Questões de Concurso
Sobre vocabulário | vocabulary em inglês
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TEXT II
Another Brick In The Wall (Pink Floyd)
We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers, leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all, it's just another brick in the wall
All in all, you're just another brick in the wall
(Adapted from: https://www.letras.mus.br/pink-floyd/64541/. Accessed on October 31 , 2019).
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
For the question use the poem below:
Eating Poetry
(Mark Strand)
Available at: https://www.poetryfoundation.org/poems/52959/eating-poetry Accessed on December 30th, 2019.
“The light is dim.” The opposite of the underlined word is:
CRITICISED is a word with two forms of writing, the American and the British, as many others. The incorrect pair of word with two forms is:
1 You can get 2.2% __________ on your savings at our bank. 2 I couldn't buy the house because the bank refused to give me a __________. 3 We __________ a twenty-year mortgage on the house. 4 We __________ our mortgage last year, so we have no debts now. 5 I couldn't afford to buy the car, so I got a small __________ from the bank. 6 We paid 4% interest __________ the loan.
What is the best option?
Read the text below and decide which option best fits each gap:
Planetary Artistry
By Johanna Kieniewicz
Nonetheless, I suspect that the image of definitely water-lain __________ made the heart of more than one geologist __________ a beat. Ground truth. You could argue that the scientific exploration of the extra-terrestrial is, at least __________ part, a search for meaning: to position us within a larger cosmology. But our fascination with, and connection to, what we see in the night sky comes not just through science, but also through art. So it should come as no surprise that scientific images of planetary surfaces have __________ inspiration to a range of artists from Galileo - whose first sketches of the moon through a telescope are __________ beautiful - to Barbara Hepworth - whose interpretations of the lunar surface are far less literal. Source and full text: http://blogs.plos.org/attheinterface/2012/10/04/planetary-artistry/
The correct sequence is:
First Column: Vocabulary 1- illness 2- overwhelm 3- shortage 4- narrow 5- facility
Second Column: Definition/Synonym ( ) of small width. ( ) to have an excessive load or amount. ( ) space or equipment necessary for doing something. ( ) the lack of something in sufficient amounts. ( ) the condition of not having good health.
Choose the alternative that presents the correct match:
When you’re in a long line waiting for your turn with a bunch of other cranky people, a good wallet is essential. For everyone’s benefit, you want to be able to find the right card or bills, make your transaction, and get out of there as quickly as possible. Mobile payments, vendor apps, and the decline of cash have lessened the amount of space you need for library cards and twenties, and they’ve lessened the need for bulky, old-school leather cash carriers. There’s never been a better time to trim down your wallet and your carbon footprint in turn by choosing a wallet made from recycled or eco-friendly materials.
Answers the question according to the text below.
TEXT I
Adapted from: Imaginary Conversations and Poems: A Selection, by Walter Savage Landor, 1824.
Choose the accurate meaning of the word ENORMITY:
Complete the sentence bellow with the correct adverb:
“Martha was angry, she looked at Paul ---------”.
TEXT
REFERS TO QUESTION
Available in: https://www.gocomics.com, accessed on February 18th,
2020. Garfield by Jim Davis
REFERS TO QUESTION
Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on
February 26th, 2020. Adapted
REFERS TO QUESTION
Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on
February 26th, 2020. Adapted
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