Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.873 questões
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524636
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
As far as the element “content” in CLIL is concerned, the
fourth and fifth paragraphs state that
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524631
Inglês
Texto associado
Content and Language Integrated Learning (CLIL) is a
dual-focused educational approach in which an additional
language* is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater
on one or the other at a given time. CLIL is not a new form of
language education. It is not a new form of subject education.
It is an innovative fusion of both. CLIL is closely related to and
shares some elements of a range of educational practices.
Some of these practices – such as bilingual education and
immersion – have been in operation for decades in specific
countries and contexts; others, such as content-based
language teaching or English as an Additional Language
(EAL), may share some basic theories and practice but are
not synonymous with CLIL, since there are some fundamental
differences. CLIL is content-driven, and this is where it both
extends the experience of learning a language, and where it
becomes different to existing language-teaching approaches.
* “often a learner’s ‘foreign language’, but it may also be a second language
or some form of heritage or community language.”
(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
An example of an activity consistent with CLIL is found in
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522165
Inglês
In English, certain words have similar or identical sounds
but differ in meaning and usage depending on the
context in which they are used. These words, known as
homophones, can pose challenges for both native and
non-native speakers, particularly in written and spoken
communication. How do homophones influence
communication, and what is the best strategy to avoid
confusion when learning English?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522163
Inglês
In a language classroom, the integration of the four key
skills—listening, speaking, reading, and writing—is
essential for developing comprehensive language
proficiency. How can a teacher best integrate listening, speaking, reading, and writing in a single lesson to
enhance students' language acquisition?
Ano: 2025
Banca:
AMAUC
Órgão:
Prefeitura de Jaborá - SC
Prova:
AMAUC - 2025 - Prefeitura de Jaborá - SC - Professor de Inglês - Edital nº 1 |
Q3522161
Inglês
There are several theories regarding how humans
acquire language, each with different perspectives on the
role of innate biological mechanisms and social
interaction. For example, the nativist theory suggests that
language acquisition is an inborn ability, while the
interactionist theory emphasizes the importance of social
interaction in learning a language. How does the
interactionist theory explain language acquisition?
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507943
Inglês
De acordo com Morrow (em Johnson e Morrow, 1981),
atividades verdadeiramente comunicativas devem envolver
lacunas de informação, escolha e feedback. Uma atividade
que atende a essas três características essenciais para a
comunicação autêntica é:
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507942
Inglês
Leia o trecho a seguir.
“The most obvious characteristic of Communicative Language Teaching (CLT) is that almost everything that is done is done with a communicative intent.”
Larsen-Freeman, D. Techniques and Principles in Language Teaching. (2nd ed.). Oxford: Oxford University Press. 2000.
Com base nessa premissa, segundo Larsen-Freeman (2000, p. 129), um professor de inglês que adota a abordagem CLT escolherá atividades que
“The most obvious characteristic of Communicative Language Teaching (CLT) is that almost everything that is done is done with a communicative intent.”
Larsen-Freeman, D. Techniques and Principles in Language Teaching. (2nd ed.). Oxford: Oxford University Press. 2000.
Com base nessa premissa, segundo Larsen-Freeman (2000, p. 129), um professor de inglês que adota a abordagem CLT escolherá atividades que
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507938
Inglês
No contexto da Base Nacional Comum Curricular para o
ensino de língua inglesa, os eixos estruturantes são
fundamentais para o desenvolvimento das habilidades.
Esses eixos são:
Ano: 2025
Banca:
IV - UFG
Órgão:
Prefeitura de Itumbiara - GO
Prova:
IV - UFG - 2025 - Prefeitura de Itumbiara - GO - Professor de Educação Básica - PEB II - Língua Inglesa |
Q3507937
Inglês
A Base Nacional Comum Curricular (BNCC) é uma
atualização e complementação dos Parâmetros Curriculares
Nacionais (PCNs), refletindo as mudanças nas práticas
pedagógicas e nas demandas da sociedade moderna. Uma
atualização significativa relacionada ao ensino de língua
inglesa consiste na
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503707
Inglês
Texto associado
Question must be answered based on the following text.
The internationalization of Brazilian public education requires tools that bridge the
gap between traditional English language teaching and the demands of global
communication. Digital platforms like ePals.com offer structured intercultural
exchanges, combining language learning with the development of digital literacies
and multimodal communication skills. These technologies enable authentic
interactions while addressing national curricular goals, provided they are
implemented with careful pedagogical mediation and alignment with Brazil's
educational framework.
Adapted from: SANTIAGO, M. E. V.;DIAS, R. Using ePals.com in English classes: A tool for
internationalization of public elementary education in Brazil. Available at:
https://revistas.pucsp.br/esp/article/view/38051.
Identify the alternative below that describes how the integration of platforms like ePals.com address the
challenge of internationalizing English language teaching in Brazilian public schools while meeting
contemporary educational demands:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503706
Inglês
Texto associado
Question must be answered based on the following text.
Digital technologies have revolutionized language teaching by providing access to
diverse textual genres and authentic communication contexts. Through virtual
environments, learners engage with real-world language use while developing both
language skills and genre awareness. This approach aligns with contemporary
educational principles that emphasize contextualized, communicative learning while
maintaining the crucial role of the teacher in guiding the process.
Adapted from: DOS SANTOS, Roberto-Márcio; COURA-SOBRINHO, Jerônimo. Computers in the
teaching of English as a foreign language: access to diversity of textual genres and language skills.
Available at: https://dl.ifip.org/db/conf/wcce/wcce2009/SantosS09.pdf.
According to Dos Santos and Coura-Sobrinho’s article, select the statement below that most accurately
reflects contemporary pedagogical values of digital textual genres in English language teaching:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503703
Inglês
Texto associado
Question must be answered based on the following text.
Genre based teaching sees text as discourse, or as the way we use language to
communicate, to achieve purposes in particular situations. It is anchored on the idea
that one needs to understand and use language to achieve social purposes in a
given context. [...] Teaching learners to recognize, analyze and produce written
genres will help them participate in academic, occupational and social context in
the real world. A genre-based approach to the teaching of writing should focus on
identifying how texts work as communication, regarding forms of language as
located in social action. This focus on language forms does not imply a focus on
grammar, which is detached from meaning and use, but knowledge of grammar that
would allow learners to manipulate language in an effective way.
Adapted from: CARNEIRO, Marisa Mendonça; OLIVEIRA, Ana Larissa Adorno Marciotto. Writing as a social enterprise:
sample in-class activities of a genre-based approach to teaching English as a foreign language. Available at:
https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8650768.
In Carneiro and Oliveira’s article on the genre-based approach to ELT, choose one of the instructional
practices below that best reflects the principles: “texts work as communication” and “language forms are
located in social action”.
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503700
Inglês
Texto associado
Question must be answered based on the following text.
The integration of technology into English language teaching presents a variety of
challenges that must be carefully considered. These challenges can range from
technical difficulties, such as unreliable internet connections, to pedagogical issues,
including the need for teachers to develop new skills and adjust their teaching
methods. Furthermore, there are logistical hurdles such as ensuring that all students
have access to the necessary devices. As technology becomes an increasingly
important tool in education, teachers must adapt to these challenges in order to
make the most of the potential benefits.
Adapted from: BOWER, Matt. Design of Technology-Enhanced Learning:
Integrating Research and Practice. Emerald Group Publishing, 2017.
According to the passage from Matt Bower’s work, choose the statement that best reflects the challenges
associated with integrating technology in English language teaching:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503694
Inglês
Texto associado
Question must be answered based on the following passage.
English for Specific Purposes (ESP) courses are designed for learners who require English for specific academic or professional fields. According to Hutchinson and Waters (1987, p. 12), “the purpose of an ESP course is to enable learners to function adequately in a target situation”.
Adapted from: HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
In this perspective, ESP courses include
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503693
Inglês
Texto associado
Question must be answered based on the following text.
The term methods, as currently used in the literature on second and foreign
language (L2) teaching, does not refer to what teachers actually do in the
classroom; rather, it refers to established methods conceptualized and constructed
by experts in the field. The exact number of methods that are commonly used is
unclear. A book published in the mid sixties, for instance, provides a list of fifteen
“most common” types of methods “still in use in one form or another in various parts
of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties
(Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the
United States—provide, between them, a list of eleven methods that are currently
used. They are (in alphabetical order): Audiolingual Method, Communicative
Methods, Community Language Learning, Direct Method, Grammar-Translation
Method, Natural Approach, Oral Approach, Silent Way, Situational Language
Teaching, Suggestopedia, and Total Physical Response.
It would be wrong to assume that these eleven methods provide eleven different
paths to language teaching. In fact, there is considerable overlap in their theoretical
as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga
Rivers (1991, p. 283) rightly points out, what appears to be a radically new method
is more often than not a variant of existing methods presented with “the fresh paint
of a new terminology that camouflages their fundamental similarity.” It is therefore
useful, for the purpose of analysis and understanding, to cluster these methods in
terms of certain identifiable common features. One way of doing that is to classify
them as (a) language-centered methods, (b) learner-centered methods, and (c)
learning-centered methods.
Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.
Haven and London: Yale University Press, 2003.
Language methods provide different paths to language teaching. Thus, Language-Centered Methods
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503692
Inglês
Texto associado
Question must be answered based on the following text.
The term methods, as currently used in the literature on second and foreign
language (L2) teaching, does not refer to what teachers actually do in the
classroom; rather, it refers to established methods conceptualized and constructed
by experts in the field. The exact number of methods that are commonly used is
unclear. A book published in the mid sixties, for instance, provides a list of fifteen
“most common” types of methods “still in use in one form or another in various parts
of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties
(Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the
United States—provide, between them, a list of eleven methods that are currently
used. They are (in alphabetical order): Audiolingual Method, Communicative
Methods, Community Language Learning, Direct Method, Grammar-Translation
Method, Natural Approach, Oral Approach, Silent Way, Situational Language
Teaching, Suggestopedia, and Total Physical Response.
It would be wrong to assume that these eleven methods provide eleven different
paths to language teaching. In fact, there is considerable overlap in their theoretical
as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga
Rivers (1991, p. 283) rightly points out, what appears to be a radically new method
is more often than not a variant of existing methods presented with “the fresh paint
of a new terminology that camouflages their fundamental similarity.” It is therefore
useful, for the purpose of analysis and understanding, to cluster these methods in
terms of certain identifiable common features. One way of doing that is to classify
them as (a) language-centered methods, (b) learner-centered methods, and (c)
learning-centered methods.
Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.
Haven and London: Yale University Press, 2003.
Comprehensible input - spoken language that is understandable to the learner - or just a little beyond the
learner’s level; basic interpersonal communication skills and the belief that learners benefit from delaying
production until speech “emerges” are characteristics of
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502696
Inglês
In English language teaching, the use of new technologies,
new languages, and modes of interaction to research, select,
share, position oneself, and produce meaning is part of
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502695
Inglês
In foreign language teaching practices, the language in
use leads to the study of its specific characteristics. Select the
alternative that encompasses these characteristics.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502691
Inglês
In foreign language teaching, the translation process
is guided by two key factors. Select the alternative that
encompasses these two elements.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502686
Inglês
The expansion of the concept of literacy, also conceived
within the social practices of the digital world — where
knowledge of the English language enhances opportunities for
participation and circulation — brings together and intertwines
different semiotic systems and languages (verbal, visual, bodily,
audiovisual) in a continuous process of contextualized, dialogical,
and ideological meaning-making. This is referred to as
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