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11 Q1021827 | Inglês, Tradução Translation, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

Texto associado.

Read the text below:


Ireland: geography and landscape


Ireland is an island nation on the westernmost edge of Europe. It is the continent's second largest island (after Great Britain). The Republic of Ireland occupies 80 percent of this landmass, while a large chunk of land in the north, called Northern Ireland, is part of the United Kingdom. All together, the island of Ireland is made up of 32 counties.


Ireland is known for its wide expanses of lush, green fields − so much so, that its nickname is the Emerald Isle. But there are also large areas of rugged, rocky landscape, too. About 15,000 years ago, Ireland was completely covered by thick glaciers. The movement of these giant sheets of ice stripped the soil, leaving huge tracts of flat, limestone ground.


The midlands and west coast of Ireland are dotted with damp peat bogs, the soggy remains of dried-up ancient lakes left by the glaciers. Ireland's highlands rise mainly in the southwest, often ending at sheer cliffs that plunge thousands of feet into the Atlantic Ocean.


Ireland's wildlife and nature


The Irish have a great affection for nature and rural life. The country's first coins even featured pictures of animals. Low levels of development and pollution in Ireland have left most of the nation's open spaces relatively undisturbed.


Did you know that there are no wild snakes in Ireland? The sea has stopped many animals common on mainland Europe from reaching the island. There are also only two wild mouse species (the wood mouse and house mouse), one type of lizard (the common lizard) and just three kinds of amphibians (the natterjack toad, smooth newt and common frog).


Irish wildlife is protected by government conservation programs. To preserve natural habitat, the governmenthas established six national parks and hundreds of national heritage areas throughout the country. Great news!


Irish history


Archaeologists think the first people to settle in Ireland arrived around 6000 B.C. By 3500 B.C., settlers were using stone tools to clear farmlands. Around 700 B.C., a diverse and technologically advanced culture from central Europe, called the Celts, began to settle on the island. They would thrive there for nearly 2,000 years.


n the ninth century A.D., Viking invaders began raids into Ireland. They eventually established settlements that later became some of the country's main cities, including the capital, Dublin. These aggressive arrivals fought with the Celts often for 200 years until a battle in 1014, known as the Battle of Clontarf, united the country. Peace broke down quickly though and Ireland was divided into many kingdoms.


In 1170, Norman Vikings who had taken control of England invaded Ireland and made it an English territory. In the early 1600s, England's official religion became Protestant, while most Irish remained Roman Catholic. This would create tensions that would eventually lead to revolution and Ireland's independence.?


the 1820s, British laws unfair to Catholics had sparked a mass movement for Irish sovereignty. In 1829, many of those laws were overturned, but Ireland still wanted freedom. In 1922, after violent uprisings, the Irish Free State was created within the British Empire.


In 1948, most of Ireland became an independent country, while six mainly Protestant counties in the northeast remained a British territory.


Irish people and culture


Ireland is a nation of storytellers. The tradition dates back to Celtic bards, who would record and recite the country's history. Many famed writers come from Ireland, including four winners of the Nobel Prize for literature. The Irish also excel in sports, music and dancing!


Irish government and economy


The government of Ireland consists of an elected parliament, which makes the laws, and a president, who is head of state. The head of the government is the Taoiseach (pronounced tee-shuck), which means "chief." The Taoiseach is the prime minister, and leader of the political party with the most parliament members.?


For most of its history, Ireland's economy has been based on farming and agriculture. But beginning in the late 1950s, government efforts to attract business turned the country from one of Europe's poorest nations to its second wealthiest. The amazing turnaround and economic boom in the mid 1990s and early 2000s earned Ireland the nickname the "Celtic Tiger."


During the global financial crisis of 2008, Ireland entered a recession and the country experienced serious financial problems. But in the past few years Ireland's economy has started to recover and is once again on the rise.


Judge the excerpts from the text.


Acesso em: https://tinyurl.com/3h5d9rcr



Judge the excerpt from the text

The translation of the sentence "For most of its history, Ireland's economy has been based on farming and agriculture" is as follows: "Durante a maior parte de sua história, a economia da Irlanda baseia-se na pecuária e na agricultura."

12 Q1021830 | Inglês, Interpretação de Texto Reading Comprehension, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

Regarding the use of reading strategies, judge the statement below:

Skimming is primarily used to locate specific information within a text, such as dates or names, by quickly moving the eyes over the content to find these details without focusing on the entire text.

13 Q1023114 | Inglês, Voz Ativa e Passiva Passive And Active Voice, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.

Read Text 1 and answer question.


TEXT 1


English Language Teaching in Brazil:

A Gap in Policy, Problems in Practice


Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.


Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.


However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.


BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.

In “For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education [...]”, the verb in bold is

14 Q1023118 | Inglês, Interpretação de Texto Reading Comprehension, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.
Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
The authors present a sequence of reasons why foreign language teaching methods are criticieed. Among these reasons they mention

15 Q1023122 | Inglês, Verbos Verbs, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.
Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
In the fragment “[...] it is important to acknowledge that a number of writers [...]”, the use of the particle to is the same as in

16 Q1023125 | Inglês, Palavras Conectivas Connective Words, Professor II Língua Inglesa, FME de Niterói RJ, COSEAC, 2024

Texto associado.
Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place.Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
“Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations.” The expression in bold indicates

17 Q1021826 | Inglês, Tradução Translation, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

Texto associado.

Read the text below:


Ireland: geography and landscape


Ireland is an island nation on the westernmost edge of Europe. It is the continent's second largest island (after Great Britain). The Republic of Ireland occupies 80 percent of this landmass, while a large chunk of land in the north, called Northern Ireland, is part of the United Kingdom. All together, the island of Ireland is made up of 32 counties.


Ireland is known for its wide expanses of lush, green fields − so much so, that its nickname is the Emerald Isle. But there are also large areas of rugged, rocky landscape, too. About 15,000 years ago, Ireland was completely covered by thick glaciers. The movement of these giant sheets of ice stripped the soil, leaving huge tracts of flat, limestone ground.


The midlands and west coast of Ireland are dotted with damp peat bogs, the soggy remains of dried-up ancient lakes left by the glaciers. Ireland's highlands rise mainly in the southwest, often ending at sheer cliffs that plunge thousands of feet into the Atlantic Ocean.


Ireland's wildlife and nature


The Irish have a great affection for nature and rural life. The country's first coins even featured pictures of animals. Low levels of development and pollution in Ireland have left most of the nation's open spaces relatively undisturbed.


Did you know that there are no wild snakes in Ireland? The sea has stopped many animals common on mainland Europe from reaching the island. There are also only two wild mouse species (the wood mouse and house mouse), one type of lizard (the common lizard) and just three kinds of amphibians (the natterjack toad, smooth newt and common frog).


Irish wildlife is protected by government conservation programs. To preserve natural habitat, the governmenthas established six national parks and hundreds of national heritage areas throughout the country. Great news!


Irish history


Archaeologists think the first people to settle in Ireland arrived around 6000 B.C. By 3500 B.C., settlers were using stone tools to clear farmlands. Around 700 B.C., a diverse and technologically advanced culture from central Europe, called the Celts, began to settle on the island. They would thrive there for nearly 2,000 years.


n the ninth century A.D., Viking invaders began raids into Ireland. They eventually established settlements that later became some of the country's main cities, including the capital, Dublin. These aggressive arrivals fought with the Celts often for 200 years until a battle in 1014, known as the Battle of Clontarf, united the country. Peace broke down quickly though and Ireland was divided into many kingdoms.


In 1170, Norman Vikings who had taken control of England invaded Ireland and made it an English territory. In the early 1600s, England's official religion became Protestant, while most Irish remained Roman Catholic. This would create tensions that would eventually lead to revolution and Ireland's independence.?


the 1820s, British laws unfair to Catholics had sparked a mass movement for Irish sovereignty. In 1829, many of those laws were overturned, but Ireland still wanted freedom. In 1922, after violent uprisings, the Irish Free State was created within the British Empire.


In 1948, most of Ireland became an independent country, while six mainly Protestant counties in the northeast remained a British territory.


Irish people and culture


Ireland is a nation of storytellers. The tradition dates back to Celtic bards, who would record and recite the country's history. Many famed writers come from Ireland, including four winners of the Nobel Prize for literature. The Irish also excel in sports, music and dancing!


Irish government and economy


The government of Ireland consists of an elected parliament, which makes the laws, and a president, who is head of state. The head of the government is the Taoiseach (pronounced tee-shuck), which means "chief." The Taoiseach is the prime minister, and leader of the political party with the most parliament members.?


For most of its history, Ireland's economy has been based on farming and agriculture. But beginning in the late 1950s, government efforts to attract business turned the country from one of Europe's poorest nations to its second wealthiest. The amazing turnaround and economic boom in the mid 1990s and early 2000s earned Ireland the nickname the "Celtic Tiger."


During the global financial crisis of 2008, Ireland entered a recession and the country experienced serious financial problems. But in the past few years Ireland's economy has started to recover and is once again on the rise.


Judge the excerpts from the text.


Acesso em: https://tinyurl.com/3h5d9rcr



Judge the excerpt from the text

Sentence: Ireland is known for its wide expanses of lush, green fields − so much so, that its nickname is the Emerald Isle. Translation: Irlanda é conhecida por suas vastas extensões de campos verdes e exuberantes − tanto que seu apelido é "Ilha de Esmeralda".

18 Q1021828 | Inglês, Interpretação de Texto Reading Comprehension, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

Regarding the use of reading strategies, judge the statement below:

Scanning is an effective reading strategy when the reader needs to quickly identify the overall gist of a text, focusing on understanding the main ideas rather than specific details.

19 Q1021829 | Inglês, Interpretação de Texto Reading Comprehension, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

Regarding the use of reading strategies, judge the statement below:

Prediction as a reading strategy involves making educated guesses about the content and direction of a text based on its title, headings, and any accompanying visuals before engaging in the actual reading.

20 Q1021831 | Inglês, Interpretação de Texto Reading Comprehension, Professor II Língua Inglesa, Prefeitura de Afogados da Ingazeira PE, IGEDUC, 2024

Regarding the use of reading strategies, judge the statement below:

Effective use of skimming requires the reader to process every word in a text to ensure complete understanding of the material before moving on toscanning for specific information.

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