Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
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:
Q4147192
Inglês
Texto associado
Lesson Plan
Title: ____________________
Target Group: High School – 2nd or 3rd year
Duration: 2 classes (50 minutes each)
Learning objective: ____________________
Resources:
“Home” - by Warsan Shire
no one leaves home unless
home is the mouth of a shark
you only run for the border
when you see the whole city running as well
your neighbors running faster than you
breath bloody in their throats
the boy you went to school with
who kissed you dizzy behind the old tin factory
is holding a gun bigger than his body
you only leave home
when home won’t let you stay.
no one leaves home unless home chases you
fire under feet
hot blood in your belly
it’s not something you ever thought of doing
until the blade burnt threats into
your neck
and even then you carried the anthem under
your breath
only tearing up your passport in an airport toilets
sobbing as each mouthful of paper
made it clear that you wouldn’t be going back.
References:
ANISTIA INTERNACIONAL. www.diversified.com/
EL YAAFOURI , L. Available at: https://www.youtube.com. Acessed in 2019.
JOY, K. Available at: www.facebook.com
SHIRE, W. Home. Available at: https://www.therightsangle.wordpress.com. Acessed in 2018.
In the third class of this lesson plan based on Warsan Shire’s poem Home, the teacher wants to assess students’ ability to
recognize and interpret figures of speech. Therefore, which of the following classroom tasks best aligns with this objective?
Q4147190
Inglês
Texto associado
Lesson Plan
Title: ____________________
Target Group: High School – 2nd or 3rd year
Duration: 2 classes (50 minutes each)
Learning objective: ____________________
Resources:
“Home” - by Warsan Shire
no one leaves home unless
home is the mouth of a shark
you only run for the border
when you see the whole city running as well
your neighbors running faster than you
breath bloody in their throats
the boy you went to school with
who kissed you dizzy behind the old tin factory
is holding a gun bigger than his body
you only leave home
when home won’t let you stay.
no one leaves home unless home chases you
fire under feet
hot blood in your belly
it’s not something you ever thought of doing
until the blade burnt threats into
your neck
and even then you carried the anthem under
your breath
only tearing up your passport in an airport toilets
sobbing as each mouthful of paper
made it clear that you wouldn’t be going back.
References:
ANISTIA INTERNACIONAL. www.diversified.com/
EL YAAFOURI , L. Available at: https://www.youtube.com. Acessed in 2019.
JOY, K. Available at: www.facebook.com
SHIRE, W. Home. Available at: https://www.therightsangle.wordpress.com. Acessed in 2018.
A high school teacher designed the lesson plan presented in the text, which consisted of a two-day sequence combining
reading, discussion, group analysis, and multimodal production. Which lesson title and learning objective complete the missing
information in the lesson plan?
Q4147186
Inglês
Texto associado
TEXT 1
TEXT 2
In 2022, Wales qualified for the FIFA World Cup for the first time since 1958. The nation responded with great enthusiasm, and the song Waka Waka Cymru became one of several cultural expressions of national pride. The lyrics feature multiple languages and references to both Welsh and African traditions, blending local identity with global influences.
Available at: www.dailymail.co.uk. Acessed: May 8, 2025.
In reference to the multilingual lyrics and cultural blending presented in Waka Waka Cymru, which of the following classroom
activity reflects an inclusive and context-aware approach to teaching English varieties and global linguistic practices?
Q4147185
Inglês
Texto associado
TEXT 1
TEXT 2
In 2022, Wales qualified for the FIFA World Cup for the first time since 1958. The nation responded with great enthusiasm, and the song Waka Waka Cymru became one of several cultural expressions of national pride. The lyrics feature multiple languages and references to both Welsh and African traditions, blending local identity with global influences.
Available at: www.dailymail.co.uk. Acessed: May 8, 2025.
The presented lyrics mix terms in English, Welsh, and Cameroonian Fang language. In the chorus, Tsamina mina and Waka Waka
are famously featured in the South Africa 2010 World Cup anthem, and Cymru is the Welsh name of the country, followed by
We’re going to Qatar. This hybrid composition reflects the multilingual and multicultural nature of global football culture. Which
quote from the Base Nacional Comum Curricular (BNCC) relates this idea to the concept of language use in such document?
Q4147184
Inglês
TEXT 1
Two worlds of words
I learned to talk when I was young. My grandma’s singing filled my ears. My family spoke the native tongue our ancestors passed through the years.
I knew the names of everything. My voice was fast. My thoughts were strong. My grandma taught me how to sing. Back then my accent wasn’t wrong.
Between two worlds my brain is caught. Your language grows inside my mind. I have two words for every thought. But sometimes yours is hard to find.
We learn to talk when we are small. First language gets a running part. I speak your words but that’s not all. My grandma’s songs still fill my heart.
TEXT 2
Two worlds: languages IRL and Online
The Base Nacional Comum Curricular (BNCC) presents ten general competences concerned with human development, social justice, and enviromental preservation, as well as the approach to English as a Lingua Franca. Based on this perspective, which teaching procedure can be developed grounded on the infographic and the message in the poem?
Two worlds of words
I learned to talk when I was young. My grandma’s singing filled my ears. My family spoke the native tongue our ancestors passed through the years.
I knew the names of everything. My voice was fast. My thoughts were strong. My grandma taught me how to sing. Back then my accent wasn’t wrong.
Between two worlds my brain is caught. Your language grows inside my mind. I have two words for every thought. But sometimes yours is hard to find.
We learn to talk when we are small. First language gets a running part. I speak your words but that’s not all. My grandma’s songs still fill my heart.
TEXT 2
Two worlds: languages IRL and Online
The Base Nacional Comum Curricular (BNCC) presents ten general competences concerned with human development, social justice, and enviromental preservation, as well as the approach to English as a Lingua Franca. Based on this perspective, which teaching procedure can be developed grounded on the infographic and the message in the poem?
Q4147183
Inglês
TEXTO 1
O letramento literário faz parte da expansão do uso do termo letramento, isto é, integra o plural dos letramentos, sendo um dos usos sociais da escrita. Em primeiro lugar, o letramento literário é diferente dos outros tipos de letramento porque a literatura ocupa um lugar único em relação à linguagem, ou seja, cabe à literatura tornar o mundo compreensível transformando a sua materialidade em palavras de cores, odores, sabores e formas intensamente humanas. Depois, o letramento feito com textos literários proporciona um modo privilegiado de inserção no mundo da escrita, posto que conduz ao domínio da palavra a partir dela mesma.
SOUZA, R.; COSSON, R. Letramento literário: uma proposta para sala de aula. Disponível em: https://acervodigital.unesp.br. Acesso em: 23 maio 2025 (adaptado).
TEXTO 2
(EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular: Ensino Fundamental. Disponível em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).
An English teacher decides to bring a poem to her students based on the assumptions of literary literacy and the Base Nacional Comum Curricular (BNCC). Which of the pedagogical proposals is aligned with these assumptions?
O letramento literário faz parte da expansão do uso do termo letramento, isto é, integra o plural dos letramentos, sendo um dos usos sociais da escrita. Em primeiro lugar, o letramento literário é diferente dos outros tipos de letramento porque a literatura ocupa um lugar único em relação à linguagem, ou seja, cabe à literatura tornar o mundo compreensível transformando a sua materialidade em palavras de cores, odores, sabores e formas intensamente humanas. Depois, o letramento feito com textos literários proporciona um modo privilegiado de inserção no mundo da escrita, posto que conduz ao domínio da palavra a partir dela mesma.
SOUZA, R.; COSSON, R. Letramento literário: uma proposta para sala de aula. Disponível em: https://acervodigital.unesp.br. Acesso em: 23 maio 2025 (adaptado).
TEXTO 2
(EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular: Ensino Fundamental. Disponível em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).
An English teacher decides to bring a poem to her students based on the assumptions of literary literacy and the Base Nacional Comum Curricular (BNCC). Which of the pedagogical proposals is aligned with these assumptions?
Q4147182
Inglês
A teacher uses excerpts from George Bernard Shaw’s play Pygmalion (1913) as a starting point to reflect on language use
and its social implications. Before reading, she facilitates a group discussion where students share expressions from their
heritage languages or regional dialects, drawing parallels with the Cockney dialect of the protagonist Eliza and sharing personal
experiences of linguistic discrimination. Next, the students engage in guided reading of selected excerpts from the play and
discuss Eliza’s transformation — a working-class woman who, after intensive phonetic training, is introduced into high society.
The activity continues with the screening of scenes from the musical My Fair Lady (1964), based on the play, followed by a
comparison between the two texts using film stills, focusing on syntactic and lexical differences. Finally, students are invited to
research contemporary productions that relate to these works, drawing on their linguistic repertoires, such as memes, fanfics,
videobooks, and video reviews.
Considering the teacher’s practice, identify the linguistic phenomena addressed as well as the pedagogical approach employed.
Considering the teacher’s practice, identify the linguistic phenomena addressed as well as the pedagogical approach employed.
Q4147171
Inglês
Texto associado
One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature
has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching
themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning
process. It could also be hypothesized that compared to university students, elementary school students are less able to seize
the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an
extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a
positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning
took place: the management of technologies for learning, and the management of one’s image.
BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’
Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.
While completing a supervised practicum in a public school, a pre-service teacher reads the text and begins to consider the
pedagogical use of video in oral language development. What reflects an informed approach to using video in this context?
Q4147170
Inglês
Texto associado
One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature
has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching
themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning
process. It could also be hypothesized that compared to university students, elementary school students are less able to seize
the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an
extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a
positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning
took place: the management of technologies for learning, and the management of one’s image.
BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’
Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.
Considering the excerpt, what is the appropriate oral language intervention for public high school students that accounts for
their developmental stage and the role of video in language learning?
Q4147169
Inglês
Texto associado
One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature
has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching
themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning
process. It could also be hypothesized that compared to university students, elementary school students are less able to seize
the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an
extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a
positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning
took place: the management of technologies for learning, and the management of one’s image.
BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’
Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.
A public school teacher wants to develop students’ oral communication skills using digital oral genres that include video. Based
on the excerpt, which of the following classroom strategies reflects a theoretically grounded approach?
Q4147168
Inglês
Texto associado
TEXT 1
Situar a língua inglesa em seu status de língua franca implica
compreender que determinadas crenças — como a de que há
um inglês melhor para se ensinar, ou um nível de proficiência
específico a ser alcançado pelo aluno — precisam ser
relativizadas. Ou seja, o status de Inglês como Língua Franca
implica deslocá-la de um modelo ideal de falante, considerando
a importância da cultura no ensino-aprendizagem da língua e
buscando romper com aspectos relativos à correção, precisão
e proficiência linguística.
Base Nacional Comum Curricular: Ensino Fundamental.
Disponível
em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).
TEXT 2
Kendrick Lamar’s song Not Like Us, which gained prominence
during the 2025 Super Bowl halftime show, includes the
repeated phrase: “they not like us”. As part of an 8th-grade
English class, how could a teacher use this chorus line to
address linguistic diversity while still engaging students with
formal aspects of language, in line with the Base Nacional
Comum Curricular (BNCC) guidelines?
Q4147167
Inglês
Texto associado
TEXT 1
Situar a língua inglesa em seu status de língua franca implica
compreender que determinadas crenças — como a de que há
um inglês melhor para se ensinar, ou um nível de proficiência
específico a ser alcançado pelo aluno — precisam ser
relativizadas. Ou seja, o status de Inglês como Língua Franca
implica deslocá-la de um modelo ideal de falante, considerando
a importância da cultura no ensino-aprendizagem da língua e
buscando romper com aspectos relativos à correção, precisão
e proficiência linguística.
Base Nacional Comum Curricular: Ensino Fundamental.
Disponível
em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).
TEXT 2
Text 2 contains a short poem by rupi kaur. Based on a linguisticdiscursive analysis and the Base Nacional Comum Curricular
(BNCC) reference in Text 1, what is the most significant nonstandard feature used by the author, and what is its likely
effect?
Q4147166
Inglês
Texto associado
TEXT 1
Situar a língua inglesa em seu status de língua franca implica
compreender que determinadas crenças — como a de que há
um inglês melhor para se ensinar, ou um nível de proficiência
específico a ser alcançado pelo aluno — precisam ser
relativizadas. Ou seja, o status de Inglês como Língua Franca
implica deslocá-la de um modelo ideal de falante, considerando
a importância da cultura no ensino-aprendizagem da língua e
buscando romper com aspectos relativos à correção, precisão
e proficiência linguística.
Base Nacional Comum Curricular: Ensino Fundamental.
Disponível
em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).
TEXT 2
In an English class, after a pair-work activity, a student reports
their work to the teacher: “My mate go to the sports gym
everyday, because she play volleyball for the school team”.
The teacher knows that the student already understands the
idea of daily routines. Considering the approach to English as
a Lingua Franca and the view on error correction presented in
the Base Nacional Comum Curricular (BNCC), which teacher’s
response is appropriate?
Q4147163
Inglês
Texto associado
A Digital Learning Platform (DLP) is one effective avenue for enhancing language learning. It connects real learning resources with
the digital world for teaching and learning. By converting as many physical learning resources into digital formats as possible,
the DLP offers an innovative combination of different learning concepts and structures. It can also ensure that different groups
of learners have equal access to learning resources through interaction, communication, and knowledge sharing.
DLPs have transformed English language learning with their numerous advantages, although there are also some notable
drawbacks. These platforms offer unmatched accessibility and flexibility, enabling learners to access materials anytime and
anywhere and to progress at their own pace. They feature diverse resources such as videos, interactive exercises, quizzes, and
reading materials, with multimedia integration enhancing comprehension and retention. Personalized learning experiences are
supported through adaptive technologies and immediate feedback. Gamification and interactive activities boost engagement
and motivation, while cost-effectiveness and global networking opportunities are notable benefits.
However, there are downsides to consider. Digital platforms may lack the personal touch and immediate feedback of face-to-face
interactions, potentially reducing social learning opportunities. Technical issues such as internet reliability and online distractions
can pose barriers, requiring learners to stay disciplined and motivated. Quality and credibility can vary, raising concerns about
fraudulent or poorly designed courses. Assessment challenges, including cheating and assessing practical language skills, also
exist. Moreover, self-study can sometimes leave learners feeling isolated and struggling with complex topics. Balancing digital
resources with other learning methods can help address these challenges and ensure a more comprehensive language learning
experience.
POONPON, K. et al. TIGA-Based English Learning Platform for Language Learner Competency Development in a Digital
Environment. International Journal of Learning, Teaching and Educational Research, n. 6, June 30, 2024 (adapted).
In order to benefit from the resources offered by platforms to evaluate students’ work in an innovative way and also to avoid
the drawbacks reported in the text, the teacher could
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