Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.138 questões
Ano: 2025
Banca:
FRONTE
Órgão:
Prefeitura de Cravinhos - SP
Prova:
FRONTE - 2025 - Prefeitura de Cravinhos - SP - Professor de Inglês |
Q3195853
Inglês
Defining English as an International
Language English as lingua franca (ELF) has traditionally
been defined as ‘interactions between members of two or
more differentlinguaculturesin English,for none ofwhom
English isthemothertongue’(HOUSE, 1999:74).In other
words,ELFisthe study of the type oflanguage thatis used
when second language speakers from different linguistic
and cultural backgrounds interact. By definition, all first
language speakers of English are excluded from the focus
of ELF investigations. Jenkins (2006) argues quite
strongly that the purpose of ELF research is essentially to
document the features of interactions between second
language speakers of English and in no way is meant to
depict a particular variety of English that should become
the standard for second language speakers.
McKAY, S. English as an international language: What it is and what it means for pedagogy. SAGE Journals, 23 jan. 2018. Disponível em: https://journals.sagepub.com/doi/full/10.1177/003368821 7738817. Acesso em: 15 jan. 2025.
Como professor de inglês, ao considerar o ensino da língua inglesa como língua franca, é fundamental compreender que:
McKAY, S. English as an international language: What it is and what it means for pedagogy. SAGE Journals, 23 jan. 2018. Disponível em: https://journals.sagepub.com/doi/full/10.1177/003368821 7738817. Acesso em: 15 jan. 2025.
Como professor de inglês, ao considerar o ensino da língua inglesa como língua franca, é fundamental compreender que:
Ano: 2025
Banca:
FRONTE
Órgão:
Prefeitura de Cravinhos - SP
Prova:
FRONTE - 2025 - Prefeitura de Cravinhos - SP - Professor de Inglês |
Q3195840
Inglês
No ensino de línguas, a gramática
desempenha um papel fundamental no desenvolvimento
das habilidades comunicativas dos alunos. Segundo os
estudos de Carter e McCarthy, uma abordagem
comunicativa da gramática foca-se em:
Ano: 2025
Banca:
FRONTE
Órgão:
Prefeitura de Cravinhos - SP
Prova:
FRONTE - 2025 - Prefeitura de Cravinhos - SP - Professor de Inglês |
Q3195839
Inglês
Com base no excerto do livro "Dimensões
Comunicativas no Ensino de Línguas" de Almeida Filho,
que afirma:
"O ensino comunicativo é aquele que organiza as experiências de aprender em termos de atividades relevantes/tarefas de real interesse e/ou necessidade do aluno para que ele se capacite a usar a língua-alvo para realizar ações de verdade na interação com outros falantes-usuários dessa língua." (ALMEIDA FILHO, 1993, p. 36).
De acordo com Almeida Filho, qual característica define o ensino comunicativo de línguas?
"O ensino comunicativo é aquele que organiza as experiências de aprender em termos de atividades relevantes/tarefas de real interesse e/ou necessidade do aluno para que ele se capacite a usar a língua-alvo para realizar ações de verdade na interação com outros falantes-usuários dessa língua." (ALMEIDA FILHO, 1993, p. 36).
De acordo com Almeida Filho, qual característica define o ensino comunicativo de línguas?
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181982
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Analisando o trecho do texto: “Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points”, pode-se concluir que ao realizar tal tarefa, o aluno estará exercitando a habilidade comunicativa que envolve:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181981
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Considere a seguinte situação: um professor pede aos seus alunos que assistam a um vídeo explicativo sobre a passagem do tempo antes de ensinar verbos no futuro. Esta prática está alinhada com a teoria de aquisição da linguagem chamada:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181980
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Considerando as concepções metodológicas referentes ao processo de ensino e aprendizagem da língua inglesa, a metodologia utilizada por um professor que solicita aos alunos que memorizem uma lista de verbos no imperativo antes da aula, com o objetivo de realizar uma atividade prática na qual os alunos executem as ações dos verbos estudados, enfatizando a aprendizagem através da prática corporal é:
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Infantil e Ensino Fundamental I e II - Inglês - Edital nº 1 |
Q3180333
Inglês
A teacher is using Krashen's Input Hypothesis to design
a reading program for intermediate English learners. The
goal is to gradually increase students' reading proficiency
by exposing them to slightly challenging texts. Which of
the following strategies aligns best with Krashen's Input
Hypothesis for optimal language acquisition in this
reading program?
Ano: 2024
Banca:
AMAUC
Órgão:
Prefeitura de Piratuba - SC
Prova:
AMAUC - 2024 - Prefeitura de Piratuba - SC - Professor Ensino Infantil e Ensino Fundamental I e II - Inglês - Edital nº 1 |
Q3180332
Inglês
Incorporating multiculturalism in the English language
classroom requires balancing linguistic diversity with
cultural sensitivity. Which of the following teaching
approaches best exemplifies this principle while
addressing the challenges faced by Brazilian students
learning English?
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179438
Inglês
Read the transcript of a conversation between two
English speakers and answer the question:
A: I was wondering if you could help me with this presentation. I’m struggling with how to explain the data.
B: Sure! Let’s go over it together. Do you want to start with the charts or the written summary?
A: Probably the charts—they’re a bit confusing, especially the second one.
Based on the excerpt, select the CORRECT alternative that explains the most effective listening comprehension strategies for learners when hearing this dialogue in an authentic environment:
A: I was wondering if you could help me with this presentation. I’m struggling with how to explain the data.
B: Sure! Let’s go over it together. Do you want to start with the charts or the written summary?
A: Probably the charts—they’re a bit confusing, especially the second one.
Based on the excerpt, select the CORRECT alternative that explains the most effective listening comprehension strategies for learners when hearing this dialogue in an authentic environment:
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179437
Inglês
In English teaching, different methodologies cater to
specific learning objectives, ranging from focusing on
linguistic structures to applying skills in practical
contexts.
Based on the description of the activity below, select the CORRECT alternative that identifies the methodology used by the teacher.
In an advanced English class, the teacher asks students to plan a fictional trip to an English-speaking country. They must research destinations, create a detailed itinerary, and present the plan orally, including arguments to justify logistical and cultural choices. During the activity, the teacher provides linguistic support when necessary and delivers corrective feedback at the end.
Based on the description of the activity below, select the CORRECT alternative that identifies the methodology used by the teacher.
In an advanced English class, the teacher asks students to plan a fictional trip to an English-speaking country. They must research destinations, create a detailed itinerary, and present the plan orally, including arguments to justify logistical and cultural choices. During the activity, the teacher provides linguistic support when necessary and delivers corrective feedback at the end.
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179435
Inglês
In English language teaching, methodologies have
evolved to meet the needs of learners in various
contexts.
Regarding traditional and contemporary methodologies in English language teaching, select the CORRECT alternative:
Regarding traditional and contemporary methodologies in English language teaching, select the CORRECT alternative:
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179430
Inglês
In teaching pronunciation and listening
comprehension, pedagogical strategies must account
for aspects such as regional variations, natural rhythm,
and intonation patterns of English. Read the following
teaching scenario and answer the question:
"An English teacher aims to help students understand different English accents and develop more accurate pronunciation. The teacher plans to introduce activities that include exposure to authentic audio materials, imitation exercises, and analysis of rhythmic and intonational patterns."
Based on this approach and the principles of teaching pronunciation and listening comprehension, select the CORRECT alternative that reflects an effective strategy for developing these skills:
"An English teacher aims to help students understand different English accents and develop more accurate pronunciation. The teacher plans to introduce activities that include exposure to authentic audio materials, imitation exercises, and analysis of rhythmic and intonational patterns."
Based on this approach and the principles of teaching pronunciation and listening comprehension, select the CORRECT alternative that reflects an effective strategy for developing these skills:
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179429
Inglês
The varieties of English exhibit significant phonological
differences influenced by historical, regional, and
cultural factors. These differences affect the
pronunciation of specific sounds, rhythm, and
intonation patterns.
Consider the following phonological characteristics and analyze the alternatives to identify the only CORRECT statement regarding the differences between British English (Received Pronunciation), American English (General American), and Australian English:
Consider the following phonological characteristics and analyze the alternatives to identify the only CORRECT statement regarding the differences between British English (Received Pronunciation), American English (General American), and Australian English:
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179422
Inglês
Language plays a central role in shaping the cultural
and social identity of individuals and communities. As a
medium for communication, it also serves as a vehicle
for transmitting traditions, values, and narratives across
generations. In a globalized world, the interaction
between local languages and dominant global
languages, such as English, raises questions about the
preservation of cultural identity and the impact of
linguistic choices on social dynamics.
Based on this relationship, select the CORRECT alternative.
Based on this relationship, select the CORRECT alternative.
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179421
Inglês
The establishment of English as a global lingua franca
is a linguistic and sociocultural phenomenon driven by
a complex interplay of historical, economic, and
geopolitical factors. From the colonial expansion of the
British Empire to the influence of American culture,
English has become a medium for international
communication across diverse domains, including
business, education, science, and entertainment.
Considering the characteristics of English as a lingua franca, select the CORRECT alternative.
Considering the characteristics of English as a lingua franca, select the CORRECT alternative.
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179420
Inglês
English, as a global language, exhibits notable
variations between its regional forms, particularly
British English and American English. These
differences encompass spelling, pronunciation,
grammar, and vocabulary, reflecting distinct historical
and cultural developments.
Regarding the distinctions between British and American English, select the CORRECT alternative.
Regarding the distinctions between British and American English, select the CORRECT alternative.
Ano: 2025
Banca:
INAZ do Pará
Órgão:
Prefeitura de Bocaina do Sul - SC
Prova:
INAZ do Pará - 2025 - Prefeitura de Bocaina do Sul - SC - Professor de Inglês |
Q3179419
Inglês
The English language has undergone profound
transformations throughout its history, influenced by
various sociopolitical events, invasions, and cultural
exchanges. These historical developments have
significantly shaped its grammatical structure,
phonology, and vocabulary.
Based on the evolution of the English language, select the CORRECT alternative.
Based on the evolution of the English language, select the CORRECT alternative.
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês |
Q3175076
Inglês
Ao ensinar inglês como segunda língua, qual dos
seguintes métodos NÃO enfatiza a comunicação oral?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês |
Q3175072
Inglês
A influência da língua inglesa no português brasileiro é inegável, permeando diversos campos do conhecimento e da vida cotidiana. Desde o século XIX, com a intensificação das relações comerciais entre Brasil e países de língua inglesa, o inglês tem se enraizado em nosso idioma, refletindo não apenas um intercâmbio linguístico, mas também cultural e social. O estudo dessa influência é crucial para a compreensão da dinâmica da língua portuguesa e sua interação com o mundo globalizado.
Com base em seus conhecimentos sobre a influência da língua inglesa no português brasileiro, analise as seguintes afirmações:
I. A presença de anglicismos no português brasileiro se intensificou a partir do século XX, com a ascensão dos Estados Unidos como potência mundial.
II. O uso de estrangeirismos provenientes do inglês limita-se ao vocabulário técnico e científico, não afetando a linguagem coloquial.
III. A incorporação de termos ingleses no português brasileiro reflete a dinâmica de assimilação e adaptação cultural característica das línguas.
IV. A influência do inglês no português brasileiro é um fenômeno recente, impulsionado pela internet e pelas mídias sociais.
É correto apenas o que se afirma em:
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês |
Q3175069
Inglês
Qual dos seguintes elementos NÃO é um dos eixos
organizadores do componente curricular de Língua
Inglesa na BNCC?
Conheça nossos planos