Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.222 questões
Ano: 2025
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2025 - Prefeitura de Ribeiro Gonçalves - PI - Professor - Inglês |
Q3297449
Inglês
Which sentence accurately uses a reflexive pronoun?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289555
Inglês
How does interdisciplinary teaching benefit students in technical courses?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289546
Inglês
Which of the following is not a common characteristic of an email written in a formal context?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289543
Inglês
Read the following statements about English as a Lingua Franca:
I. It acknowledges the legitimacy of different English varieties II. It focuses on successful communication rather than native-speaker norms III. It requires speakers to achieve native-like proficiency IV. It promotes linguistic diversity in global contexts
Which combination of statements is correct?
I. It acknowledges the legitimacy of different English varieties II. It focuses on successful communication rather than native-speaker norms III. It requires speakers to achieve native-like proficiency IV. It promotes linguistic diversity in global contexts
Which combination of statements is correct?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289542
Inglês
Read the passage and select the correct alternative.
“In English as a Lingua Franca (ELF) contexts, the emphasis on __________ prioritizes functional effectiveness rather than rigid conformity to native-speaker norms.”
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289063
Inglês
No ensino de Inglês conforme a BNCC, quais tipos de gêneros textuais devem ser
trabalhado?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289062
Inglês
Um dos eixos fundamentais do ensino de Inglês na BNCC é a promoção da
interculturalidade. Isso significa:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289061
Inglês
A BNCC prevê que o ensino de Inglês no Ensino Fundamental esteja focado em quais práticas
de linguagem?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289060
Inglês
De acordo com a BNCC, o ensino de Inglês no Ensino Fundamental tem como principal
objetivo:
Ano: 2025
Banca:
PS Concursos
Órgão:
Prefeitura de Turvo - SC
Prova:
PS Concursos - 2025 - Prefeitura de Turvo - SC - Professor IV Inglês |
Q3285949
Inglês
De acordo com a BNCC, em articulação com as competências gerais da Educação Básica e as competências específicas da área de Linguagens, o componente curricular de Língua Inglesa deve garantir aos alunos o desenvolvimento de competências específicas, tais como:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção dos sujeitos no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
II. Identificar similaridades e diferenças entre a língua inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade.
III. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.
IV. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
Marque a alternativa CORRETA:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção dos sujeitos no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
II. Identificar similaridades e diferenças entre a língua inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade.
III. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.
IV. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
Marque a alternativa CORRETA:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276448
Inglês
Considering the National Curriculum Parameters (PCNs)
for Foreign Language Teaching in Brazil, some methods
seem to be good options to develop students'
communicative competence by engaging them in
meaningful interactions that reflect their real-life
situations. Based on this assertion, choose the alternative
that definitely CANNOT suit the context mentioned
above:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276444
Inglês
Texto associado
TEXT 2
WHAT IS THE COMMUNICATIVE APPROACH?
In the Communicative Approach, real communication and interaction is not only the objective in learning, but also the means through which it takes place. This approach started in the 70s and became prominent as it proposed an alternative to the then ubiquitous systems-oriented approaches, such as the Audiolingual method. That means that, instead of focusing on the acquisition of grammar and vocabulary (grammatical/linguistic competence), the Communicative Approach aimed at developing the learner’s competence to communicate in the target language (communicative competence), with an enhanced focus on real-life situations.
Excerpt extracted and adapted from: https://www.whatiselt.com/single-post/2018/08/23/what-is-thecommunicative-approach
According to text 2, how does the Communicative
Approach view language learning:
Ano: 2025
Banca:
SECPLAN
Órgão:
Prefeitura de Presidente Kennedy - ES
Prova:
SECPLAN - 2025 - Prefeitura de Presidente Kennedy - ES - Professor MAMPB Inglês |
Q3259818
Inglês
Read the following text.
“This approach / method is based on the idea that learning language successfully comes through having to communicate real meaning.
When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
Classroom activities guided by this approach / method are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learnercentred, and there may be use of authentic materials.”
Adapted from: https://www.teachingenglish.org.uk
The approach or method referred to in the text is the ...
“This approach / method is based on the idea that learning language successfully comes through having to communicate real meaning.
When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
Classroom activities guided by this approach / method are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learnercentred, and there may be use of authentic materials.”
Adapted from: https://www.teachingenglish.org.uk
The approach or method referred to in the text is the ...
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235091
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Um professor do Ensino Fundamental preocupado em
desenvolver no aluno a habilidade n.7 citada no texto de
Brown, “Learn to make intelligent guesses”, deverá
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235090
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
According to Rubin (Rubin & Thompson, 1982), good
language learners “learn chunks of language as wholes
and formalized routines to help them perform “beyond
their competence”. To help their students develop such an
ability, the English teacher may, among other classroom
proposals,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235085
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Depreende-se das visões de Seidlhofer (2004) e Jenkins
(2005), no segundo e terceiro parágrafos, e das posições
da BNCC sobre a aprendizagem de inglês na escola brasileira, que uma frase como “She wear a blue uniform
for school”, se pronunciada por um aprendiz brasileiro do
ensino fundamental,
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221227
Inglês
According to BNCC, English enables students to deepen their understanding of the
world, explore new research perspectives, access information, express ideas and values, and handle
different opinions and criticism. However, accessing specialized information, which can help spark
interest and prepare students for the next step in their studies, might require specific tools. Therefore,
English for Specific Purposes (ESP) teaching might be a useful approach. Mark the INCORRECT
statement about ESP teaching.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221226
Inglês
BNCC approaches the use of digital information and communication
technologies (TDIC) as a student facilitator to familiarize them with the use of those resources and a
learning aid for other contents in a significant and autonomous way. Mark the correct statement about
TDIC in English teaching.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Farroupilha - RS
Prova:
FUNDATEC - 2025 - IF Farroupilha - RS - Professor EBTT - Letras - Inglês |
Q3221225
Inglês
The Brazilian Base Nacional Comum Curricular (BNCC) says English is a global
language, which allows access to multiple uses and functions in the contemporary times. As one of
the possible uses is access to science, it is important to connect the teaching of English with the
concept of scientific literacy, addressed by the BNCC as the ability to comprehend, interpret and apply
scientific knowledge to make informed decisions and act critically and ethically in society. Analyze the
statements below about scientific literacy and mark T, if true, or F, if false.
( ) It involves the ability to evaluate critically scientific information. ( ) It requires advanced knowledge of applied sciences. ( ) It includes understanding the scientific method, such as formulating and testing hypotheses, and analyzing results.
The correct order of filling in the parentheses, from top to bottom, is:
( ) It involves the ability to evaluate critically scientific information. ( ) It requires advanced knowledge of applied sciences. ( ) It includes understanding the scientific method, such as formulating and testing hypotheses, and analyzing results.
The correct order of filling in the parentheses, from top to bottom, is:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Sertãozinho - SP
Prova:
VUNESP - 2025 - Prefeitura de Sertãozinho - SP - Professor de Educação Básica II - Inglês |
Q3215246
Inglês
Texto associado
Read the text to answer question from.
Two concepts – acquisition and learning – play key roles in the study of language. Although there are people who use the two terms interchangeably, in reality they embody two different processes in the development of communicative competence. Language acquisition is an intuitive and subconscious process, similar to that of children when they develop their mother tongue – natural, incidental, and often unconscious. Language learning, by contrast, is a conscious process that involves studying rules and structures.
Talking about the rules and structures of a language not only implies knowing the grammatical and spelling rules, but also understanding how that language is used in social contexts. For example, to show affection in a personal letter, we can say goodbye with “sending you hugs and kisses”, but not with “I would like to provide you with a hug”. Understanding which words tend to appear together and the level of formality they carry (known as “register”) is part of knowing a language.
By understanding acquisition and learning, we can improve our performance as learners. Immersing ourselves in an environment where the language we want to learn is used can foster acquisition, as can classes that encourage more communicative ways of learning which replicate situations that could arise in real contexts. Nevertheless, a grammatical explanation will help us to learn the rules of the language. The key is to combine the two approaches.
(Vazquez-Calvo, B. 2023. Adaptado)
In the third paragraph, the author praises “classes that
encourage more communicative ways of learning which
replicate situations that could arise in real contexts”. This
allows us to infer that he supports
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