Questões de Língua Inglesa da Centro de Produção da Universidade Federal do Rio de Janeiro (CEPERJ)

The connection established between the two clauses in the excerpt “As long as you’re fit, …., don’t worry about the few extra pounds”, (line 48-49) may be described as one of:

• A. time
• B. extent
• C. cause
• D. condition
• E. consequence

Questions 21 to 28 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais – PCN. Read them and mark the right alternative: The PCN have adopted a view of learning which sees it as the product of the often asymmetrical relationship between a learner and a more competent peer. This view is also called:

• A. Communicative approach
• B. Socio-interactionism
• C. Direct method
• D. Peer-constructivism
• E. Naturalistic approach

Questions 21 to 28 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais – PCN. Read them and mark the right alternative: One teaching objective left out of the PCN is that the curriculum:

• A. ought to increase learners’ receptive and productive linguistic skills
• B. should promote learners’ critical reading ability as participating citizens
• C. needs to enlarge learners’ appreciation of the social role of language
• D. must advance learners’ comprehension of wider issues using ‘local’ contexts
• E. may, when relevant, deal with topics such as local culture

Questions 21 to 28 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais – PCN. Read them and mark the right alternative: Among the numerous educational rights pertaining to the Brazilian citizen, the PCN stress one in particular, namely, that every learner:

• A. is obliged to learn at least a single foreign language
• B. must be encouraged to view the mother tongue as essential
• C. should insist on learning through his/her own mother tongue
• D. may, given the right conditions, be taught a second foreign language
• E. is entitled to be taught the mother tongue and at least one foreign language

Questions 21 to 28 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais – PCN. Read them and mark the right alternative: The development of a specific foreign language ability may be hindered by the:

• A. school´s insistence to focus on grammar alone
• B. teaching curriculum’s inadequate focus on a skill
• C. teacher´s restricted proficiency in the foreign language
• D. administration´s miscalculation of the real size of classes
• E. learner´s inability to choose a language skill to focus on

Questions 21 to 28 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais – PCN. Read them and mark the right alternative: The PCN claim that starting from what language learners know already is crucial. The reason why this is so is that learners can then:

• A. develop strategies to cope with learning problems
• B. have a genuine reason for studying the foreign language
• C. be motivated to expand what they have already understood
• D. create new knowledge by building on their existing knowledge
• E. compare their previous knowledge with that of their fellow students

Questions 21 to 28 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais – PCN. Read them and mark the right alternative: The orientation which probably best describes the PCN is the focus on:

• A. multi-disciplinary themes rather than limited objectives
• B. socially relevant themes as a springboard for language teaching
• C. integrated multidisciplinary topics to be taught simultaneously
• D. local cultural practices instead of specifi c subjects
• E. all language skills to the detriment of a particular one

Questions 21 to 28 address both the teaching of English as a foreign language and the Parâmetros Curriculares Nacionais – PCN. Read them and mark the right alternative: Harmer (1998:68) claims that the greatest controversy about the suitability of reading texts for English language students is centred on whether the texts are:

• A. age or gender appropriate
• B. authentic or simplified
• C. fun or relevant
• D. easily skimmed or dense
• E. summarised or extended

PPP stands for Presentation, Practice and Production and has been claimed to be specifically useful in a language lesson. Harmer (1998: 31) describes this to be:

• A. with large classes independent of their level
• B. with small classes at advanced level
• C. when teaching simple language to beginners
• D. when teaching presenting complicated patterns to advanced students
• E. when the emphasis of the lesson is on tasks

Processes of word formation such as Derivation (“suitie” - (line 25)) and Clipping (“fave” - (line 45)) present in the source text suggest that it aims most specifically at:

• A. women all ages
• B. overweight readers
• C. mothers of teenage girls
• D. prospective swimsuit buyers
• E. teenagers and young females