Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393786
Inglês
Texto associado
Read the following text to answer question:
In language teaching and research on language,
the term culture includes many different definitions and
considerations that deal with forms of speech acts, rhetorical
structure of texts, socio-cultural behaviors, and ways in which
knowledge is transmitted and obtained. Culture may find its
manifestations in body language, gestures, concepts of time,
hospitality customs, and even expressions of friendliness.
While all these certainly reflect the cultural norms accepted
in a particular society, the influence of culture on language
use and on the concepts of how language can be taught and
learned is both broader and deeper. To a great extent, the
culture into which one is socialized defines how an individual
sees his or her place in society.
Although attaining linguistic proficiency is essential
for learners to be considered communicatively competent,
particularly in the case of ESL learners, this is not sufficient. On
the whole, to become proficient and effective communicators,
learners need to attain second language (L2) sociocultural
competence. Knowing how to say thank you, for example,
does not automatically confer the knowledge of when to say
thank you, how often to say thank you, and whether any
additional action is called for. Quite reasonably, learners
first apply the standards that exist in the first language (L1)
communities where they were socialized.
(Marianne Celce-Murcia, Teaching English as a second or foreign language.
Adaptado)
The content of the text allows for the following statement
about the teaching of L2:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393778
Inglês
Texto associado
Read the following text to answer question:
The Missing Ingredient in Education? Curiosity.
It’s easy to forget how important individual passion is in
education; too often it can feel like it’s a game of just painting
by the numbers. But if we all think about it for a moment,
isn’t learning actually meant to be a joyous experience? If
you think about your own life, haven’t you had an afternoon
fly past because you’ve been gripped by a certain task, a
particular lesson, a specific train of thought? School education
is no different. If we make room for young people’s individual
curiosities, notice and nurture them, we can make learning a
natural experience.
Once we find that individual spark in a child, in many
ways, the hard part is over. They can lead the way with their
learning and they don’t have to be coaxed into it. Curiosity can
be utilized through inquiry-based learning and schools all over
the world are already making the most of this type of learning.
For instance, children are driven to the museums where
they are engaged in stories, games and activities. To develop
curiosity, children identify an exhibit on a particular topic and
are encouraged to ask questions about the exhibits to fill in
the gaps in their own knowledge. Along with utilizing manmade resources such as museums, nature itself has an
important part to play in inquiry-based learning. The world is
full of natural wonders which can spark curiosity in children.
Not only is identifying and encouraging curiosity pivotal
in a child’s educational career, but it will be useful for them in
the working world too. By instilling these behaviours early on
we can help kids to become lifelong learners, which they will
need to be, as single-track careers become an antiquated idea
and we’ll potentially find ourselves working several different
careers within our lifetime. Curiosity may have killed the cat in
decades past, but it could be the key to a more stable future
for the next generation.
(Josephine Lister. Disponível em: https://hundred.org. Adaptado)
A teacher asks students to read the title and try to imagine
what the text is going to be about.
This is intended to foster the reading strategy named
This is intended to foster the reading strategy named
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393774
Inglês
Read the following excerpt:
The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.
(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)
It is correct to state that the use of technology described by the author is consistent with the principles of the
The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.
(Disponível em: https://www.actfl.org/news/the-role-of-technology-inlanguage-learning. Adaptado)
It is correct to state that the use of technology described by the author is consistent with the principles of the
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Tremembé - SP
Prova:
VUNESP - 2025 - Prefeitura de Tremembé - SP - Professor da Educação Básica II - Inglês |
Q3393772
Inglês
Texto associado
Read the following extract to answer question.
A friend of mine who is an orchestral conductor was
asking me (early in our acquaintance) about what I did for
a living. When I told him that apart from other activities, I
wrote books about how to teach English he said ‘Books in
the plural? Surely once you’ve written one, there’s nothing
more to say!’ I wanted to reply that he had just argued himself
out of a job (I mean, how many performances of Beethoven
symphonies have there been in the twenty-first century
alone?), but someone else laughed at his question, another
musician made a different comment, the conversation moved
on, and so Martin-the-conductor’s flippant enquiry evaporated
in the convivial atmosphere of a British pub.
But his question was a good one. Surely we know how
to teach languages? After all, people have been doing it
successfully for two thousand years or more, and some
aspects of teaching in the past have probably not changed
that much. But other things have, and continue to change.
Which is (I suppose) why every time I re-examine past
assumptions about teaching, I find myself questioning and
reinterpreting things I thought were fixed. And of course, I am
not alone in this. We all do it all the time – or at least we do if
we haven’t closed our minds off from the possibility of change
and renewal.
Language teaching, perhaps more than many other
activities, reflects the times it takes place in. Language is
about communication, after all, and perhaps that is why
philosophies and techniques for learning languages seem to
develop and change in tune with the societies which give rise
to them. Teaching and learning are very human activities; they
are social just as much as they are (in our case) linguistic.
But it’s not just society that changes and evolves. The
last decades have seen what feels like unprecedented
technological change. The Internet has seen to that, and
other educational technology has not lagged behind. And it’s
exciting stuff. I’ve tried to reflect that excitement and newness
in parts of this new edition.
(Jeremy Harmer, How to teach English. Adaptado)
Along 2,000 years, many approaches have been used
in language teaching. The approach that emphasizes
the importance of exposure to ‘comprehensible input’
in learning, encourages a stress-free environment and
highlights the difference between learning and acquiring
a language is
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393009
Inglês
De acordo com a BNCC — Língua Inglesa, sobre as
habilidades compreendidas no 9º ano, analisar a sentença.
Empregar, de modo inteligível, as formas verbais em orações condicionais dos tipos 1 e 2 (If-clauses) (1ª parte). Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade (2ª parte).
A sentença está:
Empregar, de modo inteligível, as formas verbais em orações condicionais dos tipos 1 e 2 (If-clauses) (1ª parte). Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade (2ª parte).
A sentença está:
Ano: 2025
Banca:
Prefeitura de Trombudo Central - SC
Órgão:
Prefeitura de Trombudo Central - SC
Prova:
Prefeitura de Trombudo Central - SC - 2025 - Prefeitura de Trombudo Central - SC - Professor de Língua Inglesa |
Q3391460
Inglês
No ensino da língua inglesa nas escolas, a oralidade desempenha um papel fundamental no processo de
aprendizagem. Sobre sua classificação e importância, assinale a alternativa correta:
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Marechal Floriano - ES
Prova:
Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373036
Inglês
Which of the following statements aligns with the English Language Guidelines in Brazil’s Base Nacional Comum Curricular
(BNCC)? Choose the correct statement based on the BNCC’s principles.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Marechal Floriano - ES
Prova:
Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373035
Inglês
Which of the following statements best describes the role of syntax in language teaching? Select the most accurate
statement.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Marechal Floriano - ES
Prova:
Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373034
Inglês
According to Krashen’s Monitor Model, which component allows learners to assess and self-correct language use? Choose the
correct component of the model.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Marechal Floriano - ES
Prova:
Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373033
Inglês
Which of the following approaches emphasizes real-life communication and fluency over accuracy? Select the most appropriate
teaching approach.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Marechal Floriano - ES
Prova:
Instituto Access - 2025 - Prefeitura de Marechal Floriano - ES - Professor PB - Anos Finais do Ensino Fundamental - Inglês |
Q3373030
Inglês
The teacher encouraged her students to read extensively, believing that language acquisition stems not only from formal
instruction but also from immersion in meaningful contexts. What can be inferred about the teacher’s view on language
learning?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2025 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês |
Q3361780
Inglês
Effective language instruction often incorporates a variety
of materials beyond textbooks to create dynamic learning
environments and foster student engagement. Which
resource best complements textbook-based English
learning?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2025 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês |
Q3361777
Inglês
When adopting the Communicative Language Teaching
(CLT) approach, teachers prioritize real-world
communication and functional language use. Activities
focus on meaning rather than form.
Which technique best reflects the CLT principles?
Which technique best reflects the CLT principles?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2025 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês |
Q3361773
Inglês
In cases where students fail to reach expected language
outcomes, recovery strategies must be implemented to
ensure that all learners have a chance to succeed. Which
practice best reflects a recovery strategy in English
teaching?
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Iporã do Oeste - SC
Prova:
AMEOSC - 2025 - Prefeitura de Iporã do Oeste - SC - Professor de Inglês |
Q3361765
Inglês
Texto associado
O texto seguinte servirá de base para responder à questão.
'Why I want an IVF baby to screen out gene that
made me go blind'
Blind content creator and TikTok star Lucy Edwards says
she's "so excited" to be on a health kick to undergo IVF,
but reveals the dilemma she faced in deciding to screen
out the very gene that made her blind.
"I'm so broody," the 29-year-old tells the BBC Access All
podcast.
Lucy and her husband Ollie married at Kew Gardens two
years ago and are now ready to start a family - but there
are complications to consider.
Lucy has the rare genetic condition Incontinentia
Pigmenti (IP) and lost her sight due to this aged 17, just
months after meeting Ollie.
The condition runs through the female line - Lucy's mum
has IP although isn't blind, her Grandma did too and her
great-aunt was blind in one eye.
Lucy is totally blind, but, if she had been a boy, she may
not have survived.
The abnormal IP gene is located on the X chromosome.
Women have two X chromosomes, while males have X
and Y, meaning the appearance of the gene can be more
catastrophic in male pregnancies.
"My grandma actually had nine miscarriages," Lucy says.
This is one of the facts that played into the complicated
decision Lucy and Ollie made to opt for pre-implantation
genetic testing, a special type of IVF where embryos are
created outside of the body and screened for the genetic
condition. Only those embryos which are not affected by
the condition are placed back into the womb.
Without medical intervention, Lucy says there would be
four potential outcomes to any pregnancy she carried: A
healthy and unaffected boy or girl, an affected boy she
would likely miscarry or who would be born with severe
brain damage or an affected girl.
She pauses, then laughs: "That sounds horrible, doesn't
it? That's me."
And that's the quandary. IVF will edit out the very thing
that has made Lucy who she is today - a journalist,
advocate, author and broadcaster.
It is an emotive topic of debate. The most well-known
conversation is around Down's syndrome and the
number of women who choose to abort a pregnancy
once their baby is tested and diagnosed as having the
condition. The question is around the value people place
on other peoples' lives which may not look like our own.
In 2021 campaigner Heidi Crowter, who herself has
Down's syndrome, challenged legislation allowing
foetuses with the condition to be aborted up until birth.
She took her case to the High Court arguing the rules were discriminatory to disabled people who could live a
good life. She lost the case and the subsequent
argument she made at the Court of Appeal. The
European Court of Human Rights (ECHR) later rejected it
as well, but Heidi continues to campaign to have the law
overturned.
It is something Lucy is very aware of and she and her
husband have spent a long time considering.
"It's understanding that it is removing that part of me that
makes me, me," Lucy says. "It's such a personal decision
and I know that I'm opening myself up for possible
designer baby discussions, but I know I'm doing it for the
right reasons."
Lucy says first being diagnosed with IP and then losing
her sight as a teenager were both traumatic events and
she wants to minimise the likelihood of miscarriage to
limit any future traumatic load.
She says she found it impossible to "knowingly" consider
having a baby naturally once she knew the science was
available to give a baby the healthiest start possible.
"If I had a baby and, unknowingly, I had a gorgeous,
gorgeous baby with disabilities, I would be so thankful, so
happy and amazed but knowingly having this gene?
That's why we're having IVF."
IP doesn't just cause blindness, it can also cause severe
epilepsy and more difficult outcomes. Lucy says having
the option to ensure complications were not passed on
felt like both a responsibility and a privilege previous
generations did not have.
"Whether we like it or not, we have to be responsible
here. Maybe a responsible issue for you, if you have IP
or another genetic disorder, is to have a child naturally
and we are not judging you in any shape or form, this is
just our decision."
In response to their openness around this decision
comments were overwhelmingly positive from Lucy's fans
which she thinks might be because she is so "disability
positive" in her everyday life - "I love being blind," she
frequently states.
But Lucy says responses have been different around the
world. When she was working in Japan and her content
was reaching audiences unfamiliar with her story, she faced a lot more trolling.
"I got a lot of abusive comments that go into my spam
filter questioning why I would be a mother," she says. "I
know that I'm going to get a lot of abuse, but I'm just
going to block them.
"I'm going to be OK. All I think about is the other mothers
that have come before me who are competent, capable
and resilient."
Lucy, who is known for her How Does A Blind Girl...
series of videos, is overjoyed by the prospect of IVF but
she has also been frank about the fact she currently does
not qualify, owing to her current weight, a sensitive
element of IVF treatment that many keep to themselves.
NHS guidelines specify your Body Mass Index (BMI)
must be 30 or under to qualify - a healthy BMI is
considered to be between 18.5 and 24.9.
"I need to be a BMI of 30 and I'm very open that I need to
lose 9kg," Lucy says. "I've already lost 15kg."
Her health journey has involved swimming, lifting weights
and many runs with Ollie tethered to her as her sighted
guide. She has also found a love for batch cooking
nutritious meals which she posts about on all of her
channels on Instagram, TikTok and YouTube and the
workarounds she has developed as a blind cook.
"I wanted a positive representation of losing weight online
because it's all about this blinking jab," she says,
referring to weight loss injections. "I just wanted to lose it
healthily, have lots of nice food, talk about meal prep and
just smile and run."
Once she hits the required BMI, Lucy will qualify for three
rounds of IVF on the NHS.
She will contact her consultant, after which she has to
"spit in a cup" and offer up her DNA for genetic testing
and analysis.
Over a period of about three months, a genetics team will
"make a bespoke test to find the gene within my eggs,"
Lucy explains.
Meanwhile Lucy will inject herself with trigger shots to
stimulate the follicles within her ovaries to increase the
number of eggs produced which will be retrieved, and
then made into embryos with Ollie's sperm.
The embryos will then be tested so only ones without the
IP gene will be possible candidates. Those embryos will
be "shuffled about" so Lucy and Ollie don't know which
will be selected in terms of gender or other genetic
qualities, and implanted into Lucy, who will carry the baby
to term.
Lucy can't wait for the moment she holds her baby in her
arms.
"It will never stop being a thing within my mind that this
gene is being eradicated," she admits. "But I am very
happy in my decision."
A few days ago Lucy posted on Instagram, her cardigan
tightened at the back with a hairband to make it smaller
and fit.
"I've lost so much [weight] that my clothes are too loose
now so we had to tie it up with a bobble," she tells her
followers.
"Fingers crossed [we're] only a few weeks away from
ringing the clinic."
https://www.bbc.com/news/articles/c5y4v7vj039o
Imagine using this text in an English classroom to teach reading comprehension. According to contemporary
methodology, what would be the most effective strategy?
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340714
Inglês
Texto associado
Text 7A3-II
400 million people speak English as their first language; another 1.4 billion as a second tongue. Born 1,600 years ago among the Germanic tribes of northern Europe, English became global. A new exhibition at the British Library, named Evolving English, traces for the first time the incredible journey launched by the Frisians, Saxons, Angles and Jutes who sailed to southeast England, and whose descendants created the Vespasian Psalter in the eighth century. From the Vespasian Psalter the journey moves on through England’s early literary heroes, Beowulf, Sir Gawayne and the Grene Knight, and on to Jonathan Swift.
The curators of Evolving English have been clever to focus not just on English at school and English at work, but English at play, from spoonerisms to malapropisms, puns and palindromes and the 1,800 words invented by William Shakespeare — among them “green-eyed”, “go-between”, “well-read” and “zany”. Not only was Shakespeare the greatest English writer, he could have been no other kind.
Internet:
Lecture strategies might include teaching reading strategies. In order to answer the question “How many words did Shakespeare create?”, the reading strategy required, in approaching text 7A3-II, would be
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340712
Inglês
• Classes are taught in the mother tongue, with little active use of the target language.
• Much vocabulary is taught in the form of lists of isolated words.
• Long elaborate explanations of the intricacies of grammar are given.
• Grammar provides the rules for putting words together.
• Reading of difficult classical texts is begun early.
• Little attention is paid to the content of texts, which are treated as exercises in translating disconnected sentences from the target language into the mother tongue.
• Little or no attention is given to pronunciation.
Aaron Ugwu Ifeanyi. Language Teaching Methods: A Conceptual Approach. 2015 (adapted).
Considering the language teaching methods, it is correct to affirm that the aspects presented in the previous text correspond to the
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340711
Inglês
The audiolingual method, also known as fundamental skill method, aural-oral method or Army method, came as a result of the need for American soldiers who were to travel overseas to communicate in foreign languages during the Second World War. To this end, bits and pieces of the Direct Method were appropriated in order to enhance this method. The audiolingual method draws its practices from linguistic and psychological theory that investigates different language using scientific descriptive analytic approach.
Aaron Ugwu Ifeanyi. Language Teaching Methods: A Conceptual Approach. 2015 (adapted).
Considering the previous excerpt as a context, it is correct to affirm that, in the audiolingual method,
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336636
Inglês
According to the Base Nacional
Comum Curricular (BNCC, 2018), the teaching of the
English language must:
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336635
Inglês
When teaching English as a Lingua Franca, teachers
Conheça nossos planos