Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336634
Inglês
According to Jenkins (2012), English as a Lingua Franca (ELF) is “a means of communication between people who come from different first
language backgrounds.”. Based on this definition and
also on the many studies on ELF so far, we can say that:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 21 |
Q3335934
Inglês
No método conhecido como "Gramática-Tradução", qual é a principal prática utilizada na
aprendizagem de língua inglesa?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 21 |
Q3335933
Inglês
No Método Audiolingual, qual é o foco principal no processo de aprendizagem da língua inglesa?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331757
Inglês
Texto associado
Leia o texto a seguir para responder à quest:
Has technology facilitated teachers’ work?
Or reduced teacher burnout?
When we set out to study pandemic-related changes
in schools, we thought we’d find that learning management
systems that rely on technology to improve teaching would
make educators’ jobs easier. We believed technology would
mean positive stimulus to teachers. Instead, our data and
analyses showed that teachers whose schools were using
learning management systems had higher rates of burnout.
During the phenomenon of the covid-19 pandemic, when
schools across the country were under lockdown orders,
schools adopted new technologies to facilitate remote learning
during the crisis. These technologies included learning
management systems, which are online platforms that help
educators organize and keep track of their coursework.
We were puzzled to find that teachers who used a
learning management system such as Canvas or Schoology
reported higher levels of burnout. Ideally, these tools should
have simplified their jobs. We also thought these systems
would improve teachers’ ability to organize documents and
assignments, mainly because they would house everything
digitally, and thus, reduce the need to print documents or
bring piles of student work home to grade.
However, the data told a different story. Instead of being
used to replace old ways of completing tasks, the learning
management systems were simply another thing on teachers’
plates.
(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025.
Disponível em: https://theconversation.com. Adaptado)
Suponha que esse artigo jornalístico seja utilizado em um
curso de formação de professores de inglês. Consciente
da importância de se considerar o contexto de produção
para a compreensão de um texto, o professor-formador
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331749
Inglês
Texto associado
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves
compensation for missing knowledge. These are called
“compensatory strategies”. We will elaborate here on three
of them.
Typical of beginning-level learners, for example, is
the memorization of certain phrases or sentences without
internalized knowledge of their components. These memorized
chunks of language, known as prefabricated patterns, include
“on the way to”, “Nice to meet you”, “I don’t speak English.”
Prefabricated patterns are sometimes the source of some fun.
In my first days of Kikongo learning in Africa, I tried to say, in
Kikongo, “I don’t know Kikongo” to those who attempted to
converse with me; I later discovered that, instead of saying
“Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t
like Kikongo).
Code-switching is the use of a first or third language
within a stream of speech in the second language. Learners
in the early stages of acquisition might code-switch—use
their native language to fill in missing knowledge—whether
the hearer knows that native language or not. Sometimes the
learner slips in just a word or two, in the hope that the hearer
will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct
appeal for help, often termed appeal to authority. Learners
may, if stuck for a particular word or phrase, directly ask a
proficient speaker or the teacher for the form (“How do you
say ?”). Or they might venture a possible guess
and then ask for verification from the proficient speaker. They
might also appeal to a bilingual dictionary for help. The latter
case can also produce some rather amusing situations. Once
a student of English as a second language, when asked to
introduce himself to the class and the teacher, said, “Allow me
to introduce myself and tell you some of the ...” At this point
he quickly got out his pocket dictionary and, finding the word
he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of
language learning and teaching, 2006. Adaptado)
Classroom language is rich in institutionalized,
pre-fabricated phrases and sentences. Mark the
alternative which contains a correct example of
such use.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331744
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Francois Gouin wanted to learn German, and decided
that a year in Germany would be just the thing. At the
time of his trip to Germany, you would have found a rather
well-prepared, confident Francois Gouin who, despite his
young age, is already a gifted Latin and Greek professor.
With language learning already part of his career, he is
encouraged by his advisors at the College of Caen (Normandy,
France) to follow his pursuit of German and deepen his
studies at the University of Berlin. Excited with his prospects,
Gouin takes his determination and suitcases, and sets off for
Hamburg.
Once in beautiful Hamburg, with its countless shops and
bustling academic centers, Gouin unpacks his suitcases, and
immediately begins his language journey. He spends the first
10 days in seclusion studying in his room. With him, he has
a grammar book and a dictionary. He believes languages are
learned using “the classical process”, a process he says he
used for mastering Latin and Greek. To Gouin, the classical
process is the study of language through “an acquaintance of
its forms.” In other words, to learn a language, he feels it best
to faithfully study grammar and vocabulary!
After ten days of seclusion, he feels supremely confident,
and is anxious to try out his skills. To experiment with his new
knowledge, he decides to visit some university classes. Any
guesses how that went? Well, Gouin is in for a surprise. Here
are his own words: “But alas! In vain did I strain my ears; in
vain my eye strove to interpret the slightest movements of the
lips of the professor; in vain I passed from the first classroom
to a second; not a word, not a single word would penetrate to
my understanding.”
(Shane Dixon. The language learner guidebook: powerful tools to help you
conquer any language. [S.l.]: Wayzgoose, 2018.)
To learn German, Gouin resorts to the classical process
of language learning he used for mastering Greek and
Latin. The ‘process’ referred to here is the
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331728
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Inside the classroom, some learners seem to take
advantage of what is going on more than others. Aware of
this, teachers will frequently say that successful students
possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what
is going on – not just in the sense of paying attention,
but also in terms of really listening to the English
that is being used, soaking it up with eagerness and
intelligence.
2. A willingness to try new things: many good learners
are not afraid to ‘have a go’. They are prepared to
try things out and see how it works. Of course, not
all successful language learners are extroverts, but
the urge to use the language (loudly or quietly) is an
important one.
3. A willingness to think about how to learn: good
learners bring or invent their own study skills when
they come to a lesson. They think about the best way
to memorize vocabulary, the best way to read a text
(slowly, translating every word? Or quickly, trying to get
a general understanding?), the best method of drafting
and re-drafting a piece of writing.
4. A willingness to ask questions: although some
teachers can become irritated by students who are
constantly asking difficult (and sometimes irrelevant)
questions, the urge to find out why is part of a
successful learner’s equipment.
5. A willingness to accept correction: good learners
are prepared to accept corrections if it helps them.
They are keen to get feedback from the teacher and
act upon what they are told. But this only works where
teachers are able to offer constructive criticism. It
involves teachers in judging their students’ responses
to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Subitem “5. A willingness to accept correction” focuses
on students’ errors and the role of teachers’ corrections.
Communicative language teaching states that errors
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331722
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
The same function can be performed at different levels of formality, depending on the situation and
the intimacy between speakers. There is an adequate choice of grammar and vocabulary in the function ‘making a
recommendation’ in the situation illustrated in:
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331721
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc.
If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Language functions are an important component of foreign language courses which follow
Ano: 2025
Banca:
JVL Concursos
Órgão:
Prefeitura de Ribeiro Gonçalves - PI
Prova:
JVL Concursos - 2025 - Prefeitura de Ribeiro Gonçalves - PI - Professor - Inglês |
Q3297449
Inglês
Which sentence accurately uses a reflexive pronoun?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289555
Inglês
How does interdisciplinary teaching benefit students in technical courses?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289546
Inglês
Which of the following is not a common characteristic of an email written in a formal context?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289543
Inglês
Read the following statements about English as a Lingua Franca:
I. It acknowledges the legitimacy of different English varieties II. It focuses on successful communication rather than native-speaker norms III. It requires speakers to achieve native-like proficiency IV. It promotes linguistic diversity in global contexts
Which combination of statements is correct?
I. It acknowledges the legitimacy of different English varieties II. It focuses on successful communication rather than native-speaker norms III. It requires speakers to achieve native-like proficiency IV. It promotes linguistic diversity in global contexts
Which combination of statements is correct?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Caconde - SP
Prova:
Avança SP - 2025 - Prefeitura de Caconde - SP - Professor de Inglês |
Q3289542
Inglês
Read the passage and select the correct alternative.
“In English as a Lingua Franca (ELF) contexts, the emphasis on __________ prioritizes functional effectiveness rather than rigid conformity to native-speaker norms.”
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289063
Inglês
No ensino de Inglês conforme a BNCC, quais tipos de gêneros textuais devem ser
trabalhado?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289062
Inglês
Um dos eixos fundamentais do ensino de Inglês na BNCC é a promoção da
interculturalidade. Isso significa:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289061
Inglês
A BNCC prevê que o ensino de Inglês no Ensino Fundamental esteja focado em quais práticas
de linguagem?
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor de Inglês - Edital nº 10 |
Q3289060
Inglês
De acordo com a BNCC, o ensino de Inglês no Ensino Fundamental tem como principal
objetivo:
Ano: 2025
Banca:
PS Concursos
Órgão:
Prefeitura de Turvo - SC
Prova:
PS Concursos - 2025 - Prefeitura de Turvo - SC - Professor IV Inglês |
Q3285949
Inglês
De acordo com a BNCC, em articulação com as competências gerais da Educação Básica e as competências específicas da área de Linguagens, o componente curricular de Língua Inglesa deve garantir aos alunos o desenvolvimento de competências específicas, tais como:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção dos sujeitos no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
II. Identificar similaridades e diferenças entre a língua inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade.
III. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.
IV. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
Marque a alternativa CORRETA:
I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção dos sujeitos no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
II. Identificar similaridades e diferenças entre a língua inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade.
III. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.
IV. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
Marque a alternativa CORRETA:
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Pedras de Fogo - PB
Prova:
EDUCA - 2025 - Prefeitura de Pedras de Fogo - PB - Professor B Inglês |
Q3276448
Inglês
Considering the National Curriculum Parameters (PCNs)
for Foreign Language Teaching in Brazil, some methods
seem to be good options to develop students'
communicative competence by engaging them in
meaningful interactions that reflect their real-life
situations. Based on this assertion, choose the alternative
that definitely CANNOT suit the context mentioned
above:
Conheça nossos planos