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

Foram encontradas 1.874 questões

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Q3430813
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430813 Inglês
Read the text to answer question:


    It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).


    Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).


(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado) 
Entre as pistas gráficas presentes no texto, está o uso de aspas nas palavras “supermethod” e “right”. Considerando-se a discussão presente no texto, é correto afirmar que o uso de aspas tem por objetivo
Alternativas
Q3430812
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430812 Inglês
Read the text to answer question:


    It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).


    Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).


(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado) 
A teacher is going to use this text with the students, and intends to practice with them the reading strategy called inference. In order to do this, they will ask their students to
Alternativas
Q3430809
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430809 Inglês
Read the text to answer question:


    CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


    To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


    In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


    If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
According to the text, CLIL presupposes
Alternativas
Q3430802
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430802 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Enquanto estratégias auxiliam a aquisição da língua estrangeira, outros fatores interferem na aprendizagem. Um desses fatores é a “transferência negativa” – a aplicação inadequada de elementos da língua materna na produção da língua sendo aprendida.

Assinale a alternativa em que pode ser observada transferência negativa na construção da frase.
Alternativas
Q3430798
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430798 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
A autora menciona o uso do termo “L2” para designar o inglês tanto como língua estrangeira quanto como segunda língua. A BNCC adota o conceito de língua franca para o inglês a ser ensinado nas escolas. A opção por esse conceito, como mencionado na BNCC, implica
Alternativas
Q3430794
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430794 Inglês
Read the oral exchange:

Speaker: Repeat after me. I...
Crowd: I...
Speaker: State your name...
Crowd: State your name...
(https://tvtropes.org/pmwiki/pmwiki.php/Main/RepeatAfterMe)

The words “Repeat after me” are characteristic of English learning courses and classes that follow the approach named
Alternativas
Q3412600
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412600 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Still based on Text 2, which of the following areas does PISA specifically investigate regarding language learning?
Alternativas
Q3412594
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: EDUCA Órgão: Prefeitura de Umbuzeiro - PB Prova: EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412594 Inglês
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4. 
According to Text 1, learning a foreign language in the past usually meant “learning grammar rules and vocabulary, doing written exercises, reading specially written texts, and answering comprehension questions”. Based on this information, which teaching method or approach below best describes the combination of this set of practices? 
Alternativas
Q3393788
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393788 Inglês
Read the following text to answer question:


    In language teaching and research on language, the term culture includes many different definitions and considerations that deal with forms of speech acts, rhetorical structure of texts, socio-cultural behaviors, and ways in which knowledge is transmitted and obtained. Culture may find its manifestations in body language, gestures, concepts of time, hospitality customs, and even expressions of friendliness. While all these certainly reflect the cultural norms accepted in a particular society, the influence of culture on language use and on the concepts of how language can be taught and learned is both broader and deeper. To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.


    Although attaining linguistic proficiency is essential for learners to be considered communicatively competent, particularly in the case of ESL learners, this is not sufficient. On the whole, to become proficient and effective communicators, learners need to attain second language (L2) sociocultural competence. Knowing how to say thank you, for example, does not automatically confer the knowledge of when to say thank you, how often to say thank you, and whether any additional action is called for. Quite reasonably, learners first apply the standards that exist in the first language (L1) communities where they were socialized.


(Marianne Celce-Murcia, Teaching English as a second or foreign language. Adaptado)
Com relação à competência sociocultural, um exemplo de uso adequado da língua inglesa está em
Alternativas
Q3393786
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393786 Inglês
Read the following text to answer question:


    In language teaching and research on language, the term culture includes many different definitions and considerations that deal with forms of speech acts, rhetorical structure of texts, socio-cultural behaviors, and ways in which knowledge is transmitted and obtained. Culture may find its manifestations in body language, gestures, concepts of time, hospitality customs, and even expressions of friendliness. While all these certainly reflect the cultural norms accepted in a particular society, the influence of culture on language use and on the concepts of how language can be taught and learned is both broader and deeper. To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.


    Although attaining linguistic proficiency is essential for learners to be considered communicatively competent, particularly in the case of ESL learners, this is not sufficient. On the whole, to become proficient and effective communicators, learners need to attain second language (L2) sociocultural competence. Knowing how to say thank you, for example, does not automatically confer the knowledge of when to say thank you, how often to say thank you, and whether any additional action is called for. Quite reasonably, learners first apply the standards that exist in the first language (L1) communities where they were socialized.


(Marianne Celce-Murcia, Teaching English as a second or foreign language. Adaptado)
The content of the text allows for the following statement about the teaching of L2:
Alternativas
Q3393778
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393778 Inglês
Read the following text to answer question:


The Missing Ingredient in Education? Curiosity.


    It’s easy to forget how important individual passion is in education; too often it can feel like it’s a game of just painting by the numbers. But if we all think about it for a moment, isn’t learning actually meant to be a joyous experience? If you think about your own life, haven’t you had an afternoon fly past because you’ve been gripped by a certain task, a particular lesson, a specific train of thought? School education is no different. If we make room for young people’s individual curiosities, notice and nurture them, we can make learning a natural experience.


    Once we find that individual spark in a child, in many ways, the hard part is over. They can lead the way with their learning and they don’t have to be coaxed into it. Curiosity can be utilized through inquiry-based learning and schools all over the world are already making the most of this type of learning. 


    For instance, children are driven to the museums where they are engaged in stories, games and activities. To develop curiosity, children identify an exhibit on a particular topic and are encouraged to ask questions about the exhibits to fill in the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an important part to play in inquiry-based learning. The world is full of natural wonders which can spark curiosity in children. 


    Not only is identifying and encouraging curiosity pivotal in a child’s educational career, but it will be useful for them in the working world too. By instilling these behaviours early on we can help kids to become lifelong learners, which they will need to be, as single-track careers become an antiquated idea and we’ll potentially find ourselves working several different careers within our lifetime. Curiosity may have killed the cat in decades past, but it could be the key to a more stable future for the next generation.


(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
A teacher asks students to read the title and try to imagine what the text is going to be about.

This is intended to foster the reading strategy named
Alternativas
Q3393774
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393774 Inglês
Read the following excerpt:

    The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.

(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)

It is correct to state that the use of technology described by the author is consistent with the principles of the
Alternativas
Q3393772
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: Prefeitura de Tremembé - SP Prova: VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393772 Inglês
Read the following extract to answer question.


    A friend of mine who is an orchestral conductor was asking me (early in our acquaintance) about what I did for a living. When I told him that apart from other activities, I wrote books about how to teach English he said ‘Books in the plural? Surely once you’ve written one, there’s nothing more to say!’ I wanted to reply that he had just argued himself out of a job (I mean, how many performances of Beethoven symphonies have there been in the twenty-first century alone?), but someone else laughed at his question, another musician made a different comment, the conversation moved on, and so Martin-the-conductor’s flippant enquiry evaporated in the convivial atmosphere of a British pub.


    But his question was a good one. Surely we know how to teach languages? After all, people have been doing it successfully for two thousand years or more, and some aspects of teaching in the past have probably not changed that much. But other things have, and continue to change. Which is (I suppose) why every time I re-examine past assumptions about teaching, I find myself questioning and reinterpreting things I thought were fixed. And of course, I am not alone in this. We all do it all the time – or at least we do if we haven’t closed our minds off from the possibility of change and renewal.


   Language teaching, perhaps more than many other activities, reflects the times it takes place in. Language is about communication, after all, and perhaps that is why philosophies and techniques for learning languages seem to develop and change in tune with the societies which give rise to them. Teaching and learning are very human activities; they are social just as much as they are (in our case) linguistic.


    But it’s not just society that changes and evolves. The last decades have seen what feels like unprecedented technological change. The Internet has seen to that, and other educational technology has not lagged behind. And it’s exciting stuff. I’ve tried to reflect that excitement and newness in parts of this new edition.


(Jeremy Harmer, How to teach English. Adaptado)
Along 2,000 years, many approaches have been used in language teaching. The approach that emphasizes the importance of exposure to ‘comprehensible input’ in learning, encourages a stress-free environment and highlights the difference between learning and acquiring a language is
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Q3393009
Inglês Orações condicionais | Conditional Clauses , Verbos | Verbs , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: OBJETIVA Órgão: Prefeitura de Barão - RS Prova: OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393009 Inglês
De acordo com a BNCC — Língua Inglesa, sobre as habilidades compreendidas no 9º ano, analisar a sentença.

Empregar, de modo inteligível, as formas verbais em orações condicionais dos tipos 1 e 2 (If-clauses) (1ª parte). Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade (2ª parte).

A sentença está: 
Alternativas
Q3391460
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Prefeitura de Trombudo Central - SC Órgão: Prefeitura de Trombudo Central - SC Prova: Prefeitura de Trombudo Central - SC - 2025 - Prefeitura de Trombudo Central - SC - Professor de Língua Inglesa |
Q3391460 Inglês
No ensino da língua inglesa nas escolas, a oralidade desempenha um papel fundamental no processo de aprendizagem. Sobre sua classificação e importância, assinale a alternativa correta:
Alternativas
Q3373036
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Instituto Access Órgão: Prefeitura de Marechal Floriano - ES Prova: Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373036 Inglês
Which of the following statements aligns with the English Language Guidelines in Brazil’s Base Nacional Comum Curricular (BNCC)? Choose the correct statement based on the BNCC’s principles.
Alternativas
Q3373035
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Instituto Access Órgão: Prefeitura de Marechal Floriano - ES Prova: Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373035 Inglês
Which of the following statements best describes the role of syntax in language teaching? Select the most accurate statement.
Alternativas
Q3373034
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Instituto Access Órgão: Prefeitura de Marechal Floriano - ES Prova: Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373034 Inglês
According to Krashen’s Monitor Model, which component allows learners to assess and self-correct language use? Choose the correct component of the model.
Alternativas
Q3373033
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Instituto Access Órgão: Prefeitura de Marechal Floriano - ES Prova: Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373033 Inglês
Which of the following approaches emphasizes real-life communication and fluency over accuracy? Select the most appropriate teaching approach.
Alternativas
Q3373030
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Instituto Access Órgão: Prefeitura de Marechal Floriano - ES Prova: Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373030 Inglês
The teacher encouraged her students to read extensively, believing that language acquisition stems not only from formal instruction but also from immersion in meaningful contexts. What can be inferred about the teacher’s view on language learning?
Alternativas
Respostas
501: C
502: E
503: B
504: C
505: A
506: C
507: C
508: B
509: C
510: E
511: B
512: D
513: B
514: A
515: C
516: B
517: B
518: D
519: A
520: B
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