Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.182 questões
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Riachão do Bacamarte - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Riachão do Bacamarte - PB - Professor - Inglês |
Q3826608
Inglês
Texto associado
“During the 1970s, the so-called audiolingual
method, based on behaviorist and structuralist
assumptions, was still considered the only
scientific way of teaching a foreign language. Its
emphasis on the oral skills and on the exhaustive
repetition of structural exercises seemed to work
well in the contexts of private language institutes.
Those contexts were characterized by the
gathering of small numbers of highly motivated
students per class, a weekly time-table superior in
the number of hours to the one adopted in regular
schools, and plenty of audiovisual resources.
Questionable in itself, both because of its results
(which in time were revealed to be less efficient
than believed, especially in terms of fluency) and
its theoretical assumptions, the method ended up
being adopted by regular schools due to its
positive reputation at the time. The failure of the
methodology in this context would soon become
evident, generating extreme frustration both
amongst teachers and students.
From the 1980s on, with the spread of ideas
connected to the so-called communicative
approach and the growth of English for Specific
Purposes (ESP), the community of researchers
and teachers interested in the context of regular
schools started reviewing the assumptions and
logic of English Language Teaching(ELT).
Recognizing that each and every school discipline
needs to justify its presence in the curriculum
socially and educationally, this movement
identified the skill of reading as the most relevant
one for the students attending the majority of
Brazilian regular schools. This understanding was
achieved by considering not only the possibility of
real use outside school, but also the role this
approach could play in the achievement of other
educational goals, such as the improvement of
student's reading abilities in Portuguese as a
mother tongue (see MOITA LOPES, 1996). This
movement reached its climax with the publication
of the Brazilian National Curricular Parameters
(PCN) for the teaching of foreign languages at
basic education level by the end of the 1990s. The
document recommended the focus on the teaching
of reading within a view of language as discourse. However, it did not close the door on the teaching
of any other skill, as long as the context made it
possible and relevant.
It is important at this point to clarify a few things
about the emergence of this educational policy.
First of all, it was not formulated apart from the
community of teachers and researchers and then
imposed upon them. On the contrary, great names
in Brazilian Applied Linguistics, such as Luiz Paulo
da Moita Lopes and Maria AntonietaCelani among
others, were involved in the formulation of the
Parameters. Even more important than that, a lot
of teachers, individually or collectively, with or
without supervision, were already trying the focus
on reading as an alternative to the failure of
previous practices before the Parameters were
elaborated. Two well-known examples are those
from Rio de Janeiro and São Paulo during the late
1980s and early 1990s. In São Paulo, The Catholic
University (PUC-SP) became a national center for
foreign language teacher education, through the
development of a Brazilian ESP project focusing
on reading (CELANI, 2005). In Rio de Janeiro, a
discussion conducted by the city educational
authorities and the teachers in public schools
(concerning the contents and methodology of each
school discipline), during the administrations of
Saturnino Braga and Marcelo Alencar, led to the
proposition that the focus on reading for foreign
language teaching reflected the will of most
teachers who participated in the discussion. [...]
(Adapted from:
https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e
n)
What was the main rationale for prioritizing
reading skills in regular Brazilian schools during
the 1980s and 1990s?
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de São João Batista - SC
Prova:
FURB - 2025 - Prefeitura de São João Batista - SC - Professor Fundamental II 6ª/9ª - Inglês - Edital nº 2 |
Q3824604
Inglês
Regarding textual communication, one of the key
elements is textual organization, a method of arranging
ideas in a logical manner, in order to guide the reader
through the information being presented in an
understandable way. Textual organization can be
presented through a few different categories, such as
cohesion, coherence, reference, substitution and ellipsis.
Taking into account the aforementioned categories, read
the following statements:
I.A text is considered cohesive when the elements of the text are tied together and are considered meaningful to the reader.
II.Coherence refers to the adequate choice of vocabulary iin a text.
III.Reference involves the omission of an item where that item is replaced by nothing.
IV.Substitution is the replacing of an item by another item.
V.Ellipsis can be found in the sentence "John ate two slices of cake, and I ate three."
I.A text is considered cohesive when the elements of the text are tied together and are considered meaningful to the reader.
II.Coherence refers to the adequate choice of vocabulary iin a text.
III.Reference involves the omission of an item where that item is replaced by nothing.
IV.Substitution is the replacing of an item by another item.
V.Ellipsis can be found in the sentence "John ate two slices of cake, and I ate three."
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de São João Batista - SC
Prova:
FURB - 2025 - Prefeitura de São João Batista - SC - Professor Fundamental II 6ª/9ª - Inglês - Edital nº 2 |
Q3824598
Inglês
The Base Nacional Comum Curricular document (BNCC)
currently in force indicates 5 axes that guide the
teaching-learning process of English in the final years of
elementary school. Based on the axes defined by the
BNCC document, read the following statements and then
select the correct alternative:
I.With regard to the Writing axis, the BNCC recommends text production practices that involve movements that are sometimes collective, sometimes individual, of planning-production-revision, in which decisions are made and evaluated about the ways of communicating what is desired, keeping in mind aspects such as the objective of the text, the support that will allow it social circulation and its possible readers.
II.In the Orality axis, the BNCC prioritizes the use of media resources that bring a more standardized variant of the English language, with the aim of avoiding harm to the student's comprehension and learning, preferring, even, oral use practices without face-to-face contact.
III.The Intercultural Dimension axis points, among other things, to the importance of problematizing the different roles of the English language itself in the world, its values, its reach, and its effects on relations between different people and peoples, both in contemporary society and from a historical perspective.
IV.The Reading axis, in turn, includes, among its guidelines, working with verbal and hybrid genres, mainly enhanced by digital media, as this work makes it possible to experience, in a meaningful and situated way, different modes of reading and different reading goals.
V.The Linguistic Knowledge axis prioritizes the study of the correct form of the English Language as indicated in grammars, which is the appropriate norm established by language scholars, who are the most specialized professionals to indicate how one should speak. Furthermore, this axis recommends studying the language in isolation, to avoid comparisons with the Portuguese Language, for example.
I.With regard to the Writing axis, the BNCC recommends text production practices that involve movements that are sometimes collective, sometimes individual, of planning-production-revision, in which decisions are made and evaluated about the ways of communicating what is desired, keeping in mind aspects such as the objective of the text, the support that will allow it social circulation and its possible readers.
II.In the Orality axis, the BNCC prioritizes the use of media resources that bring a more standardized variant of the English language, with the aim of avoiding harm to the student's comprehension and learning, preferring, even, oral use practices without face-to-face contact.
III.The Intercultural Dimension axis points, among other things, to the importance of problematizing the different roles of the English language itself in the world, its values, its reach, and its effects on relations between different people and peoples, both in contemporary society and from a historical perspective.
IV.The Reading axis, in turn, includes, among its guidelines, working with verbal and hybrid genres, mainly enhanced by digital media, as this work makes it possible to experience, in a meaningful and situated way, different modes of reading and different reading goals.
V.The Linguistic Knowledge axis prioritizes the study of the correct form of the English Language as indicated in grammars, which is the appropriate norm established by language scholars, who are the most specialized professionals to indicate how one should speak. Furthermore, this axis recommends studying the language in isolation, to avoid comparisons with the Portuguese Language, for example.
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de São João Batista - SC
Prova:
FURB - 2025 - Prefeitura de São João Batista - SC - Professor Fundamental I 1ª/5ª - Inglês - Edital nº 2 |
Q3822717
Inglês
The BNCC document (Base Nacional Comum
Curricular), implemented in 2017 for the Elementary
Education in Brazil, establishes 5 (five) organizing axes
that guide the teaching of the English Language
component. Considering what the aforementioned
document says about these axes, read the statements
below, and assign T (True) or F (False) to each
statement.
(__)In the Orality axis, the BNCC prioritizes the use of media resources that bring a more standardized variant of the English language, with the aim of avoiding harm to the student's comprehension and learning, prioritizing oral practices without face-to-face contact, in order to avoid exposing students to an accent or slang that might hinder the learning process of a correct variant of English.
(__)With regard to the Writing axis, the BNCC recommends text production practices that involve movements that are sometimes collective, sometimes individual, of planning-production-revision, in which decisions are made and evaluated about the ways of communicating what is desired, keeping in mind aspects such as the objective of the text, the support that will allow its social circulation and its possible readers.
(__)The Intercultural Dimension axis points, among other things, to the importance of problematizing the different roles of the English language itself in the world, its values, its reach, and its effects on relations between different people and peoples, both in contemporary society and from a historical perspective.
(__)The Linguistic Knowledge axis prioritizes the study of the correct form of the English Language as indicated in grammars, which is the appropriate norm established by language scholars, who are the most specialized professionals to indicate how one should speak. Furthermore, this axis recommends studying the language in isolation, to avoid comparisons with the Portuguese Language, for example, or any other languages the student knows other than English.
(__)The Reading axis, in turn, includes, among its guidelines, working with verbal and hybrid genres, mainly enhanced by digital media, as this work makes it possible to experience, in a meaningful and situated way, different modes of reading and different reading goals.
Select the alternative with the correct sequence of T's and F's:
(__)In the Orality axis, the BNCC prioritizes the use of media resources that bring a more standardized variant of the English language, with the aim of avoiding harm to the student's comprehension and learning, prioritizing oral practices without face-to-face contact, in order to avoid exposing students to an accent or slang that might hinder the learning process of a correct variant of English.
(__)With regard to the Writing axis, the BNCC recommends text production practices that involve movements that are sometimes collective, sometimes individual, of planning-production-revision, in which decisions are made and evaluated about the ways of communicating what is desired, keeping in mind aspects such as the objective of the text, the support that will allow its social circulation and its possible readers.
(__)The Intercultural Dimension axis points, among other things, to the importance of problematizing the different roles of the English language itself in the world, its values, its reach, and its effects on relations between different people and peoples, both in contemporary society and from a historical perspective.
(__)The Linguistic Knowledge axis prioritizes the study of the correct form of the English Language as indicated in grammars, which is the appropriate norm established by language scholars, who are the most specialized professionals to indicate how one should speak. Furthermore, this axis recommends studying the language in isolation, to avoid comparisons with the Portuguese Language, for example, or any other languages the student knows other than English.
(__)The Reading axis, in turn, includes, among its guidelines, working with verbal and hybrid genres, mainly enhanced by digital media, as this work makes it possible to experience, in a meaningful and situated way, different modes of reading and different reading goals.
Select the alternative with the correct sequence of T's and F's:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de São João Batista - SC
Prova:
FURB - 2025 - Prefeitura de São João Batista - SC - Professor Fundamental I 1ª/5ª - Inglês - Edital nº 2 |
Q3822716
Inglês
Regarding the Content and Language Integrated
Learning approach (CLIL), read the statements below:
I.It is an approach in which a subject and a language are taught simultaneously.
II.In this approach, it is important to learn the language detached from a specific context, so that the student is able to speak the new language whenever or wherever they need to do so.
III.With this approach, the student does not dedicate time to simply learning a language, such as a traditional foreign language class, the focus is on the subject matter at hand being taught in the target language.
IV.This approach has the advantage of potentially increasing motivation, because the student is learning about a subject he is interested in, so they are likely to pay attention because they truly want to learn about the subject.
V.This approach is considered successful if a student manages to memorize a list of words or full sentences he can use while speaking to a foreign person. After reading these statements, select the correct alternative:
I.It is an approach in which a subject and a language are taught simultaneously.
II.In this approach, it is important to learn the language detached from a specific context, so that the student is able to speak the new language whenever or wherever they need to do so.
III.With this approach, the student does not dedicate time to simply learning a language, such as a traditional foreign language class, the focus is on the subject matter at hand being taught in the target language.
IV.This approach has the advantage of potentially increasing motivation, because the student is learning about a subject he is interested in, so they are likely to pay attention because they truly want to learn about the subject.
V.This approach is considered successful if a student manages to memorize a list of words or full sentences he can use while speaking to a foreign person. After reading these statements, select the correct alternative:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de São João Batista - SC
Prova:
FURB - 2025 - Prefeitura de São João Batista - SC - Professor Fundamental I 1ª/5ª - Inglês - Edital nº 2 |
Q3822715
Inglês
Regarding methods and approaches to teaching the
English language, correctly match the columns listed
below to their corresponding methodological principles
and practices, and then select the alternative that
presents the correct order.
First column: methods
1.Direct Method
2.Audiolingual Method
3.Communicative Language Teaching
4.Lexical Approach
5.Community Language Learning
Second column: methodological principles and practices
(__)It involves teaching individual collocations of units, marking students aware of collocation, extending what students already know by adding knowledge of collocation restrictions to known vocabulary and storing collocations on a notebook.
(__)Language learning is learning to communicate, and the target linguistic system will be learned through the process of struggling to communicate.
(__)Classroom instruction is conducted exclusively in the target language, correct pronunciation and grammar are emphasized, while grammar is taught inductively.
(__)It focuses on oral skills, and the teaching of listening comprehension, pronunciation, grammar, and vocabulary are all related to the development of oral fluency.
(__)It can combine tasks such as group work, recording of the students' conversations in the target language, group or class reflections and reports regarding their experience of the class, and free conversation between learners or learners and teacher.
Select the option that presents the correct order of the associations:
First column: methods
1.Direct Method
2.Audiolingual Method
3.Communicative Language Teaching
4.Lexical Approach
5.Community Language Learning
Second column: methodological principles and practices
(__)It involves teaching individual collocations of units, marking students aware of collocation, extending what students already know by adding knowledge of collocation restrictions to known vocabulary and storing collocations on a notebook.
(__)Language learning is learning to communicate, and the target linguistic system will be learned through the process of struggling to communicate.
(__)Classroom instruction is conducted exclusively in the target language, correct pronunciation and grammar are emphasized, while grammar is taught inductively.
(__)It focuses on oral skills, and the teaching of listening comprehension, pronunciation, grammar, and vocabulary are all related to the development of oral fluency.
(__)It can combine tasks such as group work, recording of the students' conversations in the target language, group or class reflections and reports regarding their experience of the class, and free conversation between learners or learners and teacher.
Select the option that presents the correct order of the associations:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2025 - Prefeitura de Sapezal - MT - Professor - Letras/Inglês |
Q3820737
Inglês
A habilidade speaking permite ao estudante estabelecer
uma melhor interação oral e uma comunicação mais fluente, por
meio de uma pronúncia clara e objetiva, com uso de vocabulário
adequado e ideias articuladas. Para melhor desenvolver tal
habilidade, um dos métodos a se utilizar é:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2025 - Prefeitura de Sapezal - MT - Professor - Letras/Inglês |
Q3820735
Inglês
Ao refletir sobre o ensino da língua inglesa, o professor deve-se atentar às várias manifestações culturais e à diversidade de
falantes dessa língua. Sendo assim, o docente deve possuir uma
visão:
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Sapezal - MT
Prova:
SELECON - 2025 - Prefeitura de Sapezal - MT - Professor - Letras/Inglês |
Q3820734
Inglês
O ensino da língua inglesa baseado em necessidades reais
e individualizadas, ou seja, desenvolvido a fim de atender aos
objetivos pontuais do aprendiz, é denominado de:
Ano: 2025
Banca:
Prefeitura de Bombinhas - SC
Órgão:
Prefeitura de Bombinhas - SC
Prova:
Prefeitura de Bombinhas - SC - 2025 - Prefeitura de Bombinhas - SC - Professor de Ensino Fundamental II - Inglês - Edital nº 6 |
Q3815055
Inglês
Choose the sentence that correctly uses the
imperative form to give clear instructions:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Camboriú - SC
Prova:
FURB - 2025 - Prefeitura de Camboriú - SC - Professor de Inglês |
Q3813946
Inglês
Considering the existing methods and approaches to
language teaching, analyze the following statements:
I.The Audiolingual Approach is based on a structuralist conception of language and a behaviorist learning perspective. Among its strategies, this approach relies on listening and repetition exercises as a way to guide the learner.
II.The Natural Approach is a teaching approach used to prepare students for reading texts. Its method and technique emphasize the learning of grammatical rules and vocabulary lists applied to the translation of texts.
III.Communicative Language Teaching (CLT) is an approach primarily focused on developing the learner's reading and writing skills; in other words, it seeks to develop students' communicative ability in written texts, whether through reading or text production.
IV.Content and Language Integrated Learning (CLIL) is a teaching approach that combines learning a specific subject with learning a foreign language. The strategies of this approach aim to lead students to meaningful language use.
Regarding the statements I to IV, select the correct alternative:
I.The Audiolingual Approach is based on a structuralist conception of language and a behaviorist learning perspective. Among its strategies, this approach relies on listening and repetition exercises as a way to guide the learner.
II.The Natural Approach is a teaching approach used to prepare students for reading texts. Its method and technique emphasize the learning of grammatical rules and vocabulary lists applied to the translation of texts.
III.Communicative Language Teaching (CLT) is an approach primarily focused on developing the learner's reading and writing skills; in other words, it seeks to develop students' communicative ability in written texts, whether through reading or text production.
IV.Content and Language Integrated Learning (CLIL) is a teaching approach that combines learning a specific subject with learning a foreign language. The strategies of this approach aim to lead students to meaningful language use.
Regarding the statements I to IV, select the correct alternative:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Camboriú - SC
Prova:
FURB - 2025 - Prefeitura de Camboriú - SC - Professor de Inglês |
Q3813945
Inglês
Reading strategies can help learners develop language
proficiency, allowing them to expand their ability to
interpret texts, increase their lexical knowledge, improve
speaking and writing, and enhance student autonomy.
Regarding reading strategies, select the correct alternative:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Itapema - SC
Prova:
FURB - 2025 - Prefeitura de Itapema - SC - Professor Inglês 6º/9º |
Q3811221
Inglês
Read the statements below about English language teaching. Which of them are correct?
I.In phonetics, vowel sounds tend to be more variable than consonant sounds because they depend more on tongue height, tongue position, and lip shape.
II.Interculturality in English teaching encourages students to compare cultures, reflect on their own cultural identities, and understand cultural diversity in communication.
III.Children's literature in English is not recommended for learners in basic education, as it does not support the development of listening and reading skills.
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Itapema - SC
Prova:
FURB - 2025 - Prefeitura de Itapema - SC - Professor Inglês 6º/9º |
Q3811218
Inglês
Which of the following best describes a key principle of
the Content and Language Integrated Learning (CLIL)
approach when teaching English in basic education?
Ano: 2025
Banca:
FURB
Órgão:
SED-SC
Prova:
FURB - 2025 - SED-SC - Professor - Segunda Língua Estrangeira Inglês - Edital nº 3.021 |
Q3810831
Inglês
A second grade teacher decides to work with the book
Charlie and The Chocolate Factory , by Roald Dahl, with
her students. She asks them to open the book on the first
page and tell her the names of the characters from the
Bucket family.
In this scenario, what kind of reading strategy is the teacher suggesting that students use?
In this scenario, what kind of reading strategy is the teacher suggesting that students use?
Ano: 2025
Banca:
Instituto Ágata
Órgão:
Prefeitura de Juruti - PA
Prova:
Instituto Ágata - 2025 - Prefeitura de Juruti - PA - Professor de Língua Inglesa |
Q3806782
Inglês
Interculturality in English language teaching involves recognizing, valuing, and integrating diverse cultural perspectives in
the classroom. It encourages learners to reflect on their own culture while understanding and respecting others, fostering
communication and empathy in a global context. In this context, select the alternative that presents elements of intercultural classes.
Ano: 2025
Banca:
Instituto Ágata
Órgão:
Prefeitura de Juruti - PA
Prova:
Instituto Ágata - 2025 - Prefeitura de Juruti - PA - Professor de Língua Inglesa |
Q3806777
Inglês
The integration of digital technologies into language teaching has transformed traditional classrooms, offering new ways to
promote interaction, autonomy, and authentic communication. When used critically and purposefully, technological tools
can enhance language learning by connecting students to global contexts and fostering multimodal literacy. Choose the
alternative that best represents an effective use of new technologies in language teaching.
Ano: 2025
Banca:
Instituto Ágata
Órgão:
Prefeitura de Juruti - PA
Prova:
Instituto Ágata - 2025 - Prefeitura de Juruti - PA - Professor de Língua Inglesa |
Q3806776
Inglês
Although there are several criticals to the Base Nacional Comum Curricular (BNCC), it is correct to say that the primary
objective of teaching English within Brazilian basic education is to:
Ano: 2025
Banca:
Renascer Soluções e Serviços
Órgão:
Prefeitura de Nova Erechim - SC
Prova:
Renascer Soluções e Serviços - 2025 - Prefeitura de Nova Erechim - SC - Professor de Inglês |
Q3803576
Inglês
Based on the theoretical discussion of Interlanguage
(IL) presented, evaluate the statements below:
I. Interlanguage is viewed as an independent linguistic system that develops gradually between the learner’s L1 and the target language (TL), reflecting a continuum rather than a direct transfer from either language.
II. Fossilization refers to temporary, context-dependent errors that tend to disappear as learners receive more input, and therefore does not represent a permanent stage in IL development.
III. According to Selinker, IL forms arise from latent psychological structures (LPS) and may include influences such as language transfer, overgeneralization, strategies of learning, and strategies of communication.
IV. Variability in IL can manifest systematically or non-systematically, depending on linguistic, situational, or performance-related factors, meaning IL production is not always uniform.
Mark the alternative that indicates the correct combination of statements.
I. Interlanguage is viewed as an independent linguistic system that develops gradually between the learner’s L1 and the target language (TL), reflecting a continuum rather than a direct transfer from either language.
II. Fossilization refers to temporary, context-dependent errors that tend to disappear as learners receive more input, and therefore does not represent a permanent stage in IL development.
III. According to Selinker, IL forms arise from latent psychological structures (LPS) and may include influences such as language transfer, overgeneralization, strategies of learning, and strategies of communication.
IV. Variability in IL can manifest systematically or non-systematically, depending on linguistic, situational, or performance-related factors, meaning IL production is not always uniform.
Mark the alternative that indicates the correct combination of statements.
Ano: 2025
Banca:
Instituto IBED
Órgão:
Prefeitura de Parnaguá - PI
Prova:
Instituto IBED - 2025 - Prefeitura de Parnaguá - PI - Professor de Inglês |
Q3801361
Inglês
A concepção de ensino-aprendizagem de Língua
Estrangeira como um processo meramente reprodutivo, onde o
aluno memoriza regras gramaticais e vocabulário isolados para
aplicá-los em exercícios descontextualizados, é a mais coerente
com a abordagem direta, que se preocupa principalmente com a
precisão formal. Tal concepção, ao desconsiderar a dimensão
significativa e comunicativa da linguagem, prepara
adequadamente o estudante para exames de proficiência que
focam na correção sintática e morfológica.
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