Simulado de Inglês Avançado / Advanced English Simulation

No nível avançado, a pessoa é capaz de compreender um vasto número de textos longos em Inglês, reconhecendo os seus significados implícitos, alem de conseguir se expressar de forma fluente e espontânea sem precisar procurar muito as palavras. Para você se aprofundar ainda mais no idioma, preparamos esse simulado.

Questão 1

A “method” is not a relevant issue in such a connection between approach and technique. As your teacher-trainees develop and carry out classroom techniques, they can benefit by grounding everything they do in well-established principles of language learning and teaching. In so doing, they will be less likely to bring a pre-packaged and possibly ineffective method to bear, and more likely to be directly responsive to their students’ purposes and goals. (BROWN, H. Douglas. Beyond Method: Toward a principled approach to language learning and teaching. Anais do XIII ENPULI. 1995 p.45)

Which statement is correct according to Brown?

A) The classes should be teacher-centered to establish students’ purposes and goals.

B) The author believes that a set of exercises should be done repeatedly to improve students’ fluency.

C) Principles of language learning and teaching should be the more important for teachers’ planning than the method itself.

D) The discussion about methods and their effectiveness, although controversial, should guide teachers to adopt the most appropriated method for their students.

Questão 2

In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student. Using the Passive Voice as mere example, LarsenFreeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to:

A) have students copy a few sentences from the board and sort out their similarities and differences so as to measure students’ awareness and only then start a possible sentence transformation exercise.

B) bring realia to class so students can get involved with the class, which in this case could mean buying students gifts and then making them create sentences starting with “a gift” e.g. A gift was given to João.

C) do a three dimensional analysis of the language item and think about where the long term learning challenge lies, which in many cases may be in when / why one should choose this or that language structure

D) take a grammar book to class and have students memorize the rules until they know them by heart and then have them orally transform sentences back and forth, according to the language item.

E) do a three dimensional analysis of the language item and think about ways to contrast it with other similar ones so students can focus on how they may put the parts of the sentences together.

Questão 3

“May I say a few words?”

We may keep the sentence grammatically correct by substituting “words” for:

A) information; because it’s an uncountable noun, just like “words”.

B) informations; because it’s a countable noun in the plural, just like “words”.

C) things; because it’s a countable noun in the plural, just like “words”.

D) thing; because it’s a countable noun in the singular, just like “words”.

E) stuffs; because it’s an uncountable noun in the plural, just like “words”

Questão 4

Questão 5

On the other hand, one may wonder what role English for Specific Purposes (ESP) plays in Brazil? The answer is: ESP has also its place in the Brazilian educational c ontext. It is now a well-established area field of language teaching and learning in the country. As already attested elsewhere (Ramos, 2005) ESP is a part of innumerable new textbooks that were put on the market in the last 10 years. It is part of the content indicated for the tertiary level entrance exams (maned Vestibular) in the country. It is the name of many courses that are offered in Brazilian universities. (RAMOS, R. C. G. ESP in Brazil: history, new trends and challenges. In: KRZANOWSKI, M. (Ed.). ESP and EAP in Developing and in Least Developing Countries. IATEFL, 2008. p. 68-83.)

Which of the following are characteristics of English for Specific Purposes?

1. Meets specific needs of learners.
2. Makes use of underlying methodology and activities of the discipline it serves.
3. Is centered on the language appropriate to these activities in terms of grammar, lexis, syntax, study skills, discourse and genre.
4. Is designed for business purposes only.
5. Follows a specific methodology.

A) 1, 2 and 3

B) 1, 2 and 4

C) 1, 4 and 5

D) 2, 3 and 4

Questão 6

After analyzing the cartoons, answer the question:

What can be stated about students’ learning autonomy?

A) Discipline is much easier if each student is self-directed, however, the method must remain the same for the whole class.

B) Setting realistic goals and authorizing students to choose the questions they can answer allows them to set their own level of challenge. This can increase students’ chance of being successful.

C) Students who are given a degree of freedom to work are seldom involved in their work and in most cases will not present any progress.

D) One of the difficulties of a teacher’s job is to cater for a large number of very different students at the same time, however, sharing responsibility of the learning process with the student is not recommended.

Questão 7

“Nossa preocupação é com o aprendizado de idiomas. Não podemos simplesmente supor que descrever e exemplificando o que as pessoas fazem com a linguagem permitir que alguém o aprenda. Se assim fosse, nós precisaria fazer mais do que ler um livro de gramática e um dicionário para aprender uma língua. Uma abordagem verdadeiramente válida para o ESP deve ser baseada em uma compreensão dos processos da linguagem Aprendendo" (HUTCHINSON & WATERS, 1987, p.14)

According to Hutchinson and Waters (1987), the subject of their book is:

A) The learning-centred approach.

B) The teaching-centred approach.

C) The assessing-centred approach.

D) The language-centred approach.

Questão 8

"I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?"

When Sojourner chooses to use “can” in “and can any man do more than that?”, she does it because:

A) she wants to question men’s ability to do more than she does.

B) she’s asking for permission to continue doing what she does.

C) it’s an informal situation and “could” would be too formal.

D) she’s talking about what she did in the past.

E) she knows men will never do what she does.

Questão 9

"I have plowed and reaped and husked and chopped and mowed, and can any man do more than that?"

We may say that the verbs Sojourner uses are:

A) in the Simple Past tense, because all the verbs are preceded by “and” (reaped, husked, chopped, mowed), except the first one (plowed).

B) in the Perfect Future tense, because she’s talking about her intentions and abilities (she can do all these things that men can).

C) connected through their grammatical meaning because they’re from completely different lexical contexts.

D) connected through their lexical meaning and we cannot determine which verb tense they are without reading the whole text.

E) in the Present Perfect tense, because she starts with “I have plowed” and then omits the auxiliary in the sequence (reaped, husked, chopped, mowed).

Questão 10

According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes:

A) pre-reading activities that provide the vocabulary students need to understand the text without worrying so much about context, as they will be learning a lot of new words.

B) pre and post-reading activities that help students read critically, producing meaning and reflecting upon human, historic, political and social conditions which (de)(re)contextualize texts.

C) a lot of graded written homework so students may copy as many text types as possible for the teacher to mark later.

D) activities that do not refer to students’ own human, social and economic condition or deals with language as having a mediating role in social life.

E) critical reading and writing activities, by giving students a certain text type and asking questions about the grammar in it.

Tempo de simulado:

Questões Teóricas

Simulado de Inglês Avançado / Advanced English Simulation

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