Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503693
Inglês
Texto associado
Question must be answered based on the following text.
The term methods, as currently used in the literature on second and foreign
language (L2) teaching, does not refer to what teachers actually do in the
classroom; rather, it refers to established methods conceptualized and constructed
by experts in the field. The exact number of methods that are commonly used is
unclear. A book published in the mid sixties, for instance, provides a list of fifteen
“most common” types of methods “still in use in one form or another in various parts
of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties
(Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the
United States—provide, between them, a list of eleven methods that are currently
used. They are (in alphabetical order): Audiolingual Method, Communicative
Methods, Community Language Learning, Direct Method, Grammar-Translation
Method, Natural Approach, Oral Approach, Silent Way, Situational Language
Teaching, Suggestopedia, and Total Physical Response.
It would be wrong to assume that these eleven methods provide eleven different
paths to language teaching. In fact, there is considerable overlap in their theoretical
as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga
Rivers (1991, p. 283) rightly points out, what appears to be a radically new method
is more often than not a variant of existing methods presented with “the fresh paint
of a new terminology that camouflages their fundamental similarity.” It is therefore
useful, for the purpose of analysis and understanding, to cluster these methods in
terms of certain identifiable common features. One way of doing that is to classify
them as (a) language-centered methods, (b) learner-centered methods, and (c)
learning-centered methods.
Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.
Haven and London: Yale University Press, 2003.
Language methods provide different paths to language teaching. Thus, Language-Centered Methods
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503692
Inglês
Texto associado
Question must be answered based on the following text.
The term methods, as currently used in the literature on second and foreign
language (L2) teaching, does not refer to what teachers actually do in the
classroom; rather, it refers to established methods conceptualized and constructed
by experts in the field. The exact number of methods that are commonly used is
unclear. A book published in the mid sixties, for instance, provides a list of fifteen
“most common” types of methods “still in use in one form or another in various parts
of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties
(Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the
United States—provide, between them, a list of eleven methods that are currently
used. They are (in alphabetical order): Audiolingual Method, Communicative
Methods, Community Language Learning, Direct Method, Grammar-Translation
Method, Natural Approach, Oral Approach, Silent Way, Situational Language
Teaching, Suggestopedia, and Total Physical Response.
It would be wrong to assume that these eleven methods provide eleven different
paths to language teaching. In fact, there is considerable overlap in their theoretical
as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga
Rivers (1991, p. 283) rightly points out, what appears to be a radically new method
is more often than not a variant of existing methods presented with “the fresh paint
of a new terminology that camouflages their fundamental similarity.” It is therefore
useful, for the purpose of analysis and understanding, to cluster these methods in
terms of certain identifiable common features. One way of doing that is to classify
them as (a) language-centered methods, (b) learner-centered methods, and (c)
learning-centered methods.
Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.
Haven and London: Yale University Press, 2003.
Comprehensible input - spoken language that is understandable to the learner - or just a little beyond the
learner’s level; basic interpersonal communication skills and the belief that learners benefit from delaying
production until speech “emerges” are characteristics of
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502696
Inglês
In English language teaching, the use of new technologies,
new languages, and modes of interaction to research, select,
share, position oneself, and produce meaning is part of
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502695
Inglês
In foreign language teaching practices, the language in
use leads to the study of its specific characteristics. Select the
alternative that encompasses these characteristics.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502691
Inglês
In foreign language teaching, the translation process
is guided by two key factors. Select the alternative that
encompasses these two elements.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502686
Inglês
The expansion of the concept of literacy, also conceived
within the social practices of the digital world — where
knowledge of the English language enhances opportunities for
participation and circulation — brings together and intertwines
different semiotic systems and languages (verbal, visual, bodily,
audiovisual) in a continuous process of contextualized, dialogical,
and ideological meaning-making. This is referred to as
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502684
Inglês
In addition to the communicative approach, the English for
Specific Purposes (ESP) approach emerged in the post-war
period, now referred to as the Languages for Specific Purposes
(LSP) approach, which presents three distinctive features. Select
the alternative that encompasses these three elements.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502682
Inglês
The audiolingual approach to language teaching was highly
popular between the 1940s and 1960s, particularly in the United
States, and has its roots in behaviorism and structural linguistics.
Regarding this approach, select the correct statement.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502681
Inglês
The period of technicist education was marked by a strong
presence of English language teaching in schools, with a focus
on workforce qualification for industrial labor. The most common
approach at the time was based on the grammar-translation
method. Select the alternative that describes the methodological
orientation commonly associated with this method.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502680
Inglês
The methodological guidelines, including the ‘Base Nacional
Comum Curricular’ (Brasil, 2017) and, consequently, the state
curricula, define that in teaching and learning relationships
mediated by social practices, the English language is considered
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502679
Inglês
An important methodological approach to working with the
English language in elementary education involves the use of
didactic sequences, which, according to Dolz, Noverraz and
Schneuwly (2010), are
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Barra Bonita - SC
Prova:
AMEOSC - 2025 - Prefeitura de Barra Bonita - SC - Professor I e II Língua Estrangeira Inglês |
Q3494289
Inglês
A teacher is planning a unit on environmental issues in
an English class. She decides to use project-based
learning and digital tools for research and presentation.
Which approach best reflects this planning according to
contemporary pedagogical practices?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492033
Inglês
According to modern ESL teaching approaches, which classroom activity best
integrates the four skills: reading, writing, listening, and speaking?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492018
Inglês
Texto associado
O texto I refere-se à questão.
TEXT I – The Role of Motivation in Learning English as a Second Language
Learning English as a second language can be a long and challenging process. Students
often face difficulties such as unfamiliar grammar rules, pronunciation differences, and vocabulary
gaps. However, one factor that significantly affects success in learning is motivation. Motivated
students tend to participate more actively in class, complete assignments, and practice the
language outside the classroom.
There are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes
from the student’s internal desire to learn, such as personal interest in English culture or the joy of
learning new languages. On the other hand, extrinsic motivation is related to external rewards, like
passing an exam, getting a job promotion, or meeting school requirements. Both types of
motivation play an important role in language learning.
Teachers can use different strategies to increase student motivation. One effective method
is to create engaging and meaningful activities. For example, using real-life situations like roleplays, interviews, or debates can make students feel that what they are learning is useful and
relevant. Also, providing positive feedback and celebrating small achievements helps build student
confidence and encourages continuous effort.
Another essential factor is setting realistic goals. When students see progress over time,
such as learning a certain number of new words per week or being able to hold a short
conversation, they feel more motivated to continue. Clear and achievable targets make the
learning process less overwhelming and more enjoyable.
Finally, it is important for teachers to understand the individual needs and interests of their
students. Adapting lessons to include topics that students enjoy, such as music, movies, or travel,
can make classes more dynamic and inspiring. Motivation is not something fixed; it can grow with
the right teaching approach and a supportive classroom environment.
Which strategy is mentioned in the text as a way to increase student motivation in the
ESL classroom?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482498
Inglês
Texto associado
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Based on Text 1, which institutions contributed to the
creation of the native-speaker model, according to
Phillipson?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482497
Inglês
Texto associado
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to text 1, what is native-speakerism mainly
based on?
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464005
Inglês
Read the cartoon.
(https://larrycuban.wordpress.com)
The cartoon may be used in an English class for teenage learners in Brazil to discuss the
(https://larrycuban.wordpress.com)
The cartoon may be used in an English class for teenage learners in Brazil to discuss the
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464003
Inglês
Texto associado
Leia a entrevista a seguir para responder à questão.
Can childhood survive the smartphone?
Below is an excerpt from a conversation between the
reporter Katty Kay and Jonathan Haidt who, with his book The
Anxious Generation, sparked a global reckoning about mobile
phone usage among children when it came out last year.
Katty Kay: It’s been a year since your book came out
and caused a huge conversation. I wanted to start by getting
a kind of report card of where we are on the various aspects
of what you put forward: phones in school, age gating, social
media, getting kids to have more free playtime. Who’s doing
well and who isn’t in America on all of those issues?
Jonathan Haidt: I knew that the book was going to be
popular. What I wasn’t prepared for is that this issue would
spread like wildfire around the world, not just in the US.
Because around the world, family life has turned into a fight
over screen time. Everyone hates it. Everyone sees it.
Where it took off most quickly was phone-free schools,
because that is something that is more easily done. It’s so
hard to teach to a classroom when half of them are watching
short videos and playing video games. So, the teachers have
hated the phones from the beginning but they were afraid,
especially in America – maybe it’s the same in other countries
– but in America, there are a lot of parents who want to be able
to communicate all the time with their child, and they think they
have a right to check in on their child. And, ‘What if something
goes wrong? I need to be there.’ So, the overparenting — ...
KK: That’s a paradox, then, because you’ve got the
parents who are super worried about the phones; they see
what phones are doing to their kids. But they also don’t want
their kids to relinquish their phones when they go into school.
JH: Hey, look, people are complicated! They contain
multitudes. And I shouldn’t say that everyone saw the problem,
because there were a lot of parents who saw the phone as a
lifeline. They see the world as very threatening and dangerous.
But we have to focus on what it will take to allow kids to have
healthy brain development through puberty. We’ve got to give
kids a lot less screen time. A lot less fragmenting time. No
TikTok. No short videos. Let’s give them a lot more experience
interacting with people.
(Katty Kay. www.bbc.com, 10.04.2025. Adaptado)
Pela relevância do tema abordado, determinado professor decide usar a entrevista, ou trechos dela, em uma
aula de Língua Inglesa para alunos mais avançados.
Ciente da importância de se considerar o contexto de
produção para a compreensão mais plena de um texto,
em sua aula o professor decide
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3463995
Inglês
Read the text and the dialogue which follows it.
“No mundo real, raramente as perguntas se referem a um único tipo de conteúdo. Para preparar os alunos para isso, tente avançar a partir de uma resposta certa, pedindo que integrem a ela conhecimentos aprendidos anteriormente.”
(Doug Lemov. Aula Nota 10 3.0, 2022. Adaptado)
Teacher: Who would like to use the verb “cook” in a sentence?”
Student: I like to cook. Teacher: Good! Who would add an indirect object to the sentence?
Student: I like to cook to my family.
Teacher: Could you use a compound indirect object?
Student: I like to cook to my family and friends.
Teacher: When do you cook to them? Add a time adverb to your sentence.
Student: I like to cook to my family and friends on weekends.
The interventions by the teacher recover the students’ knowledge about
“No mundo real, raramente as perguntas se referem a um único tipo de conteúdo. Para preparar os alunos para isso, tente avançar a partir de uma resposta certa, pedindo que integrem a ela conhecimentos aprendidos anteriormente.”
(Doug Lemov. Aula Nota 10 3.0, 2022. Adaptado)
Teacher: Who would like to use the verb “cook” in a sentence?”
Student: I like to cook. Teacher: Good! Who would add an indirect object to the sentence?
Student: I like to cook to my family.
Teacher: Could you use a compound indirect object?
Student: I like to cook to my family and friends.
Teacher: When do you cook to them? Add a time adverb to your sentence.
Student: I like to cook to my family and friends on weekends.
The interventions by the teacher recover the students’ knowledge about
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Titular) |
Q3456350
Inglês
Texto associado
Leia o texto para responder à questão.
Consider these anecdotes:
1. An ESL teacher instructs a group of 7 children every day
for 45 minutes. They sing “I’m a Little Teapot” over and over
again. Standing, they make gestures to show the tea pouring
out. “I’m a little teapot, short and stout, here is my handle,
here is my spout. When I get it all steamed up, hear me shout,
just tip me over and pour me out”. And then the group starts
again…
2. In visiting a class of a successful ESL teacher, you are
struck that each activity lasts no more than ten minutes, that
children are usually in movement - making something, holding
something, moving their hands and walking somewhere.
There are few major contrasts that we can make between
child and adult ESL learners. Children are more likely to play
with language than adults are. In general, children are more
holistic learners who need to use language for authentic
communication in ESL classes.
In a children’s class, activities need to be child centered
and communication should be authentic. Several themes
repeatedly come up:
• Focus on meaning, not correctness.
• Focus on the value of the activity, not the value of language.
• Focus on collaboration and social development.
• Provide a rich context, including movement, the senses,
objects and pictures, and a variety of activities.
• Teach ESL holistically, integrating the four skills.
• Treat learners appropriately in the light of their age and
interests.
• Treat language as a tool for children to use for their own
social and academic ends.
(S. Peck. Developing Children´s Listening and Speaking. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
Items 1 and 2 in the excerpt represent
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