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No contexto das novas tecnologias de comunicação, o ensino de Inglês deve considerar que:
A
a linguagem digital empobrece a competência linguística.
B
o inglês escrito e falado se mantém rigidamente separados.
C
práticas multimodais ampliam os letramentos contemporâneos.
D
gêneros digitais não possuem valor pedagógico.
Paulo Freire's distinction between "Banking Education" and "Problem-Posing Education" is fundamental for critical citizenship. In the context of an English class focused on social justice, identifying the characteristics of Problem-Posing Education is crucial. Select the alternative that correctly describes the teacher-student relationship in this model.
A
The teacher acts as a benevolent facilitator who avoids correcting any errors to preserve the students' self-esteem, adhering to a laissez-faire approach where no structure exists.
B
The relationship is dialogical and horizontal, where the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers, mediated by the world/reality which they co-investigate (co-intentionality).
C
The teacher is the depositor of knowledge, narrating the content which is received, memorized, and repeated by the students, who are the passive depositories.
D
The teacher maintains absolute authority to ensure discipline, believing that citizenship is learned through strict obedience to rules and hierarchy.
E
The relationship is purely technical, where the teacher is an instructor of skills and the student is a client purchasing a service, with no political or social dimension involved.
Michael Lewis, in his seminal work "The Lexical Approach," challenged the traditional grammar-translation dichotomy. According to the principles of the Lexical Approach, mark T for true and F for false statements:
(__)Language consists of grammaticalized lexis, not lexicalized grammar; therefore, the primary focus of teaching should be on multi-word chunks, collocations, and fixed expressions rather than isolated words + grammar rules.
(__)The distinction between vocabulary and grammar is invalid; instead, language is a continuum where fluency depends on the retrieval of pre-fabricated lexical items (chunks) from memory.
(__)Teachers should encourage students to analyze every sentence syntactically (parsing) to understand the underlying logic before attempting to speak, prioritizing accuracy over fluency.
(__)"De-lexicalized verbs" (e.g., have, get, do, make) are of low importance because they carry little meaning on their own, and teaching time should be spent on "content words" with rich specific meanings.
After analysis, choose the alternative that presents the correct sequence of the items above, from top to bottom:
A
T, F, T, F.
B
F, T, F, T.
C
T, T, F, F.
D
F, F, T, T.
E
T, T, T, F.
Analyze the following sentences according to Text 2.
1. Effective ESL practice should encourage authentic and meaningful communication.
2. The integration of speaking, listening, reading, and writing aims to prepare students for standardized tests only.
3. Formative assessment in ESL practice involves observing progress continuously.
4. Digital tools are used in ESL classrooms because they limit students’ exposure to authentic English.
Choose the alternative which presents all the correct sentences.
A
Sentences 1 and 3 are correct.
B
Sentences 1 and 4 are correct.
C
Sentences 2 and 4 are correct.
D
Sentences 1, 2 and 3 are correct.
E
Sentences 2, 3 and 4 are correct.
When teaching complex grammatical structures such as the Causative form (have/get something done), teachers must address both the syntactic arrangement and the semantic implication of agency. Choose the alternative that correctly describes the semantic nuance of the causative in "She had her roof repaired".
A
The subject (She) arranged for the action to be performed by a third party (agent), emphasizing the result rather than the agent itself, who is often omitted.
B
The sentence is grammatically equivalent to "She repaired her roof", with the causative form serving merely as a formal stylistic variation without semantic change.
C
The subject (She) performed the action of repairing the roof herself, but the structure implies that it was a difficult task completed with effort.
D
The structure implies that the subject (She) was coerced or forced into repairing the roof against her will by an external authority.
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The concept of "occluded genres," introduced by John Swales in the context of English for Academic Purposes (EAP) and genre analysis, refers to a specific category of texts that play a crucial role in the academy but are rarely seen by the public or students. Select the alternative that correctly defines these genres and provides accurate examples.
A
Occluded genres refer to oral texts produced in informal settings among students, such as hallway conversations or cafeteria chats, which are considered irrelevant for academic instruction and therefore are "hidden" from the official curriculum.
B
Occluded genres are those that support the research process but remain hidden from the public eye, often serving as gatekeeping mechanisms, such as grant proposals, manuscript submission letters, and peer review reports, which makes them difficult to teach due to the lack of available models.
C
These genres are defined by their high level of complexity and use of archaic vocabulary, such as legal statutes or old treaties, which are kept in restricted archives and are not accessible to undergraduate students for pedagogical reasons.
D
The term describes fictional genres used in creative writing classes, such as mystery novels or fantasy stories, where the plot is "occluded" or hidden to create suspense, serving as a specific tool for teaching narrative structures.
E
Occluded genres are digital texts that are encrypted for security purposes, such as password-protected databases or administrative emails within a university, which cannot be analyzed linguistically due to privacy laws.
During an oral assessment, the teacher uses a rubric with criteria such as fluency, accuracy, pronunciation and interaction. This practice is an example of:
A
Holistic scoring of written texts.
B
Discrete-point testing of vocabulary.
C
Multiple-choice testing of grammar.
D
True/false comprehension checking.
E
Analytic rating of speaking performance.
A student listens to different accents from the USA, England and India. The activity aims to raise awareness of:
A
World Englishes and linguistic variation.
B
Phonemic minimal pairs.
C
Only British standard pronunciation.
D
Only American informal vocabulary.
E
Intonation in yes/no questions only.
A teacher asks students to write an email to a friend, following a model text and focusing on greeting, body and closing. This writing approach is best described as:
A
Translation-based.
B
Dictation-based.
C
Audiolingual.
D
Lexical-based.
E
Genre-based.
Analise a imagem a seguir.
Com base na imagem, recursos tecnológicos utilizados no ensino inclusivo de Língua Inglesa podem
A
limitar a participação dos estudantes ao uso de equipamentos específicos, reduzindo a variedade de estratégias pedagógicas.
B
substituir completamente a mediação docente, tornando desnecessárias adaptações curriculares voltadas a estudantes com deficiência.
C
diversificar formas de acesso aos conteúdos, oferecendo alternativas visuais, auditivas e motoras que favorecem a aprendizagem de diferentes perfis de alunos.
D
concentrar o processo de aprendizagem apenas em dispositivos eletrônicos, afastando o aluno das práticas colaborativas em sala de aula.
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A BNCC para a Língua Inglesa no Ensino Fundamental organiza os objetivos de aprendizagem em eixos que integram práticas de linguagem e dimensões do conhecimento. Sobre esses eixos, marque V, para as afirmativas verdadeiras, e F, para as falsas.
(__)O eixo da 'Oralidade' envolve as práticas de compreensão e produção oral, incluindo a negociação de sentidos em interações presenciais ou digitais.
(__)O eixo da 'Dimensão Intercultural' visa desenvolver a compreensão de que as culturas, especialmente as de língua inglesa, são superiores e devem servir de modelo para a cultura brasileira.
(__)O eixo 'Conhecimentos Linguísticos' foca na reflexão sobre o sistema da língua (gramática, léxico, fonologia) sempre a serviço das práticas comunicativas, e não como fim em si mesmo.
(__)A BNCC excluiu o eixo da 'Escrita' do currículo de Inglês, transferindo essa responsabilidade inteiramente para as aulas de Língua Portuguesa.
Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
A
V, F, V, F.
B
F, V, V, F.
C
V, F, F, V.
D
V, V, F, F.
E
F, F, V, V.
O trabalho com gêneros textuais em sala de aula permite que o aluno compreenda como a língua funciona em diferentes contextos sociais e propósitos comunicativos. Considerando as características estruturais e linguísticas de uma 'Abstract' (Resumo Acadêmico), assinale a alternativa que descreve corretamente esse gênero.
A
É uma lista de tópicos em bullets, sem coesão textual, destinada apenas a citar as referências bibliográficas utilizadas no estudo.
B
É um texto opinativo em primeira pessoa, onde o autor expressa seus sentimentos subjetivos e críticas pessoais sobre o tema, sem necessidade de rigor científico.
C
É um texto narrativo longo, caracterizado pelo uso de linguagem coloquial, gírias e diálogos diretos entre os personagens da pesquisa.
D
É uma transcrição literal de uma entrevista realizada durante a pesquisa, mantendo as marcas de oralidade e hesitações dos falantes.
E
É um texto conciso que sintetiza os objetivos, a metodologia, os resultados e as conclusões de um trabalho acadêmico, geralmente escrito em linguagem formal e objetiva.
According to Paulo Freire, the “banking model of education” is characterized by:
A
learners as passive recipients of information
B
education as a dialogical process
C
students actively constructing knowledge
D
problem-posing and reflection
E
horizontal relationships between teacher and student
A abordagem comunicativa (Communicative Language Teaching - CLT) transformou o ensino de línguas ao priorizar a função da linguagem sobre a forma. Nesse contexto, o papel do erro sofre uma ressignificação importante no processo de aprendizagem. Com base nos princípios da CLT, assinale a alternativa que descreve corretamente o tratamento do erro durante atividades de fluência.
A
O erro deve ser ignorado completamente em todas as etapas da aula, pois a gramática não é relevante na abordagem comunicativa.
B
O erro é considerado uma falha grave de planejamento pedagógico e deve ser punido com a repetição exaustiva da forma correta.
C
O erro deve ser corrigido imediatamente pelo professor para evitar a fossilização de estruturas incorretas na mente do aluno.
D
O erro é visto como parte natural do processo de aprendizagem e a correção imediata deve ser evitada para não interromper o fluxo comunicativo.
Study the affirmatives below about Language and English Language Teaching, focusing on conceptions of language, language as a social practice, and communicative competences.
1. Writing in English is limited to producing grammatically correct sentences, without considering purpose or audience.
2. Language can be understood only as a system of grammatical rules, independent of social context.
3. Effective English language teaching encourages meaningful communication and real-life language use.
4. The concept of language as a social practice emphasizes interaction, meaning-making, and context.
5. Oral comprehension (listening) is developed only through explicit grammar instruction.
Choose the alternative which presents the correct affirmatives.
A
Affirmatives 1 and 3 are correct.
B
Affirmatives 2 and 3 are correct.
C
Affirmatives 2 and 5 are correct.
D
Affirmatives 3 and 4 are correct.
E
Affirmatives 4 and 5 are correct.
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The linguistic aspects of the English language refer to the main components that describe how English is structured, used, and understood.
Decide if the following affirmatives about the linguistic aspects of the English language are true ( T ) or false ( F ).
( ) Teaching vocabulary in isolation, without context, generally promotes deeper communicative competence.
( ) Phonetics is concerned with the physical production and perception of speech sounds, while phonology studies how these sounds function within a language system.
( ) Semantics and pragmatics are closely related, but pragmatics focuses more on meaning in real communicative situations.
( ) Vocabulary knowledge includes only knowing word meanings but also understanding collocations, register, and usage.
( ) English has a relatively fixed word order, which makes syntax an important aspect for meaning construction.
Choose the alternative which presents the correct sequence, from top to bottom.
A
T • F • T • F • T
B
T • F • F • T • F
C
F • T • T • F • F
D
F • T • T • F • T
E
F • T • F • T • T
The statement that best describes the difference between a traditional formalist/structuralist approach and a functionalist/ concept-oriented approach to ESL/ELF syllabus design and classroom exercises is:
A
A formalist view focuses on the social and political functions of language to foster critical citizenship and active agency, while a functionalist view treats language as an innate organ of the mind that operates through deduction from built-in knowledge, entirely independent of the learner’s communicative needs or social environment.
B
A formalist approach identifies a specific concept or meaning (e.g., futurity) and investigates all the ways it is expressed through lexical and morphological devices, whereas a functionalist approach insists on a native-speaker only policy and forbids any focus on meaning until a codified, standard variety of the target language is mastered through silent reading.
C
Formalist exercises use structure-trapping tasks to ensure that meaning is always secondary to the description of the language’s internal linguistic patterns, while functionalist exercises typically prioritize audio-lingual drills and massive repetition to ensure that stimulus-response associations are strengthened before errors can become bad habits.
D
Formalist syllabuses are designed to be flexible and retrospective, emerging only after classroom interaction has occurred, whereas functionalist syllabuses rely on linguistic grading to produce simplified, doctored texts that ensure learners never encounter language slightly beyond their current level of knowledge.
E
A formalist approach builds synthetic syllabuses that present language as a finite set of predictable building blocks, such as discrete grammatical rules or phonemes, in a linear sequence for the learner to reassemble, while a functionalist approach utilizes analytic syllabuses organized around meaningful tasks where learners must navigate the communicative utility of various linguistic resources to express specific concepts like time or space.
Translanguaging facilitates decoloniality in contemporary language education by
A
challenging the structuralist view of languages as separate, autonomous codes and validating the lived heritage of marginalized groups as legitimate knowledge.
B
serving as a temporary interlanguage bridge that helps students move from their home variety toward the mastery of the pure, standard norms of a named language.
C
encouraging students to strictly separate their diverse linguistic resources in the classroom to prevent the contamination of academic registers by local dialects or colloquial forms.
D
providing a purely descriptive label for the non-conventional practices and accidental errors made by bilingual students when they lack proficiency in the target language.
E
implementing a parallel monolingualism approach that treats each language as a self-sufficient system to ensure that the social and political status of dominant languages is maintained.
In a Brazilian high school English classroom, a teacher decides to move away from using text as a pretext for teaching grammar and instead adopts a genre-based approach to teach students how to write research abstracts or digital social media profiles.
The pedagogical strategy that adequately applies this approach is
A
focusing exclusively on the internal linguistic patterns and rhetorical structures (text types), such as the use of the past tense or passive voice, while ignoring the external criteria and social purposes recognized by the speech community.
B
selecting a popular comic strip as the primary reading material and using it to have students identify coordinate conjunctions, thereby ensuring the text remains a set of technical skills regardless of its social or political contexts.
C
providing students with a list of grammar rules to ensure they maintain an L2-only orientation, forbidding any use of the mother tongue to explain complex abstract vocabulary during the writing process.
D
assuming that because the students are digital natives, they will inherently understand how to navigate digital genres like blogs or interactive posters without the need for scaffolding or explicit instruction on genre organization and features.
E
utilizing a teaching-learning cycle that includes modelling, joint construction, and independent construction, guiding students to understand that genres are staged, goal-oriented social processes intended to achieve specific communicative purposes.
Para combinar listening for the main idea of the text e listening for specific information durante uma atividade de compreensão oral, um aluno pode ouvir
A
desde o início focando nas informações específicas sem se preocupar com a ideia geral.
B
primeiro para entender a ideia geral e depois ouvir novamente para identificar as informações específicas.
C
ignorando a ideia geral e concentrando-se na tradução literal de todas as palavras ou frases.
D
com a intenção de memorizar o texto inteiro e, em seguida, procurar as informações principais.
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