Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.003 questões
Ano: 2022
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã - PR
Prova:
AMEOSC - 2022 - Prefeitura de Iporã - PR - Professor de Inglês |
Q4008271
Inglês
Sobre o status da língua inglesa como língua franca, de
acordo com a Base Nacional Comum Curricular (BNCC),
assinale a alternativa INCORRETA.
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997825
Inglês
Segundo a BNCC, no ensino da Língua Inglesa nos anos iniciais, a língua deve ser vista como:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997822
Inglês
Qual concepção metodológica é coerente com as diretrizes da BNCC para o ensino de Língua
Inglesa nos anos iniciais?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997821
Inglês
De acordo com a BNCC, o ensino da Língua Inglesa nos anos iniciais deve priorizar:
Ano: 2026
Banca:
Prefeitura de Bom Despacho - MG
Órgão:
Prefeitura de Bom Despacho - MG
Prova:
Prefeitura de Bom Despacho - MG - 2026 - Prefeitura de Bom Despacho - MG - Professor PEB III - Língua Inglesa |
Q3995530
Inglês
A perspectiva adotada pelo CRMG para o ensino de Língua Inglesa rompe com:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Matias Olímpio - PI
Prova:
FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994716
Inglês
Texto associado
PROFESSOR DE LÍNGUA INGLESA:
THE DIGITAL FRONTIER OF FIDELITY
The Nuances of Micro-cheating: Social Practice or Digital
Paranoia ?
In the contemporary landscape of interpersonal
relationships, the ubiquity of social media has recalibrated
the traditional parameters of faithfulness. The emergence of
the term "micro-cheating" serves as a testament to this shift,
encompassing a spectrum of subtle, digitally-mediated
behaviors that, while devoid of physical consummation,
suggest an emotional or erotic redirection. Such actions—
ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate
concealment of encrypted message threads—occupy a
contentious "grey area" that challenges the binary definition
of infidelity.
From a socio-psychological perspective, micro-cheating is
often interpreted not as an isolated act of betrayal, but as a
symptom of the "validation economy." The digital
architecture of modern platforms encourages a constant
pursuit of external approval, where a notification can
function as a dopamine-inducing ego boost. Consequently,
the ambiguity of intent becomes the focal point of the
debate: is the digital interaction a legitimate exercise of
social autonomy or a covert erosion of the primary
partnership’s exclusivity? Proponents of the concept argue
that the "secrecy criterion" is the ultimate litmus test—if an
interaction is intentionally shielded from a partner’s view, the
threshold of trust has likely been breached.
Conversely, skeptics caution against the pathologization of
digital sociability. They argue that the expansion of the
"cheating" umbrella to include minor online interactions
fosters a climate of hyper-vigilance and domestic
surveillance, potentially undermining the very foundation of
trust it seeks to protect. By labeling these behaviors as
"micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for
subversive intent.
For the language educator, this phenomenon provides a rich
semiotic field for classroom reflection. Aligning with the
National Common Curricular Base (BNCC), the study of such
themes transcends mere grammatical decoding. It invites
students to engage in "multiliteracies," analyzing how
meaning is negotiated across digital platforms and how
language (visual, verbal, and symbolic) shapes social ethics.
In this sense, the English language is not merely a system of
signs to be mastered, but a tool for critical agency in a
globalized, hyper-connected world.
A LDB, em suas atualizações recentes sobre
tecnologias e educação, dispõe que:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Matias Olímpio - PI
Prova:
FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994715
Inglês
Texto associado
PROFESSOR DE LÍNGUA INGLESA:
THE DIGITAL FRONTIER OF FIDELITY
The Nuances of Micro-cheating: Social Practice or Digital
Paranoia ?
In the contemporary landscape of interpersonal
relationships, the ubiquity of social media has recalibrated
the traditional parameters of faithfulness. The emergence of
the term "micro-cheating" serves as a testament to this shift,
encompassing a spectrum of subtle, digitally-mediated
behaviors that, while devoid of physical consummation,
suggest an emotional or erotic redirection. Such actions—
ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate
concealment of encrypted message threads—occupy a
contentious "grey area" that challenges the binary definition
of infidelity.
From a socio-psychological perspective, micro-cheating is
often interpreted not as an isolated act of betrayal, but as a
symptom of the "validation economy." The digital
architecture of modern platforms encourages a constant
pursuit of external approval, where a notification can
function as a dopamine-inducing ego boost. Consequently,
the ambiguity of intent becomes the focal point of the
debate: is the digital interaction a legitimate exercise of
social autonomy or a covert erosion of the primary
partnership’s exclusivity? Proponents of the concept argue
that the "secrecy criterion" is the ultimate litmus test—if an
interaction is intentionally shielded from a partner’s view, the
threshold of trust has likely been breached.
Conversely, skeptics caution against the pathologization of
digital sociability. They argue that the expansion of the
"cheating" umbrella to include minor online interactions
fosters a climate of hyper-vigilance and domestic
surveillance, potentially undermining the very foundation of
trust it seeks to protect. By labeling these behaviors as
"micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for
subversive intent.
For the language educator, this phenomenon provides a rich
semiotic field for classroom reflection. Aligning with the
National Common Curricular Base (BNCC), the study of such
themes transcends mere grammatical decoding. It invites
students to engage in "multiliteracies," analyzing how
meaning is negotiated across digital platforms and how
language (visual, verbal, and symbolic) shapes social ethics.
In this sense, the English language is not merely a system of
signs to be mastered, but a tool for critical agency in a
globalized, hyper-connected world.
A BNCC enfatiza que o ensino de Inglês deve promover
o "Multiletramento". No contexto do texto, isso significa
que o aluno deve ser capaz de:
Ano: 2026
Banca:
FUNATEC
Órgão:
Prefeitura de Matias Olímpio - PI
Prova:
FUNATEC - 2026 - Prefeitura de Matias Olímpio - PI - Professor(a) - Língua Inglesa Anos Finais EJA |
Q3994700
Inglês
Texto associado
PROFESSOR DE LÍNGUA INGLESA:
THE DIGITAL FRONTIER OF FIDELITY
The Nuances of Micro-cheating: Social Practice or Digital
Paranoia ?
In the contemporary landscape of interpersonal
relationships, the ubiquity of social media has recalibrated
the traditional parameters of faithfulness. The emergence of
the term "micro-cheating" serves as a testament to this shift,
encompassing a spectrum of subtle, digitally-mediated
behaviors that, while devoid of physical consummation,
suggest an emotional or erotic redirection. Such actions—
ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate
concealment of encrypted message threads—occupy a
contentious "grey area" that challenges the binary definition
of infidelity.
From a socio-psychological perspective, micro-cheating is
often interpreted not as an isolated act of betrayal, but as a
symptom of the "validation economy." The digital
architecture of modern platforms encourages a constant
pursuit of external approval, where a notification can
function as a dopamine-inducing ego boost. Consequently,
the ambiguity of intent becomes the focal point of the
debate: is the digital interaction a legitimate exercise of
social autonomy or a covert erosion of the primary
partnership’s exclusivity? Proponents of the concept argue
that the "secrecy criterion" is the ultimate litmus test—if an
interaction is intentionally shielded from a partner’s view, the
threshold of trust has likely been breached.
Conversely, skeptics caution against the pathologization of
digital sociability. They argue that the expansion of the
"cheating" umbrella to include minor online interactions
fosters a climate of hyper-vigilance and domestic
surveillance, potentially undermining the very foundation of
trust it seeks to protect. By labeling these behaviors as
"micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for
subversive intent.
For the language educator, this phenomenon provides a rich
semiotic field for classroom reflection. Aligning with the
National Common Curricular Base (BNCC), the study of such
themes transcends mere grammatical decoding. It invites
students to engage in "multiliteracies," analyzing how
meaning is negotiated across digital platforms and how
language (visual, verbal, and symbolic) shapes social ethics.
In this sense, the English language is not merely a system of
signs to be mastered, but a tool for critical agency in a
globalized, hyper-connected world.
According to the final paragraph, the BNCC's
perspective on teaching English through themes like
"micro-cheating" aims to:
Ano: 2022
Banca:
CMM - Concursos e Seletivos
Órgão:
Prefeitura de Bataguassu - MS
Prova:
CMM - Concursos e Seletivos - 2022 - Prefeitura de Bataguassu - MS - Professor de Língua Inglesa |
Q3994470
Inglês
Assinale a alternativa que apresenta corretamente as quatro habilidades do ensino da língua estrangeira:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Afonso Cunha - MA
Prova:
Instituto JK - 2024 - Prefeitura de Afonso Cunha - MA - Professor Anos Finais - Inglês |
Q3991288
Inglês
Which sentence correctly uses “how much” or “how many”?
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Louveira - SP
Prova:
Avança SP - 2026 - Prefeitura de Louveira - SP - Professor de Inglês |
Q3989985
Inglês
A teacher in the final years of lower secondary education organizes lessons around real-life situations. Students work in small groups to investigate a problem, collect information, discuss possible solutions, and present their findings to the class. The teacher acts mainly as a facilitator, guiding the process rather than delivering long explanations.
This description best represents which teaching approach?
Ano: 2026
Banca:
Avança SP
Órgão:
Prefeitura de Louveira - SP
Prova:
Avança SP - 2026 - Prefeitura de Louveira - SP - Professor de Inglês |
Q3989981
Inglês
Choose the alternative that correctly completes the sentences below with the appropriate prepositions, respectively.
I. She is waiting ___ the bus stop.
II. There is a clock ___ the wall.
III. My sister works ___ a hospital.
Ano: 2023
Banca:
AMEOSC
Órgão:
Prefeitura de Guarujá do Sul - SC
Prova:
AMEOSC - 2023 - Prefeitura de Guarujá do Sul - SC - Professor de Língua Estrangeira - Inglês |
Q3989702
Inglês
Qual é a diferença fundamental entre skimming e
scanning como estratégias de leitura?
Ano: 2023
Banca:
AMEOSC
Órgão:
Prefeitura de Guarujá do Sul - SC
Prova:
AMEOSC - 2023 - Prefeitura de Guarujá do Sul - SC - Professor de Língua Estrangeira - Inglês |
Q3989699
Inglês
Imagine you have witnessed a significant environmental
issue in your local community, such as pollution in a
nearby river. You want to write a persuasive letter to the
local government urging them to take action. Which of
the following strategies would you employ to make your
letter more effective?
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988646
Inglês
“In many Brazilian public universities, English
instruction has historically prioritized the
development of strategic reading abilities,
enabling learners to extract relevant information
from academic texts in their fields, rather than
pursuing full oral fluency.” (Excerpt adapted from:
Celani [1988]; Ramos [2005]. “Brazilian ESP
tradition”)
The pedagogical orientation described aligns most closely with:
The pedagogical orientation described aligns most closely with:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988645
Inglês
“An adequate theory of language pedagogy must
extend beyond grammatical mastery and account
for the sociocultural rules governing
appropriateness, discourse cohesion, and
strategic resourcefulness in real-life interaction.”
(Excerpt adapted from: Hymes, 1972, On
Communicative Competence; Canale & Swain,
1980, Theoretical Bases of Communicative
Approaches to Second Language Teaching and
Testing.)
The theoretical construct being operationalized in the excerpt is:
The theoretical construct being operationalized in the excerpt is:
Ano: 2026
Banca:
IBAM
Órgão:
Prefeitura de Armação de Búzios - RJ
Prova:
IBAM - 2026 - Prefeitura de Armação de Búzios - RJ - Professor Docente II - Língua Inglesa |
Q3988644
Inglês
“In structurally oriented classrooms influenced by
audiolingual principles, language is
conceptualized primarily as a system of habits to
be formed through pattern drills, repetition, and
controlled manipulation of grammatical structures,
with minimal emphasis on spontaneous
interaction.” (Excerpt adapted from: Richards &
Rodgers [2001]. Approaches and Methods in
Language Teaching)
The pedagogical orientation most accurately characterized in the excerpt corresponds to:
The pedagogical orientation most accurately characterized in the excerpt corresponds to:
Ano: 2024
Banca:
Instituto JK
Órgão:
Prefeitura de Alto Alegre do Maranhão - MA
Prova:
Instituto JK - 2024 - Prefeitura de Alto Alegre do Maranhão - MA - Professor Nível II - Inglês |
Q3984281
Inglês
Read the sentences below and mark the option
that displays the correct form of the verbs in
the simple present:
1. We_______ (eat) pasta for lunch.
2. He_______ (get up) early on Mondays.
3. It_______(rain) on the winter days.
4. You______ (arrive) early at work.
1. We_______ (eat) pasta for lunch.
2. He_______ (get up) early on Mondays.
3. It_______(rain) on the winter days.
4. You______ (arrive) early at work.
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês |
Q3982682
Inglês
No que se refere aos elementos de linguagem em Língua Inglesa, a BNCC destaca a
importância do trabalho com variedades linguísticas. Isso significa que o professor deve:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês |
Q3982680
Inglês
De acordo com a BNCC, o ensino da Língua Inglesa no Ensino Fundamental busca desenvolver a competência comunicativa dos estudantes. Isso significa que o foco principal está em:
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