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In order to teach vocabulary efficiently for writing different texts, the teacher must:
A
Bring only authentic texts to classroom and teach students the form and formal conventions of a specific genre.
B
Bring non-authentic texts to the classroom and ask students to identify their forms, conventions, and rhetorical functions.
C
Show students lists of isolated words, ask them to memorize these words, and apply them in a specific genre.
D
Associate vocabulary with a specific genre to draw students´ attention to appropriate words for use in a specific text.
E
Show a specific genre as a model and ask students to reproduce it using the words introduced in previous classes.
Read the following excerpt:
The use of technology is not a goal in and of itself; rather, technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities, whether facilitated through technology or in a classroom setting, aimed at developing proficiency and communication in the target language through interactive, meaningful, and cognitively engaging learning experiences.
(Disponível em: https://www.actfl.org/news/the-role-of-technology-in-language-learning. Adaptado)
It is correct to state that the use of technology described by the author is consistent with the principles of the
A
Reading Method.
B
Audiolingual Approach.
C
Community Language Learning.
D
Communicative Approach.
E
Silent Way
Which of the following approaches emphasizes real-life communication and fluency over accuracy? Select the most appropriate teaching approach.
A
Communicative Language Teaching.
B
Grammar-Translation Method.
C
Audio-Lingual Method.
D
Structural Approach.
Language methods provide different paths to language teaching. Thus, Language-Centered Methods
A
treat language learning as a non-linear, additive process. These methods (e.g., task-based method) are principally concerned with learner needs and seek to provide opportunities for learners to practice preselected, pre-sequenced grammatical structures through task-focused exercises in class.
B
treat language learning as a non-linear, additive process. These methods (e.g., the Natural Approach) are principally concerned with learning processes and seek opportunities for learners to participate in open-ended meaningful interaction through communicative activities or problem-solving tasks in class.
C
treat language learning as a linear, additive process. These methods (e.g., audiolingual method) are principally concerned with linguistic forms and seek to provide opportunities for learners to practice preselected, pre-sequenced linguistic structures through form-focused exercises in class.
D
treat language learning as a linear, additive process. These methods (e.g., communicative approach) are principally concerned with learner needs and seek to provide opportunities for learners to practice preselected, pre-sequenced grammatical structures and participate in open-ended meaningful interaction.
Ano:
2025
Leia o texto.
Transfer is a general term referring to the application of prior skills or knowledge to subsequent learning. While positive transfer benefits the learning task, “negative transfer” or “interference” disrupts learning. In language learning, the learner's mother tongue is an obvious set of previous experiences, and a most common source of interference errors.
Observe os pares de frases que seguem. A versão em português foi fornecida pela professora. A tradução foi feita por um dos estudantes. Nas traduções, observa-se a interferência do português.
l. Aconteceu um milagre com o velho casal que finalmente reencontrou seu filho!
Happened a miracle with the old couple who finally met their son again!
Il. Ele realmente não compreendeu nada do que eu lhe contei.
He really did not understand nothing of what | told him.
Ill. As informações sobre novos temporais são todas muito preocupantes.
The informations about new storms are all very disturbing.
IV. A menina ficou extremamente feliz com seu novo corte de cabelo!
The girl stayed extremely happy with her new haircut!
V. A mãe comemorou o novo emprego com seu marido e filhos.
The mother celebrated the new job with your husband and friends.
Enquanto corrige a tarefa, a professora escreve um breve comentário ao lado de cada frase traduzida. Assinale a alternativa que contém uma observação correta sobre a tradução realizada pelo estudante.
A
Preste atenção! Em inglês, o sujeito da frase não deve ser omitido. A forma correta seria “It happened a miracle...”
B
Lembre-se que, em inglês, diferentemente do português, não se usa dupla negação para uma mesma proposição negativa!
C
Tradução perfeita! O sujeito da frase “informations” foi adequadamente seguido do verbo no plural “are”.
D
Correta sua frase IV. Português e inglês correspondem perfeitamente!
E
Observe a interferência do português na escolha do pronome “your”. A forma correta seria “his husband and children”.
Public education policies increasingly aim to promote bilingual education programs and access to technological resources for English learning across different social strata. Which major challenge currently affects the implementation of these initiatives?
A
Mandatory elimination of native languages in bilingual programs.
B
Excessive uniformity in teacher training.
C
Overabundance of qualified English teachers in rural areas.
D
Lack of access to quality internet and digital tools in all regions.
Which of the following statements best describes the role of syntax in language teaching? Select the most accurate statement.
A
Syntax deals solely with vocabulary selection.
B
Syntax governs the structure and order of words in sentences.
C
Syntax is not relevant for teaching English to beginners.
D
Syntax concerns only spoken English, not written forms.
A prática reflexiva possibilita que o professor analise continuamente suas estratégias de ensino, ajustando-as para atender às necessidades de aprendizagem dos alunos. Considerando o contexto, analise as afirmativas a seguir:
I.A prática reflexiva promove o autodesenvolvimento do professor, permitindo ajustes em tempo real no planejamento.
II.Revisar os resultados das aulas anteriores é uma etapa essencial para a melhoria contínua das estratégias didáticas.
III.A prática reflexiva incentiva a repetição mecânica de métodos tradicionais sem adaptações.
Está correto o que se afirma em:
A
I, II e III.
B
I e II, apenas.
C
I e III, apenas.
D
II, apenas.
O planejamento educacional organiza objetivos e estratégias para garantir a aprendizagem significativa. Sobre o planejamento em educação, analise as afirmativas a seguir.
I.O planejamento educacional deve considerar o contexto dos alunos e da instituição para ser eficiente.
II.A flexibilidade no planejamento permite adaptá-lo às mudanças e às necessidades do processo de ensino-aprendizagem.
III.O planejamento educacional dispensa a necessidade de avaliação contínua, pois os métodos definidos não devem ser modificados.
Está correto o que se afirma em:
A
II, apenas.
B
I e III, apenas.
C
I e II, apenas.
D
I, II e III.
In a classroom situation, the teacher highlights the sentence: “Before the CEO arrived, the staff had prepared the conference room meticulously.” The teacher asks: “Who does “the staff" refer to in relation to “the CEO””. Which teaching approach best supports students' comprehension of these references?
A
Encouraging them to draw on their understanding of organizational roles in context.
B
Replacing all noun phrases with pronouns for simplicity.
C
Teaching vocabulary separately from text analysis.
D
Avoiding pronoun explanations in favor of rote memorization.
E
Guiding students to analyze sentence structure and verb tenses to infer relationships between subjects.
According to Dudley-Evans and St John (1998), the role of the ESP teacher is extremely varied. In addition to being a language instructor, the ESP teacher should also act as:
I. Course designer and materials provider.
II. Needs analyst.
III. Content expert in the learners' field.
IV. Collaborator with subject specialists.
Which ones are correct?
A
Only I and III.
B
Only II and IV.
C
Only I, II and III.
D
Only I, II and IV.
E
I, II, III and IV.
Foreign language teaching can be contextualized through situations that involve transversal themes. Thus, select the alternative that presents a correct way to employ transversal themes in foreign language teaching.
A
The student should engage with content aligned with their own social practice, inspired by the culture of other countries.
B
Dialogue practice can address issues of citizenship or health, connecting the language to students’ daily lives.
C
Writing practice can be based on everyday texts, such as letters, recipes, songs, and postcards.
D
The teacher’s role should be based on teaching relationships through projects or problem-solving situations relevant to society.
E
The teacher’s concern should focus on activities that integrate students into the community.
In a classroom scenario, a teacher wants to encourage communicative speaking among teenagers in a public school. She organizes a role-play activity where students must simulate ordering food in a restaurant. Which of the following strategies is most effective according to communicative language teaching principles?
A
Encouraging students to use their own words and negotiate meaning.
B
Providing a script for students to memorize word-for-word.
C
Focusing teaching main vocabulary pronunciation for the speaking practice.
D
Limiting interaction to teacher-student pair to control errors.
E
Giving students fixed phrases to repeat without interaction to build accuracy.
O ensino de inglês pode ser enriquecido por meio do uso de recursos educacionais abertos, da internet, das redes sociais e da interatividade local e global, promovendo um aprendizado mais dinâmico e conectado. Essa abordagem poderia ser aplicada por um estudante que deseja escolher na internet os textos de seu interesse, seguindo a sugestão dada pela autora, no trecho:
A
“One effective way is to combine “intensive” and “extensive” reading practice.”
B
“Imagine first encountering this word in a story about someone who lost their green jacket.”
C
“So how do we get learners to increase their vocabulary to make reading easier (and more pleasurable!)?”
D
“With extensive reading, students choose texts of high interest to read every day for a predetermined amount of time.”
A lower-secondary class (A2−B1) needs more agency and meaningful use of English to complete real-world tasks. The school expects evidence of communicative outcomes and language development over a 4-week cycle. Which design decision aligns with a task-based approach while ensuring attention to form?
A
Use teacher commands paired with gestures to prompt immediate physical responses before introducing output tasks.
B
Plan a real-world problem with a culminating product (e.g., a community info-leaflet), prioritizing meaning during task performance and using brief, focused form feedback after.
C
Structure pattern practice with substitution tables, minimal pairs, and immediate corrective feedback to reduce errors.
D
Integrate a science unit on local ecosystems and align science outcomes with language outcomes across lessons.
Which of the following items correctly presents examples of active methodology tasks mentioned in text 2?
A
Problem-Based Learning (PBL), peer instruction and flipped classroom.
B
Teacher-led lectures, gamification and video production by students.
C
Video production by students and students participation in online forums.
D
Gamification, flipped classroom and silent reading assignments.
Communicative Language Teaching (CLT), is:
A
a learning method of language based on oral proficiency rather than mastery of structures.
B
a linguistic approach that enables speakers to produce grammatically correct sentences.
C
a process that involves the naturalistic development of language proficiency.
D
a method of teaching foreign languages that emphasizes interaction to the goal of learning a language.
E
an approach to the teaching of second and foreign languages that emphasizes interaction to the goal of learning a language.
Study the sentences below about Modern Foreign Languages.
1. The school-based teaching of Foreign Languages enables students to understand and produce sentences in a foreign language, and allow them to develop speaking competence.
2. Foreign Languages at the average school are almost entirely based on the study of grammatical formulae; the memorization of rules and a priority focus on written language.
3. Foreign Languages are now part of a field of knowledge, and no longer an isolated course in the curriculum.
4. Teaching a foreign language provides communication and allows students to have access to some kinds of information while contributing to their overall development as adults.
Choose the alternative which contains the correct sentences.
A
Only sentence 1 is correct.
B
Only sentence 4 is correct.
C
Sentences 1 and 4 are correct.
D
Sentences 2 and 3 are correct.
E
Sentences 2 and 4 are correct.
Text 2 contains a short poem by rupi kaur. Based on a linguisticdiscursive analysis and the Base Nacional Comum Curricular (BNCC) reference in Text 1, what is the most significant nonstandard feature used by the author, and what is its likely effect?
A
The poet uses informal contractions and slang to make the poem sound more precise and closer to everyday conversation among teenagers.
B
The poet uses lowercase letters and avoids punctuation to create a tone of intimacy and equality in this context, reinforcing the emotional simplicity of the message.
C
The poem departs from the ideal standard correction by using unconventional language structures and incorporating archaic structures to give it a more literary and poetic tone.
D
The poem shows non-standard grammar, but still achieves the required proficiency level, guiding the language use in English as a Lingua Franca.
Active Methodologies are a set of pedagogical alternatives aimed at facilitating student learning and/or providing a critical and problematizing education of reality by shifting the student to the center of the knowledge construction process.
(CUNHA, M. B. da. et al. Metodologias ativas: em busca de uma caracterização e definição. Educação em Revista, v. 40, p. e39442, 2024).
According to this set of methodologies, the role of the student in the learning process is:
A
To actively participate with autonomy and engagement.
B
Be passive and merely a receiver of knowledge.
C
To avoid asking questions or proposing reflections during the classes.
D
Assume the role of the teacher and make all the decisions alone.
E
Not be critical and only participate when requested by the teacher.
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