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 Concurso Público para a Secretaria de Estado de Educação – 2013
LínguaInglesa
ReadTextIandanswerquestions01to10:
50 awarenessareallpresentedasadvantagesofearlyexposure
TextI
EnglishStudy
EnglishincreasinglybelongstononͲnativespeakers
 Not surprisingly, English teaching theory has evolved
 rapidly in the last two decades according to the changing
55 academicEnglishastheirnativespeakingpeers,andthreeto
 student population. Linguists and English teaching
 professionalsmoreandmoreviewsuccessfulcommunication
5 astheendgoalofEnglishlanguageinstructionratherthanan
 inflexiblestandardofcorrectnessornativeͲlikepronunciation.
 In a world in which more than threeͲfourths of all English
60 help students to set realistic milestones for themselves and
 speakers are nonͲnative, ownership of the English language
 has clearly shifted from the historic centers in the United
10 Kingdom and the United States. Most communication in
 English today is between nonͲnative speakers, who usually
 accept nonͲstandard grammar and pronunciation as long as
 communication remains clear. Anecdotally, many nonͲnative
 EnglishspeakersreporteasiercommunicationinEnglishwith
15 other nonͲnative speakers than with native speakers. Native
 speakers tend to be less tolerant of perceived errors,
 differences in pronunciation, and nonͲstandard grammar.
 They are also less skilled in achieving successful
 communicationbecauseoftheseobstacles.
20 English learning is focusing on communication and
 application
 Accordingly,studiessuggestthatEnglishteachinginallits
 forms needs to shift towards teaching successful
 communication strategies, and student performance should
25 bemeasuredalongthosesamelines.Itwilltakeyearsbefore
 this shift can propagate into classrooms and test centers
 around the world, but students with this type of
 communicationͲbased training will be far better suited to
 tomorrow’sworkplacethanthosememorizinggrammarrules.
30 Even native English speakers working in multilingual
 environments benefit from training in careful listening and
 rephrasing tactics to achieve smoother communication with
 nonͲnativespeakers.
 Inrelationtolearningasecondlanguageasthetextpresentsit,
Myths and truths about age and English language
35 acquisition
 Despite the increasingly young age at which students
 aroundtheworldarebeginningtheirEnglishstudies,thereis
 no scientific proof of a critical period for learning a second
 language. That is to say that there is no cutoff point after
40 which languageͲlearning becomes nearly impossible.
 Language learning abilities decline slowly and steadily with
 age after a peak in late childhood, although many adults are
 still extremely effective language students. Starting younger
 obviously allows for more total years of language education.
45 However, studies show that older children (8–12) are
 generally faster at learning English and maintain their

Página 2 – Tipo 1 – Cor Branca
FGV-Projetos
advantage even after several years of study. For younger
children, development of sound and pattern recognition,
linguistic curiosity and playfulness, and metaͲlinguistic
toforeignlanguages.[…]
Regardless of starting age, general consensus in the
academic community is that even in fullͲimmersion settings
children need four to seven years to be as competent in
five years to be as fluent orally. In the partialͲimmersion
environment in which most students learn English, a far
longertimeframeisrequired.Moregeneralrecognitionthat
completeproficiencyinalanguageisalongͲtermgoalwould
committotheirstudyprogramsaccordingly.
(Adaptedfromhttp://www.ef.se/__/~/media/efcom/epi/pdf/EFͲEPIͲ2011)
01
ThemainideaofTextIisthe
(A) importanceofmemorizingrulesofgrammarandsyntax.
(B) proficiency and competence required of a language
teacher.
(C) influence of nonͲnative English speakers on language
teaching.
(D) difficulty nonͲnative children have to learn a foreign
language.
(E) responsibilityassignedtonativespeakerstokeeplanguage
identity.
02
Inthefirstparagraph,theauthormakescleartothereaderthat
(A) students should practice pronunciation and grammar
repeatedly.
(B) the rhythm and stress of the language must be produced
correctly.
(C) it is very hard to distinguish between a native and a nonͲ
nativespeaker.
(D) communication should be the main goal when teaching a
foreignlanguage.
(E) most nonͲnative speakers are more fluent and competent
thannativespeakers.
03
markthestatementsbelowastrueTorfalseF.
()Teenagers learn slowly because they have many other
interests.
()Thereisnoevidenceofabestmomentforstartingtolearn
asecondlanguage.
()Adults learn faster than children because they have more
focusandlifeexperience.
Thestatementsare,respectively,
(A) F,TandF.
(B) T,FandT.
(C) F,FandT.
(D) T,TandF.
(E) F,TandT.
Professor de Educação Básica II – Língua Inglesa
FGV-Projetos Concurso Público para a Secretaria de Estado de Educação – 2013

04 09
Observethesentence“inthelasttwodecadesaccordingtothe According to the text, “For younger children, development of
changingstudentpopulation”(lines2and3). sound and pattern recognition, linguistic curiosity and
Heretheword“changing”isa(n) playfulness…areallpresentedasadvantagesofearlyexposure
(A) conjunction. to foreign languages” (lines 47Ͳ51). Indicate the alternative
which best describes the method which is in line with this
(B) adjective.
statement (based on Jalil and Procailo, 2009, in
(C) adverb. http://www.pucpr.br/eventos/educere/educere2009/anais/pdf/2044_2145.pdf\):
(D) noun. (A) Gamesandspeechperformancesareusedsothatstudents
(E) verb. learnnotonlywhattosaybuthowtodoit.
(B) Reading is privileged but it goes hand in hand with the
05 acquisitionofvocabularyandspeech.
Thefollowingstatementsreflectsomeinterestingobservations (C) The rules are explained to the students, who then master
theauthormakes: themthroughgrammarexercises.
I. NonͲnative English speakers tend to find interaction with (D) Thestudyconcentratesontranslatingliterarytextstoallow
other nonͲnatives less difficult than carrying out fullreadingoftextsinEnglish.
conversationalexchangeswithnatives. (E) Language skills are acquired by means of a mechanical
II. Native English speakers have a lot to gain if they practice processofresponseandstimulus.
ways in which they may communicate more easily with
nonͲnativespeakers. 10
III. NativespeakersofEnglisharealwaysreadytoputupwith The verb in “English language has clearly shifted from the
mistakes in grammar and pronunciation that nonͲnatives historiccenters”(lines8and9)canbereplaced,withoutchange
maymake. inmeaning,by
Choosethecorrectanswer: (A) hasmoved.
(A) OnlyIiscorrect. (B) hasgained.
(B) OnlyIIiscorrect. (C) hasprofited.
(C) OnlyIIIiscorrect. (D) hasborrowed.
(D) BothIandIIarecorrect. (E) hasrecovered.
(E) BothIIandIIIarecorrect.
ReadTextIIandanswerquestions11to15:
06 TextII
Theverbinthefragment“maintaintheiradvantage”(lines46
This is the firstof a series of articles in which the author
and47)canbereplacedwithoutanychangeinmeaningby:
discusses the reasons why there is a need to rethink the
(A) keepup.
teachingofcultureinELT.
(B) keepoff.
(C) keepback. Whatdowemeanby'culture'?
(D) keepunder. 5 Many teachers quote the Dutch psychologist Geert
(E) keepdown. Hofstede’s maxim ‘Software of the Mind’, the subtitle of his
2005 book ‘Cultures and Organisations’. What culture covers
07 are the commonly held traditions, values and ways of
The underlined word in “far better suited to tomorrow’s behavingofaparticularcommunity.Itincludeswhatweused
workplace than those memorizing grammar rules”
10 to call ‘British and American life and institutions’, ‘daily life’
(lines28Ͳ29)refersto:
andalsoculturalartefacts,suchastheartsorsports.Thisisall
(A) rules.
(B) years. interesting and sometimes useful knowledge and it is often
(C) centers. includedintextbooks.
(D) speakers. However,thereisalsoanotherlevelofunderstanding,of
(E) students. 15 culture. This is how you develop cultural sensitivity and
cultural skill. This covers how you build cultural awareness,
08 what qualities you need to deal successfully with other
ratherthanin“ratherthananinflexiblestandardofcorrectness cultures, and how to operate successfully with people from
ornativeͲlikepronunciation”(lines5and6)canbereplacedby:
othercultures[…]
(A) butfor.
(B) exceptfor. 20 Culture–thefifthlanguageskill
(C) insteadof. Why should we consider the teaching of a cultural skills
(D) apartfrom. setaspartoflanguageteachingandwhyshouldweconsider
(E) inadditionto. it a fifth language skill, in addition to listening, speaking,
readingandwriting?Ithinktherearetworeasons.Oneisthe


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 Concurso Público para a Secretaria de Estado de Educação – 2013 FGV-Projetos

25 international role of the English language and the other is 11
 globalisation. According to the author, culture is now called the fifth
 language skill by a number of researchers because, among
 Many now argue that the role of the English language in
otherreasons,it
the curriculum is a life skill and should be taught as a core
 curriculum subject like maths, and the mother tongue. The
(A) dealsexclusivelywithone’sowntraditionsandvalues.
(B) valuesacurriculumbasedmostlyonancienttraditions.
30 reason for this is globalisation and the fact that to operate
(C) ismoreeasilyadaptabletoacomputerizedsociety.
 internationally people will need to be able to use a lingua
(D) overemphasizestheimportanceofartsandsports.
 franca. For the next twenty to thirty years at least, that
 (E) helpsoneunderstandtheexistenceofdifferences.
languageislikelytobeEnglish.ThatmeansthatEnglishwillbe
 acorecommunicativeskillandwillneedtobetaughtearlyin 12
35 theschoolcurriculum.ManycountriesnowintroduceEnglish When the writer states that the lingua franca for the next
 at eight years old and many parents introduce their children twenty or thirty years is “likely to be English” (line 33), he
 to English at an even younger age, using ‘early advantage’ evaluatesthissituationas
 (A) quiteprobable.
programmes.
 Thesecondargumentisglobalisationitself.Youcouldsay,
(B) terriblydubious.
(C) hardlysuspected.
40 ‘We are all internationalists now’. We are or will be dealing (D) seldomapproved.
 withforeignersinourcommunity,goingabroadmore,dealing (E) absolutelycertain.
 at a distance with foreigners through outsourcing or email,
 phone and videoͲconferencing. And this isn’t just for adults. 13
 Kids are interchanging experience and information through The text predicts that “English will be a core communicative
45 travel, keypal schemes and networks like Facebook. skill” (lines 33 and 34). To this purpose, some activities have
 This is the time to develop the intercultural skills that will alreadybeenproposed(seeAlmeidaFilhoandBarbirato,2000).
 servetheminadultlife. Allthestatementsbelowmentionactivitieswherethisgoalcan
 beachieved,except
 Up until recently, I assumed that if you learned the (A) Studentsperformtaskssuchasreadingmapsorfollowinga
 language,youlearnedtheculturebutactuallyitisn’ttrue.You setofinstructions.
50 can learn a lot of cultural features but it doesn’t teach you (B) Practicing a verb form in decontextualized sentences must
 sensitivity and awareness or even how to behave in certain beprivileged.
 situations. What the fifth language skill teaches you is the (C) Anauthenticsettinginwhichthestudentisaskedtoopen
 thewindow.
mindsetandtechniquestoadaptyouruseofEnglishtolearn
 (D) Reporting conversations, puzzles, and problemͲsolving can
 about, understand and appreciate the values, ways of doing beuseful.
55 things and unique qualities of other cultures. It involves (E) Any activity which involves the students in an actual
 understanding how to use language to accept difference, to situation.
 be flexible and tolerant of ways of doing things which might
 14
be different from yours. It is an attitudinal change that is

expressedthroughtheuseoflanguage. Consider the fragment “some of the ‘nitty gritty’ operational
 issues”(lines63and64)andanalysetheassertionsbelow.
60 Conclusion
I. Thisfragmentindicatesaformalwayofdiscussingeveryday
 These are some of the big picture issues I would be practice.

delighted to exchange ideas on with you. In the next article II. Byusingthisexpressiontheauthoristryingtobeinformal

andfriendly.
 we can look in more detail at some of the ‘nitty gritty’
III. This is an informal tone to discuss the basic facts of the
 operational issues that teachers and materials developers
matter.
65 havetodealwithintheirdailylives.
Choosethecorrectanswer.
 IlookforwardtomeetingyouontheNet.
(A) OnlyIiscorrect.
(adaptedfromhttp://www.teachingenglish.org.uk/articles/cultureͲfifthͲlanguageͲ
skillͲSubmittedbyBarryTomalinon29September,2008) (B) OnlyIIIiscorrect.
(C) BothIandIIarecorrect.
(D) BothIIandIIIarecorrect.
(E) Allthreeassertionsarecorrect.


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15 and difficulties, exactly how to apply and teach reflective
The expression “I look forward to meeting you on the Net” 40 practiceeffectivelyhasbecomesomethingofaconundrum.
(line66)implies (fromhttp://www.open.ac.uk/cetlͲ
(A) askingforadvice. workspace/cetlcontent/documents/4bf2b48887459.pdf)
(B) offeringsomehelp.
(C) feelingsomeconcern. 16
(D) showinglittlecontempt. Themainobjectiveofthispaperistopresent
(E) anticipatingwithpleasure. (A) theoreticalconsiderations.
(B) materialsforclassroomuse.
ReadTextIIIandanswerquestions16to30: (C) usefulexamplesforstudents.
TextIII (D) empiricalresultsfromresearch.
Reflectingon‘Reflectivepractice’ (E) reasonsforundertakingthepractice.
LindaFinlay,Phd,BA(Hons),DipCOT
ThePracticeͲBasedProfessionalLearningCentre/TheOpenUniversity 17
AdiscussionpaperpreparedforPBPLCETL/January2008 According to Text III, it is assumed that reflective practice
demandssomedecisionswhichinclude
 “Maybe reflective practices offer us a way of trying to
 make sense of the uncertainty in our workplaces and the (A) ateacherͲcenteredapproachtoteaching.
 (B) toomuchexperienceandcompetence.
courage to work competently and ethically at the edge of (C) exclusivefocusonthesocialcontext.

 orderandchaos…”(Ghaye,2000,p.7) (D) anassessmentofcurrentpractices.
5 Reflective practice has burgeoned over the last few (E) thedesignofnewmethodologies.
 decadesthroughoutvariousfieldsofprofessionalpracticeand
 education. In some professions it has become one of the 18
 Inrelationtoreflectivepracticeaspresentedinthetext,mark
defining features of competence, even if on occasion it has
 thestatementsbelowastrueTorfalseF:
 been adopted Ͳ mistakenly and unreflectively Ͳ to rationalise
()Ithasbeenspreadingrapidly.
10 existingpractice.Theallureofthe‘reflectionbandwagon’lies
 in the fact that it ‘rings true’ (Loughran, 2000). Within ()Itwillsoonbecomeoutdated.
 differentdisciplinesandintellectualtraditions,however,what ()Itsdefinitionisnotmanifold.
 Thestatementsare,respectively:
isunderstoodby‘reflectivepractice’variesconsiderably(Fook
 (A) T,TandF.
 et al, 2006). Multiple and contradictory understandings of
(B) F,FandT.
15 reflective practice can even be found within the same
(C) F,TandF.
 discipline. Despite this, some consensus has been achieved
(D) T,FandT.
 amid the profusion of definitions. In general, reflective
 (E) T,FandF.
practiceisunderstoodastheprocessoflearningthroughand

 from experience towards gaining new insights of self and/or 19
20 practice (Boud et al 1985; Boyd and Fales, 1983; Mezirow, Readthestatementsbelowandcheckwhethertheyreflectthe
 1981,Jarvis,1992).Thisofteninvolvesexaminingassumptions author’sopinionornot.
 of everyday practice. It also tends to involve the individual I. Practitioners are expected to do away with all their
 previousexperiences.
practitioner in being selfͲawareand critically evaluating their
 II. Practitioners should evaluate their previous experiences
 ownresponsestopracticesituations. withalotofcare.
25 The point is to recapture practice experiences and mull III. Practitioners will never be in a position to carry out
 themovercriticallyinorder to gainnewunderstandingsand reflectiveteachingproperly.
 so improve future practice. This is understood as part of the
Choosethecorrectanswer.
 process of lifeͲlong learning. Beyond these broad areas of

(A) OnlyIiscorrect.
 agreement,however,contentionanddifficultyreign.Thereis (B) OnlyIIiscorrect.
30 debate about the extent to which practitioners should focus (C) BothIandIIarecorrect.
 on themselves as individuals rather than the larger social (D) BothIandIIIarecorrect.
 context. There are questions about how, when, where and (E) Allthreeassertionsarecorrect.

whyreflectionshouldtakeplace.Forbusyprofessionalsshort

 on time, reflective practice is all too easily applied in bland,
35 mechanical,unthinkingways.
 WouldͲbe practitioners may also find it testing to stand

backfrompainfulexperiencesandseektobeanalyticalabout

 them. In this tangle of understandings, misunderstandings


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20 25
Whentheauthorholdsthat“it‘ringstrue’”(line11),shemeans Theverbin“reflectivepracticeisunderstood”(lines17and18)
thatitis isinthesametenseandformasin:
(A) reallytrue. (A) Reflectivepracticehasbeenaroundforsometimenow.
(B) alwaystrue. (B) Practiceswillnecessarilyvaryfromteachertoteacher.
(C) seldomtrue. (C) Newmethodsarealwaysputintopracticenowadays.
(D) definitelytrue. (D) Practitionersareratherdiffidentaboutthisapproach.
(E) apparentlytrue. (E) Recentmethodsmaybevalidfornewpractitioners.
21 26
Linda Finlay states that “In general, reflective practice is In the sentence “Despite this, some consensus has been
understood as the process of learning through and from achieved”(line16),theunderlinedwordhasthesamefunction
experience towards gaining new insights of self and/or astheunderlinedwordin
practice” (lines 17Ͳ20). This quote reflects one of the (A) Because the teachers disagreed, the method was not
competences expected from foreign language teachers in implemented.
Brazil. Indicate the alternative that paraphrases this (B) Althoughsometeachersdisagreed,theyfinallycametoan
competence. agreement.
(A) Mastering a foreign language will provide students more (C) Moreover, there was much disagreement and a final
jobopportunities. decisionwasnotmade.
(B) Interpretingtheworldcriticallywilldependonthetypesof (D) As the teachers disagreed on the issues presented, the
textsusedinclass. methodwasnotcarriedout.
(C) Realizingthatone’sprofessionalperformancemustalways (E) Due to the fact that there was disagreement, the decision
beputunderselfͲscrutiny. wastemporarilyadjourned.
(D) Comparing themes and worldviews as expressed in
different texts should allow students to have a critical 27
posture. When the author refers to “busy professionals short on time”
(E) Reflectingaboutlinguisticandculturalpluralityasameans (lines33and34),sheimpliesthattheseprofessionalshave
forenrichingthebuildingofcitizensshouldbepursued. (A) littletime.
(B) sometime.
22
(C) moretime.
As regards the conclusion the author arrives at, analyse the
(D) muchtime.
assertionsbelow.
(E) alotoftime.
I. Adoptingreflectiveteachingskilfullyisquiteuseless.
II. Insum,practicingreflectiveteachingisnoteasy. 28
III. After all, reflective teaching will remain an impossible In the sentence “reflective practice is all too easily applied in
utopia. bland, mechanical, unthinking ways” (lines 34 and 35), the
Choosethecorrectanswer. readercannoticethatthereissome
(A) OnlyIiscorrect. (A) approval.
(B) OnlyIIiscorrect. (B) nostalgia.
(C) OnlyIIIiscorrect. (C) criticism.
(D) BothIandIIarecorrect. (D) prediction.
(E) Allthreeassertionsarecorrect. (E) stimulation.

23 29
Theauthorreferstothe“allureofthe‘reflectionbandwagon’” Inthesentence“wouldͲbepractitionersmayalsofindittesting”
(line10).Withthisexpressionshemeansits (line36),theauthormeanstheymayfindit
(A) weakeness. (A) tempting.
(B) attraction. (B) thrilling.
(C) problem. (C) thriving.
(D) benefit. (D) telling.
(E) loss. (E) trying.

24 30
Amid in “has been achieved amid the profusion” (lines 16 and The underlined word in “seek to be analytical about them”
17)hasthesamemeaningas (lines37and38)refersto
(A) infrontof. (A) ways.
(B) between. (B) individuals.
(C) among. (C) experiences.
(D) after. (D) practitioners.
(E) under. (E) understandings.

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