Questões de Concurso Sobre inglês

Foram encontradas 25.119 questões

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Q3946992
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946992 Inglês


Source: KIRKMAN, Rick; SCOTT, Jerry. Baby Blues. GoComics, 12 fev. 2024. Disponível em: www.gocomics.com. Acesso em: 10 mar. 2026.

In the comic strip, the man replies “Knock yourself out” when the woman says she should start cleaning the garage. What is the most accurate interpretation of this expression in that context?
Alternativas
Q3946991
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946991 Inglês


Source: KIRKMAN, Rick; SCOTT, Jerry. Baby Blues. GoComics, 12 fev. 2024. Disponível em: www.gocomics.com. Acesso em: 10 mar. 2026.

What primarily motivates the man to suddenly run toward the garage at the end of the comic strip?


Alternativas
Q3946990
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946990 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the sentence “These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills…”, the word “These” refers to:
Alternativas
Q3946989
Inglês Adjetivos | Adjectives , Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946989 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the text, the noun “integration” is used when discussing how technology is incorporated into teaching. Which option CORRECTLY provides the adjective form that best fits the context of describing this process?
Alternativas
Q3946988
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946988 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the sentence “Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate”, the word “incorporate” is closest in meaning to:
Alternativas
Q3946987
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946987 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

Based on the information in the text, what can be inferred about the role of technology in English-language teaching?


Alternativas
Q3946986
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946986 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

According to the text, what is one key benefit of integrating digital technologies into English-language teaching?


Alternativas
Q3946985
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946985 Inglês

            Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.



            Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.



Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

In the sentence “Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction, language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement.”, which connective would best replace the semicolon to preserve the logical relationship between the two clauses?
Alternativas
Q3946984
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946984 Inglês

            Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.



            Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.



Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

In the sentence “The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury, or linked to chromosomal and single-gene variants in some familial forms.”, what does the word “cases” refer to?
Alternativas
Q3946983
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CPCON Órgão: Prefeitura de Cuité - PB Prova: CPCON - 2026 - Prefeitura de Cuité - PB - Professor de Inglês |
Q3946983 Inglês

            Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.



            Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.



Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

According to the text, which statement best describes perisylvian polymicrogyria?
Alternativas
Q3944857
Inglês Vocabulário | Vocabulary ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944857 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
Considering the cognate words present in Text 2, select the only option that correctly lists five words in English that are very similar in spelling and meaning to their Brazilian Portuguese counterparts:
Alternativas
Q3944856
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944856 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
Regarding the word “non-native”, extracted from Text 2, it is CORRECT to affirm that:
Alternativas
Q3944855
Inglês Substantivos e compostos | Nouns and compounds ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944855 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
Considering the plural forms of some English words, choose the alternative in which all the words ending in ‘- s’ follow the same spelling rule:
Alternativas
Q3944854
Inglês Palavras conectivas | Connective words ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944854 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
Considering some discourse markers present in Text 2, it is completely INCORRECT to affirm that:
Alternativas
Q3944853
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944853 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
The mention of “English as a lingua franca”, in Text 2, suggests that English:
Alternativas
Q3944852
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944852 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
Professionalism in English Language Teaching requires some competencies. Based on Text 2, analyze the following statements and choose the CORRECT alternative whose proposition(s) is/are true.
I. Dealing with IA technologies.
II. Disciplinary content knowledge.
III. Pedagogical knowledge.
IV. Research publication.
V. Translation skills.
Alternativas
Q3944851
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944851 Inglês
Teacher Qualifications, Professionalism, Competencies, and Benchmarks


To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.


Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034
Based on Text 2, select the only alternative that correctly reflects its main focus:
Alternativas
Q3944850
Inglês Voz Ativa e Passiva | Passive and Active Voice ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944850 Inglês

TEXT 1


The Decolonial Option in English Teaching: Can the Subaltern Act?


In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.


Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202. 

Analyze the following sentences and select the only one that is correctly expressed in the passive voice: 
Alternativas
Q3944849
Inglês Verbos | Verbs ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944849 Inglês

TEXT 1


The Decolonial Option in English Teaching: Can the Subaltern Act?


In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.


Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202. 

As a conclusion, Text 1 states that “He [the author] claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward”. Based on this excerpt, choose the alternative that correctly rewrites this sentence from the Present Simple to the Present Perfect tense: 
Alternativas
Q3944848
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: EDUCA Órgão: Prefeitura de Cajazeiras - PB Prova: EDUCA - 2026 - Prefeitura de Cajazeiras - PB - Professor BII - Inglês |
Q3944848 Inglês

TEXT 1


The Decolonial Option in English Teaching: Can the Subaltern Act?


In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.


Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202. 

Analyzing the following passage from Text 1, where it is said that “it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done”, it is correct to affirm that the underlined phrasal verb (fallen short) semantically suggests:
Alternativas
Respostas
501: D
502: B
503: A
504: E
505: A
506: E
507: B
508: D
509: C
510: C
511: B
512: D
513: A
514: B
515: B
516: C
517: C
518: B
519: D
520: A
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