Questões de Concurso para Professor - Inglês

Q4347976

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado - Área: Professor de Inglês (Habilitado e Não Habilitado) - Edital nº 43 |

Q4347976 Inglês

Read the excerpt:
The new platform has undoubtedly made information easier to distribute. Whether it has made students better informed is a different matter. Faster circulation may increase exposure to information, but exposure should not be mistaken for careful evaluation.
Which inference best represents the writer's position?

A

The writer rejects digital platforms because rapid circulation prevents students from evaluating the information they receive.

B

The writer considers information distribution educationally effective but argues that students need greater quantities of digital content to develop evaluation skills.

C

The writer distinguishes access to information from critical understanding and questions the assumption that increased exposure necessarily produces better-informed students.

D

The writer accepts that the platform has improved students' knowledge while suggesting that evaluation skills develop more slowly than information access.

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Q4347975

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado - Área: Professor de Inglês (Habilitado e Não Habilitado) - Edital nº 43 |

Q4347975 Inglês

A student writes:
"Online courses offer greater scheduling flexibility. This flexibility can benefit students who work. They also require considerable autonomy. This can become difficult when learners have limited experience managing their own study routines."
Although the paragraph is understandable, the teacher wants to improve its referential precision and thematic progression.
Which revision achieves this purpose most effectively?

A

Online courses offer greater scheduling flexibility, and this is flexible for working students. They require autonomy, and this is difficult because learners manage study routines.

B

Online courses offer greater scheduling flexibility. Working students benefit from flexibility. Autonomy is also required by them, although study routines have limited experience.

C

Online courses offer greater scheduling flexibility; therefore, they require considerable autonomy. Consequently, working students may benefit from managing their own study routines.

D

Online courses offer greater scheduling flexibility, which can benefit working students. However, these courses also require considerable learner autonomy, a demand that may challenge students with limited experience managing their own study routines.

Incorreta. Gabarito oficial da banca:

Esse erro também aparece no seu Resumão. Veja o que melhorar

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Q4347974

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado - Área: Professor de Inglês (Habilitado e Não Habilitado) - Edital nº 43 |

Q4347974 Inglês

Match the interactional strategies in Column I with the examples in Column II.
COLUMN I
1.Clarification request.
2.Confirmation check.
3.Circumlocution.
4.Self-repair.
COLUMN II
(__)Do you mean that the deadline has been moved to Friday?
(__)It is the tool you use to... well, to attach the pages together.
(__)Sorry, when you say "draft," what exactly do you mean here?
(__)She arrived on Thursday — sorry, I mean Tuesday.
The correct sequence, from top to bottom, is:

A

3, 2, 4, 1.

B

1, 3, 2, 4.

C

2, 3, 1, 4.

D

2, 4, 1, 3.

Incorreta. Gabarito oficial da banca:

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Q4347973

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado - Área: Professor de Inglês (Habilitado e Não Habilitado) - Edital nº 43 |

Q4347973 Pedagogia

At the beginning of a listening unit, the teacher discovers that several students can identify factual information but fail to recognize a speaker's attitude when meaning depends on intonation, hedging, and contextual cues. During the unit, the teacher provides targeted practice and feedback. The students later complete a new listening task assessing the same skill.
Which interpretation of this process is accurate?

A

The targeted practice constitutes recovery only when it occurs after a final grade has been assigned, since intervention during instruction belongs to ordinary teaching.

B

The initial activity serves a diagnostic function, the targeted feedback supports formative assessment, and the later task can provide evidence of learning after instructional intervention.

C

The later assessment should measure a different listening skill so that students are not evaluated twice on a difficulty previously identified.

D

The initial activity is summative because it identifies performance levels, while the later task becomes diagnostic because it measures whether the original difficulty remains.

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Q4347972

Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado - Área: Professor de Inglês (Habilitado e Não Habilitado) - Edital nº 43 |

Q4347972 Inglês

Regarding English pronunciation and stress, mark T for true and F for false.
(__)In standard descriptions of English, the noun record and the verb record may be distinguished by a shift in primary stress.
(__)Unstressed grammatical words may undergo vowel reduction in connected speech, which helps explain pronunciations involving schwa.
(__)Words with similar spelling necessarily preserve the same stressed syllable when derivational suffixes are added.
(__)English spelling provides useful information about pronunciation, but grapheme-to-sound relationships are not consistently one-to-one.
The correct sequence, from top to bottom, is:

A

T, T, F, T.

B

F, T, T, F.

C

F, T, F, T.

D

T, F, T, T.

Incorreta. Gabarito oficial da banca:

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Q4345135

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345135 Inglês

(Adapted from https://br.pinterest.com/pin/48132289740225210/ using AI)

Considering the multimodal construction of this meme, which of the following statements best explains the central critical message conveyed by the image labelled “How it really is in everyday life” in relation to the other five images?

A

It praises the efficiency of text-message abbreviations as a legitimate form of communication that English teachers should incorporate into their class in line with recent BNCC recommendations on digital literacy.

B

It criticizes standard written English.

C

It suggests that English language teachers are responsible for the spread of internet slang and SMS language.

D

It celebrates the teacher's ability to master multiple scenarios of English teaching.

E

It reveals that the reality of the profession involves a gap between social expectations and actual practice.

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Q4345134

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345134 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

In the sentence “The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education”, the word ‘effectiveness’ is

A

an adverb.

B

a verb.

C

an adjective.

D

a noun.

E

a preposition.

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Q4345133

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345133 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

Number the following Verb Tenses (in Column B) according to the sentences (in Column A). Choose the option that corresponds to the correct sequence.

Column A

( 1 ) This fact relates to a gap in foreign language teaching policy documents.
( 2 ) […] and it is treating it as a tool for citizenship.
( 3 ) A recent reform in 2017 has added that English […]
( 4 ) Previous versions of LDB, however, did not mandate the teaching of English […]

Column B

( ) Present Perfect
( ) Present Continuous
( ) Present Simple
( ) Past Simple

A

3 – 2 – 1 – 4

B

3 – 1 – 2 – 4

C

4 – 2 – 1 – 3

D

1 – 2 – 3 – 4

E

4 – 3 – 1 – 2

Incorreta. Gabarito oficial da banca:

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Q4345132

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345132 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

Mark the following statements as True (T) or False (F) based on text. Choose the option that corresponds to the correct sequence.

( ) The LDB made foreign languages mandatory for all high school students.
( ) Most Brazilian schools have high-tech audiovisual equipment preinstalled in every classroom.
( ) The perception that English is only learned in private centers is linked to limited results of past educational laws.
( ) The intercultural approach aims to make English lessons more socially relevant.

A

T – F – F – T

B

T – T – T – F

C

T – F – T – T

D

F – F – T – T

E

F – F – F – T

Incorreta. Gabarito oficial da banca:

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Q4345131

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345131 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

According to text and BNCC principles, the "intercultural approach" is recommended in order to

A

discourage students from using their primary language during English lessons.

B

ensure that students focus mostly on the cultures of England and the United States.

C

replace the study of linguistic structures with the study of international tourism.

D

prove that English can only be successfully learned in private language centers.

E

promote awareness of the global use of English and its role in exercising citizenship.

Incorreta. Gabarito oficial da banca:

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Mantenha o ritmo! Salve no caderno para revisar depois. Adicionar a um caderno

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Q4345130

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345130 Inglês

Texto associado

Read text below and answer question accordingly.

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject. This fact relates to a gap in foreign language teaching policy documents: the National Education Guidelines and Framework Law (LDB), and the National Curriculum Parameters (PCN). These documents for many years did not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, often focusing on reading due to a lack of resources or large classes.

LDB mandated the teaching of a foreign language chosen locally from grades 5 to 12. A recent reform in 2017 has added that English will be the foreign language taught in secondary school (from grade 6 up) throughout the country. Previous versions of LDB, however, did not mandate the teaching of English, leading to the perception that only in private language centers could students learn the language.

The effectiveness of ELT in basic education remains low because policies impact the quality of teacher education, the availability of pedagogical resources, and the number of students in the classroom. Most schools are equipped with basic materials like blackboards and chairs, but few have audiovisual equipment installed in every classroom. This reality shows why many teachers stick to the textbook most of the time.

Many English teachers in Brazil do not speak the language fluently because most undergraduate programs offer a dual major (English and Portuguese). Often, aspiring teachers enroll because they actually want to teach Portuguese. Consequently, these teachers reproduce in their classrooms the approaches in which they were taught as students, focusing on grammar-translation rather than modern communicative methods.

Misconceptions about the language also contribute to a lack of motivation. Some believe English is only from England or the USA. To correct this, BNCC (National Common Curriculum Base) suggests an intercultural approach to make the study of a foreign language more socially and culturally relevant. BNCC aims to raise awareness of the global web in which English is involved, and it is treating it as a tool for citizenship.

(Adapted from: BATISTA, F. C. A. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. English Language Teaching, v. 13, n. 8, p. 135- 145, 2020. Disponível em: https://doi.org/10.5539/elt.v13n8p135. Acesso em: 30 maio 2026.)

According to text, the low percentage of English speakers in Brazil is primarily attributed to

A

the complete absence of English as a mandatory subject in the current LDB.

B

the gaps in educational policies that fail to establish necessary teaching conditions.

C

the students' inherent inability to learn a second language in a South American context.

D

a national preference for learning other languages over English.

E

the fact that reading is the only skill that should be taught in public schools.

Incorreta. Gabarito oficial da banca:

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Q4345129

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345129 Inglês

Texto associado

Read text below and answer questionão accordingly.

The Future of Language Education: Teachers’ Perceptions About the Surge of Large Language Models like ChatGPT

(1) Large Language Models (LLMs) like ChatGPT have been described as a disruptive technology — an innovation that significantly alters or even revolutionises an existing industry, often introducing new approaches, challenging established methodologies, or interpreting older methods as obsolete.

(2) LLMs are computational models that have the capability to understand and generate human language. This capacity to generate human language has the potential to transform language teaching and learning.

(3) Teachers can use LLM tools to personalise learning, plan lessons, create quizzes or other learning activities, and to provide feedback. In second language (L2) classes, teachers could use these models to explain grammar, propose improvements in grammar and style, and facilitate conversational practice. These affordances are an advantage to instructors, saving them time and providing personalised instructional support, and many educators are excited to try working with LLMs.

(4) But, as it is common with any new technology, many others are fearful of LLMs’ potential to disturb the way that students approach classroom learning. Fear of new technologies is not uncommon because they require educators to adapt, which can be intimidating; educators may question their pedagogical effectiveness or the loss of human interaction.

(5) The results of a survey conducted with 65 language instructors showed mixed feelings: ranging from excitement for the pedagogical potential of ChatGPT to fear of potential academic dishonesty and job security.

(6) Importantly, those who had previously engaged with the tool expressed greater enthusiasm for its wider application compared to their counterparts with no such experience. This suggests that familiarity may mitigate apprehension and foster a more optimistic outlook on the potential of ChatGPT in educational settings. Whether language instructors are in admiration or fear of ChatGPT, Artificial Intelligence (AI) tools are here to stay — rather than ignore them, we must quickly learn to use them, understand the challenges and benefits, and develop both instructional approaches and policies.

(Adapted from: ZIMOTTI, G.; FRANCES, C.; WHITAKER, L. Technology in Language Teaching & Learning. Technology in Language Teaching & Learning, v. 6, n. 2, p. 1-24, 2024. Disponível em: https://doi.org/10.29140/tltl.v6n2.1136. Acesso em: 30 maio 2026.)

In paragraph 6, the sentence “[…] we must quickly learn to use them […]” could be correctly transformed into a question without changing its meaning in the option:

A

Did we must quickly learn to use them?

B

Do we quickly learn to use them?

C

Do we must quickly learn to use them?

D

We must quickly learn to use them?

E

Must we quickly learn to use them?

Incorreta. Gabarito oficial da banca:

Treine mais com um simulado focado no seu concurso. Criar simulado

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Q4345128

Ano: 2026 Banca: FSADU Órgão: Prefeitura de Buriticupu - MA Prova: FSADU - 2026 - Prefeitura de Buriticupu - MA - Professor Ensino Fundamental Nível – II - Anos Finais – 6º ao 9º Ano - Língua Inglesa |

Q4345128 Inglês