Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763519
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
The integrated curriculum assigns assessment and
feedback a civic role, advancing critical literacy and
ethical engagement.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763515
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
Teachers are expected to adopt uncritical, transmissive
methodologies, minimizing the role of autonomy and
ethical awareness.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763514
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
The curricular approach highlights the integration of
linguistic, cultural, and multimodal dimensions, aiming
at active social participation.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763513
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
In High School, English is framed exclusively as
a subject of literary study, with no reference to
technological or global dimensions.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763512
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
The objectives for English teaching include developing
learners’ critical capacity to interpret and produce
texts in multiple modalities.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763511
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
In Elementary Education, the curriculum restricts
English teaching to lexical and grammatical
memorization, disregarding communicative
competence.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763510
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
Teachers must combine methodological rigor with
contextual flexibility, ensuring that English instruction
adapts to both global demands and local realities
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763509
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
The role of English teaching in citizenship formation
is considered irrelevant in the text, which emphasizes
only professional communication.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763508
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
CLIL methodology is presented as an example of
integrating language learning with content knowledge,
reinforcing the link between linguistic competence
and knowledge construction.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763507
Inglês
Texto associado
In contemporary education, the didactic‑pedagogical
organization of English language teaching requires a
shift from traditional transmission models to integrative,
learner‑centered methodologies. Globalization has
accentuated the demand for communicative competence,
intercultural awareness, and critical thinking. Thus, English
teaching cannot be reduced to grammatical instruction; it
must be articulated with broader socio‑educational goals.
Integrative approaches, such as CLIL (Content and Language
Integrated Learning), highlight the synergy between
linguistic development and knowledge construction,
linking classroom practices to real‑world issues. In this
sense, teaching English contributes not only to linguistic
proficiency but also to the formation of active citizenship, as
learners engage with ethical, cultural, and civic dimensions
of language use. The challenge for teachers lies in balancing
methodological rigor with flexibility, ensuring that language
instruction addresses global demands while respecting
local contexts.
About the text, based on methodological approaches
to English language teaching, didactic‑pedagogical
organization and the implications for citizenship formation
in a globalized context, judge the following items.
Globalization requires English teaching to foster
intercultural awareness and critical thinking, extending
beyond purely linguistic goals.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763505
Inglês
Texto associado
During a professional development workshop, experienced
English teachers debated the unpredictability of the
relationship between English orthography and phonology.
The discussion centered around words such as psychology,
though, enough, colonel, and rhythm. These lexical items
exemplify phenomena such as silent consonants, irregular
vowel representations, and the lack of a transparent
grapheme‑to‑phoneme correspondence. For instance,
psychology demonstrates the silent from its Greek origin;
though and enough illustrate the multiple realizations of the
grapheme ; colonel reveals a deep etymological shift, where
spelling no longer mirrors sound; and rhythm exemplifies
the complexity of syllabic nuclei, since it has only one
vowel letter but more than one syllable. The pedagogical
challenge, therefore, lies in enabling learners to understand
these irregularities explicitly rather than relying solely on
exposure, which often results in fossilized errors.
About the text and based on the phonetic/phonological
aspects of the English vocalic and consonantal systems,
judge the following items.
From a pedagogical perspective, explicit teaching of
such irregularities is unnecessary, as learners acquire
them naturally through exposure.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763488
Inglês
Texto associado
During an advanced English class, a student asks about the
difference between these two sentences: (1)“The teacher
stopped talking to the students.” and (2)“The teacher
stopped to talk to the students.”. The trainee teachers give
different interpretations, and you must clarify the semantic
aspects involved.
As a senior English teacher, you are guiding trainee teachers
to analyze semantic nuances in classroom communication,
consider the situation above and judge the following items,
according to English semantics.
From a pedagogical perspective, highlighting this
difference is unnecessary since context always
clarifies meaning.
Ano: 2025
Banca:
Ápice Consultoria
Órgão:
Prefeitura de Boqueirão - PB
Prova:
Ápice Consultoria - 2025 - Prefeitura de Boqueirão - PB - Professor de Educação Básica II - Inglês |
Q3758790
Inglês
Considerando as perspectivas teóricopedagógicas dos multiletramentos, do uso das
tecnologias digitais no século XXI e do papel da
Língua Inglesa no mundo globalizado, coloque
verdadeiro (V) ou falso (F) para os princípios,
abaixo, que a BNCC propõe explorar para o ensino
e a aprendizagem da Língua Inglesa na educação
básica. A sequência correta é:
( ) A BNCC enfatiza o desenvolvimento de competências interculturais, estimulando a compreensão e a produção de textos em Língua Inglesa que envolvem diferentes contextos culturais e sociais.
( ) A BNCC propõe que o ensino de Língua Inglesa deve ser restrito à aprendizagem de regras gramaticais, sem considerar o uso da língua em contextos reais de comunicação.
( ) A BNCC valoriza o uso das tecnologias digitais como ferramentas para enriquecer o ensino de Língua Inglesa, promovendo a interação em ambientes virtuais e a produção de textos multimodais.
( ) A BNCC sugere que o ensino da Língua Inglesa deve se concentrar exclusivamente no estudo de textos literários clássicos, sem explorar outras formas de comunicação presentes no mundo globalizado.
( ) A BNCC não considera a importância do ensino de Língua Inglesa em ambientes digitais, desvalorizando o uso de plataformas e recursos tecnológicos para a aprendizagem de idiomas.
A sequência correta é:
( ) A BNCC enfatiza o desenvolvimento de competências interculturais, estimulando a compreensão e a produção de textos em Língua Inglesa que envolvem diferentes contextos culturais e sociais.
( ) A BNCC propõe que o ensino de Língua Inglesa deve ser restrito à aprendizagem de regras gramaticais, sem considerar o uso da língua em contextos reais de comunicação.
( ) A BNCC valoriza o uso das tecnologias digitais como ferramentas para enriquecer o ensino de Língua Inglesa, promovendo a interação em ambientes virtuais e a produção de textos multimodais.
( ) A BNCC sugere que o ensino da Língua Inglesa deve se concentrar exclusivamente no estudo de textos literários clássicos, sem explorar outras formas de comunicação presentes no mundo globalizado.
( ) A BNCC não considera a importância do ensino de Língua Inglesa em ambientes digitais, desvalorizando o uso de plataformas e recursos tecnológicos para a aprendizagem de idiomas.
A sequência correta é:
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758308
Inglês
A student with hearing impairment relies on
captions and FM systems. Some videos lack
accessibility; parents cite LDB principles and inclusion
policies. Best response.
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758304
Inglês
Materials should be contextualized, inclusive,
and multimodal (cf. Tomlinson). Technology (LMSs,
corpora, ASR, adaptive platforms) supports input variety
and feedback but must respect privacy and validity.
Data-driven learning leverages corpora to raise noticing
of collocation and phraseology. Choose the correct
alternative.
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758298
Inglês
Cross-cultural pragmatics shows how speech
acts (apologies, requests) vary in directness, mitigation,
and stance across English-speaking communities (cf.
Blum-Kulka; Wierzbicka). Misalignment in politeness
systems may produce unintended rudeness or
deference. Pedagogy should address pragmalinguistic
and sociopragmatic knowledge, not merely forms.
Choose the correct alternative.
Ano: 2025
Banca:
FACET Concursos
Órgão:
Prefeitura de Monteiro - PB
Prova:
FACET Concursos - 2025 - Prefeitura de Monteiro - PB - Professor de Educação Fundamental 2 - Língua Inglesa |
Q3758289
Inglês
In English phonology, vowel quantity and quality
interact with stress and rhythm to shape intelligibility (cf.
Cruttenden). Contrastively, Brazilian Portuguese
exhibits seven oral vowels with stable /e ~ ɛ/ and /o ~ ɔ/
distributions, while English presents a denser vowel
space and widespread vowel reduction in unstressed
syllables (e.g., schwa). Moreover, aspiration of voiceless
plosives in stressed onset (/p, t, k/ → [pʰ, tʰ, kʰ]) is
phonetic but phonologically contrastive in perception
for many learners. From a teaching viewpoint (cf.
Jenkins’ Lingua Franca Core), prioritizing vowel length
contrasts and consonant clusters often yields greater
communicative payoff than pursuing native-like
allophones. Choose the correct option.
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Bandeirante - SC
Prova:
AMEOSC - 2025 - Prefeitura de Bandeirante - SC - Professor de Inglês |
Q3753600
Inglês
In English language teaching, some oral activities focus
on helping learners organize their ideas, speak fluently,
and use intonation naturally while narrating events or
retelling personal experiences. These techniques
emphasize structure, coherence, and expressiveness,
encouraging students to practice rhythm, pronunciation,
and creativity as they construct meaning through speech.
Which pedagogical strategy represents this approach?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Bandeirante - SC
Prova:
AMEOSC - 2025 - Prefeitura de Bandeirante - SC - Professor de Inglês |
Q3753599
Inglês
Autonomous learning refers to students' ability to take
charge of their own learning process, setting goals,
selecting strategies, and self-evaluating progress. Digital
technologies offer unprecedented opportunities for
autonomous English learning through apps, online
platforms, podcasts, and authentic materials. However,
effective autonomy requires explicit instruction in learning
strategies, digital literacy skills, and critical evaluation of
online resources. Teachers play a crucial role in
scaffolding learner autonomy rather than simply
assigning independent work. Responsible technology use
involves understanding privacy concerns, identifying
credible sources, managing screen time, and recognizing
AI limitations. How can English teachers effectively
promote genuine learner autonomy while ensuring
responsible technology use?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Bandeirante - SC
Prova:
AMEOSC - 2025 - Prefeitura de Bandeirante - SC - Professor de Inglês |
Q3753597
Inglês
In English pronunciation practice, teachers often use a
technique that involves students repeating words,
sounds, or sentences several times after the teacher.
This repetition helps learners internalize the rhythm,
intonation, and pronunciation patterns of the language,
building accuracy and fluency through controlled
imitation. Which teaching technique does this description
refer to?
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