Prefeitura de Niterói - RJ (Prefeitura Municipal de Niterói) - Professor II - COSEAC (Coordenadoria de Seleção - Universidade Federal Fluminense) - 2016
“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:
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a) das quatro habilidades comunicativas de forma equilibrada, sem prevalecimento de uma sobre as demais.
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b) das quatro habilidades comunicativas, sendo que uma servirá como suporte para o ensino das demais.
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c) de uma habilidade comunicativa a cada ano escolar até todas as habilidades serem trabalhadas.
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d) de uma habilidade comunicativa, visando assegurar a máxima competência linguística.
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e) de uma habilidade comunicativa pelo menos, visando garantir domínio linguístico.
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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:
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a) construir significados fixos.
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b) estabelecer dicotomias.
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c) renegar o mundo social.
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d) abalar crenças calcificadas.
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e) descontextualizar saberes.
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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:
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a) Answer this question: how many brothers does she have?
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b) Find out Jane‟s phone number in Kate‟s phone book.
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c) Read the label and identify the number of calories in the jam.
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d) Decide which is the best heading for the text.
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e) Tell your partner what time is the movie session.
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Choose the alternative which has the translation of the false cognates “sensible”, “enroll”, “adept”, “uneducated” to Portuguese:
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a) sensato, matricular, perito, sem instrução.
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b) sensato, enrolar, adepto, mal-educado.
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c) sensível, enrolar, perito, sem instrução.
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d) sensível, matricular, adepto, mal-educado.
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e) sensato, enrolar, perito, sem instrução.
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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:
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a) mixed conditional, direct speech, direct speech, third conditional.
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b) first conditional, direct speech, indirect speech, third conditional.
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c) first conditional, indirect speech, indirect speech, second conditional.
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d) mixed conditional, indirect speech, indirect speech, third conditional.
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e) mixed conditional, indirect speech, direct speech, third conditional.
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Choose the correct sequence of the synonyms of the following phrasal verbs: turn up, bring off, keep on, put off, break in:
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a) to arrive, to produce, to continue, to grow, to destroy.
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b) to equip, to accomplish, to control, to postpone, to destroy.
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c) to equip, to produce, to continue, to grow, to instruct.
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d) to arrive, to accomplish, to control, to postpone, to destroy .
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e) to arrive, to accomplish, to continue, to postpone, to instruct.
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Texto I
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.)
The expression “on account of” has similar meaning to the underlined expression in:
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a) The kids had to work, regardless of their ages.
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b) He decided to go, unmindful of the traffic.
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c) There is no class because of the bad weather.
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d) He did that at the drop of the hat.
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e) The lawyer sued Bob on behalf of her client.
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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:
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a) amicable.
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b) foiled.
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c) joyful.
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d) sickly.
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e) passionate.
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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:
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a) purpose clause.
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b) concessive clause.
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c) reason clause.
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d) result clause.
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e) time clause.
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Texto II
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:
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a) need to learn more about North American and European history.
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b) have to respond to the challenges aroused by their diverse population.
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c) want to change their educational system to be more cultural aware.
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d) decided to embrace typical celebrations from all over the world.
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e) believe they can be more conscious of relevant global issues.
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