Questões de Inglês

#Questão 926070 - Inglês, Ensino da Língua Estrangeira Inglesa, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

Read the statements below and choose the alternative that is in line with Duboc (2016) as regards language assessment:
1. Punishment is replaced by the understanding of the reasons of certain performances in order to improve students' learning as well as the teacher's choices; 2. The act of evaluating is more collaborative, mediated, more public, and more horizontal; 3. Formal moments of assessment are most desirable rather than more informal ones, such as self-evaluation.
(translated from DUBOC 2016, pp.57-80.)

A) All of them are true.

B) None of them are true.

C) 1 and 3 are false.

D) 1 and 2 are true.

E) 2 and 3 are false.

#Questão 926065 - Inglês, Advérbios e conjunções | Adverbs and conjunctions, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

Text V

Language Assessment and the new Literacy Studies

Some Final Remarks

Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.

The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.

Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.

The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.

The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.

From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.

The function of the conjunction in the extract “since it aims at testing the correct use of grammar and lexical structures” (1^st paragraph) is to

A) offer a contrast.

B) indicate an event.

C) introduce a reason.

D) provide an alternative.

E) advance an illustration.

#Questão 926071 - Inglês, Ensino da Língua Estrangeira Inglesa, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

It has been argued that “Fostering a critical stance in very young readers can have surprising results, for both children and teachers” (BOURKE, Ryan T. First Graders and Fairy Tales: One Teacher's Action Research of Critical Literacy. The Reading Teacher 62 (4), 2008, 304-312, p. 304).
This quotation is in line with the following goals for the teaching of English defined by the Municipal Secretariat of Education, São Paulo (2019), except:

A) Preparing a play based on a story told in class and performing it.

B) Rewriting the beginning and the end of a narrative as group work.

C) Learning about a narrative by following the oral reading and discussing it.

D) Working in a group, inferring information and relationships that are not explicit in the text.

E) Collecting information on the schedules, eating habits, leisure activities and daily routines of the group.

#Questão 926066 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

Text V

Language Assessment and the new Literacy Studies

Some Final Remarks

Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.

The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.

Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.

The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.

The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.

From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.

The word that is closely related to “nonetheless” in the opening of the 3^rd paragraph is

A) however.

B) therefore.

C) moreover.

D) henceforth.

E) furthermore.

#Questão 926072 - Inglês, Interpretação de texto | Reading comprehension, FGV, 2023, SME - SP, Professor de Ensino Fundamental II e Médio - Inglês

Text IV

49_- 51.png (304×323)

Source: http://www.martybucella.com/fam37.html

The question raised by the child in the cartoon brings out a recent view of critical literacy. Choose the option in line with such an understanding:

A) Stimulate the practice of reading to familiarize children with traditional fairy tales.

B) Find the author’s background through the reconstruction of the context of text production.

C) Invite the child to perceive similarities and differences in the meaning processes of the self and other.

D) Criticize the superficiality of bedtime storytelling so as to reveal how ineffective they may be to literacy.

E) Question power relations and the implications this may have for the individual in his or her life and community.

Questões de Inglês

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