Questões de Concurso sobre Língua Inglesa e Educação

A teacher is preparing a lesson on relative clauses and wants to present students with examples that illustrate correct usage in everyday communication. During the lesson, the teacher writes several sentences on the board and asks students to identify the grammatically correct one according to standard English usage.

Considering the appropriate use of relative pronouns and their functions in defining clauses, choose the correct sentence:

Taking into account the brazilian legal dispositions that refer to the teaching-learning of foreign languages, analyse and judge the assertions, as T (true) or F (false), to choose the compliant option.

( ) The English language will be offered from the 6th grade on.

( ) The study of foreign languages during the Educação Básica [Basic Education] will be discretionary.

( ) As to Ensino Médio [High School], students should have the choice among the mandatory languages according to availability.

( ) In the Ensino Médio [High School] syllabus, among elective languages, Spanish is preferential.

( ) Either English or Spanish will be the foreign language of choice, starting on the 6th grade.

A teaching approach emphasizes the use of reallife communication, encouraging students to interact in English through tasks such as discussions, role plays, and problem-solving activities. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Grammar is explored within meaningful situations rather than through isolated drills.

Which teaching approach is best represented by this description?

Na BNCC / Anos Finais do Ensino Fundamental (2017), o Inglês

I. é visto como uma Língua Franca, ou seja, como ferramenta de comunicação global; foca no desenvolvimento de habilidades e na comunicação de forma natural e autônoma.

II. deve ser ensinado com ênfase no conhecimento da gramática e do léxico – eixos estruturantes do currículo – para se adquirir uma autêntica competência comunicativa.

III. tem um dos principais focos no multiletramento, ou seja, no desenvolvimento de múltiplas formas de ler e produzir textos, usando diversas tecnologias e linguagens.

IV. tem forte base metodológica nas abordagens que valorizam a leitura de textos clássicos, a tradução e a gramática – tripé do ensino-aprendizagem de línguas estrangeiras.

Estão CORRETAS apenas

Consider the following paragraph, by the author Holger Pötzsch (2019):

"Fresh funds for new devices, in the long run, implies less funding for traditional activities (...). What is often lacking is a critical debate about the actual need for and overall long-term costs of new technologies, about possible alternatives, and about the global human and ecological implications of these large-scale investments in high-tech equipment and the significant resources they require. (...) The demand for new skill sets for teachers or the inclusion of new subjects to be taught such as informatics or programming imply a cutting of teaching hours and content in different areas".

Which of the following aspects of foreign language teaching methodologies are exemplified in the sentence?

Developing intercultural communicative competence has become an important goal of foreign language education, because it means developing knowledge, skills and attitudes that can facilitate the understanding of one's culture and the culture of the other. Thus, dialogue and exchange are key words for both students and teachers.

In this regard, which alternative presents good pedagogical tools focused on such competence in the English language classroom?

No contexto das novas tecnologias de comunicação, o ensino de Inglês deve considerar que:

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".

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 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:

Analise a imagem a seguir.

Com base na imagem, recursos tecnológicos utilizados no ensino inclusivo de Língua Inglesa podem

Reading comprehension in a foreign language involves identifying not only the literal meaning but also the illocutionary force behind specific statements.

Considering the strategies for processing complex academic texts in English, mark the CORRECT alternative.

You, an English teacher, decided to use the article “Underground library in Warsaw metro invites commuters to trade scrolling for stories” to practice speaking with your students. After studying the text, you give them some questions about reading habits, so they can ask their friends and interact while you observe. If you want to do this activity from a sociocultural approach, you have to prioritize

You, an English teacher, decided to use the article “Underground library in Warsaw metro invites commuters to trade scrolling for stories” in the classroom with your students. While you are studying the text with them, reading, asking questions and doing some exercises, you are also evaluating them. You ask yourself, about each student, the following questions:

- Is the student paying attention to the class?

- Is the student joining the discussions we are doing during the class?

- Is the student doing the exercises, written or spoken?

- Is the student reading the text aloud, in silence during the class or as homework, depending on what was asked?

The questions help you evaluate the students, considering their participation during the classes and not only the grades they get on the tests. You could say that you are performing what kind of assessment?

No Ensino de Línguas Baseado em Tarefas (Task-Based Language Teaching - TBLT), a aula é estruturada fundamentalmente em torno de:

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.

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.

Text I

African schools gear up for the AI revolution

1 The emergence of cheap or free AI tools is being eagerly embraced by those with smartphones and the ability to get online. As governments and legislators struggle to get their heads around the implications of this powerful technology and work out how to bring in regulations for its safe use, millions of people are enjoying its ability to save time, helping them to transforming raw data into essays, exam answers, or, with a bit more work, even videos and podcasts.

2 Even in developing countries where electricity and internet access is limited (it’s estimated that over 570 million people in Africa lack electricity), there is enthusiasm for the potential of AI. In the Democratic Republic of the Congo (DRC), for example, a nation riven by internal conflict, poverty and vast inequality, educators are seeing the impact of AI. “It is obvious that our country is lagging behind in terms of new technologies for one reason or another,” says Benjamin Sivanzire, a teacher in Beni, North Kivu Province. “Many parts of the DRC do not even have traditional methods of communication, or even radio or television.” However, even though Mr. Sivanzire and his students are not yet able to make use of AI in their classes, they are seeing it being used in the wider culture, often in a negative way, to manipulate public opinion. The teacher underlines the importance of educating people to distinguish between verifiable information and lies. “There are videos created by artificial intelligence that show images that are not real and have been created for propaganda purposes,” he explains.

3 One concern that is frequently raised is the extent to which the development of AI tools is concentrated in the hands of a relatively small group of people. Farida Shahid, the independent Special Rapporteur on the right to education, shares these concerns. “AI algorithms are being made by individuals who often sit in a particular location, such as Silicon Valley, where the people who make and test them have their own biases,” she says. “Often the algorithms don’t do well at recognizing people with dark skin. They also have great problems with people who are autistic and don’t like looking into cameras. “Another example is the UK where, recently, an AI program was used to grade exam papers. This led to decisions that were biased against people from certain ethnic backgrounds. We really need to look at this issue more closely, starting with the human rights perspective, and I think that’s where the U.N. role comes in: if you increasingly rely on AI as the source of verification, you’re going to have problems because you are using a framework which privileges white males, and doesn’t reflect the whole gamut of people’s lives and experiences”.

4 The urgent need to expand the developer talent base has been identified by the UN as central to ensuring that a wide variety of voices are heard in the “EdTech” (educational technology) space. Shafika Isaacs, the head of technology and AI at the UN agency for science, technology and education (UNESCO), says that the number of African EdTech startups has been mushrooming in recent years, with entrepreneurs experimenting with the AIenabled digital tools which could support learning and teaching across many different contexts, including in African languages, and local dialects. “I’ve personally engaged with a startup that matches high school students to career pathways, including choosing the right university, community college or even entrepreneurship program. They have seen strong results because of their focus on children in underprivileged contexts and schools. Tech startups have also looked at developing AI-enabled mobile apps, including chat bots, that can support teachers in teaching literacy or teaching mathematics. “The challenge is that there’s often a disconnect between the public education system and tech startups. We need educators to be proactive in engaging with those developing tools, and we encourage students and teachers to learn how to create and design technologies that are relevant to their linguistic and cultural contexts.”

5 Many African governments are keen to adopt national AI strategies and integrate AI into their national policies on technologies in education. In Côte d’Ivoire, where AI is already being widely used in the private sector, Mariatou Koné, the Minister of Education, says that the country’s education system is undergoing a transformation, following a 2022 review which recommended a digitalization strategy. “We have put in place initiatives to ensure that everyone is aware of the issue of AI. It can provide individual learning programs, and help struggling students to improve,” said Ms. Koné. “However, we are worried about potential abuses. We have to be able to protect personal data and ensure that learners are aware of the potential dangers.” The Minister agrees that, in order to guard against bias, the pool of engineers building AI tools needs to be expanded. “We need the right tools, adapted to the African context, to the Ivorian context. We have our own history, our own heritage. If we create our own industry, it has to be adapted to the realities of Côte d’Ivoire.”

Available at: https://news.un.org/en/story/2025/01/1159621. Retrieved on: January 6, 2026. Adapted.

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

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:

Translanguaging facilitates decoloniality in contemporary language education by