Questões de Concurso Público Prefeitura de São José - SC 2026 para Professor - Inglês
Foram encontradas 7 questões
Na BNCC, a área de Linguagens é composta pelos seguintes componentes curriculares: Língua Portuguesa, Arte, Educação Física e, no Ensino Fundamental – Anos Finais, Língua Inglesa.
Por sua vez, no Ensino Fundamental – Anos Finais, as aprendizagens, nos componentes curriculares dessa área, ampliam as práticas de linguagem conquistadas no Ensino Fundamental – Anos Iniciais, incluindo a aprendizagem de Língua Inglesa.
Analise as afirmativas abaixo em relação ao tema.
1. A BNCC define a Língua Inglesa como componente curricular obrigatório do 6º ao 9º ano do EF, e adota o conceito de língua franca, cujo foco está na comunicação global, no uso social do idioma e no multiletramento digital.
2. No documento da BNCC, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, tratando-se, apenas, de uma variante da língua inglesa.
3. O tratamento dado ao componente na BNCC do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais.
4. A BNCC orienta o ensino da Língua Inglesa a partir de um modelo linguístico único, tomando como referência os usos de falantes nativos de países de língua inglesa e desconsiderando as diferentes formas de uso do idioma em contextos locais e interculturais.
Assinale a alternativa que indica todas as afirmativas corretas.
English teaching in Brazil uses a blend of traditional and modern methods, shifting from grammar translation to real-world communication.
Match column 2 with the correct Methods and Approaches in column 1.
Column 1 Methods and Approaches
1. Audiolingual
2. Socio-Interacionist
3. Traditional
4. Communicative
Column 2 Focus
( ) students learn how the language is built.
( ) students learn to use English for real social needs.
( ) teachers emphasize listening and repeating native sounds before reading or writing.
( ) classrooms encourage active dialogue and cultural connection among peers.
Choose the alternative which presents the correct sequence, from top to bottom.
The essential English language learning ensures students to develop the skills to communicate effectively in real-life situations.
Read the following affirmatives and decide if they are true ( T ) or false ( F ).
( ) Speaking activities are most effective when students are required to memorize grammatical rules instead of using English for communication.
( ) Reading instruction should encourage students to use strategies such as predicting, skimming, scanning, and identifying the main idea.
( ) Process writing may involve stages such as planning, drafting, revising, editing, and publishing.
( ) Effective language teaching can integrate reading, writing, speaking, and listening around a common topic, text, or communicative task.
Choose the alternative which presents the correct sequence, from top to bottom.
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Study the sentences below and decide if they are true ( T ) or false ( F ), according to the text.
( ) The main idea of the text is about how digital technologies can contribute to English teaching, but their effectiveness depends on appropriate pedagogical use.
( ) Technology itself does not guarantee effective learning.
( ) The teacher’s role in the use of technology is to allow students to choose any digital resource without guidance.
( ) Multimodal texts(mentioned in the text) are texts that combine different modes, such as words, images, sounds, and videos.
( ) The challenge related to technology mentioned in the text is that digital technologies can’t be used for language teaching.
Choose the alternative which presents the correct sequence, from top to bottom.
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Analyze the following affirmatives about the text.
1. In the final paragraph of the text, a meaningful technology use requires expensive technological equipment in every classroom and total access to digital tools.
2. The statement that best reflects the author’s position on technology in English language education in Brazil is that technology offers important opportunities, but its educational value depends on how it is integrated into teaching practices.
3. The challenge related to technology mentioned in the text is about the access to devices and reliable internet can create educational inequalities.
4. Digital technologies can contribute to student autonomy because they help to select appropriate resources and connect them to learning objectives.
Choose the alternative which contains the correct affirmatives:
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Linking words are words or phrases used to connect ideas within a sentence or between sentences and paragraphs.
Choose the alternative that presents the use of a link word showing cause and effect.
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Match column 1 with the correct meanings of the words from the text in column 2.
Column 1 Words
1. support
2. resource
3. develop
4. reliable
5. provide
Column 2 Meanings
( ) able to be trusted.
( ) grow or progress.
( ) to hold something up from underneath.
( ) to give something that is needed or wanted.
( ) source of help.
Choose the alternative which presents the correct sequence, from top to bottom.
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