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Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Navegantes - SC
Prova:
Instituto Access - 2025 - Prefeitura de Navegantes - SC - Professor de Inglês |
Q3764847
Inglês
Considering English morphology and word-formation
processes, analyze the word "dissatisfaction".
Select the alternative that correctly analyzes the morphological structure and formation of this word.
Select the alternative that correctly analyzes the morphological structure and formation of this word.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Navegantes - SC
Prova:
Instituto Access - 2025 - Prefeitura de Navegantes - SC - Professor de Inglês |
Q3764846
Inglês
Content and Language Integrated Learning (CLIL) is an
approach that has gained prominence. Analyze the
assertions below:
I.CLIL involves teaching a curricular subject (like Science or History) through the medium of a foreign language.
II.The '4Cs' framework of CLIL stands for Content, Communication, Cognition, and Culture.
III.In CLIL, the focus is exclusively on the subject matter, with no attention paid to language form or grammar.
Mark the option that presents only the correct statements.
I.CLIL involves teaching a curricular subject (like Science or History) through the medium of a foreign language.
II.The '4Cs' framework of CLIL stands for Content, Communication, Cognition, and Culture.
III.In CLIL, the focus is exclusively on the subject matter, with no attention paid to language form or grammar.
Mark the option that presents only the correct statements.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Navegantes - SC
Prova:
Instituto Access - 2025 - Prefeitura de Navegantes - SC - Professor de Inglês |
Q3764845
Inglês
In the context of teaching English as a Lingua Franca
(ELF), the concept of 'Intercultural Communicative
Competence' (ICC) is essential. Analyze the assertions
below regarding Byram's model of ICC:
I.'Savoir être' refers to the attitude of openness and curiosity towards other cultures and a willingness to suspend disbelief about other cultures.
II.'Savoirs' refers strictly to the knowledge of the grammar rules of the target language essential for accurate communication.
III.'Savoir apprendrefaire' involves the skills of discovery and interaction, the ability to acquire new knowledge of a culture and cultural practices.
Mark the option that presents only the correct statements.
I.'Savoir être' refers to the attitude of openness and curiosity towards other cultures and a willingness to suspend disbelief about other cultures.
II.'Savoirs' refers strictly to the knowledge of the grammar rules of the target language essential for accurate communication.
III.'Savoir apprendrefaire' involves the skills of discovery and interaction, the ability to acquire new knowledge of a culture and cultural practices.
Mark the option that presents only the correct statements.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Navegantes - SC
Prova:
Instituto Access - 2025 - Prefeitura de Navegantes - SC - Professor de Inglês |
Q3764844
Inglês
Consider the following verb phrases taken from an
academic argumentative text:
has long been
witnessed in the clause "the late 20th century witnessed ..."
suggests and empowers
Based on these forms and their uses in English, analyze the assertions below:
I.Has long been represents the Present Perfect Simple, indicating a state that started in the past and continues to the present.
II.Witnessed (in "the late 20th century witnessed ...") is in the Simple Past, referring to a definite time in the past.
III.Suggests and empowers are in the Simple Present, used here to express facts or theoretical truths within the author's argument.
Mark the option that presents only the correct statements.
has long been
witnessed in the clause "the late 20th century witnessed ..."
suggests and empowers
Based on these forms and their uses in English, analyze the assertions below:
I.Has long been represents the Present Perfect Simple, indicating a state that started in the past and continues to the present.
II.Witnessed (in "the late 20th century witnessed ...") is in the Simple Past, referring to a definite time in the past.
III.Suggests and empowers are in the Simple Present, used here to express facts or theoretical truths within the author's argument.
Mark the option that presents only the correct statements.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Navegantes - SC
Prova:
Instituto Access - 2025 - Prefeitura de Navegantes - SC - Professor de Inglês |
Q3764843
Inglês
Consider the sentence: 'Had I known about the meeting, I
would have attended.' Analyze the syntactic structure and
judge the items below. Judge the following statements as
True (T) or False (F).
(__)This is an example of a Third Conditional structure involving inversion.
(__)The inversion 'Had I known' replaces the standard 'If I had known' structure.
(__)The main clause 'I would have attended' expresses a hypothetical outcome in the present.
(__)The omission of 'If' triggers the mandatory inversion of the auxiliary verb and the subject.
Mark the alternative that shows the correct sequence, from top to bottom.
(__)This is an example of a Third Conditional structure involving inversion.
(__)The inversion 'Had I known' replaces the standard 'If I had known' structure.
(__)The main clause 'I would have attended' expresses a hypothetical outcome in the present.
(__)The omission of 'If' triggers the mandatory inversion of the auxiliary verb and the subject.
Mark the alternative that shows the correct sequence, from top to bottom.
Ano: 2025
Banca:
Instituto Access
Órgão:
Prefeitura de Navegantes - SC
Prova:
Instituto Access - 2025 - Prefeitura de Navegantes - SC - Professor de Inglês |
Q3764842
Inglês
Stephen Krashen's Monitor Model is pivotal in Second
Language Acquisition theory. Regarding its five
hypotheses, analyze the assertions below:
I.The Acquisition-Learning Hypothesis states that acquisition is a subconscious process, while learning is a conscious process resulting in 'knowing about' the language.
II.The Input Hypothesis suggests that learners progress when they receive 'comprehensible input' that is slightly above their current level (i+1).
III.The Affective Filter Hypothesis claims that high motivation, self-confidence, and low anxiety act as a filter that facilitates language acquisition.
Mark the option that presents only the correct statements.
I.The Acquisition-Learning Hypothesis states that acquisition is a subconscious process, while learning is a conscious process resulting in 'knowing about' the language.
II.The Input Hypothesis suggests that learners progress when they receive 'comprehensible input' that is slightly above their current level (i+1).
III.The Affective Filter Hypothesis claims that high motivation, self-confidence, and low anxiety act as a filter that facilitates language acquisition.
Mark the option that presents only the correct statements.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763535
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
When implemented correctly, formative assessment
positions learners as passive recipients of feedback
rather than active participants in their learning.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763534
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
Formative assessment is designed to align with
communicative competence, intercultural awareness,
and ethical dimensions of learning.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763533
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
Effective formative assessment disregards multimodal
resources, collaborative tasks, and culturally
authentic materials.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763532
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
Learners are encouraged to co‑construct meaning,
identify strengths and weaknesses, and develop
autonomous strategies.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763531
Inglês
Texto associado
Formative assessment in the context of English language
teaching is a dynamic and interactive process that prioritizes
the continuous monitoring of learners’ linguistic, cognitive,
and socio‑emotional development (Black & Wiliam, 1998).
Its primary purpose is not merely to quantify achievement,
but to scaffold learning through diagnostic feedback,
reflective practices, and metacognitive engagement. In
basic education, formative assessment encourages learners
to co‑construct meaning, identify strengths and areas for
improvement, and develop autonomous strategies for
language use. Effective implementation requires teachers
to integrate multimodal resources, collaborative tasks, and
culturally authentic materials, ensuring that assessment
aligns with communicative competence, intercultural
awareness, and ethical dimensions of learning. By
positioning assessment as a tool for empowerment rather
than control, educators foster critical thinking, learner
agency, and a deeper engagement with both linguistic
structures and social practices of the target language.
BLACK, P., & WILIAM, D. (1998). Assessment and classroom learning.
Assessment in Education: Principles, Policy & Practice, 5(1), p. 7–74.
About the text and based on advanced perspectives on
formative assessment in English language teaching in basic
education, judge the following items.
Formative assessment aims primarily to quantify
students’ achievement and rank them according
to performance.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763530
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
Teachers must balance methodological rigor with
flexibility, inclusivity, and ethical engagement,
preparing students for globalized participation.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763529
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
Assessment is purely summative, focusing only on
final achievement and neglecting metacognitive or
autonomous skill development.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763528
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
Project‑based learning, multimodal engagement, and
collaborative problem‑solving are central elements of
curriculum organization.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763527
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
Learners are positioned as active agents in
the co‑construction of knowledge rather than
passive recipients.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763526
Inglês
Texto associado
Based on the pedagogical guidelines for organizing the 3rd
cycle of elementary education, judge the following items.
English teaching in the 3rd cycle is restricted to basic
literacy and rote memorization, with no emphasis on
critical or reflective competencies.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763525
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Teachers are expected to balance methodological rigor
with contextual adaptability, promoting inclusivity,
ethics, and global citizenship.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763524
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Assessment in CILs is continuous and formative,
providing feedback that fosters autonomy and
metacognitive awareness.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763523
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Multimodal engagement, collaborative tasks, and
reflective practices are considered peripheral and
optional in the CIL curriculum.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763522
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
Learners are positioned as active participants in the
co‑construction of knowledge, rather than passive
recipients of content.
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