success
in these courses is often measured in terms of their ability to ‘get things done’ in the second language,
rather than on the accuracy in using certain grammatical features.
From: LIGHTBOWN, P.M. & Spada, N. How Languages are Learned.
Oxford: OUP, 1998, p. 70.
04) In this passage, the author’s main objective is to...
A(
B(
C(
D(
)
)
)
)
consider the difficulties of trying to make classroom environment less traditional.
argue that communicative instruction can be a solution for most teaching problems.
focus on the advantages of learning a second language in a natural instructional setting.
present and compare the characteristics of the different contexts for second or foreign language
learning.
E ( ) criticize teaching approaches which place emphasis on forming habits and practicing
grammatical structures in isolation.
05) According to the text, what are some of the characteristics of traditional instruction
environments?
1.
2.
3.
4.
5.
Accuracy tends to be given priority over meaningful interaction.
Students’ success is, in general, measured through formal assessment tools.
There is very little correction because students do not make many mistakes.
Linguistic items are presented and practiced in isolation, one at a time.
The learner observes or participates in many different types of language events.
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
1
2
1
2
1
-
2
3
4
3
3
-
4
5
5
4
5
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
4
06) According to the text, what are some of the characteristics of communicative instruction
environments?
1.
2.
3.
4.
5.
The learner is surrounded by the language for many hours each day.
A variety of discourse types are introduced through stories, role playing, etc.
Students often feel great pressure to speak or write correctly in the second language from
the very beginning.
There is the use of ‘real life’ materials, such as newspapers and television broadcasts.
Input is made comprehensible by the use of contextual cues, rather than through structural
grading.
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
1
1
2
1
2
-
3
2
4
3
3
-
5
4
5
4
5
07) Select the CORRECT alternative.
Which of the following ideas are discussed in the text?
A ( ) There is evidence that learners have difficulty with basic structures of the language in
programs which offer no form-focused instruction.
B ( ) In communicative language teaching classrooms, meaning is emphasized over form.
C ( ) Many teachers are reluctant to try out classroom practices which go against the prevailing
trends in their educational contexts.
D ( ) Successful learners have generally had exposure to the foreign language outside the
classroom.
E ( ) Teachers should try to become more aware of the principles which guide teachers in their
language teaching methods and techniques.
Read the following text in order to answer questions 8 and 9:
Various theories exist to explain what is involved when we read, and much of what we know
about reading and literacy comes from research on first language learners. However, current research
generally views reading as an interactive process, involving a text, a reader, and a social context within
which the activity of reading takes place. In reading, “an individual constructs meaning through a
transaction with a written text that has been created by symbols that represent language. The
transaction involves the reader’s acting on or interpreting the text, and the interpretation is influenced by
the reader’s past experiences, language background, and cultural framework, as well as the reader’s
purpose for reading” (Hudelson 1994, p. 130).
From: CELCE-MURCIA, M. (Ed).
Teaching English as a Second or Foreign Language. Heinle & Heinle, 2001, p. 154.
08) Select the CORRECT alternative.
What is the topic of the text?
A(
B(
C(
D(
E(
)
)
)
)
)
Research on first language literature.
Reading for comprehension.
The reading process.
Becoming literate in a second language.
Background knowledge and culture.
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
5
09) Select the CORRECT ending for the following sentence, according to the text above.
Readers recognize and get meaning from words they see in print, and...
A ( ) use their background knowledge to begin forming a mental notion of the topic.
B ( ) have to wait until they are orally fluent to begin learning to read and write.
C ( ) for this reason, it is important to provide abundant exposure to functional, meaningful use of
written language.
D ( ) may need assistance with developing an understanding of the component skills involved.
E ( ) the process can be simpler if the reading materials present a lower level of difficulty.
10) Read the following text:
One of the general component skills which have been identified as part of the complex process of
reading concerns content and world background knowledge – prior knowledge of text-related information
and a shared understanding of the cultural information involved in a text.
From: CELCE-MURCIA, M. (Ed).
Teaching English as a Second or Foreign Language. Heinle & Heinle, 2001, p. 154.
Keeping in mind the considerations above, read the text below and identify the best reasons for a
teacher to use it with young/teenage EFL students.
Curls are Out
Straight hair is better. Or so you would surmise by the number of women
resorting to a Japanese technology called thermal reconditioning.
Costing between $300 to $700, this procedure, which involves coating
the hair with an acid derivative and ironing it in sections, is arduous and
time consuming but guarantees a result that lasts for months. Big fans of
the treatment include celebrities Madonna, Gwyneth Paltrow, Penelope
Cruz and Jennifer Aniston.
From: Speak Up, São Paulo, Ano XV, no 183, p. 6, August 2002.
1.
2.
3.
4.
5.
The possibility to compare and contrast aspects of the foreign language culture and the leaners’
culture.
The topic of the text is familiar and close to the students’ personal experiences.
The need to increase vocabulary and structural knowledge necessary for literacy development.
The text in English can be compared to a text on the same or similar topic, in the learners’
native language, to highlight different cultural approaches.
The ability to reflect on what the learner is doing and the strategies employed while reading.
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
2
1
1
2
1
-
3
2
4
3
3
-
5
4
5
4
5
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
6
11) Read the following text:
There are three major lines of research concerning the effect of text-structure instruction on the
improvement of reading comprehension.
1. One line of research involves the impact of raising awareness of specific text structures.
2. A second line of research involves the development of awareness of text structure through
general graphic organizers.
3. A third line involves the exploration and training on reading strategies.
From: http://exchanges.state.gov/education/engteaching
(adapted)
Based on the text above, match each item in the following list to one of the three lines of research.
(
(
(
(
(
(
)
)
)
)
)
)
Summarization
Problem-solution
Semantic maps
Underlining main points
Description
Tree diagrams
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
1–1–3–2–1–2
1–3–2–3–3–1
2–2–1–2–2–3
3–1–3–2–3–1
3–1–2–3–1–2
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
7
12) Read the following text:
Readers must learn how to talk about texts to discover what makes them work. In order to be able
to do so, readers must be aware that there is a distinction between what a text says, does, and means,
and that this distinction is crucial in shaping discussions about texts. Three modes of response to texts
mirror the distinction between what a text says, does, and means:
 Restatement
restating what the text says
talking about the original topic
 Description
describing what a text does
identifying aspects of the text
 Interpretation analyzing what a text means
finding underlying meaning
From: http://www.criticalreading.com
Take the Nursery Rhyme:
Mary had a little lamb,
Its fleece was white as snow,
And everywhere that Mary went
The lamb was sure to go.
Based on the text, match the “discussions’ about the text on the right with the corresponding mode of
responses on the left.
1. Restatement
2. Description
3. Interpretation
( ) Mary had a lamb that followed her everywhere.
( ) An image of innocent devotion is conveyed by the story of a
lamb’s devotion to its mistress.
( ) The nursery rhyme talks about a pet that followed its mistress
everywhere.
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
1–2–3
1–3–2
2–3–1
3–1–2
2–1–3
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
8
13) Read the following text:
Most discussions of genre draw on the definitions given by Martin (1984) or Swales (1990). For
Martin, a genre is a ‘staged, goal-oriented, purposeful activity in which speakers engage as members of
our culture’. For Swales, a genre ‘comprises a class of communicative events, the members of which
share some set of communicative purposes’ (...). Martin provides the following examples of genres:
making a dentist’s appointment, buying vegetables, telling a story, writing an essay, applying for a job,
writing a letter to the editor, inviting someone for dinner, and so on (...). The concept of genre provides a
way of holistically exploring why a discourse is the way it is, through a consideration of its linguistic
features, social context, and purpose. Moreover, genre would seem to be a potentially very powerful
pedagogic tool in that it provides a way of looking at what students have to do linguistically – what kinds
of discourses in terms of text structures and organization they have to be able to understand and
produce in speech and writing.
From: KAY, H. & DUDLEY-EVANS, T. Genre: what teachers think. ELT Journal Vol 52/4, 1998, p. 308.
(adapted)
Based on the text, mark the statement(s) which best characterize(s) a genre-based teaching
approach, in all its aspects.
I. A genre-based teaching approach aims to raise awareness of the structure and purpose of texts
of different genres.
II. A genre-based teaching approach explores the text as a linguistic, social, and meaningful event,
and aims at empowering learners with strategies to understand and replicate them.
III. A genre-based teaching approach aims to empower the learner with the strategies necessary to
replicate texts of different purposes and structures in his/her own production.
Select the alternative which contains the CORRECT statement(s):
A(
B(
C(
D(
E(
)
)
)
)
)
I and II only.
I and III only.
II only.
III only.
I, II and III.
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
9
14) Read the following text:
Classroom activities designed for genre-based instruction operate at three levels of analysis.
First, they explore the situational (or contextual) level of the text, in general, drawing from learners’ life
histories. Second, they explore the discursive level, that is, the organizational structure of texts. Then,
the activities explore the linguistic-discursive aspects, focusing on linguistic units that characterize the
specific genre of the text.
From: LOUSADA, E. Braz-Tesol Newsletter, March 2003, p. 12.
(adapted)
Based on the text, match the features on the right with the corresponding level of analysis on the left.
1. Situational level
2. Discursive level
3. Linguistic-discursive level
(
(
(
(
(
(
)
)
)
)
)
)
Argumentation
Calling a maintenance service
Cohesion
Deciding where to go on the weekend
Description
Vocabulary
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
3–1–3–1–3–2
2–1–3–1–2–3
1–2–3–2–1–3
1–3–2–3–3–1
2–1–1–3–2–1
15) How could you classify the following texts?
TRESPASSERS
WILL BE
PROSECUTED
Please place your
purchases here
FISHING: PERMIT
HOLDERS ONLY
Lunches now
being served
NO BILLSTICKING
Pay and
Display
Clearance sale starts
today
Flat to let
From: MCCARTHY, M. & O’DELL, F. Vocabulary in Use. CUP, 1994.
Select the CORRECT alternative.
A(
B(
C(
D(
E(
)
)
)
)
)
Cartoon
Advertisement
Messages
Notices
Traffic Signs
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
10
16) Using the texts of question 15 in a genre-based language class, teacher and students were engaged
in a series of activities to explore meaning and form. Match the activities on the right with the
corresponding level of analysis on the left. (Refer to the text in question 14).
1. Situational level
2. Discursive level
3. Linguistic-discursive level
( ) They explored the characteristics of the texts in terms
of purpose and organization.
( ) They discussed where the texts can be seen, what
the corresponding texts in the students’ native
language are, to whom each text is directed, and so
on.
( ) They explored the grammatical structure and the
lexical choices of the text.
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
1–2–3
3–2–1
3–1–2
2–3–1
2–1–3
17) Read the following text:
The idea of intertextuality permeates modern foreign language instruction. The basic premise
guiding the exploration of texts is that each text exists within a vast ‘society of texts’ in various genres
and media...no text is an isolated island. Texts are constructed more by their intertextuality than by their
authors. A text is constituted, strictly speaking, only in the moment of its reading. Thus the reader's own
previous readings, experiences and position within the cultural formation also constitute crucial
intertexts.
From: http://www.iath.virginia.edu/elab and
http://www.uta.edu/english/hawk/semiotics
(adapted)
Which statements are True (T) and which are False (F), according to the text?
(
(
(
(
)
)
)
)
Texts are independent units.
Texts exist in relation to other texts.
Texts are framed by other texts.
Texts are the result of the direct interaction between texts and their authors.
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
F–T–T–F
F–T–F–T
T–F–T–T
T–T–F–F
T–F–F–F
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
11
18) Read the following text:
Three main themes in Vygotsky's complex theory are the importance of culture, the central role of
language, and what the author calls the ‘zone of proximal development’ (ZPD). Vygotsky’s social
cognition learning model asserts that culture is the main determinant of individual development. Humans
are the only species to have created culture. Culture makes language possible. Language is a tool for
organizing thinking because it bears the concepts. It is a primary form of interaction through which adults
transmit to the child the rich body of knowledge that exists in the culture. The most important application
of Vygotsky's theory to education is his concept of a zone of proximal development. The potential for
cognitive development depends upon the ZPD, which can be characterized as the discrepancy between
children's mental age and the level they reach in solving problems with assistance. Thus full
development of the ZPD depends upon full social interaction. There is no single ZPD for individuals
because the zone varies with culture, society, and experience. The larger the zone, the better students
will learn in school. The process of schooling is not addressed in Vygotsky’s work, however, he made
statements about instruction that have been compiled to connect how instructional technologists can
benefit from his analysis and studies.
From: http://web.archive.org/; http://facultyweb.cortland.edu/andersmd/vyg/theory.htmL and
WERTSCH, J. V. Vygotsky and the social formation of mind. Harvard University Press, 1985.
(adapted)
According to the text, Vygotsky proposed that...
I - first language acquisition develops independently of the cultural environment.
II - language acquisition is brought about by social processes.
III - there is a difference between what children can do on their own and what they can do with help
– this difference is the zone of proximal development.
IV - language ultimately makes thought possible.
V - his research on classroom intruction was left for application.
Select the alternative which contains the CORRECT statements.
A(
B(
C(
D(
E(
)
)
)
)
)
II, III, and IV only.
I and II only.
I, IV and V only.
II, III, and V only.
II, IV and V only.
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
12
19) Read the following text:
In Mind in Society (1978) Vygotsky states that "every function in the child's cultural development
appears twice: first, on the social level, and later, on the individual level (...). This applies equally to
voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate
as actual relationships between individuals." (p. 57).
From: http://tip.psychology.org/vygotsky.html
Considering the first sentence in the quotation, which of the following statements are TRUE (T) and
which are FALSE (F)?
( ) Every function in the child's cultural development appears twice: first, in social exchanges, and
then, inside the child.
( ) Every function in the child's cultural development appears twice: first, on the intrapsychological
level, and then, on the interpsychological level.
( ) Every function in the child's cultural development appears twice: first, with peers or adults, and
later, with the self, as "inner speech”.
( ) Every function in the child's cultural development appears twice: first, characterizing interaction,
and later, introspection.
Select the alternative which contains the CORRECT sequence from top to bottom.
A(
B(
C(
D(
E(
)
)
)
)
)
T–F–F–F
F–F–T–F
F–T–T–F
T–F–T–T
F–T–F–T
20) Read the following text:
Although most language is intended to be monosemic, having only one meaning, the rhetoric of
advertising, songs and jokes, among other types of texts, shows that language is not monosemic, but
clearly polysemic, that is, has a multiplicity of meanings. A constant claim in Bakhtin’s work is that this
multiplicity is true of all expression. Dialogism is the word the author gave to the competition of several
voices within a text. Apart from dialogue itself, it refers to other forms of a diversity of voices, as in
parody. In a plural society, texts coded for the informed reader may be read in quite different ways.
From: http://www.english.upenn.edu/~jlynch
http://www.uwasa.fi/hut/vakki/symposium99/porter.html
(adapted)
20) Consider how the following texts best relate to the main idea of the text above.
Sign at the dry cleaner's window: "Drop your pants here."
Sign in a realtor's office: "Lots for little."
A(
B(
C(
D(
E(
)
)
)
)
)
Both texts allow parody.
The texts are jokes.
The texts work with polysemy.
Each word has a different meaning.
The texts work with rhetorical language.
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
13
SECRETARIA DE ESTADO DA EDUCAÇÃO E INOVAÇÃO – CONCURSO PÚBLICO
14