Questões de Concurso Público IF Sertão - PE 2025 para Professor EBTT - Inglês
Foram encontradas 60 questões
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565845
Pedagogia
At a Brazilian public school, Ms. Letícia, who teaches English as a foreign language
to a roomful of second-year of High School students, is planning a listening class. The aim is to develop
listening comprehension and metacognitive listening strategies with authentic audio materials of
teenage life in different countries. Analyze the statements below about the relation of teaching
listening to teens and young adults, and mark T, if true, or F, if false.
( ) Metacognitive training in listening is proved not to influence the development of independent learning in adolescent learners (Vandergrift & Goh, 2012).
( ) According to Richards (2008), bottom-up listening skills prove to be more advantageous to teenage learners than top-down listening skills in genuine real communication contexts.
( ) In the research, Gilakjani and Sabouri (2016) revealed that one of the most common problems that stand in the way of listening comprehension for EFL learners is not understanding spoken reduced forms and connected speech.
( ) Field (2008) claims that there is little value in young adult learners practicing listening with authentic material to achieve listening fluency.
( ) Nation and Newton (2009) strongly believe that adolescents at the intermediate level must be regularly exposed to meaning-focused input types as an aspect of listening instruction.
( ) In Brown (2011), teaching listening to teenagers should center largely on assessing understanding rather than providing them with a range of strategies.
( ) According to Siegel (2018), explicit instruction of strategies of listening has achieved little success with adolescent EFL learners.
( ) Rost (2016) emphasizes motivation and affective engagement are paramount key elements when creating listening tasks for young adults.
The correct order of filling in the parentheses, from top to bottom, is:
( ) Metacognitive training in listening is proved not to influence the development of independent learning in adolescent learners (Vandergrift & Goh, 2012).
( ) According to Richards (2008), bottom-up listening skills prove to be more advantageous to teenage learners than top-down listening skills in genuine real communication contexts.
( ) In the research, Gilakjani and Sabouri (2016) revealed that one of the most common problems that stand in the way of listening comprehension for EFL learners is not understanding spoken reduced forms and connected speech.
( ) Field (2008) claims that there is little value in young adult learners practicing listening with authentic material to achieve listening fluency.
( ) Nation and Newton (2009) strongly believe that adolescents at the intermediate level must be regularly exposed to meaning-focused input types as an aspect of listening instruction.
( ) In Brown (2011), teaching listening to teenagers should center largely on assessing understanding rather than providing them with a range of strategies.
( ) According to Siegel (2018), explicit instruction of strategies of listening has achieved little success with adolescent EFL learners.
( ) Rost (2016) emphasizes motivation and affective engagement are paramount key elements when creating listening tasks for young adults.
The correct order of filling in the parentheses, from top to bottom, is:
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565846
Inglês
In an English class at a Brazilian state school, the teacher puts a recording on for
students to listen to it: two native speakers in a conversation in a café. Before listening to the
recording, she elicits many students’ existing knowledge by projecting a menu, teaching key
vocabulary (e.g., “espresso,” “takeaway,” “change”), and asking learners what they typically order at
cafés. She plays the recording two times next; the first time for general comprehension, and the
second time with some particular activities (such as noting the prices or items ordered). After that,
students pair up and role-play a similar conversation with the expressions they heard. Which principle
of instruction on listening does the teacher clearly demonstrate in this way?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565847
Inglês
What is a core concept in Jenkins’ (2000) Lingua Franca Core?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565848
Inglês
In a Brazilian second year High School English class, the topic of the week is Politeness
and Attitude in Questions. To reinforce the lesson, the teacher shows a brief video of two characters
asking the same question — “Could you help me with this?” — but with different intonations:
• In the first version, the speaker employs a friendly, rising-falling intonation, sounding polite and approachable.
• In the second, the speaker’s pitch is flat or sharp, and he sounds impatient, even rude.
The teacher then covers how intonation can alter the attitude that is perceived from the speaker and even with the same words. Students then pair off to practice short dialogues (at a hotel help desk), working on how to adopt intonation to show politeness, surprise, annoyance, or uncertainty. The activity closes with students acting out short role-plays and classmates providing feedback on intonation and communicative impact. As Gilbert (2008) expresses it, suprasegmental features such as intonation that “are of great concern at the intermediate level” and are necessary for assisting “learners to acquire not only correct grammar but also communicative effectiveness”, as said by Celce-Murcia, Brinton and Goodwin (2010). According to the authors, what purpose does intonation serve for the intermediate L2 learner of English?
• In the first version, the speaker employs a friendly, rising-falling intonation, sounding polite and approachable.
• In the second, the speaker’s pitch is flat or sharp, and he sounds impatient, even rude.
The teacher then covers how intonation can alter the attitude that is perceived from the speaker and even with the same words. Students then pair off to practice short dialogues (at a hotel help desk), working on how to adopt intonation to show politeness, surprise, annoyance, or uncertainty. The activity closes with students acting out short role-plays and classmates providing feedback on intonation and communicative impact. As Gilbert (2008) expresses it, suprasegmental features such as intonation that “are of great concern at the intermediate level” and are necessary for assisting “learners to acquire not only correct grammar but also communicative effectiveness”, as said by Celce-Murcia, Brinton and Goodwin (2010). According to the authors, what purpose does intonation serve for the intermediate L2 learner of English?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565849
Inglês
In the context of Brazilian public education, the implementation of English for Specific
Purposes (ESP) in English as a Lingua Franca (EFL) classrooms requires careful consideration of
learners’ profiles, institutional objectives, and available resources. According to Hutchinson and
Waters (1987) and Dudley-Evans and St John (1998), what is the theoretical foundations and practical
implications of ESP for classroom application?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565850
Inglês
Which of the following statements about ESP is NOT correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565851
Inglês
According to Dudley-Evans and St John (1998), the role of the ESP teacher is
extremely varied. In addition to being a language instructor, the ESP teacher should also act as:
I. Course designer and materials provider. II. Needs analyst. III. Content expert in the learners’ field. IV. Collaborator with subject specialists.
Which ones are correct?
I. Course designer and materials provider. II. Needs analyst. III. Content expert in the learners’ field. IV. Collaborator with subject specialists.
Which ones are correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565852
Inglês
Kleiman (2013) conceives reading as a socially situated practice that enables students
to interact critically with texts, emphasizing the construction of meaning rather than the passive
extraction of information. Rojo (2012) reinforces the idea that reading in schools should be tied to
students’ social realities, allowing them to reflect on discourses, question power relations, and
participate actively in society. Both advocate for multiliteracies and discursive diversity in educational
contexts. Which of the following EFL classroom practices best aligns with Kleiman (2013) and Rojo’s
(2012) views on reading as a socially situated and critical practice?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565853
Inglês
According to Kleiman (2013), when teaching reading in public schools, it is essential to:
I. Consider the social function of the text.
II. Avoid multimodal and digital texts, which distract students.
III. Enable students to construct meaning through interaction with the text.
IV. Work only with international testing formats like TOEFL or IELTS.
Which ones are correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565854
Inglês
In EFL teaching, the relationship between tense (grammatical form) and time (semantic concept) is not always direct. Which of the following statements best reflects this distinction?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565855
Inglês
In EFL contexts, integrating grammar into reading instruction is supported by
communicative and text-based approaches. Mark the INCORRECT statement about this principle.
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565856
Inglês
A teacher asks students to analize the following sentence:
“It was raining heavily; therefore, the match was postponed.”
What is the function of the word “therefore”?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565857
Inglês
A teacher asks students to analyze the following text excerpt:
“The project was delayed. Nevertheless, the team worked hard to meet the deadline.”
What does the discourse marker “nevertheless” indicate in this context?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565858
Inglês
In a classroom situation, the teacher highlights the sentence: “Before the CEO
arrived, the staff had prepared the conference room meticulously.” The teacher asks: “Who does ‘the
staff’ refer to in relation to ‘the CEO’?”. Which teaching approach best supports students’
comprehension of these references?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565859
Pedagogia
In a classroom scenario, a teacher wants to encourage communicative speaking
among teenagers in a public school. She organizes a role-play activity where students must simulate
ordering food in a restaurant. Which of the following strategies is most effective according to
communicative language teaching principles?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565860
Inglês
According to Celani and Gouveia (2006), which of the following statements about
teaching speaking to young learners in Brazil is INCORRECT?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565861
Inglês
Analyze the following statementes about teaching tense and time in Brazilian EFL classrooms:
I. Brazilian learners tend to confuse the present perfect with the simple past because of L1 interference.
II. Explicit instruction on tense/time distinction is unnecessary because learners acquire it naturally.
III. Emphasizing communicative contexts helps learners understand tense use more effectively.
IV. Aspectual distinctions are essential for explaining English verb usage.
Which ones are correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565862
Pedagogia
Analyze the following statements about teaching reading through textual genres:
I. It allows learners to understand not only the linguistic structure but also the social purpose of texts.
II. All genres follow a rigid structure and are universally interpreted the same way across cultures.
III. Textual genres promote interaction with diverse discursive practices, supporting literacy beyond grammar.
IV. According to Marcuschi (2008), genres are socio-discursive tools that reflect the communicative practices of communities.
Which ones are correct?
I. It allows learners to understand not only the linguistic structure but also the social purpose of texts.
II. All genres follow a rigid structure and are universally interpreted the same way across cultures.
III. Textual genres promote interaction with diverse discursive practices, supporting literacy beyond grammar.
IV. According to Marcuschi (2008), genres are socio-discursive tools that reflect the communicative practices of communities.
Which ones are correct?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565863
Inglês
In EFL contexts, genres help students recognize recurrent linguistic patterns
associated with specific communicative purposes. Based on this statement, analyze the following
teaching situation: During a lesson on recipes, the teacher asks students to identify recurring verbs
and structures like “add,” “mix,” and “bake,” as well as the imperative mood. Then, students are
guided to write their own simple recipes using the same patterns. What is the main advantage of using
a genre-based approach in this situation?
Ano: 2025
Banca:
FUNDATEC
Órgão:
IF Sertão - PE
Prova:
FUNDATEC - 2025 - IF Sertão - PE - Professor EBTT - Inglês |
Q3565864
Inglês
On the use of textual genres in classrooms, analyze the statements below and mark
T, if true, or F, if false.
( ) In Brazilian EFL classes, teaching of reading through textual genres should not be restricted to the decoding of words and structures and should involve reflection on the communicative purpose and social-discursive function of the texts. For instance, if students are asked to read an opinion piece on climate change and figure out the position of the writer, the evidence used to support their argument, and how this relates to their lives, they are engaging in critical reading. This methodology is in consonance with the theoretical statements of Kleiman (2013) and Rojo (2012), who suggest reading is a social practice and working with different text genres is key to develop students’ critical stance and participation in the social debate.
( ) High School English teacher displays a job ad, asks students what it is for, how it is laid out, and who might read it. The teacher next directs students to write an ad of their own in small groups. This exercise fits in with a genre-based approach, according to Marcuschi (2008), by relating form, function, and communicative context.
( ) Reading strategies (e.g., skimming, scanning and inference) do not need to be taught when using genres since genre-based reading addresses the social function of texts but consider reading strategies as less relevant.
( ) In a 9th-grade class, students read Instagram captions and TikTok comments in English. The teacher asks them to analyze tone, abbreviations, emojis, and interactional purposes. This activity aligns with Rojo’s (2012) view that digital and multimodal genres are essential for inclusive and socially relevant reading instruction.
The correct order of filling in the parentheses, from top to bottom, is:
( ) In Brazilian EFL classes, teaching of reading through textual genres should not be restricted to the decoding of words and structures and should involve reflection on the communicative purpose and social-discursive function of the texts. For instance, if students are asked to read an opinion piece on climate change and figure out the position of the writer, the evidence used to support their argument, and how this relates to their lives, they are engaging in critical reading. This methodology is in consonance with the theoretical statements of Kleiman (2013) and Rojo (2012), who suggest reading is a social practice and working with different text genres is key to develop students’ critical stance and participation in the social debate.
( ) High School English teacher displays a job ad, asks students what it is for, how it is laid out, and who might read it. The teacher next directs students to write an ad of their own in small groups. This exercise fits in with a genre-based approach, according to Marcuschi (2008), by relating form, function, and communicative context.
( ) Reading strategies (e.g., skimming, scanning and inference) do not need to be taught when using genres since genre-based reading addresses the social function of texts but consider reading strategies as less relevant.
( ) In a 9th-grade class, students read Instagram captions and TikTok comments in English. The teacher asks them to analyze tone, abbreviations, emojis, and interactional purposes. This activity aligns with Rojo’s (2012) view that digital and multimodal genres are essential for inclusive and socially relevant reading instruction.
The correct order of filling in the parentheses, from top to bottom, is:
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