Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.152 questões
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012184
Inglês
For planning functional texts for young learners,
analyze the statements based on organizing ideas in topics
and building simple paragraphs.
I. Planning is complete when the writer drafts every sentence in final form before writing, because drafting mainly copies the plan into neat language.
II. A topic plan can map purpose, audience and key points, which supports paragraph unity even when sentences change during drafting.
III. In short scripts and ads, coherence depends mainly on rhyme and repetition, so logical sequencing plays a minor role in how meaning is built.
IV. A functional biography paragraph benefits from avoiding time markers, because chronology reduces inference and makes reading passive.
V. A simple paragraph often benefits from a clear topic sentence and a small set of supporting details that link back through reference or repetition.
The CORRECT statements are:
I. Planning is complete when the writer drafts every sentence in final form before writing, because drafting mainly copies the plan into neat language.
II. A topic plan can map purpose, audience and key points, which supports paragraph unity even when sentences change during drafting.
III. In short scripts and ads, coherence depends mainly on rhyme and repetition, so logical sequencing plays a minor role in how meaning is built.
IV. A functional biography paragraph benefits from avoiding time markers, because chronology reduces inference and makes reading passive.
V. A simple paragraph often benefits from a clear topic sentence and a small set of supporting details that link back through reference or repetition.
The CORRECT statements are:
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012181
Inglês
During a pair discussion, one student uses a word that
the partner interprets differently, and follow-up questions
align the intended message. Which concept is illustrated?
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012177
Inglês
A peer-review sheet asks students to underline unclear
references, mark repetitive vocabulary and suggest one
alternative verb. The underlying principle of peer review and
self-correction is.
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012174
Inglês
A teacher designs a listening test with speakers from
Nigeria, India, Scotland and Singapore to reflect international
use of English. Mark the CORRECT statement about English
as a lingua franca in classroom listening.
Ano: 2026
Banca:
Fundação CETREDE
Órgão:
Prefeitura de Maracanaú - CE
Prova:
Fundação CETREDE - 2026 - Prefeitura de Maracanaú - CE - Professor da Educação Básica - Língua Inglesa - 6º ao 9º Ano |
Q4012173
Inglês
Under listening assessment for middle school learners,
analyze the statements based on key words, main idea and
specific details in varied audio (podcasts, songs and
dialogues).
I. A main-idea item is best measured by word-for-word repetition of a full sentence, because gist listening equals accurate recall.
II. A key-word task typically prioritizes content words and pragmatic markers that help reconstruct meaning, even when function words are missed.
III. Specific-detail items strengthen the construct when the detail is task-relevant and clearly referenced, avoiding trivia that overloads memory.
IV. In songs, reductions and rhyme can mask individual sound cues, so learners may lean on stress patterns and repetition to locate key words and gist.
V. When the goal is gist, distractors should be built from minor details, because gist listening treats details as equally central.
The CORRECT statements are:
I. A main-idea item is best measured by word-for-word repetition of a full sentence, because gist listening equals accurate recall.
II. A key-word task typically prioritizes content words and pragmatic markers that help reconstruct meaning, even when function words are missed.
III. Specific-detail items strengthen the construct when the detail is task-relevant and clearly referenced, avoiding trivia that overloads memory.
IV. In songs, reductions and rhyme can mask individual sound cues, so learners may lean on stress patterns and repetition to locate key words and gist.
V. When the goal is gist, distractors should be built from minor details, because gist listening treats details as equally central.
The CORRECT statements are:
Ano: 2026
Banca:
Prefeitura de Bom Despacho - MG
Órgão:
Prefeitura de Bom Despacho - MG
Prova:
Prefeitura de Bom Despacho - MG - 2026 - Prefeitura de Bom Despacho - MG - Professor PEB III - Língua Inglesa |
Q3995530
Inglês
A perspectiva adotada pelo CRMG para o ensino de Língua Inglesa rompe com:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Matias Olímpio - PI
Prova:
FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994716
Inglês
Texto associado
PROFESSOR DE LÍNGUA INGLESA:
THE DIGITAL FRONTIER OF FIDELITY
The Nuances of Micro-cheating: Social Practice or Digital
Paranoia ?
In the contemporary landscape of interpersonal
relationships, the ubiquity of social media has recalibrated
the traditional parameters of faithfulness. The emergence of
the term "micro-cheating" serves as a testament to this shift,
encompassing a spectrum of subtle, digitally-mediated
behaviors that, while devoid of physical consummation,
suggest an emotional or erotic redirection. Such actions—
ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate
concealment of encrypted message threads—occupy a
contentious "grey area" that challenges the binary definition
of infidelity.
From a socio-psychological perspective, micro-cheating is
often interpreted not as an isolated act of betrayal, but as a
symptom of the "validation economy." The digital
architecture of modern platforms encourages a constant
pursuit of external approval, where a notification can
function as a dopamine-inducing ego boost. Consequently,
the ambiguity of intent becomes the focal point of the
debate: is the digital interaction a legitimate exercise of
social autonomy or a covert erosion of the primary
partnership’s exclusivity? Proponents of the concept argue
that the "secrecy criterion" is the ultimate litmus test—if an
interaction is intentionally shielded from a partner’s view, the
threshold of trust has likely been breached.
Conversely, skeptics caution against the pathologization of
digital sociability. They argue that the expansion of the
"cheating" umbrella to include minor online interactions
fosters a climate of hyper-vigilance and domestic
surveillance, potentially undermining the very foundation of
trust it seeks to protect. By labeling these behaviors as
"micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for
subversive intent.
For the language educator, this phenomenon provides a rich
semiotic field for classroom reflection. Aligning with the
National Common Curricular Base (BNCC), the study of such
themes transcends mere grammatical decoding. It invites
students to engage in "multiliteracies," analyzing how
meaning is negotiated across digital platforms and how
language (visual, verbal, and symbolic) shapes social ethics.
In this sense, the English language is not merely a system of
signs to be mastered, but a tool for critical agency in a
globalized, hyper-connected world.
A LDB, em suas atualizações recentes sobre
tecnologias e educação, dispõe que:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Matias Olímpio - PI
Prova:
FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994715
Inglês
Texto associado
PROFESSOR DE LÍNGUA INGLESA:
THE DIGITAL FRONTIER OF FIDELITY
The Nuances of Micro-cheating: Social Practice or Digital
Paranoia ?
In the contemporary landscape of interpersonal
relationships, the ubiquity of social media has recalibrated
the traditional parameters of faithfulness. The emergence of
the term "micro-cheating" serves as a testament to this shift,
encompassing a spectrum of subtle, digitally-mediated
behaviors that, while devoid of physical consummation,
suggest an emotional or erotic redirection. Such actions—
ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate
concealment of encrypted message threads—occupy a
contentious "grey area" that challenges the binary definition
of infidelity.
From a socio-psychological perspective, micro-cheating is
often interpreted not as an isolated act of betrayal, but as a
symptom of the "validation economy." The digital
architecture of modern platforms encourages a constant
pursuit of external approval, where a notification can
function as a dopamine-inducing ego boost. Consequently,
the ambiguity of intent becomes the focal point of the
debate: is the digital interaction a legitimate exercise of
social autonomy or a covert erosion of the primary
partnership’s exclusivity? Proponents of the concept argue
that the "secrecy criterion" is the ultimate litmus test—if an
interaction is intentionally shielded from a partner’s view, the
threshold of trust has likely been breached.
Conversely, skeptics caution against the pathologization of
digital sociability. They argue that the expansion of the
"cheating" umbrella to include minor online interactions
fosters a climate of hyper-vigilance and domestic
surveillance, potentially undermining the very foundation of
trust it seeks to protect. By labeling these behaviors as
"micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for
subversive intent.
For the language educator, this phenomenon provides a rich
semiotic field for classroom reflection. Aligning with the
National Common Curricular Base (BNCC), the study of such
themes transcends mere grammatical decoding. It invites
students to engage in "multiliteracies," analyzing how
meaning is negotiated across digital platforms and how
language (visual, verbal, and symbolic) shapes social ethics.
In this sense, the English language is not merely a system of
signs to be mastered, but a tool for critical agency in a
globalized, hyper-connected world.
A BNCC enfatiza que o ensino de Inglês deve promover
o "Multiletramento". No contexto do texto, isso significa
que o aluno deve ser capaz de:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Matias Olímpio - PI
Prova:
FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994700
Inglês
Texto associado
PROFESSOR DE LÍNGUA INGLESA:
THE DIGITAL FRONTIER OF FIDELITY
The Nuances of Micro-cheating: Social Practice or Digital
Paranoia ?
In the contemporary landscape of interpersonal
relationships, the ubiquity of social media has recalibrated
the traditional parameters of faithfulness. The emergence of
the term "micro-cheating" serves as a testament to this shift,
encompassing a spectrum of subtle, digitally-mediated
behaviors that, while devoid of physical consummation,
suggest an emotional or erotic redirection. Such actions—
ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate
concealment of encrypted message threads—occupy a
contentious "grey area" that challenges the binary definition
of infidelity.
From a socio-psychological perspective, micro-cheating is
often interpreted not as an isolated act of betrayal, but as a
symptom of the "validation economy." The digital
architecture of modern platforms encourages a constant
pursuit of external approval, where a notification can
function as a dopamine-inducing ego boost. Consequently,
the ambiguity of intent becomes the focal point of the
debate: is the digital interaction a legitimate exercise of
social autonomy or a covert erosion of the primary
partnership’s exclusivity? Proponents of the concept argue
that the "secrecy criterion" is the ultimate litmus test—if an
interaction is intentionally shielded from a partner’s view, the
threshold of trust has likely been breached.
Conversely, skeptics caution against the pathologization of
digital sociability. They argue that the expansion of the
"cheating" umbrella to include minor online interactions
fosters a climate of hyper-vigilance and domestic
surveillance, potentially undermining the very foundation of
trust it seeks to protect. By labeling these behaviors as
"micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for
subversive intent.
For the language educator, this phenomenon provides a rich
semiotic field for classroom reflection. Aligning with the
National Common Curricular Base (BNCC), the study of such
themes transcends mere grammatical decoding. It invites
students to engage in "multiliteracies," analyzing how
meaning is negotiated across digital platforms and how
language (visual, verbal, and symbolic) shapes social ethics.
In this sense, the English language is not merely a system of
signs to be mastered, but a tool for critical agency in a
globalized, hyper-connected world.
According to the final paragraph, the BNCC's
perspective on teaching English through themes like
"micro-cheating" aims to:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Louveira - SP
Prova:
Avança SP - 2026 - Prefeitura de Louveira - SP - Professor de Inglês |
Q3989985
Inglês
A teacher in the final years of lower secondary education organizes lessons around real-life situations. Students work in small groups to investigate a problem, collect information, discuss possible solutions, and present their findings to the class. The teacher acts mainly as a facilitator, guiding the process rather than delivering long explanations.
This description best represents which teaching approach?
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Louveira - SP
Prova:
Avança SP - 2026 - Prefeitura de Louveira - SP - Professor de Inglês |
Q3989981
Inglês
Choose the alternative that correctly completes the sentences below with the appropriate prepositions, respectively.
I. She is waiting ___ the bus stop.
II. There is a clock ___ the wall.
III. My sister works ___ a hospital.
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988646
Inglês
“In many Brazilian public universities, English
instruction has historically prioritized the
development of strategic reading abilities,
enabling learners to extract relevant information
from academic texts in their fields, rather than
pursuing full oral fluency.” (Excerpt adapted from:
Celani [1988]; Ramos [2005]. “Brazilian ESP
tradition”)
The pedagogical orientation described aligns most closely with:
The pedagogical orientation described aligns most closely with:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988645
Inglês
“An adequate theory of language pedagogy must
extend beyond grammatical mastery and account
for the sociocultural rules governing
appropriateness, discourse cohesion, and
strategic resourcefulness in real-life interaction.”
(Excerpt adapted from: Hymes, 1972, On
Communicative Competence; Canale & Swain,
1980, Theoretical Bases of Communicative
Approaches to Second Language Teaching and
Testing.)
The theoretical construct being operationalized in the excerpt is:
The theoretical construct being operationalized in the excerpt is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988644
Inglês
“In structurally oriented classrooms influenced by
audiolingual principles, language is
conceptualized primarily as a system of habits to
be formed through pattern drills, repetition, and
controlled manipulation of grammatical structures,
with minimal emphasis on spontaneous
interaction.” (Excerpt adapted from: Richards &
Rodgers [2001]. Approaches and Methods in
Language Teaching)
The pedagogical orientation most accurately characterized in the excerpt corresponds to:
The pedagogical orientation most accurately characterized in the excerpt corresponds to:
Ano: 2026
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2026 - Prefeitura de Itapoá - SC - Professor de Inglês |
Q3981561
Inglês
Em uma situação desencadeadora, estudantes do 8º ano simulam organizar um evento
escolar e precisam negociar funções e horários em inglês. Alguns erros aparecem, mas há
troca real de informações. Nessa situação, a prática favorece principalmente:
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-PI
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-PI - Professor da Educação Básica - Disciplina: Inglês |
Q3978393
Inglês
Para um ensino de língua inglesa que contemple as relações entre
língua, cultura e sociedade, o professor deve
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-PI
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-PI - Professor da Educação Básica - Disciplina: Inglês |
Q3978389
Inglês
A organização curricular da língua inglesa na BNCC evidencia
uma abordagem que
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-PI
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-PI - Professor da Educação Básica - Disciplina: Inglês |
Q3978388
Inglês
As práticas de linguagem previstas na BNCC para o componente
de língua inglesa caracterizam-se por
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-PI
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-PI - Professor da Educação Básica - Disciplina: Inglês |
Q3978364
Inglês
Texto associado
Text 10A1-I
There is no doubt that we are living in times of great change. Population mobility continues throughout the world at an all-time high in human history, bringing extensive cross-cultural contact among diverse language and cultural groups. Predictions focus on an increasingly interconnected world, with global travel and instant international communications available to more and more people. Businesses and professions seek employees fluent in more than one language, to participate in the international marketplace as well as to serve growing ethnolinguistic minorities living within each community. Employers increasingly want their employees to be interculturally competent. They want them to be skilful negotiators in increasingly intercultural work situations.
Change is not exclusive or selective in terms of the sectors of society which it affects. Industry, health, politics and business are affected, but also education. In different parts of Europe, just as elsewhere in the world, the presence of ethnic and linguistic minority children in schools is becoming an everyday phenomenon. Policy makers include intercultural objectives in curricula, and teachers find themselves faced with the challenge of promoting the acquisition of intercultural competence through their teaching. This is true for teachers of a diversity of subjects. It is definitely true for teachers of foreign languages. Foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own. Therefore, all foreign language educators are now expected to exploit this potential and promote the acquisition of intercultural competence in their learners. The objective of language learning is no longer defined in terms of the acquisition of communicative competence in a foreign language. Teachers are now required to teach intercultural communicative competence.
Lies Sercu. Teaching foreign languages in an intercultural world. In: Lies Sercu et al. Foreign language teachers and intercultural competence: an international investigation. Clevedon: Multilingual Matters, 2005 (adapted)
It is correct to infer from text 10A1-I that the author believes
intercultural competence is
Ano: 2026
Banca:
Prefeitura de Bombinhas - SC
Órgão:
Prefeitura de Bombinhas - SC
Prova:
Prefeitura de Bombinhas - SC - 2026 - Prefeitura de Bombinhas - SC - Professor de Ensino Fundamental I e Infantil - Inglês |
Q3973917
Inglês
Texto associado
Read the excerpts written by John Robert Schmitz, from
the Universidade Estadual de Campinas (UNICAMP),
São Paulo, taken from his article entitled “To ELF or not
to ELF? (English as a Lingua Franca): That is the question
for Applied Linguistics in a globalized world”:
The realization that there are today more nonnative
speakers than native speakers of English in the world
with institutionalized and nativized varieties as well as
their own specific communicative, cultural and
pragmatic competencies has led to the rethinking of
present-day practices in teaching, teacher preparation,
and the writing of textbooks. Jenkins' publications
(2000, 2003) dealing with the phonology of English and
material for teaching English as an international
language along with her book English as a Lingua Franca
(ELF) (2007) call for the disengagement of the language
from Anglo-American native speaker norms. This line of
research presents serious questions for Applied
Linguistics (AL) and English Language Teaching (ELT)
that will, if implemented, entail major changes in that
endeavor. The winds of change may indeed be
beneficial for some and a threat to others. I argue in this
paper for an open mindset with respect to the issues
and to the new state of affairs in this globalized world
today. [...] The appearance of Lingua Franca English has
contributed to rethinking the role of language
assessment and testing (ELDER; DAVIES, 2006) along
with reasoned debate (TAYLOR, 2006) with Jenkins
(2006a, 2006b). In addition, the field of Second
Language Acquisition has also been questioned (FIRTH,
1990, 1996), FIRTH; WAGNER, [1997] 2007) with regard
to its dependence on native speaker standards as the
measuring rod that determines successful learning.
Finally, House (2003, p. 575) calls for continuing
research on ELF in Europe and elsewhere, but
concludes that it is "(...) not, for the present time, a
threat to multilingualism".
Source: Schmitz, J. R. (2012). “To ELF or not to ELF?” (English as a
Lingua Franca): that’s the question for Applied Linguistics in a
globalized world. Revista Brasileira de Linguística Aplicada, 12(2),
249–284. https://doi.org/10.1590/s1984-63982012000200003
Read the excerpt below, taken from the official
English Language Curriculum Guidelines for Elementary
Education (1st to 9th grade) of the municipality of
Bombinhas:
“In this context, English is no longer treated as a foreign language, but as a lingua franca of global communication, used by speakers worldwide with different linguistic and cultural repertoires.”
(Bombinhas, 2024, p. 188. Diretrizes Curriculares da Educação Básica da Rede Municipal de Ensino de Bombinhas.)
Based on this excerpt and on contemporary principles of English Language Teaching, choose the correct alternative.
“In this context, English is no longer treated as a foreign language, but as a lingua franca of global communication, used by speakers worldwide with different linguistic and cultural repertoires.”
(Bombinhas, 2024, p. 188. Diretrizes Curriculares da Educação Básica da Rede Municipal de Ensino de Bombinhas.)
Based on this excerpt and on contemporary principles of English Language Teaching, choose the correct alternative.
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