Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.182 questões
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565854
Inglês
In EFL teaching, the relationship between tense (grammatical form) and time (semantic concept) is not always direct. Which of the following statements best reflects this distinction?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565853
Inglês
According to Kleiman (2013), when teaching reading in public schools, it is essential to:
I. Consider the social function of the text.
II. Avoid multimodal and digital texts, which distract students.
III. Enable students to construct meaning through interaction with the text.
IV. Work only with international testing formats like TOEFL or IELTS.
Which ones are correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565852
Inglês
Kleiman (2013) conceives reading as a socially situated practice that enables students
to interact critically with texts, emphasizing the construction of meaning rather than the passive
extraction of information. Rojo (2012) reinforces the idea that reading in schools should be tied to
students’ social realities, allowing them to reflect on discourses, question power relations, and
participate actively in society. Both advocate for multiliteracies and discursive diversity in educational
contexts. Which of the following EFL classroom practices best aligns with Kleiman (2013) and Rojo’s
(2012) views on reading as a socially situated and critical practice?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565851
Inglês
According to Dudley-Evans and St John (1998), the role of the ESP teacher is
extremely varied. In addition to being a language instructor, the ESP teacher should also act as:
I. Course designer and materials provider. II. Needs analyst. III. Content expert in the learners’ field. IV. Collaborator with subject specialists.
Which ones are correct?
I. Course designer and materials provider. II. Needs analyst. III. Content expert in the learners’ field. IV. Collaborator with subject specialists.
Which ones are correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565850
Inglês
Which of the following statements about ESP is NOT correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565849
Inglês
In the context of Brazilian public education, the implementation of English for Specific
Purposes (ESP) in English as a Lingua Franca (EFL) classrooms requires careful consideration of
learners’ profiles, institutional objectives, and available resources. According to Hutchinson and
Waters (1987) and Dudley-Evans and St John (1998), what is the theoretical foundations and practical
implications of ESP for classroom application?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565848
Inglês
In a Brazilian second year High School English class, the topic of the week is Politeness
and Attitude in Questions. To reinforce the lesson, the teacher shows a brief video of two characters
asking the same question — “Could you help me with this?” — but with different intonations:
• In the first version, the speaker employs a friendly, rising-falling intonation, sounding polite and approachable.
• In the second, the speaker’s pitch is flat or sharp, and he sounds impatient, even rude.
The teacher then covers how intonation can alter the attitude that is perceived from the speaker and even with the same words. Students then pair off to practice short dialogues (at a hotel help desk), working on how to adopt intonation to show politeness, surprise, annoyance, or uncertainty. The activity closes with students acting out short role-plays and classmates providing feedback on intonation and communicative impact. As Gilbert (2008) expresses it, suprasegmental features such as intonation that “are of great concern at the intermediate level” and are necessary for assisting “learners to acquire not only correct grammar but also communicative effectiveness”, as said by Celce-Murcia, Brinton and Goodwin (2010). According to the authors, what purpose does intonation serve for the intermediate L2 learner of English?
• In the first version, the speaker employs a friendly, rising-falling intonation, sounding polite and approachable.
• In the second, the speaker’s pitch is flat or sharp, and he sounds impatient, even rude.
The teacher then covers how intonation can alter the attitude that is perceived from the speaker and even with the same words. Students then pair off to practice short dialogues (at a hotel help desk), working on how to adopt intonation to show politeness, surprise, annoyance, or uncertainty. The activity closes with students acting out short role-plays and classmates providing feedback on intonation and communicative impact. As Gilbert (2008) expresses it, suprasegmental features such as intonation that “are of great concern at the intermediate level” and are necessary for assisting “learners to acquire not only correct grammar but also communicative effectiveness”, as said by Celce-Murcia, Brinton and Goodwin (2010). According to the authors, what purpose does intonation serve for the intermediate L2 learner of English?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565847
Inglês
What is a core concept in Jenkins’ (2000) Lingua Franca Core?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565846
Inglês
In an English class at a Brazilian state school, the teacher puts a recording on for
students to listen to it: two native speakers in a conversation in a café. Before listening to the
recording, she elicits many students’ existing knowledge by projecting a menu, teaching key
vocabulary (e.g., “espresso,” “takeaway,” “change”), and asking learners what they typically order at
cafés. She plays the recording two times next; the first time for general comprehension, and the
second time with some particular activities (such as noting the prices or items ordered). After that,
students pair up and role-play a similar conversation with the expressions they heard. Which principle
of instruction on listening does the teacher clearly demonstrate in this way?
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553784
Inglês
In English language teaching, the Communicative
Approach focuses primarily on:
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553780
Inglês
In language acquisition theory, Krashen's Input
Hypothesis emphasizes that:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541319
Inglês
Over time, several methodologies have shaped
English Language Teaching (ELT), each with a
distinct view of how languages are learned and
taught. Regarding these methodologies, relate the
items in Column A to those in Column B and then
mark the alternative with the correct sequence.
Column A:
I. Audiolingual method II. Grammar translation method III. The direct method IV. The lexical approach
Column B:
( ) This method relied heavily on drills to form some habits; substitution was built into these drills so that, in small steps, the student was constantly learning and, moreover, was shielded from the possibility of making mistakes by the design of the drill.
( ) In this method, students were given (in their own language) explanations of individual points of grammar, and then they were given sentences which exemplified these points. These sentences had to be translated from the target language (L2) back to the students’ first language (L1) and vice versa.
( ) This method arrived at the end of the nineteenth century. It was the product of a reform movement which was reacting to the restrictions of grammar translation. Translation was abandoned in favor of the teacher and the students speaking together, relating the grammatical forms they should be learning to objects and pictures, etc. in order to establish their meaning.
( ) This method is based on the assertion that “language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks”.
Column A:
I. Audiolingual method II. Grammar translation method III. The direct method IV. The lexical approach
Column B:
( ) This method relied heavily on drills to form some habits; substitution was built into these drills so that, in small steps, the student was constantly learning and, moreover, was shielded from the possibility of making mistakes by the design of the drill.
( ) In this method, students were given (in their own language) explanations of individual points of grammar, and then they were given sentences which exemplified these points. These sentences had to be translated from the target language (L2) back to the students’ first language (L1) and vice versa.
( ) This method arrived at the end of the nineteenth century. It was the product of a reform movement which was reacting to the restrictions of grammar translation. Translation was abandoned in favor of the teacher and the students speaking together, relating the grammatical forms they should be learning to objects and pictures, etc. in order to establish their meaning.
( ) This method is based on the assertion that “language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks”.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541318
Inglês
During the school year, Ms. Taylor, an English
teacher, gives her students a short quiz before
starting a new grammar topic to identify what they
already know. She also provides continuous
feedback on their performance during writing
tasks and, at the end of each unit, she assigns a
final test to determine their level of achievement
and assign grades.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Considering the situation described select the alternative that shows the correct match between the assessment practices and their respective functions.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541317
Inglês
A Brazilian English teacher has been hired to
teach a group of experienced doctors who are
preparing for a professional development program
in an English-speaking country. These
professionals will mainly need to understand
technical literature in their field and participate in
conferences.
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
In relation to the scenario presented and the principles of English for Specific Purposes (ESP), it is correct to state that:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541316
Inglês
Considering the integrated teaching of the four
language skills – reading, listening, writing, and
speaking – in communicative approaches to
English language teaching, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541314
Inglês
According to the Brazilian document “Base
Nacional Comum Curricular” (BNCC), regarding
English as a lingua franca, select the correct
alternative.
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541307
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
The Text V discusses the essential dimensions
identified by Kern (2000) and Kucer (2014) as
foundational for a multidimensional approach to
literacy in English as a Foreign Language (EFL).
What is the role of these dimensions in the
teaching and learning process?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541306
Inglês
Texto associado
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a
fluid concept (Knobel and Lankshear, 2014) is one of
the most recent advances in twenty-first-century
education. To conceptualize literacy, the ability of the
learner to make use of language takes precedence in
typical Western educational systems. However, as
Kern highlights, “literacy is more than a set of
academic skills” (2000, 23). It varies depending on the
social context and is embedded in cultural practice
(Paesani et al. 2016).
Therefore, in order to define it, we must take into
consideration the set of resources, sociocultural
practices and competences––beyond reading and
writing––that enable student interaction, critical
thinking, the drawing of conclusions and the
application of knowledge to curricular areas and realworld situations (New London Group 1996; Kern
2000; American Association of School Librarians
(AASL) 2011; Cooper et al. 2012; Kucer 2014;
Paesani et al. 2016; Reyes-Torres 2018; Warner and
Dupuy 2018). As such, the multimodal training
approach that we propose for the FL class stems from
Kern’s notion of literacy, first, “as a process of creating
and transforming knowledge” (2000, 29), and second,
“as a matter of engaging in the ever-developing
process of using reading and writing as tools for
thinking and learning, in order to expand one’s
understanding of oneself and the world” (40). This
involves paying careful attention to language, while
also developing a critical awareness of the
relationships between texts, images, discourse
conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other
scholars such as the NLG (1996), Steve Kucer (2014),
Maria Brisk (2015), Paesani et al. (2016) and Shari
Tishman (2018), we define literacy as a dynamic and
multidimensional concept whose main aim is to
provide twenty-first-century learners with the language
skills, visual thinking strategies and dialogic attitudes
that are necessary to develop the knowledge that
allows them to grasp and evaluate information,
organize ideas, exchange perspectives, construct
meaning and reflect critically on a variety of
sociocultural contexts. In order to foster such a
multidimensional approach to literacy in EFL and
implement it as an organizing principle (Kress 2010;
Serafini 2014), it is necessary that teachers become
acquainted with the three dimensions that both Kern
(2000) and Kucer (2014) acknowledge as the key
components: a) cognitive; b) conceptual; and c)
sociocultural.
These dimensions constitute a field of forces that
complement one another and are equally important in
the process of both teaching and learning, and they
also illustrate the multiple facets and fluid nature of
literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín;
FERNÁNDEZ, Pilar. A multimodal approach to foster the
multiliteracies pedagogy in the English as a Foreign Language
context. ATLANTIS: Journal of the Spanish Association of AngloAmerican Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at:
https://www.atlantisjournal.org/index.php/atlantis/article/view/741.
Accessed on: Mar. 21, 2025.
According to the Text V, what is the proposed
approach for the foreign language (FL) class?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529916
Inglês
Texto associado
Read the suggestion of an activity to answer question.
As part of a joint project between language and science
with focus on the human body, a way for the language teacher
to start working with vocabulary is to ask learners to work on
words related to that topic (for example, one of the systems in
the human body), brainstorming the following aspects:
• words which are special to your subject (ex. the human
body systems).
• words which ‘collocate with’ (or often accompany) your main
theme (ex. The respiratory system).
• everyday words which are used in your subject and may
have different meanings in other contexts (ex. tissue).
Once learners have come up with some suggestions, the
teacher can ask them to share their contributions with other
learners in the class, and complement their own notes.
(Based on DALE, Liz; TANNER, Rosie. Cambridge:
Cambridge University, 2012)
We can infer that the suggestion of activity presented is
consistent with the approach called
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2019 |
Q3529913
Inglês
Texto associado
Read the text to answer question.
Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use.
In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others.
AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available.
Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers.
(https://theconversation.com. Adaptado)
As far as formal teaching and learning are concerned, it is
correct to state from the reading of the text:
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