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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 |
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 |
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.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763521
Inglês
Texto associado
Based on the pedagogical guidelines of the Inter‑School
Language Centers, judge the following items.
The CIL guidelines prioritize rote memorization
of grammar and vocabulary over communicative
competence and critical thinking.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763520
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
Teachers are portrayed merely as enforcers of
normative standards, with no role in validating
identities or promoting agency.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763519
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
The integrated curriculum assigns assessment and
feedback a civic role, advancing critical literacy and
ethical engagement.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763516
Inglês
Texto associado
Within the domain of English language pedagogy,
assessment is increasingly envisioned as a dialogic and
emancipatory practice, one that refuses to be confined to
technocratic procedures of measurement. It is conceived
as part of the learning ecology itself, whereby learners are
positioned as co‑agents in meaning‑making and evaluative
negotiation. In this paradigm, formative assessment
assumes primacy: rather than functioning as a summative
closure, it operates as an open‑ended process of scaffolding,
contingent upon social interaction and linguistic mediation.
Feedback, correspondingly, is not reduced to the correction
of surface‑level inaccuracies, but reconfigured as a form of
pedagogical dialogue, enabling learners to uncover systemic
patterns of discourse, to activate latent competences,
and to cultivate strategic repertoires for autonomous
transfer across contexts. When embedded in an integrated
curriculum, assessment and feedback also perform a civic
function, fostering critical literacy, intercultural awareness,
and ethical engagement. Thus, teachers must construct
reflexive, transparent, and context‑sensitive evaluative
practices that simultaneously validate learner identities
and prepare them for participatory agency in a globalized,
multimodal world.
About the text and based on advanced perspectives on
assessment and feedback in English language teaching,
judge the following items.
The text conceptualizes assessment as emancipatory
and dialogic, resisting purely technocratic
measurement.
Ano: 2025
Banca:
Quadrix
Órgão:
SEDF
Prova:
Quadrix - 2025 - SEDF - Professor de Educação Básica: Lem/Inglês |
Q3763515
Inglês
Texto associado
The Currículo em Movimento do Distrito Federal
establishes that English teaching in Elementary Education
must go beyond the mechanistic acquisition of vocabulary
and grammar, focusing instead on communicative
competence, intercultural dialogue, and the development
of socio‑emotional skills. The objectives include fostering
learners’ ability to interpret, produce, and critically
analyze texts in diverse modalities and contexts. In High
School, within Linguagens e suas Tecnologias, English is
conceived as a tool for global interaction, scientific‑literary
engagement, and technological literacy. This curricular
design emphasizes the integration of linguistic, cultural,
and multimodal dimensions, ensuring that students
not only master the code but also participate actively
in contemporary society. Consequently, teachers are
expected to align their didactic‑pedagogical organization
with critical‑reflective practices that cultivate autonomy,
citizenship, and ethical awareness.
About the text and based on the principles of the Currículo
em Movimento do Distrito Federal for English in Elementary
Education and for the area of Linguagens e suas Tecnologias
in High School, judge the following items.
Teachers are expected to adopt uncritical, transmissive
methodologies, minimizing the role of autonomy and
ethical awareness.
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