Questões de Concurso sobre Língua Inglesa e Educação

In an English language classroom characterized by diversity in pace, learning styles, and levels of knowledge, which pedagogical strategy is most effective for promoting inclusion and engagement for all students?

In teaching culture in English classes, it is essential to avoid stereotypes and promote a broad, critical perspective. Analyze the following statements:

I.The intercultural approach to teaching culture focuses on comparing the learner's own culture with the cultures of English-speaking countries (the "big C," such as literature and history, and the "small c," such as customs and daily life), encouraging reflection.

II.The teaching of culture should be limited to presenting isolated facts and celebrating holidays (such as Halloween), without connection to language use or students' realities.

III.The concept of "English-speaking countries" should be limited to the United States and the United Kingdom, disregarding the diversity of English as an official or lingua franca language in countries such as India, South Africa, Nigeria, or Singapore.

The correct statement(s) is(are):

A avaliação no ensino comunicativo de línguas (Communicative Language Teaching - CLT) deve ser coerente com seus princípios, focando não apenas no que o aluno sabe sobre a língua, mas no que ele sabe fazer com a língua. Analise as afirmativas a seguir:

I.A avaliação da competência comunicativa deve incluir tarefas autênticas (authentic tasks) que simulem o uso real da língua, como um "role-play" (simulação), uma entrevista ou a escrita de um e-mail.

II.A avaliação deve focar exclusivamente na precisão gramatical (accuracy), penalizando qualquer erro de forma, mesmo que a mensagem tenha sido comunicada com sucesso (fluency).

III.A avaliação formativa (assessment for learning), que fornece feedback contínuo durante o processo, é mais alinhada à CLT do que a avaliação somativa (assessment of learning) aplicada apenas no final.

Está correto o que se afirma em:

When teaching reading, a teacher asks students to look at the title, pictures, and headings of a text before they start reading, in order to guess what the text is about. What is this pre-reading strategy called?

Um dos principais desafios do ensino de Língua Inglesa na escola pública brasileira é a heterogeneidade das turmas. Qual perspectiva pedagógica é mais adequada para lidar com essa realidade?

In Communicative Language Teaching, Canale and Swain (1980) proposed a model of "communicative competence" that goes beyond grammar. Analyze the statements regarding the components of this competence:

I.Sociolinguistic competence refers to the ability to use language appropriately according to the social context, such as knowing when to use formal or informal registers.

II.Grammatical competence is the only necessary component for communication, as knowing the rules ensures the message is understood in any context.

III.Strategic competence involves the ability to use verbal and non-verbal strategies to compensate for breakdowns in communication or to enhance the effectiveness of communication.

It is correct what is stated in:

When aligning lesson objectives to the Base Nacional Comum Curricular (BNCC) for English, teachers should connect language use to multimodal texts, digital culture, and intercultural perspectives while developing the general competencies (e.g., argumentation, communication, cultural repertoire). Which objective does NOT align with this orientation?

The audiolingual method, also known as fundamental skill method, aural-oral method or Army method, came as a result of the need for American soldiers who were to travel overseas to communicate in foreign languages during the Second World War. To this end, bits and pieces of the Direct Method were appropriated in order to enhance this method. The audiolingual method draws its practices from linguistic and psychological theory that investigates different language using scientific descriptive analytic approach.

Aaron Ugwu Ifeanyi. Language Teaching Methods: A Conceptual Approach. 2015 (adapted).

Considering the previous excerpt as a context, it is correct to affirm that, in the audiolingual method,

Even before they start reading the text “Powerful storm knocks out power to 1.4 million homes in Brazil's largest city”, some students say they will not be able to understand it. And immediately mention the words “knock”, “households” and “swept”, in the headline and the first paragraph.

The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to

l. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.

II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.

IIl. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.

IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.

V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text's main points.

A teacher interested in developing their students” use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil's largest city”, focus on the instructions given in items

A teacher is planning a unit on environmental issues in an English class. She decides to use project-based learning and digital tools for research and presentation. Which approach best reflects this planning according to contemporary pedagogical practices?

Feedback is redefined as pedagogical dialogue, fostering discovery of discourse patterns and strategic autonomy.

English teaching in the 3rd cycle is restricted to basic literacy and rote memorization, with no emphasis on critical or reflective competencies.

The role of English teaching in citizenship formation is considered irrelevant in the text, which emphasizes only professional communication.

Question 24 must be answered based on the following text.

It appears to me to be useful to simplify the descriptive framework and make a two-part distinction: principles and procedures. The term, principles, may be operationally defined as a set of insights derived from theoretical and applied linguistics, cognitive psychology, information sciences, and other allied disciplines that provide theoretical bases for the study of language learning, language planning, and language teaching. The term thus includes not only the theoretical assumptions governing language learning and teaching but also those governing syllabus design, materials production, and evaluation measures. Similarly, procedures may be operationally defined as a set of teaching strategies adopted/adapted by the teacher in order to accomplish the stated and unstated, short- and long-term goals of language learning and teaching in the classroom. Thus, certain elements of Antony’s approach and method, and Richards and Rodgers’ approach and design can be subsumed under principles. Classroom events, activities, or techniques can be covered under procedures. The terms principles and procedures are not new; they are implicit in the literature and are being used widely, though not uniformly or consistently.

Adapted from: KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. New Jersey/London: Lawrence Erlbaum Associates, Publishers, 2006.

According to the text, throughout the history of language teaching, the concepts of Approach, Method, and Technique have been defined in different ways by different scholars. Even Kumaravadivelu proposes his own two-part framework. Considering these perspectives and the hierarchical relationship among Approach, Method, and Technique, one can conclude that:

In Brazilian high schools, the current teaching and learning practices of English as a Foreign Language (EFL) often rely heavily on traditional assessments, such as written tests, grammar exercises, and vocabulary quizzes, to evaluate students. While these methods can measure knowledge of language rules, they frequently fail to capture students’ communicative competence, critical thinking, and ability to use English in real-life contexts. This is due to the fact that

According to the Proposta Curricular – Ensino Fundamental - Itapoá-SC, consider the following statements:

I- The English teacher’s role includes promoting social interaction, knowledge acquisition, and the communicative and expressive functions of the language.

II- The teacher should use playful and motivating activities such as songs, gestures, facial expressions, games, films, and series to engage students.

III- The teacher’s practice should focus exclusively on written exercises and grammatical drills, avoiding interactive activities.

IV- Teachers must have access to tools and resources that enable effective implementation of their teaching strategies.

Select the alternative in which the statements are CORRECT.

Assessment in English as a Foreign Language (EFL) encompasses principles and practices that guide educators’ evaluation of students’ language competencies and provide critical insights into the conceptualization of teaching and learning. In light of this, educators can promote authenticity in assessment by

Entre as competências específicas da língua inglesa no ensino fundamental, segundo a BNCC, podemos destacar:

Question 42 must be answered based on the following statement.

Educators need to help students become more aware of the ways of working across multiple modes of communication.

Source: BOWEN, Tracey; WHITHAUS, Carl. What else is possible: multimodal composing and genre in the teaching of writing. In: BOWEN, Tracey; WHITHAUS, Carl (org.). Multimodal literacies and emerging genres. Pittsburgh: University of Pittsburgh Press, 2013. p. 1-14.

Thus, based on the statement above, one approach to engaging students both in the creation of multimodal compositions and in developing their understanding of how these compositions function within social contexts is

Com base no documento Currículo do Ensino Fundamental da Rede Municipal de Ensino de Chapecó SC (2019) – Componente Curricular: Língua Inglesa, numere a coluna 2 identificando as características de cada Eixo estruturador, para as práticas de linguagem propostas pela BNCC apresentados na coluna 1.

Coluna 1 Eixo

1. Eixo Escrita

2. Eixo Oralidade

3. Eixo Leitura

4. Eixo Conhecimento Linguístico

Coluna 2 Características

( ) práticas de compreensão e produção oral em diferentes contextos.

( ) práticas de leitura em diversos textos em língua inglesa.

( ) práticas de análise linguística para reflexão sobre o funcionamento da língua inglesa.

( ) práticas de produção de textos em língua inglesa relacionados ao cotidiano dos alunos.

Assinale a alternativa que indica a sequência correta, de cima para baixo.