Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.152 questões
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Potim - SP
Prova:
Avança SP - 2026 - Prefeitura de Potim - SP - Professor de Educação Básica II - Inglês |
Q3838974
Inglês
A lesson compares “Would you mind closing the
window?” with “Close the window, please.” The
teacher is working mainly with:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Potim - SP
Prova:
Avança SP - 2026 - Prefeitura de Potim - SP - Professor de Educação Básica II - Inglês |
Q3838968
Inglês
A teacher asks students to write an email to a
friend, following a model text and focusing on
greeting, body and closing. This writing
approach is best described as:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Potim - SP
Prova:
Avança SP - 2026 - Prefeitura de Potim - SP - Professor de Educação Básica II - Inglês |
Q3838965
Inglês
In a listening activity, the teacher wants to
activate students’ background knowledge before
playing the audio. Choose the procedure that best
matches this pre-listening aim:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Potim - SP
Prova:
Avança SP - 2026 - Prefeitura de Potim - SP - Professor de Educação Básica II - Inglês |
Q3838964
Inglês
In an 8th-grade speaking lesson, the teacher
wants learners to ask for clarification during pair
work. Choose the most appropriate classroom
expression to model this function:
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Itá - SC
Prova:
AMAUC - 2026 - Prefeitura de Itá - SC - Professor de Inglês |
Q3837319
Inglês
Braj Kachru's "Three Circles of English" model is a
cornerstone for understanding the spread of English and
multiculturalism in ELT. Select the alternative that
correctly identifies the composition of the "Outer Circle"
and its implication for teaching standards.
Ano: 2026
Banca:
PS Concursos
Órgão:
Prefeitura de Siderópolis - SC
Prova:
PS Concursos - 2026 - Prefeitura de Siderópolis - SC - Professor de Inglês |
Q3830980
Inglês
Analise as assertivas, conforme o que
estabelecem os Parâmetros Curriculares Nacionais
(PCN) para o ensino de Língua Estrangeira Moderna
no Ensino Fundamental:
I. O ensino de língua estrangeira deve contribuir para que o aluno se perceba como parte integrante de um mundo plurilíngue.
II. A leitura deve ser valorizada como fonte de informação e prazer, além de meio de acesso ao mundo do trabalho e dos estudos avançados.
III. A aprendizagem de língua estrangeira deve restringir-se à reprodução de estruturas linguísticas, sem reflexão crítica.
IV. O estudo de uma língua estrangeira possibilita o acesso a bens culturais produzidos em outras partes do mundo.
V. O ensino deve desconsiderar a relação entre língua estrangeira e língua materna, priorizando apenas a imersão no idioma estudado.
Marque a alternativa CORRETA:
I. O ensino de língua estrangeira deve contribuir para que o aluno se perceba como parte integrante de um mundo plurilíngue.
II. A leitura deve ser valorizada como fonte de informação e prazer, além de meio de acesso ao mundo do trabalho e dos estudos avançados.
III. A aprendizagem de língua estrangeira deve restringir-se à reprodução de estruturas linguísticas, sem reflexão crítica.
IV. O estudo de uma língua estrangeira possibilita o acesso a bens culturais produzidos em outras partes do mundo.
V. O ensino deve desconsiderar a relação entre língua estrangeira e língua materna, priorizando apenas a imersão no idioma estudado.
Marque a alternativa CORRETA:
Ano: 2026
Banca:
IGEDUC
Órgão:
Prefeitura de São José do Campestre - RN
Prova:
IGEDUC - 2026 - Prefeitura de São José do Campestre - RN - Professor - Área: Inglês |
Q3829924
Inglês
Textual genres are defined by their communicative
purpose, structure, and register, while text types focus on
the rhetorical mode of discourse. Regarding the
distinction between expository and argumentative text
types, judge the items as True (T) or False (F):
(__) Expository texts aim primarily to inform, explain, or describe a subject to the reader without necessarily persuading them.
(__) Argumentative texts must strictly avoid subjective modalities, evaluative adjectives, or first-person pronouns.
(__) Editorials fall primarily under the expository category as they objectively report facts without taking a stance.
(__) Academic essays typically combine the exposition of facts with the argumentation of a specific thesis or viewpoint.
The correct sequence, from top to bottom, is:
(__) Expository texts aim primarily to inform, explain, or describe a subject to the reader without necessarily persuading them.
(__) Argumentative texts must strictly avoid subjective modalities, evaluative adjectives, or first-person pronouns.
(__) Editorials fall primarily under the expository category as they objectively report facts without taking a stance.
(__) Academic essays typically combine the exposition of facts with the argumentation of a specific thesis or viewpoint.
The correct sequence, from top to bottom, is:
Ano: 2026
Banca:
Instituto Access
Órgão:
Prefeitura de Planaltina - GO
Prova:
Instituto Access - 2026 - Prefeitura de Planaltina - GO - Professor de Inglês |
Q3829858
Inglês
When teaching complex grammatical structures such as
the Causative form (have/get something done), teachers
must address both the syntactic arrangement and the
semantic implication of agency. Choose the alternative
that correctly describes the semantic nuance of the
causative in "She had her roof repaired".
Ano: 2026
Banca:
FEPESE
Órgão:
Prefeitura de Concórdia - SC
Prova:
FEPESE - 2026 - Prefeitura de Concórdia - SC - Professor - Inglês |
Q3829680
Inglês
Texto associado
Text 2
Pedagogical Practice in English as a Second Language
Teaching English as a second language involves creating meaningful opportunities for learners to use the language in real and purposeful contexts. Effective pedagogical practice includes the integration of speaking, listening, reading, and writing activities that reflect authentic communication. Teachers often adopt communicative approaches, encouraging students to interact, express opinions, and solve problems using English.
Another key aspect of ESL teaching is the use of diverse resources, such as videos, songs, digital tools, and real-life materials. These elements help students connect classroom learning with everyday language use. Additionally, good practice involves formative assessment, in which the teacher constantly observes learners’ progress, provides feedback, and adjusts activities according to their needs. In this way, ESL teachers promote not only language development but also learners’ confidence and autonomy.
Analyze the following sentences according to
Text 2.
1. Effective ESL practice should encourage authentic and meaningful communication.
2. The integration of speaking, listening, reading, and writing aims to prepare students for standardized tests only.
3. Formative assessment in ESL practice involves observing progress continuously.
4. Digital tools are used in ESL classrooms because they limit students’ exposure to authentic English.
Choose the alternative which presents all the correct sentences.
1. Effective ESL practice should encourage authentic and meaningful communication.
2. The integration of speaking, listening, reading, and writing aims to prepare students for standardized tests only.
3. Formative assessment in ESL practice involves observing progress continuously.
4. Digital tools are used in ESL classrooms because they limit students’ exposure to authentic English.
Choose the alternative which presents all the correct sentences.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipira - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipira - SC - Professor de Letras (Língua Inglesa) |
Q3828931
Inglês
The Lexical Approach challenges the traditional
dichotomy between grammar and vocabulary, proposing
a different unit of analysis for language acquisition.
Select the alternative that correctly identifies the central
element of language learning according to Michael
Lewis's Lexical Approach theory.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipira - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipira - SC - Professor de Letras (Língua Inglesa) |
Q3828928
Inglês
Teaching English from an intercultural perspective aims
to develop learners' ability to interact with people from
different backgrounds by fostering critical awareness.
Choose the alternative that correctly defines the goal of
Intercultural Communicative Competence (ICC) in
English Language Teaching.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipira - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipira - SC - Professor de Letras (Língua Inglesa) |
Q3828927
Inglês
The Brazilian National Common Curricular Base (BNCC)
outlines specific competences for the English Language
component, emphasizing its role as a global language.
Analyze the following statements regarding these
competences:
I.It involves recognizing English as a lingua franca, enabling access to diverse knowledge and participation in the global world.
II.It requires the use of new technologies and digital languages to research, select, share, and produce information critically.
III.It aims to amplify students' perspectives through contact with other cultures, fostering respect for diversity and intercultural understanding.
Choose the correct alternative:
I.It involves recognizing English as a lingua franca, enabling access to diverse knowledge and participation in the global world.
II.It requires the use of new technologies and digital languages to research, select, share, and produce information critically.
III.It aims to amplify students' perspectives through contact with other cultures, fostering respect for diversity and intercultural understanding.
Choose the correct alternative:
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipira - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipira - SC - Professor de Letras (Língua Inglesa) |
Q3828922
Inglês
Viewing oral communication as a form of literacy implies
understanding speech not just as a skill but as a situated
social practice involving interaction and negotiation.
Choose the alternative that correctly describes the pedagogical implication of this perspective for the English classroom.
Choose the alternative that correctly describes the pedagogical implication of this perspective for the English classroom.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826814
Inglês
When teaching writing for everyday situations, it is
essential to address the concept of register, ensuring that
the tone is appropriate for the target audience. If a
student is required to write a formal letter of complaint to
a company regarding a defective product, the closing
salutation must match the formality of the content. Select
the alternative that presents the most appropriate closing
for a formal letter that begins with "Dear Sir or Madam,".
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826811
Inglês
The role of English as a Lingua Franca (ELF) challenges the traditional native-speaker ideal, shifting the pedagogical focus towards intelligibility and cultural fluidity in global interactions. Regarding the implications of ELF for teaching culture in the English classroom, mark T for True and F for False in the following statements:
(__)ELF pedagogy prioritizes the ability to accommodate and negotiate meaning across diverse cultural backgrounds over the imitation of native-speaker cultural norms.
(__)Teaching culture in an ELF context implies presenting the culture of the United Kingdom or the United States as the sole correct model for social behavior.
(__)Intercultural awareness in ELF involves reflecting on how one's own cultural background influences communication with speakers from different origins.
(__)In the ELF perspective, cultural misunderstandings should be ignored to maintain the flow of conversation without interruption.
Choose the alternative that presents the correct sequence, from top to bottom.
Ano: 2026
Banca:
AMAUC
Órgão:
Prefeitura de Ipumirim - SC
Prova:
AMAUC - 2026 - Prefeitura de Ipumirim - SC - Professor de Língua Estrangeira - Inglês |
Q3826808
Inglês
In the context of English Language Teaching (ELT), the
concept of Intercultural Communicative Competence
(ICC) proposed by authors like Michael Byram
emphasizes that learning a language is inseparable from
understanding its culture. When a teacher promotes
activities that require students to mediate between their
own culture and the target culture, avoiding essentialist
stereotypes, they are fostering a specific skill. Select the
alternative that correctly identifies the component of
Byram's model related to the ability to interpret a
document or event from another culture, to explain it and
relate it to documents or events from one's own.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825694
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the key contradiction Szundy finds in
the BNCC’s English language component, particularly in 6th
grade skills, is
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-SE
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825693
Inglês
Texto associado
Text 11A2-II
The production of the BNCC (Base Nacional Comum
Curricular) gave rise to a series of discussions on the role of
school systems in Brazil. A number of educators and researchers
expressed their concerns about the homogenizing perspective
reflected and refracted by the document. In other words, in a
country as socially and culturally diverse as Brazil is, how might
an educational instrument outline “essential types of knowledge”
for students, irrespective of their personal, regional, and local
specificities?
On the other hand, the document also incorporates a
discourse which values peripheral contributions. In doing so, it
adopts a more overtly progressive tone, which accentuates the
importance of diversity. Szundy, in her examination of the
BNCC’s English Language component, underscores how the
document subscribes to the notion of ideological literacy. The
author believes that the BNCC’s introduction of an intercultural
axis brings the document closer to an ideological stance which
“understands languages as resources that put us in contact with
otherness, with plural and equally valid ways of being and of
being in the world.” A bit further, the author argues that “BNCC
may urge us to situate teaching within the realm of decolonial
practices”.
We could be led to think that BNCC, by laying emphasis
on the situated nature of learners’ knowledge, reinforces
democratic ideals and seeks to promote unrestricted access to
critical education. This interpretation, albeit problematic, seems
less harmful than the enunciation of universal, “essential
knowledge.” However, it is also Szundy who, in her analysis of
the competences and skills associated with the teaching of
English in the Brazilian 6th grade, encounters an autonomous
view of reading: “The use of verbs such as formulate, identify
and locate in these three reading skills is at odds with the
formative and political understanding of the English language
found in the component’s introduction, as well as with the
document’s overall apprehension of the lingua franca concept
(…)”.
BNCC’s discursive and ideological diversity refracts a
myriad of epistemological and axiological contradictions,
illuminating a clash between ideological systems. Amidst such
conflicts, however, we may find openings for the creation of new
curricula. This point is repeatedly made in Szundy’s analysis as
she dwells on the skills and competences outlined by the BNCC
for the 9th grade in Middle Education. In such descriptors, the use
of verbs such as debate, analyse and discuss could suggest the
development of more critical and political linguistic practices.
Yet, in Szundy’s own words: “In BNCC, the English language’s
status as a lingua franca (…) is designed to assist students in
developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever
calling its macro and micro structures into question; without ever
examining how these very structures operate to keep huge swaths
of the population at bay, deprived of any access to the
commodities of an utopian global village.”
BNCC, a normative document, prescribes a conditioning
of students’ reading practices. The underlying pedagogical
conception assumes the existence of a Cartesian reader, equipped
with enough autonomy to identify the precise routes laid down by
authors, as if fruition automatically conferred such abilities. This
project is incongruous with the nature of language itself, i.e., with
the fact that meaning emerges through socially and historically
situated contact with otherness (even when that otherness is
materialized in texts). Here, the notion of ideological sign comes
in handy once more, since meanings only arise in concrete
communicative situations, where they are imbued with existing
social values.
Internet: <doi.org> (adapted).
According to text 11A2-II, the BNCC’s inclusion of an
intercultural axis, which values plural ways of being in the world,
is viewed by Szundy as a feature that
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Caçapava - SP
Prova:
Avança SP - 2026 - Prefeitura de Caçapava - SP - Professor I (PI) |
Q3816875
Inglês
Em que pese a coexistência de diferentes terminologias para designar o ensino da Língua Inglesa, bem como suas ênfases específicas, pontos de aproximação e eventuais sobreposições conceituais, o tratamento conferido a esse componente curricular desloca o foco de uma perspectiva estritamente normativa ou territorial. Nesse sentido, privilegia-se a compreensão do inglês a partir de sua função social e política, reconhecendo-o como meio de interação em contextos plurilíngues, interculturais e globalizados, o que conduz à sua abordagem no estatuto de:
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Aparecida - SP
Prova:
Avança SP - 2026 - Prefeitura de Aparecida - SP - Professor III - Ensino Fundamental - Inglês |
Q3802309
Inglês
According to the Brazilian National Common Curricular Base (BNCC), the English language is
primarily treated as a:
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