Questões de Inglês - Ensino da Língua Estrangeira Inglesa para Concurso - Página 26

Q3684653

Ano: 2025 Banca: FACET Concursos Órgão: Prefeitura de Congo - PB Prova: FACET Concursos - 2025 - Prefeitura de Congo - PB - Professor Licenciado em Inglês |

Q3684653 Inglês

According to Vygotsky’s concept of the Zone of Proximal Development (ZPD), effective teaching occurs when:

A

Tasks are simple enough to perform without effort, requiring minimal cognitive challenge.

B

Tasks remain entirely beyond learner’s reach, producing frustration and disengagement.

C

Tasks emphasize rote memorization exclusively, avoiding scaffolding or peer interaction.

D

Tasks demand uniform performance, disregarding individual differences and learning styles.

E

Tasks exceed learner’s independent ability but are achievable with guided assistance.

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Q3684650

Ano: 2025 Banca: FACET Concursos Órgão: Prefeitura de Congo - PB Prova: FACET Concursos - 2025 - Prefeitura de Congo - PB - Professor Licenciado em Inglês |

Q3684650 Inglês

Which statement describes the Audiolingual Method?

A

Highlights cultural texts, literature appreciation and translation for vocabulary acquisition.

B

Promotes lexical approach, focusing on collocations, chunks and frequency-based lexical input.

C

Encourages learner autonomy through discovery, negotiation of meaning and reflective dialogue.

D

Emphasizes drills, pattern practice, habit formation, minimal focus on meaning or communication.

E

Prioritizes task-based interaction, integrating language functions into authentic classroom projects.

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Q3684645

Ano: 2025 Banca: FACET Concursos Órgão: Prefeitura de Congo - PB Prova: FACET Concursos - 2025 - Prefeitura de Congo - PB - Professor Licenciado em Inglês |

Q3684645 Inglês

Task-Based Language Teaching (TBLT) prioritizes:

A

Teacher-centered instruction, privileging lecture format with minimal learner participation.

B

Exclusive reading comprehension activities, disregarding listening and speaking practice.

C

Strict sequencing of grammar items, progressing from simple to complex structures.

D

Exclusive focus on controlled drills, discouraging learner autonomy in classroom activities.

E

Learners’ engagement in meaningful tasks simulating real-life communication contexts.

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Q3684642

Ano: 2025 Banca: FACET Concursos Órgão: Prefeitura de Congo - PB Prova: FACET Concursos - 2025 - Prefeitura de Congo - PB - Professor Licenciado em Inglês |

Q3684642 Inglês

Which best characterizes the Communicative Approach?

A

Focuses on repetition of patterns, drills and habit formation based on structural linguistics.

B

Highlights reading comprehension exclusively, neglecting oral production and active discourse.

C

Promotes lexical approach, focusing on collocations, chunks and frequency-based lexical input.

D

Emphasizes interaction and meaning-making, integrating skills in authentic communicative contexts.

E

Prioritizes memorization of grammar rules, translation exercises and accuracy above fluency.

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Q3684636

Ano: 2025 Banca: FACET Concursos Órgão: Prefeitura de Congo - PB Prova: FACET Concursos - 2025 - Prefeitura de Congo - PB - Professor Licenciado em Inglês |

Q3684636 Inglês

Read the excerpt:

“In English, minimal pairs such as ship/sheep or bat/bet illustrate how vowel quality determines lexical meaning, while in Portuguese, vowel length does not carry contrastive value.”

Which option correctly explains the phonological difference?

A

English emphasizes stress exclusively, while Portuguese depends primarily on nasalized vowels.

B

Portuguese reduces semantic contrasts, while English maintains identical rules for stressed syllables.

C

Portuguese distinguishes lexical items by diphthongs, unlike English use of minimal consonant pairs.

D

English and Portuguese exhibit identical phonological systems, differing only in suprasegmental rhythm.

E

English distinguishes words through vowel length and quality, unlike Portuguese vowel system.

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Q3680648

Ano: 2025 Banca: CONSULPAM Órgão: Prefeitura de Itapoá - SC Prova: CONSULPAM - 2025 - Prefeitura de Itapoá - SC - Professor Disciplina Língua Estrangeira - Inglês |

Q3680648 Inglês

According to the Proposta Curricular – Ensino Fundamental - Itapoá-SC, consider the following statements:

I- The English teacher’s role includes promoting social interaction, knowledge acquisition, and the communicative and expressive functions of the language.
II- The teacher should use playful and motivating activities such as songs, gestures, facial expressions, games, films, and series to engage students.
III- The teacher’s practice should focus exclusively on written exercises and grammatical drills, avoiding interactive activities.
IV- Teachers must have access to tools and resources that enable effective implementation of their teaching strategies.

Select the alternative in which the statements are CORRECT.

A

I, II, and IV, only.

B

I and III, only.

C

II and III, only.

D

III and IV, only.

E

I, II, III and IV.

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Q3679732

Ano: 2023 Banca: Avança SP Órgão: Prefeitura de Laranjal Paulista - SP Prova: Avança SP - 2023 - Prefeitura de Laranjal Paulista - SP - Professor de Educação Básica - PEB II - Inglês |

Q3679732 Inglês

In an English course, students are engaged in a communicative approach to learning the language. They are encouraged to interact in English, practice conversation, and use the language in everyday situations. Which of the following statements best describes the emphasis of this methodological approach?

A

The approach emphasizes active language practice in real contexts.

B

Students mainly focus on memorizing vocabulary.

C

The approach primarily values teaching grammar rules.

D

The approach primarily engages students in English text translations.

E

The emphasis is on active learning of language structures.

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Q3679727

Ano: 2023 Banca: Avança SP Órgão: Prefeitura de Laranjal Paulista - SP Prova: Avança SP - 2023 - Prefeitura de Laranjal Paulista - SP - Professor de Educação Básica - PEB II - Inglês |

Q3679727 Inglês

Which of the following statements best reflects the principle of "learner-centeredness" in English language teaching, emphasizing the learner's active role in the learning process?

A

Teaching should primarily focus on the teacher's expertise and knowledge transfer.

B

The teacher should follow a strict syllabus without considering individual student needs.

C

Learners should be passive recipients of information without contributing to the learning process.

D

Learning experiences should be tailored to students' interests, needs, and prior knowledge.

E

Language learning should primarily involve rote memorization of vocabulary and grammar rules.

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Q3679725

Ano: 2023 Banca: Avança SP Órgão: Prefeitura de Laranjal Paulista - SP Prova: Avança SP - 2023 - Prefeitura de Laranjal Paulista - SP - Professor de Educação Básica - PEB II - Inglês |

Q3679725 Inglês

In the context of English language teaching, the concept of "coherence" refers to the _______ of ideas within a text, while "cohesion" deals with the _______ between words, phrases, and sentences, contributing to text _______. Choose the terms that best fill in the blanks from the following alternatives:

A

integration - pronunciation - overall organization

B

clarity - vocabulary - meaning

C

unity - syntax - ambiguity

D

sequence - tone - redundancy

E

flow - unity - overall meaning

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Q3678492

Ano: 2023 Banca: FURB Órgão: Prefeitura de Nova Trento - SC Prova: FURB - 2023 - Prefeitura de Nova Trento - SC - Professor de Inglês |

Q3678492 Inglês

Qual das seguintes afirmações melhor descreve a abordagem comunicativa no ensino e aprendizagem da língua inglesa?

A

A abordagem comunicativa utiliza predominantemente materiais escritos, como livros didáticos e exercícios de gramática, para fortalecer a base teórica dos alunos na língua inglesa.

B

A abordagem comunicativa enfatiza o desenvolvimento das habilidades orais e auditivas dos alunos, proporcionando muitas oportunidades de prática em situações reais de comunicação.

C

A abordagem comunicativa concentra-se principalmente na tradução de textos literários e artigos de jornais para promover uma compreensão mais aprofundada da cultura inglesa.

D

A abordagem comunicativa prioriza o ensino de regras gramaticais complexas e estruturas formais da língua, incentivando os alunos a memorizá-las para uma comunicação mais precisa.

E

A abordagem comunicativa incentiva o uso exclusivo do inglês em sala de aula, evitando completamente o uso da língua materna dos alunos durante as atividades de aprendizagem.

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Q3674895

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674895 Inglês

Cohesive devices perform a fundamental role in structuring discourse, linking ideas, and ensuring textual coherence. Research indicates that certain categories of cohesive devices consistently pose challenges for learners. Considering typical patterns in Brazilian ESL (English as a Second Language) students’ writing, a recurrent difficulty in the use of cohesive devices is

A

an excessive focus on advanced lexical cohesion strategies, leading students to overcomplicate sentence structures, ignore simple connectors, and produce texts that, while grammatically correct, are overly formal and semantically rigid, reducing natural flow.

B

a complete mastery of all cohesive devices, leading to consistently accurate and fluent use of connectors, pronouns, lexical ties, and collocations, effectively eliminates the need for teacher intervention or peer feedback in the learning process.

C

the inability to produce any logically connected text, with sentences completely disjointed and lacking repetition, reference, or lexical cohesion, even in basic, short paragraphs, which would suggest no exposure to cohesive devices at all.

D

the application of cohesive devices exclusively in oral production tasks, with written texts entirely unaffected, implying that students’ difficulties are limited to speech and have no impact on writing coherence or clarity.

E

the inappropriate or inconsistent use of referential pronouns and demonstratives, the overreliance on basic additive or adversative conjunctions such as “and” or “but,” and the challenges in employing lexical cohesion through synonyms, collocations, hyponyms, and hyperonyms.

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Q3674894

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674894 Inglês

Assessment in English as a Foreign Language (EFL) encompasses principles and practices that guide educators’ evaluation of students’ language competencies and provide critical insights into the conceptualization of teaching and learning. In light of this, educators can promote authenticity in assessment by

A

prioritizing discrete grammar and vocabulary exercises, administered under controlled conditions that limit opportunities for contextualized language use and interdisciplinary connections, yet providing measurable outputs for assessment purposes.

B

designing integrative tasks that simulate real-life language use, encouraging the application of English in meaningful communicative contexts, and allowing students to draw on knowledge from multiple disciplines while reflecting on their learning process.

C

relying exclusively on standardized assessments and multiple-choice tests that quantify linguistic accuracy, without considering whether students can transfer their language skills to authentic or socially relevant situations.

D

structuring assessment activities so that students’ oral and written productions are evaluated independently, without integrating them into larger communicative or cross-disciplinary projects, thereby restricting the development of transferable competencies.

E

focusing primarily on numerical scoring and ranking, emphasizing quantifiable achievement over qualitative evaluation, critical reflection, and the authentic application of language to real-world problems.

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Q3674892

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674892 Inglês

Bakhtin’s concept of discourse genres is intrinsically related to the field of English as a Second Language (ESL), as it offers frameworks through which learners engage with and internalize the target language. By mediating authentic communicative practices, discourse genres enable learners

A

to reproduce speech patterns and text structures, ensuring uniform outcomes among learners, even when contextual factors vary, thereby emphasizing consistency over interpretive flexibility.

B

to rely on textual templates and prescriptive formats that limit variation in learners’ production, potentially constraining adaptation to different discourse situations.

C

to interact with a variety of communicative contexts and textual forms, developing both linguistic competence and awareness of diverse perspectives, while negotiating meaning across multiple language situations.

D

to concentrate on language components such as vocabulary and sentence structure, with minimal integration of broader textual or interactional elements, assuming that mastery of parts guarantees overall proficiency.

E

to prioritize classroom exercises and controlled outputs, reducing the range of learner responses to streamline evaluation while potentially diminishing opportunities for interpretive and adaptive language use.

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Q3674891

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674891 Inglês

In an increasingly globalized society and given the rapid advancement of Artificial Intelligence (AI), the role of interdisciplinarity in fostering competences within the field of ELS has become particularly urgent. From this perspective, it is essential

A

to rely exclusively on technological tools and replace traditional teaching methods entirely, focusing on memorization of grammar rules rather than practical application.

B

to limit students’ opportunities to engage with English in real-world situations, reducing their ability to apply the language beyond the classroom setting.

C

to restrict learners’ exposure to cultural, scientific, or technological content in English, maintaining a narrowly confined curriculum focused only on language mechanics.

D

to focus primarily on rote memorization of vocabulary lists and grammar drills, without encouraging interaction, discussion, or collaboration among students from different disciplinary backgrounds.

E

to investigate how the integration of different fields of knowledge can foster meaningful language learning and support the development of interdisciplinary competences.

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Q3674890

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674890 Inglês

The contributions of active methodologies in the process of renewal and transformation that education has undergone during the COVID-19 pandemic have been particularly significant, as they promoted adaptable, student-centered approaches suited to remote and hybrid learning contexts. Despite their implementation representing significant progress, certain limitations became evident because

A

structural inequalities, limited teacher training, insufficient institutional support, and inconsistent designed assessment methods hindered the consolidation and effective implementation of these innovative educational practices.

B

The National Common Curricular Base (NCCB) allows the use of active and student-centered methodologies, but only in a supplementary manner, leaving the majority of instructional practices predominantly guided by traditional lecture-based, teacher-centered, and rote learning approaches.

C

the Law of Guidelines and Bases of National Education (LDB) supposedly approved the use of active methodologies only in remote or online classes, restricting their application in traditional classroom settings.

D

the initial implementation of active methodologies tended to emphasize the use of technological tools over careful pedagogical adaptation and instructional design, thereby creating a significant gap between student engagement, meaningful learning experiences, and measurable learning outcomes.

E

In some schools, the integration of active methodologies was prioritized in elective or non-compulsory subjects rather than in the core curricula, which consequently limited their overall effectiveness and broader impact on the quality and transformation of the educational system.

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Q3674888

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674888 Inglês

The concept of the instructional sequence in EFL (English as a Foreign Language) has been investigated recently in some Brazilian schools as a theoretical and methodological procedure for language teaching and learning, focusing on oral and written texts in a genre-based perspective. Thus, an instructional sequence, when applied from an interdisciplinary perspective, helps EFL students develop competencies across different subjects

A

by requiring students to memorize grammar structures in isolation, which guarantees accuracy but limits contextual application of language across subjects.

B

by ensuring that all content from other disciplines is subordinated exclusively to linguistic form, disregarding cognitive, cultural, and interdisciplinary dimensions of learning.

C

by engaging them in tasks that connect language learning with real-world knowledge and disciplinary content, promoting critical thinking and transferable academic skills.

D

by separating oral and written practices into fixed, unrelated activities, reinforcing compartmentalized skills rather than integrated communication across subjects.

E

by replacing subject-specific content with generalized communicative routines, thereby reducing the relevance of knowledge from other academic areas.

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Q3674887

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674887 Inglês

Question must be answered based on the following statement.

Educators need to help students become more aware of the ways of working across multiple modes of communication.

Source: BOWEN, Tracey; WHITHAUS, Carl. What else is possible: multimodal composing and genre in the teaching of writing. In: BOWEN, Tracey; WHITHAUS, Carl (org.). Multimodal literacies and emerging genres. Pittsburgh: University of Pittsburgh Press, 2013. p. 1-14.

Thus, based on the statement above, one approach to engaging students both in the creation of multimodal compositions and in developing their understanding of how these compositions function within social contexts is

A

to encourage students to prioritize grammatical accuracy in written forms while viewing multimodal practices as extracurricular, rather than central, to academic literacy.

B

to make explicit how readers experience multimodal compositions and how those experiences are shaped by expectations from other genres and other media.

C

to train students to treat multimodal communication as a subsidiary to a written discourse, reinforcing the idea that visual and digital elements are merely decorative and not integral to meaning-making.

D

to emphasize that multimodal texts should be engaged passively, overlooking opportunities for students to actively produce and critically analyze them.

E

to provide opportunities for students to engage in authentic projects where multimodal texts are produced collaboratively, prioritizing technical execution over critical awareness of how meaning is constructed through the interaction of linguistic, visual, and digital elements.

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Q3674886

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674886 Inglês

In Brazilian high schools, the current teaching and learning practices of English as a Foreign Language (EFL) often rely heavily on traditional assessments, such as written tests, grammar exercises, and vocabulary quizzes, to evaluate students. While these methods can measure knowledge of language rules, they frequently fail to capture students’ communicative competence, critical thinking, and ability to use English in real-life contexts. This is due to the fact that

A

educators deliberately overlook communicative competence, assuming English as a set of abstract grammatical rules detached from real contexts, thereby undermining its essential role in interaction, problem-solving, and practical language use.

B

students universally prefer grammar-based tests over communicative tasks, as these forms of assessment are believed to demand less cognitive effort, provide clearer and more predictable formats, and be perceived as more enjoyable than authentic language use.

C

traditional assessments are often presented in educational debates because they are regarded as scientifically validated tools, considered effective for promoting higher-order thinking skills, such as critical reasoning. They are also seen as cultivating collaboration among learners in structured ways, supporting organized interaction and cooperative problem-solving.

D

systemic factors such as exam-oriented culture, large class sizes, lack of resources, and limited teacher training reinforce traditional practices, making them easier to apply and align with curricular and institutional expectations.

E

educational policies and traditional school practices favor a grammar and vocabulary-based syllabus; they tend to limit opportunities for students to engage in communicative or multimodal assessment activities.

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Q3674885

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674885 Inglês

Question must be answered based on the following passage.

Cognitive strategies are used to acquire and retain information. They include memorizing, problem solving, making mind maps, using mnemonics, etc. Metacognitive strategies involve determining which cognitive strategies should be used in a particular situation.

SOURCE: McGuire, Saundra Y . Close the Metacognitive Equity Gap: Teach All Students How to Learn. Journal of College Academic Support Programs. Volume 4 | Issue 1, 2021, p. 69.

Metacognitive strategies are important because they allow learners to

A

choose and adjust cognitive strategies to improve learning effectiveness.

B

automatically retain information without planning.

C

focus only on memorization and ignore understanding.

D

complete tasks without evaluating their own comprehension.

E

replace all cognitive strategies with intuition.

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Q3674884

Ano: 2025 Banca: FUNCERN Órgão: IF-PE Prova: FUNCERN - 2025 - IF-PE - Professor EBTT - Inglês |

Q3674884 Inglês

Mastering sentence construction is a crucial component of the Language Learning Process in Brazilian ESL (English as a Second Language) education. One common challenge observed among Brazilian learners is the omission of subjects in English sentences. This phenomenon happens due to

A

the apparent flexibility of English in informal or semi-formal contexts, which may sometimes lead learners to omit subjects under the assumption that such omissions are tolerated across a range of communicative situations, even though standard English structures typically require explicit subjects.

B

learners’ inclination toward brevity and simplified sentence structures, which reflects a general strategy to minimize cognitive load during second language production, rather than stemming from syntactic patterns of their native language.

C

first language transfer from Portuguese, where subjects can frequently be inferred from verb conjugation, resulting in learners producing English sentences without explicit subjects despite the grammatical necessity of including them in standard constructions.

D

learners’ deliberate attempt to omit subjects as a stylistic or creative choice, under the mistaken belief that leaving out the subject enhances the expressive or rhetorical quality of the sentence.

E

perceived ambiguities in English grammar that learners interpret as allowing optional subject omission, leading to a variety of sentence constructions that do not conform to the conventional syntactic rules of standard English.

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Questões de Concurso Comentadas sobre ensino da língua estrangeira inglesa em inglês

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