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Considerando o tema Metodologias no Ensino de Língua Inglesa, numere a coluna 2 identificando as características de cada Método apresentado na coluna 1.
Coluna 1 Método
1. Método Comunicativo
2. Método Indireto
3. Método Audiolingual
4. Método Direto
Coluna 2 Características
( ) a aprendizagem acontece através da repetição e memorização.
( ) desincentiva o uso da língua maternal e prioriza o contato direto com a nova língua.
( ) desenvolve a competência linguística por meio da comunicação.
( ) foca no ensino da gramática e tradução.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
A
1 • 3 • 4 • 2
B
2 • 1 • 4 • 3
C
3 • 2 • 1 • 4
D
3 • 4 • 1 • 2
E
4 • 1 • 2 • 3
Mastering sentence construction is a crucial component of the Language Learning Process in Brazilian ESL (English as a Second Language) education. One common challenge observed among Brazilian learners is the omission of subjects in English sentences. This phenomenon happens due to
A
the apparent flexibility of English in informal or semi-formal contexts, which may sometimes lead learners to omit subjects under the assumption that such omissions are tolerated across a range of communicative situations, even though standard English structures typically require explicit subjects.
B
learners’ inclination toward brevity and simplified sentence structures, which reflects a general strategy to minimize cognitive load during second language production, rather than stemming from syntactic patterns of their native language.
C
first language transfer from Portuguese, where subjects can frequently be inferred from verb conjugation, resulting in learners producing English sentences without explicit subjects despite the grammatical necessity of including them in standard constructions.
D
learners’ deliberate attempt to omit subjects as a stylistic or creative choice, under the mistaken belief that leaving out the subject enhances the expressive or rhetorical quality of the sentence.
E
perceived ambiguities in English grammar that learners interpret as allowing optional subject omission, leading to a variety of sentence constructions that do not conform to the conventional syntactic rules of standard English.
Segundo a BNCC − Língua Inglesa, aprender a língua inglesa propicia a criação de novas formas de engajamento e participação dos alunos em um mundo social cada vez mais globalizado e plural, em que as fronteiras entre países e interesses pessoais, locais, regionais, nacionais e transnacionais estão cada vez mais difusas e contraditórias. Assim, o estudo da língua inglesa pode:
I. Possibilitar a todos o acesso aos saberes linguísticos necessários para engajamento e participação.
II. Impedir o agenciamento crítico dos estudantes e o exercício da cidadania ativa.
III. Ampliar as possibilidades de interação e mobilidade, abrindo novos percursos de construção de conhecimentos e de continuidade nos estudos.
Está CORRETO o que se afirma:
A
Apenas nos itens I e II.
B
Apenas nos itens I e III.
C
Apenas nos itens II e III.
D
Em nenhum dos itens.
E
Em todos os itens.
Task-Based Language Teaching (TBLT) prioritizes:
A
Teacher-centered instruction, privileging lecture format with minimal learner participation.
B
Exclusive reading comprehension activities, disregarding listening and speaking practice.
C
Strict sequencing of grammar items, progressing from simple to complex structures.
D
Exclusive focus on controlled drills, discouraging learner autonomy in classroom activities.
E
Learners’ engagement in meaningful tasks simulating real-life communication contexts.
According to Vygotsky’s concept of the Zone of Proximal Development (ZPD), effective teaching occurs when:
A
Tasks are simple enough to perform without effort, requiring minimal cognitive challenge.
B
Tasks remain entirely beyond learner’s reach, producing frustration and disengagement.
C
Tasks emphasize rote memorization exclusively, avoiding scaffolding or peer interaction.
D
Tasks demand uniform performance, disregarding individual differences and learning styles.
E
Tasks exceed learner’s independent ability but are achievable with guided assistance.
TEXTO 1
O letramento literário faz parte da expansão do uso do termo letramento, isto é, integra o plural dos letramentos, sendo um dos usos sociais da escrita. Em primeiro lugar, o letramento literário é diferente dos outros tipos de letramento porque a literatura ocupa um lugar único em relação à linguagem, ou seja, cabe à literatura tornar o mundo compreensível transformando a sua materialidade em palavras de cores, odores, sabores e formas intensamente humanas. Depois, o letramento feito com textos literários proporciona um modo privilegiado de inserção no mundo da escrita, posto que conduz ao domínio da palavra a partir dela mesma.
SOUZA, R.; COSSON, R. Letramento literário: uma proposta para sala de aula.
Disponível em: https://acervodigital.unesp.br. Acesso em: 23 maio 2025 (adaptado).
TEXTO 2
(EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular: Ensino Fundamental.
Disponível em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).
An English teacher decides to bring a poem to her students based on the assumptions of literary literacy and the Base Nacional Comum Curricular (BNCC). Which of the pedagogical proposals is aligned with these assumptions?
A
Teaching thematic vocabulary and grammatical structures in the poem that address themes such as inferiority and inequality.
B
Reading extensively with an emphasis on critical or aesthetic interpretation of grammatical structures relating these themes to current issues.
C
Presenting factual information about the author, the historical context of the poem, and current themes such as inequality and racism.
D
Reflecting on how the author expresses resistance, identity through metaphors, rhythm and tone, relating these themes to factual issues.
In the second class of the presented lesson plan, the teacher wanted students to identify literary language features in the poem. Considering this intention and the intertextual relationship with the images, which interpretation best reflects the use of a conceptual metaphor as a literary aspect to be explored with students?
A
The metaphor suggests that home is a place of safety and protection, echoed by the visual elements that portray the shark as a symbol of strength.
B
The shark imagery evokes childhood fear, disconnected from the theme of forced migration theme depicted in.
C
The images downplay the poem’s severity by turning the metaphor into a graphic symbol, thus softening its original social critique.
D
The poem and images reflect feelings that convey the threat behind forced migration, particularly through the recurring figure of the shark.
A student has a composition corrected by her high school teacher with markings as the ones in the text. In order to promote autonomous learning and content mastery, the student should be able to
A
identify the corrections related to the improper use of articles followed by an explanation of the rules to prevent future errors.
B
group the identified errors by category and formulate hypotheses about why these errors occurred.
C
create a list with the words marked with spelling mistakes and the corrected form of each word.
D
rewrite the composition taking into account the markings made by the teacher and compare it with the first version.
Considering the linguistic orientation which supports the teaching approach presented in the text, an adequate teaching activity focuses on
A
identifying and classifying verb tenses in Mestre João’s speech, followed by grammar practice.
B
translating the documentary script and creating vocabulary lists related to capoeira culture.
C
developing a digital storytelling project to narrate Mestre João’s activities and their impact on the neighborhood.
D
reviewing the syntactic structure of sentences from the video and completing sentence transformation exercises.
Given this scenario, the teacher decides to rethink their assessment practices, adopting strategies that support the students’ learning through meaningful experiences, appropriate to their stage of development according to Piaget. The teacher then reviews the content covered and decides to
A
ask students to answer questions based on reading excerpts that contain the verb tenses, justifying their choices based on text comprehension.
B
organize an activity in which students correct the errors made in previous writings to ensure they understand the use of the verb tenses.
C
ask students to review their previous writings, discuss possible corrections to verb tenses in pairs, and present a corrected version to be assessed.
D
propose that students write about their life experiences and past events, applying the structures as discussed with the teacher.
The presented lyrics mix terms in English, Welsh, and Cameroonian Fang language. In the chorus, Tsamina mina and Waka Waka are famously featured in the South Africa 2010 World Cup anthem, and Cymru is the Welsh name of the country, followed by We’re going to Qatar. This hybrid composition reflects the multilingual and multicultural nature of global football culture. Which quote from the Base Nacional Comum Curricular (BNCC) relates this idea to the concept of language use in such document?
A
“Vivenciar, de maneira significativa e situada, diferentes modos de leitura (ler para ter uma ideia geral do texto, buscar informações específicas, compreender detalhes etc.)” (BNCC — Ensino Fundamental, p. 244).
B
“Questionar a visão de que o único inglês correto — e a ser ensinado — é aquele falado por estadunidenses ou britânicos” (BNCC — Ensino Fundamental, p. 241).
C
“São acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais” (BNCC — Ensino Fundamental, p. 241).
D
“Determinadas crenças — como a de que há um inglês melhor para se ensinar, ou um nível de proficiência específico a ser alcançado pelo aluno — precisam ser relativizadas” (BNCC — Ensino Fundamental, p. 242).
“This approach has transformed foreign language education by prioritizing fluency, interaction, and realworld communication over rote memorization and grammar drills. This method promotes student-centered learning, task-based instruction, and the use of authentic materials, making language acquisition more engaging and effective. However, despite its advantages, it faces several challenges, including limited emphasis on grammatical accuracy, difficulties in assessment, and resistance in non-native Englishspeaking contexts. Traditional grammar-based testing often fails to measure communicative competence, highlighting the need for more effective assessment models. Additionally, teacher preparedness and classroom management remain barriers to its full implementation, especially in large class settings and regions where traditional teaching methods dominate. Future developments in blended learning, adaptive teaching strategies, and AI-driven assessment tools could help bridge the gap between fluency and linguistic accuracy, ensuring that learners develop both communication skills and structural competence.”
Adapted from: https://egarp.lt/index.php/EGJLLE/article/view/147
The approach or method referred to in the text is
A
audio-lingual method
B
task-based learning
C
communicative language teaching
D
content and language integrated learning
According to the text, why did the audiolingual method initially gain prestige in Brazil?
A
Because it emphasized reading skills relevant to public schools.
B
Because it proved highly effective in developing communicative fluency.
C
Because it was successful in private institutes under specific conditions.
D
Because it was supported by Brazilian applied linguists.
E
Because it aligned with the goals of the regular school curriculum.
Ano:
2025
Prova:
FUVEST - USP - Técnico de Laboratório - Área: Criogenia - 2025
O IB (International Baccalaureate) é um programa internacional de ensino e avaliação que integra competências e conteúdos com objetivos claros para o desenvolvimento acadêmico e socioemocional, por meio de uma aprendizagem investigativa e interdisciplinar. Com base no texto, qual é a inferência mais razoável sobre o efeito imediato do banimento do exame IB nas escolas russas?
A
As escolas tiveram de trocar abruptamente de currículo pouco antes do início das aulas, afetando planejamento e avaliação.
B
Os estudantes poderão continuar normalmente as provas do IB, pois haverá credenciamento local temporário.
C
O banimento aplica-se apenas a professores estrangeiros, não às instituições.
D
O Kremlin pretende, em breve, retomar os tratados ocidentais que suspendeu.
E
O IB deixará de funcionar nos mais de 6.000 colégios em 160 países.
Study these sentences and decide if they are true ( T ) or false ( F ), according to Methods and Approaches of Teaching English as a Foreign Language.
( ) The Grammar-Translation Method mainly focuses on translation, grammar rules, and written exercises.
( ) The Direct Method emphasizes on using the mother tongue to explain vocabulary.
( ) The Audiolingual Method is based on Behaviorist theory and habit formation through drills.
( ) In the Communicative Approach (CLT), the main goal of teaching is to memorize dialogues and vocabulary.
Choose the alternative which presents the correct sequence, from top to bottom.
A
T • T • F • F
B
T • F • T • F
C
T • F • F • T
D
F • T • F • T
E
F • F • T • T
Instrumental English (ESP) focuses on developing specific reading strategies to extract information efficiently from technical texts without necessarily translating every word. Select the alternative that correctly defines the cognitive strategy of "Inferencing" within a reading comprehension context.
A
Translating the text word-for-word to ensure complete accuracy of the message in the mother tongue.
B
Reading a text quickly to get a general idea or the "gist" of the content without focusing on specific details.
C
Scanning the text rapidly to locate specific information such as dates, names, or numbers.
D
Deducing the meaning of unknown lexical items or implicit information based on contextual clues, background knowledge, and linguistic patterns.
English for Specific Purposes (ESP), or Instrumental English, focuses heavily on reading strategies. The strategy known as "Cognate Identification" helps students by:
A
Requiring the memorization of phonetic symbols to pronounce the words correctly before reading them.
B
Asking them to translate every single word in the text using a dictionary before attempting to understand the main idea.
C
Encouraging them to recognize words that are similar in form and meaning to words in their native language (Portuguese), facilitating comprehension.
D
Focusing exclusively on "False Friends" to make the students suspicious of any word that looks familiar.
E
Teaching them to ignore all words they do not know and guess the meaning based solely on pictures.
The process approach to writing emphasizes that writing is a recursive activity involving several stages. Mark T (True) or F (False) for the statements regarding the writing process.
(__)Brainstorming is a pre-writing activity used to generate ideas and organize thoughts before starting the draft.
(__)Drafting allows students to get their ideas on paper without worrying excessively about accuracy in the first instance.
(__)Revising focuses on improving the content, organization, and clarity of the text, while editing focuses on grammar and spelling.
(__)The final version should be written immediately without any planning or revision to ensure spontaneity.
Select the alternative that presents the correct sequence, from top to bottom.
A
F, F, T, T.
B
F, T, F, T.
C
T, F, T, F.
D
T, T, T, F.
Teaching methodologies have evolved significantly over time, moving from structure-based approaches to meaning-based ones. Mark T (True) or F (False) for the statements regarding these methodologies.
(__)The Communicative Language Teaching (CLT) approach prioritizes the negotiation of meaning and interaction over the mere memorization of grammatical rules.
(__)The Audio-Lingual Method is rooted in behaviorism and relies heavily on drills and repetition to form linguistic habits.
(__)The Grammar-Translation Method focuses on oral fluency and spontaneous communication, forbidding the use of the native language.
(__)The Direct Method relies extensively on translation exercises and detailed explanations of grammar rules in the student's mother tongue.
Select the alternative that presents the correct sequence, from top to bottom.
A
T, F, T, F.
B
T, T, F, F.
C
F, F, T, T.
D
F, T, F, T.
The National Common Curricular Base (BNCC) defines the status of the English language in the Brazilian curriculum not merely as a foreign language, but as a Lingua Franca. This perspective implies that the primary goal of teaching English in Brazil is to:
A
Prepare students solely for standardized international proficiency tests, disregarding the use of the language in local contexts.
B
Enable students to engage in social practices and access knowledge in a globalized world, valuing their own identity while interacting with others.
C
Force students to adopt the cultural values and social norms of the United States and the United Kingdom as their own.
D
Ensure that all students achieve a native-like pronunciation, eliminating any trace of their Brazilian accent to facilitate communication.
E
Focus exclusively on the memorization of grammatical rules and the translation of literary classics to preserve the formal standard of the language.
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