Lingua-Inglesa-ESPEC-2013

Prévia do material em texto

CONCURSO PÚBLICO PARA PROFESSOR DE LÍNGUA INGLESA DO CMF – 2013 -FL 18
2ND PART
ENGLISH LANGUAGE
Scores: 1 mark for each item from 31 to 80, and 20 marks for item 81.
2 ND QUESTION – TEXT COMPREHENSION 
ITEMS 31 TO 36 REFER TO TEXT 1. READ IT AND DO WHAT IS REQUESTED.
TEXT 1 – THE TEENAGE TEACHERS
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The best way to learn is to teach. This is the message emerging from experiments 
in several schools in which teenage pupils who have problems at school themselves are 
tutoring younger children – with remarkable results for both sides.
According to American research, pupil-tutoring wins ‘hands down’ over 
computerised instruction and American teachers say that no other recent innovation has 
proved so consistently successful.
Now the idea is spreading in Britain. Throughout this term, a group of 14-year-olds 
at Trinity comprehensive in Leamington Spa have been spending an hour a week helping 
children at a nearby primary school with their reading. The younger children read aloud to 
their tutors (who are supervised by university students of education) and then play word 
games with them.
All the 14-year-olds have some of their own lessons in a special unit for children 
who have difficulties at school. Though their intelligence is around average, most of them 
have fallen behind on reading, writing and maths and, in some cases, this has led to 
truancy or bad behaviour in class.
Jean Bond, who is running the special unit while on sabbatical from Warwick 
University’s education department, says that the main benefit of tutoring is that it improves 
the adolescents’ self-esteem. ‘The younger children come rushing up every time and 
welcome them. It makes the tutors feel important whereas, in normal school lessons, they 
often feel inadequate. Everyone benefits. The older children need practice in reading but, if 
they had to do it in their own classes, they would say it was kids’ stuff and be worried about 
losing face. The younger children get individual attention from very patient people. The 
tutors are struggling at school themselves so, when the younger ones can’t learn, they 
know exactly why.’
The tutors agree. ‘When I was little, I used to skive and say I couldn’t do things 
when I really could,’ says Mark Greger. ‘The boy I’ve been teaching does the same. He 
says he can’t read a page of his book so I tell him that, if he does do it, we can play a 
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game. That works.’
The younger children speak warmly of their new teachers. ‘He doesn’t shout like 
other teachers,’ says eight-year-old Jenny of her tutor, Cliff McFarlane who, among his own 
teachers, has a reputation for being a handful. Yet Cliff sees himself as a tough teacher. ‘If 
they get a word wrong,’ he says, ‘I keep them at it until they get it right.’
Jean Bond, who describes pupil tutoring as ‘an educational conjuring trick’, has run 
two previous experiments. In one, six persistent truants, aged 15 upwards, tutored 12 
slow-learning infants in reading and maths. None of the six played truant from any of the 
tutoring sessions. ‘The degree of concentration they showed while working with their tutees 
was remarkable for pupils who had previously shown little ability to concentrate on 
anything related to school work for any period of time,’ says Bond. The tutors became 
‘reliable, conscientious caring individuals’.
Their own reading, previously mechanical and monotonous, became far more 
expressive as a result of reading stories aloud to infants. Their view of education, which 
they had previously dismissed as ‘crap’ and ‘a waste of time’, was transformed. They 
became firmly resolved to teach their own children to read before starting school because, 
as one of them put it, ‘if they go for a job and they can’t write, they’re not going to employ 
you, are they?’ The tutors also became more sympathetic to their own teachers’ difficulties, 
because they were frustrated themselves when the infants ‘mucked about’.
In the seven weeks of the experiment, concludes Bond, ‘these pupils received more 
recognition, reward and feelings of worth than they had previously experienced in many 
years of formal schooling.’ And the infants, according to their own teachers, showed 
measurable gains in reading skills by the end of the scheme.
From an article by Peter Wilby in the Sunday Times. In: O’CONNEL, Sue. Focus on Proficiency. London: 
Collins ELT, 1990.
Now complete these statements by choosing the correct answer.
31. The majority of the tutors in the Trinity experiment are pupils who
A) cause discipline problems for their teachers.
B) are below standard in basic skills.
C) are unable to read or write.
D) have lessons for children who have difficulties at school.
E) frequently stay away from school.
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32. According to the writer, the tutors wouldn’t normally practice reading in class because
A) they would find it humiliating.
B) they wouldn’t be able to concentrate.
C) they would find it frustrating.
D) their teachers wouldn’t consider it necessary.
E) their teachers would get impatient with them.
33. The main reason that the tutors make such successful teachers seems to be that
A) tutoring enhances their self-esteem.
B) they can relate to their pupils’ problems.
C) they are never strict with their pupils.
D) their pupils enjoy playing games with them.
E) they enjoy being the center of attention.
 
34. Pupil tutoring is described as ‘an educational conjuring trick’ because
A) no one understands why it works so well.
B) none of the tutors plays truant from the tutoring sessions.
C) it has caught the attention of the media.
D) educational authorities are suspicious of it.
E) it is a simple idea with extraordinary results.
35. The most significant result of the experiments so far carried out seems to have been that 
the tutors
A) learnt to overcome their fear of reading aloud.
B) improved their pupils’ ability to concentrate.
C) benefited from an increase in their self-respect.
D) came to see the importance of the writing skill.
E) understood the relevance of the reading skill.
36. The synonym of SKIVE (line 25) is
A) drop out.
B) lie down.
C) turn down.
D) give up.
E) bunk off.
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ITEMS 37 TO 40 REFER TO TEXT 2. READ IT AND DO WHAT IS REQUESTED.
TEXT 2 – WHAT PRINCIPLES CAN GUIDE US IN THE TEACHING OF GRAMMAR?
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Before looking at current approaches to teaching grammar it is worth summarizing 
what seems to be our state of knowledge about grammar acquisition, and the major 
implications of this.
First, the concept of ‘readiness to learn’ appears to be important. If, as research 
seems to show, learners pass through a developmental sequence and that sequence is 
determined by the complexity of processing involved in relation to a particular grammatical 
structure, then teachers cannot expect learners to acquire that grammatical structure until 
they are ready to do so. Second, the amount of time it takes to learn a new structure varies 
among learners as they link forms to functions and to their stylistic use. One implication of 
this is the need to recycle structures in a course, each recycling presenting new functions 
and possible uses. Third, the process is not a lockstep one, with progressive and complete 
mastery of structuresin sequence. As the interlanguage system develops and restructuring 
occurs, learners may suddenly start to make errors in an item the teacher thought they 
had learned to produce accurately. The experienced teacher will wait for accuracy to 
return. And fourth, learners are able to learn inductively, drawing on the knowledge of their 
first and any other languages, to formulate hypotheses, test these out, and gradually 
restructure and refine their grammatical knowledge.
These insights clearly hold implications for the role of grammar instruction. There is 
now a strong consensus that the presentation of grammar to learners can facilitate learning 
in a number of ways: it can provide input for noticing language forms; it can help students 
see the difference between their own output and accurate forms of English; it can present 
high-frequency grammatical items explicitly to speed up learning; it can provide information 
about the communicative use of language structures by contextualizing them in spoken 
and written texts; it can give information implicitly through exposure to examples or 
explicitly through instruction on the stylistic variation of language form.
HEDGE, Tricia. Teaching and Learning in the Language Classroom. London, OUP, 2000, p.158.
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Now complete these statements by choosing the correct answer.
37. The idea of “readiness to learn” (line 4) means that
A) teachers can expect learners to acquire a certain grammatical structure after being led 
through a developmental sequence.
B) learners need a particular amount of time to internalize a certain grammatical structure.
C) as the learner’s interlanguage develops, he will master structure in sequence.
D) learners go through a complex process of developing a certain grammatical structure.
E) teachers cannot expect learners to acquire a certain grammatical structure which is too 
complex.
 
38. The relation between time and the mastery of a new structure lies on the
A) learner’s previous exposure to that structure.
B) teacher’s ability to expose structures as a progressive process.
C) learner’s accuracy in formulating hypotheses.
D) teacher’s ability to link forms to their stylistic use.
E) learner’s ability to establish connection between forms and functions.
39. “The experienced teacher” (line 14)
A) will not be too worried if a pupil starts to make errors in a previously taught grammar item.
B) understands that the learning process is easily predictable.
C) will wait for their pupils to master a certain structure if it has been accurately exposed.
D) will induce their students to provide information about the communicative use of language 
structures.
E) disregards contextualization of grammar structures.
40. “Learners” (line 13)
A) must refer to their mother tongue when testing hypotheses.
B) acquire grammatical knowledge little by little.
C) learn better if they learn inductively.
D) only master a structure if they have an insight about it.
E) contextualize structures when they write stylistic texts.
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CONCURSO PÚBLICO PARA PROFESSOR DE LÍNGUA INGLESA DO CMF – 2013 -FL 23
3 RD QUESTION – METHODOLOGY 
FOR ITEMS 41 TO 43. DO WHAT IS REQUESTED.
Read both sets (A and B) of definitions below about language teaching and language learning 
based on Harmer (2012). Then do what is requested in items 41 and 42.
SET A
I. When we try to understand a whole text, starting from finding the meaning of individual 
words and phrases and details of language, we are making use of top-down processing.
II. The way in which words co-occur, i.e., are often found next to each other is known as 
word order.
III. The general meaning of something such as a text, oral or written, is known as gist.
IV. When we read something quickly in order to look for one or more specific pieces of 
information we are skimming the text.
41. According to what you read, it is correct only what is stated in
A) I and II.
B) III.
C) IV. 
D) I and III.
E) II and IV.
SET B
I. ____________ evaluation happens when we test students so that we can help them, after 
assessing them, to do better next time.
II. When students use traditional learning aids, such as coursebooks, together with modern 
technology such as websites and applications they are dealing with ____________. 
III. ____________ is the knowledge about a topic which we have in our heads and which we 
use when we read or listen to a text about that topic.
IV. When students do careful reading of a (usually short) text for language and meaning study 
they are doing ____________.
42. Choose the only option that completes the definitions I – IV above.
A) I – Formative II – blended learning III – Scheme IV – intensive reading
B) I – Summative II – personalization III – Scaffolding IV – extensive reading
C) I – Formative II – mixed ability learning III – Method IV – intensive reading
D) I – Summative II – blended learning III – Scaffolding IV – extensive reading
E) I – Formative II – blended learning III – System IV – extensive reading
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43. Read the options below about the communicative language teaching.
I. Meaningful communication is the goal of classroom activities. 
II. Communicative competence is the ability to perform in a language with accuracy, 
coherence and appropriateness. 
III. Communicative teaching states that language learning requires the internalization of 
structural rules.
IV. The use of the mother tongue in the communicative classroom can be useful for 
explanation of lengthy and difficult points.
According to what you read, it is correct only what is stated in 
A) I and IV.
B) II and III.
C) III and IV.
D) I, II and III.
E) I, II and IV.
4 TH QUESTION – PHONOLOGY 
ANSWER ITEMS 44 TO 46 ACCORDING TO THE INTERNATIONAL PHONETIC ALPHABET 
AND THE STANDARD PRONUNCIATION OF AMERICAN OR BRITISH ENGLISH.
44. Choose the option that has all the words with the primary stress on the first syllable. 
A) overflow (noun) contribute (verb) incline (noun) conflict (verb)
B) animate (adjective) dictionary (noun) fluency (noun) protest (verb)
C) conduct (verb) certificate (noun) something (pronoun) alternate (verb)
D) accuracy (noun) dictionary (noun) separate (verb) alternate (adjective)
E) answer (verb) apparently (adverb) contribute (verb) understand (verb)
45. Choose the option in which all the items have the –ed– sound pronounced as a separate 
syllable.
A) dared ( verb) aged ( adjective) planned (verb) rugged (adjective)
B) thanked (verb) advisedly (adverb) dogged (verb) answered (verb)
C) naked (adjective) wretched (adjective) blessed (adjective) robbed (verb)
D) markedly (adverb) ragged (adjective) supposedly (adverb) wicked (adjective)
E) rocked (verb) projected (verb) intended (verb) robbed (verb)
 
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46. Observe the pairs of words in each alternative below.
I. pet – bet rip – rib safe – save vice – vise
II. block – black bought – bet cot – cat hot – hat;
III. core – corps dough – doe fisher – fissure populous – populace
IV. yes – as this – is has – his thus – us
V. bush – book could – food should – soon full – fool
Now choose the correct alternative regarding the sounds in the examples above.
A) In I, there are four examples of minimal pairs with a voiceless sound in the first word and 
a voiced sound in the second one.
B) In II, the vowel sounds in each pairare /ɔ: / in the first word, and /æ / in the second word. 
C) All the pairs in III are examples of homophones. 
D) Taking into account the standard pronunciation of each word individually in IV, the final s 
is pronounced /s/ in the first word in each pair and /z/ in the second one. 
E) The vowel sounds in each pair of words in V are /ʊ/ and /u:/, respectively.
5 TH QUESTION – LANGUAGE 
READ ITEMS 47 TO 53. THEN DO WHAT IS REQUESTED.
47. Circle the correct option about word formation. 
A) In “We shall carpet the bedroom soon”, the word carpet underwent a derivational process 
called backformation.
B) Back-fire is an example of a compound noun.
C) The words traveler and workaholic are formed respectively by processes called suffixation 
and blend.
D) Waterfall and underwrite are examples of a derivational process called compounding. 
E) Brunch is an example of a reduplicative process.
48. The word RELEASE in the sentences “They released him.” and “They ordered his 
release.” represents an example of the derivational process called
A) clipping.
B) blend.
C) acronyms.
D) prefixation.
E) conversion.
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CONCURSO PÚBLICO PARA PROFESSOR DE LÍNGUA INGLESA DO CMF – 2013 -FL 26
49. Consider the following sentences concerning the parts of speech.
I. The parts of speech are listed into two large groups: lexical items and grammatical items.
II. The closed-system items constitute a system because they are reciprocally inclusive.
III. Nouns and articles are open-class items because they are indefinitely extendable.
IV. The adverb and the verb may have small and fairly well-defined groups of closed-system 
items alongside the indefinitely large open-class items.
According to Kirk & Greenbaum, it is correct only what is stated in
A) I and II.
B) I, II and III.
C) I and IV.
D) II, III and IV.
E) II and IV.
50. Consider the following statements concerning sentence combination.
I. A compound sentence contains two or more independent clauses.
II. The ideas or clauses in a compound sentence are equal in importance.
III. One idea or clause is more important than another in a complex sentence.
IV. A complex sentence is a combination of dependent clauses.
According to Feigenbaum, it is correct only what is stated in
A) I, II and III.
B) I, II and IV.
C) III and IV.
D) I and III.
E) II and IV.
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51. In regard to tense, aspect and mood, read the following statements.
I. Habitual activity may not be expressed by the progressive aspects, although it is clear that 
the habit is temporary.
II. Though its ability to involve a span of time from the earliest memory to the present, the 
perfective has a definiteness which makes an appropriate verbal expression for introducing 
a topic of discourse.
III. The contrasting pair HE READ A BOOK THAT EVENING and HE WAS READING A BOOK 
THAT EVENING lies on the difference in verbal aspects.
IV. Futurity, modality and aspect are closely related and future time is usually rendered by 
means of modal auxiliaries.
V. Mood can be expressed in English to a minor extent by the subjunctive, to a greater extent 
by the past forms, as in IF YOU TAUGHT ME, I'D LEARN QUICKLY, but above all, by 
means of the modal auxiliares.
Based on Quirk & Greenbaum, it is correct only what is stated in
A) I, III and V. 
B) I, II and III.
C) IV and V.
D) III, IV and V.
E) II and IV.
52. In Linguistics, a grammar that observes how people actually speak, and discusses usage 
without value judgment is called
A) functional.
B) traditional.
C) descriptive.
D) prescriptive.
E) reflective.
53. In English, there are verbs which can be combined with prepositions and/or adverbs to 
create multi-word verbs. About this common feature of the language, it can be stated that
A) the particle of a phrasal verb can stand either before or after the noun phrase following the 
verb, but that of a prepositional verb must precede the noun phrase.
B) the particle of a phrasal verb can be omitted, while that of a prepositional verb cannot.
C) the particle of a prepositional verb maintains the original meaning of the verb, and that of a 
phrasal verb adds emphasis.
D) the particle of a prepositional verb must precede the noun phrase following the verb, but 
that of a phrasal verb is fixed and cannot precede the noun phrase.
E) in “Getting by on my salary isn’t easy!”, the two-word verb is an example of a transitive 
phrasal verb.
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FOR ITEMS 54 TO 60, READ TEXT 3. THEN DECIDE WHICH WORD FROM THE OPTIONS 
BEST FITS EACH SPACE.
TEXT 3 – HOW WE READ
Why did you decide to read this, and will you keep reading to the end? Do you expect to 
understand every single part of it and will you remember anything about it in a fortnight’s (54) 
_____? Common sense (55) _____ that the answers to these questions depend on “readability” – 
whether the (56) _____ matter is interesting, the argument clear and the layout attractive. But 
psychologists are discovering that to determine why people read – and often don’t read – technical 
information, they have to examine not so much the writing as the reader. Even the most 
technically confident people often (57) _____ instructions for the video or home computer in favour 
of hands-on experience. And people frequently (58) _____ little notice of consumer information: 
whether on nutritional labels or in the small print of contracts. Psychologists researching reading 
tend to assume that both beginners and competent readers read everything put in front of them 
from start to finish. There are (59) _____ among them about the role of eyes, memory and brain 
during the process. Some believe that fluent readers take (60) _____ every letter or word they see: 
others insist that readers rely on memory or context to carry them from one phrase to another. But 
they have always assumed that the reading process is the same: reading starts, comprehension 
occurs then reading stops. 
Source: Adapted from Paper 3 English Use from CAE Preparation Book
54. A) term B) period C) time D) gap E) lapse
55. A) suggests B) transmits C) advises D) informs E) warns
56. A) subject B) topic C) content D) text E) issue
57. A) miss B) mistrust C) pass D) ignore E) avoid
58. A) get B) pay C) take D) make E) have
59. A) objections B) arguments C) contests D) separations E) struggles
60. A) up B) over C) out D) in E) on
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FOR ITEMS 61 TO 70, READ TEXT 4 ABOUT GROUP WORK. USE THE WORDS GIVEN IN 
CAPITALS IN THE BOX TO FORM A WORD THAT FITS IN THE GAPS BELOW.
 MEMBER RECOMMEND COLLABORATE GUIDE 
VARY PLAN CONTRADICT LIE INTERACT THREAT
TEXT 4 – RECONCEPTUALIZING INTERACTIONAL GROUPS:
GROUPING SCHEMES FOR MAXIMIZING LANGUAGE LEARNING.
Group work. When it works, we are pleased. But when it does not – when the learners stare 
at each other without speaking or when two learners begin an argument that 
(61) _____________________ to disrupt the whole lesson – we know we should have done it 
better. 
In the field of English as a Second/Foreign Language (ESL/EFL), it has long been 
recognized that for second language acquisition to occur learners must use English to construct 
meaning and interact with others in authentic contexts. The importance of learner 
(62) _____________________ in acquiringa second language has made the teacher-directed 
student-centered classroom the standard for effective instruction, in print if not in practice. While 
this standard may seem (63) _____________________ , effective teacher directives can optimize 
student autonomy and facilitate effective cooperative learning, which is at the core of a student-
centered environment. These principles have led to the increasing use of group work in the second 
language classroom, wherein students work in teams to construct knowledge and accomplish 
tasks through (64) _____________________ interaction. However, not much has been written 
about the classroom management strategies that (65) _____________________ the practice, and 
less has been written about directing the (66) _____________________ of small groups as 
students engage in learning tasks and activities. 
For many teachers, group activity (67) _____________________ is often based on 
last-minute decisions or left to chance. When there is forethought, it mostly surrounds putting 
problem students in the “least-likely-to-cause-trouble” group. Teachers frequently comment that 
they have not been given clear (68) _____________________ in the management of groups; in 
fact, a quick survey of current TESOL education and methods texts reveals little information about 
how to accomplish this complex classroom management tasks beyond the following 
(69) _____________________: that teachers use interactional groups because of the multiple 
benefits for English learners, use a (70) _____________________ of groupings tied to the 
instructional purpose, and make the process for cooperative groups explicit to students.
Source: Adapted from English Teaching Forum. v 48, number 1, 2010.
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READ THIS TEXT ADAPTED FROM A JOURNAL. SIX EXCERPTS HAVE BEEN REMOVED 
FROM THE TEXT. CHOOSE FROM THE EXCERPTS (A-G) THE ONE WHICH FITS EACH 
GAP (71 TO 76). THERE IS ONE EXTRA EXCERPT WHICH YOU WILL NOT USE.
TEXT 5 – USING MOBILE PHONES IN THE LANGUAGE CLASSROOM
These days it seems mobile phones are used everywhere by everyone, which leads to the 
obvious question: How can mobile phone technology support learning in the second language 
classroom? The answer is “in a number of ways” because mobile phones come with ever-
increasing functions that most students are adept at using. There are practical ways to use mobile 
phones to support second language learning, both inside and outside the classroom. 
(71) [_______]
(72) [_______] Another benefit is that learners are used to working with them, often more 
so than with computers. Thornton and Houser (2003) report that young Japanese learners prefer to 
use mobile phones for many activities, from emailing to reading books. Research on the use of 
mobile phones for the delivery of vocabulary materials to English learners in Taiwan shows that 
students enjoy using their phones because of easy access to materials and the ability to practice 
anytime and anywhere. (73) [_______] 
(74) [_______] This makes them an ideal tool to support situated learning theory, which 
states that learning is more likely to take place when information is contextually relevant and can 
be put to immediate use (Lave and Wenger,1991). For example, second language learners can 
use mobile technology to access relevant vocabulary and expressions while at a bank opening an 
account, to look up movie reviews while at the theater, or to discuss weekend plans with an 
English-speaking friend. Since mobile phones are part of students' everyday routines, they help 
minimize the separation between the classroom and the outside world. (75) [_______]
(76) [_______] Students are in charge of the medium, and teachers, by elaborating how 
best to use the medium, provide a blueprint for autonomous learning, especially during the wide 
range of daily social activities where mobile phones are most likely to be used.
Adapted from REINDERS, H. Twenty ideas for using mobile phones in the language classroom. In: English Teaching 
Forum. v. 48, n. 3, 2010, p. 20-21.
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A. 
Another compelling argument for using mobile 
phones in the classroom is that they give 
students control over their own learning.
E. 
There are several pedagogical reasons to 
consider using mobile phones in the second 
language classroom. Most importantly, 
phones are social tools that facilitate 
authentic and relevant communication and 
collaboration among learners.
B. 
They imply activities that work with most 
mobile phones and do not require special 
knowledge or additional software or hardware. 
However, it is important to discuss drawbacks 
such as cost, increased workload, and other 
problems that might impact the use of phones 
in the classroom, as well as ways of mitigating 
them.
F. 
Applied linguists agree on little when it comes 
to theories for explaining language learning, 
but one thing seems clear – more exposure 
to target language and more practice, or time 
on task, explains most of the variation in 
students' success. Any tool that can increase 
students' access to the language will 
contribute greatly to their progress.
C.
The next step is to take stock of the resources 
that you have available. There is an 
enormous range of phone makes and models, 
and the technology is always advancing. 
Many of the following ideas will work with all 
but the most obsolete phones, but some 
require the use of more recent models.
G. 
Recent interest in the potential for mobile 
phones and other portable devices to support 
learning and teaching has been driven by the 
fact that mobile phones are relatively cheap 
and increasingly powerful (Chinnery 2006; 
Kukulska-Hulme and Traxler 2005).
D.
In addition, some students like the screen size 
limitations, which make the amount of content 
more manageable than that of other teaching 
materials (Chen, Hsieh, and Kinshuk 2008).
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THERE IS ONLY ONE MISTAKE IN EACH EXTRACT (1 TO 4) MATCHING ITEMS 77 TO 80. 
THE MISTAKES ARE RELATED TO LINKING WORDS, GRAMMAR OR PARALLEL 
STRUCTURE. FIND EACH MISTAKE AND CORRECT IT IN THE SPACE GIVEN.
EXTRACT 1 CORRECTION
Swimming in the morning and skiing in 
the afternoon. Dining on seafood in the 
evening and to fall asleep to the sound of 
lapping waves at night. There is nowhere 
like Andalucia. Call now for our brochure.
(77) ____________________
EXTRACT 2 CORRECTION
Local residents are ready to take the 
matter to the police and the authorities. 
Nevertheless, they are going to write to 
their member of parliament to insist on a 
public inquiry into the affair.
(78) ____________________
EXTRACT 3 CORRECTION
To make a recording first insert a blank 
tape into the machine. Then select the 
channel you wish to record and set the 
counter to zero. At last, you ought to 
press the red ‘record’ button and at the 
same time press the 'play' button.
(79) ____________________
EXTRACT 4 CORRECTION
We moved into the new house today. 
Everything went pretty smooth. The 
furniture then arrived bang on the dot of 
10 and we spent an exhausting three 
hours unloading. At last, at one o’clock 
we were able to sit down on our own sofa 
in our own new living room!
(80) ____________________
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6 TH QUESTION – WRITING 
THE FOLLOWING INSTRUCTIONS REFER TO ITEM 81.
INSTRUCTIONS:
1. The text to be written MUST be in the paragraph format in Standard English and 
MUST have AT LEAST 13 and NO MORE than 16 lines, including the title.
2. You MUST choose one of the topics assigned and develop its theme.
3. It WILL NOT be taken into consideration your point of view, but your arguments, 
proper vocabulary and grammar.
4. It is necessary to give a title to the paragraph.
5. DO NOT copy or quote any excerpt from the text given in item 81.
6. If you deem necessary, use the draft sheet. It WILL NOT be corrected.
7. Crossed-out words WILL NOT be accepted in your final text.
8. The final text MUST be written on the composition sheet, in black or blue ink. 
9. Your paragraph will be voided if you pose your signature or any sign or token that 
can identify yourself aside from the appropriate space on the cover of this test.
10. If you DO NOT follow the instructions concerning the theme assigned in the topic 
chosen, number of lines, and the use of appropriate text type and/or genre, the text 
WILL NOT be corrected.
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CONCURSO PÚBLICO PARA PROFESSOR DE LÍNGUA INGLESA DO CMF – 2013 -FL 34
(81) Based on the extract below, write a paragraph about one of the topics that follow it. Make sure 
you give your paragraph a title and follow the paragraph structure (topic sentence, bridge, 
examples and restatement) according to Blass & Pike-Baky, to convey the core of your writing. 
Remember to identify the topic chosen by writing its number in the box given. Write AT LEAST 13 
lines and NO MORE than 16, including the title.
Recently I wrote to my 89-year-old first-grade teacher, Mrs. Rickleff, to thank her for helping me learn 
to read. For me, learning to read was apparently difficult even though I didn’t know it at the time. I wanted 
Mrs. Rickleff to know that I not only overcame my initial problems due to her help but also now teach reading 
education courses at a university. Writing the letter brought back memories of sitting in the reading circle with 
my Dick and Jane first-grade reader on my knees and looking at the illustrations. I invented outrageous and 
fanciful stories to match the pictures and told these rather than reading aloud from the book. My classmates 
always looked confused but Mrs. Rickleff never corrected or interrupted me. I never got the hang of phonics 
either.
Once Mrs. Rickllef asked me to sound out a word on our new vocabulary list. I couldn’t do it. Mrs. 
Rickleff pointed to the letter a with an excited look on her face. ‘Pamela’, she whispered, ‘this letter says its 
own name.’ I was excited too. I was convinced I was about to be told a big secret. I leaned forward and 
whispered, ‘What is its name?’ Even now I’m embarrassed to admit that I believed letters of the alphabet had 
personal names like Bob or Ralph that I just didn’t know.
In my letter, I reminded Mrs. Rickleff of all the extra attention she gave me during recess (writing 
letters to and reading letters from her own first-grade daughter, Janie), of the extra ‘privileges’ she gave me 
(shelving books by the first letter in the title), and of the nice notes she wrote my mother and pinned on my 
coat before it was time to go home. Thanks to Mrs. Rickleff, I never knew I had a reading problem until many 
years later when my mother told me the notes she received suggested I read aloud at home and provided a 
list of vocabulary words I needed to work on.
[…] Over the years, I taught in a variety of middle school settings where I worked with kids in pullout, 
remedial reading programs. The idea that kids needed to be fixed because their reading was broken didn’t 
change. I, on the other hand, started thinking that, as a teacher, I needed to examine my own instructional 
practices to determine if I was really doing what I thought I was doing. Self-examination and reflection 
concerning my own teaching came about when I realized some students were experiencing positive changes 
in their reading while others were not. In addition, content area teachers did not see the same improvements 
in students that I saw or they noted only minor changes. When I commented to teachers about the growth 
and improvement I had observed in specific students’ reading and learning, the teachers often responded 
with comments like “Well, I’m glad he’s doing better for you but he is still failing my class” or “Charles is doing 
a little better for me but has yet to make above 65 on a test.” I started asking myself: Am I as effective as I 
think I am? Are all the kids in my classes really learning or am I passing some by? I came to value reflective
practice and constructive feedback. Although my educational background was based on the belief that 
reading problems resided in students, I started focusing on my instructional practices and questioning the 
effect they had on students’ reading and learning. In addition, I began considering students’ reading 
strengths along with their weaknesses rather than focusing on their reading deficiencies only. […]
From DUNSTON, P. J. Instructional practices, struggling readers, and a university-based reading clinic. In: Journal of 
Adolescent & Adult Literacy. v.50, no. 5, Feb. 2007, p. 328-332. 
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CONCURSO PÚBLICO PARA PROFESSOR DE LÍNGUA INGLESA DO CMF – 2013 -FL 35
Topic 1: Think of what other tasks would help struggling readers overcome their reading 
deficiencies.
Topic 2: Discuss how reflective teaching is presented in this excerpt.
TOPIC CHOSEN ( )
 
PS F A
___________________________________________________
CRITERIA
PARAGRAPH STRUCTURE FLUENCY ACCURACY TOTAL
2 4 14 20
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