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Questões de Concurso sobre Língua Inglesa e Educação
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Um professor apresenta a seus alunos uma atividade de “listening” – um diálogo entre dois falantes de inglês a respeito dos planetas Marte e Terra. Pretende que o diálogo seja o ponto de partida para uma atividade relacionada a situações de comunicação real. Com tal objetivo em mente, orienta corretamente seus alunos para que
A
escutem o diálogo, acompanhando as perguntas previamente fornecidas pelo professor para uma maior compreensão do texto oral.
B
escutem o diálogo e discutam com colegas quais informações compreendidas são relevantes para o seu projeto de geografia sobre sistema solar.
C
ouçam o diálogo e anotem palavras cujo significado não conhecem, de modo a tentar encontrá-las no dicionário.
D
transcrevam, junto com um colega, os trechos com comparações entre os dois planetas apresentadas pelos interlocutores no diálogo.
E
escutem com atenção e identifiquem as palavras produzidas com mais ênfase, procurando reproduzi-las como em um diálogo.
The following are characteristics of an approach used for second language teaching.
• No use of the mother tongue is permitted (i.e., the teacher does not need to know the students’ native language).
• Lessons begin with dialogues and anecdotes in modern conversational style.
• Actions and pictures are used to make meanings clear.
• Grammar is learned inductively.
• The target culture is also taught inductively.
• The teacher must be a native speaker or have nativelike proficiency in the target language.
The characteristics listed are consistent with the approach named
A
Grammar Translation.
B
Audilingual.
C
Situational.
D
Communicative.
E
Direct.
In foreign language teaching practices, the language in use leads to the study of its specific characteristics. Select the alternative that encompasses these characteristics.
A
Interwoven, discursive, and ontological.
B
Hybrid, polyphonic, and multimodal.
C
Enunciative, discursive, and heterogeneous.
D
Epistemological, ontological, and methodological.
E
Congruent, multimedia, and axiological.
Sobre a BNCC – Ensino Fundamental: Língua Inglesa – Anos Finais, analisar a sentença.
O tratamento dado ao componente na BNCC prioriza o foco da função social e política do inglês e, nesse sentido, passa a tratá-la em seu status de língua franca (1ª parte). O conceito é bem novo e tem sido contextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo (2ª parte).
A sentença está:
A
Totalmente correta.
B
Correta somente em sua 1ª parte.
C
Correta somente em sua 2ª parte.
D
Totalmente incorreta.
Teacher Roberto is implementing communicative language teaching approaches in his English classes using authentic materials like travel articles. He wants to move beyond traditional grammar-translation methods to engage students in meaningful communication activities. The school administration supports innovative methodologies that promote real-world language use and student interaction.
Mark the correct alternative:
A
Grammar-translation method is the most effective approach for developing speaking fluency and should be the primary methodology in modern English classrooms.
B
Direct method prohibits the use of authentic materials like travel articles because they contain vocabulary beyond students' current level.
C
Audio-lingual methodology with repetitive drills is sufficient for developing all language skills needed for contemporary communication.
D
Communicative approaches encourage students to use English for authentic purposes, such as discussing travel plans, comparing destinations, and expressing opinions about places they would like to visit.
Uma das habilidades abordada pela BNCC no estudo da língua inglesa é a leitura. Dentro desse eixo, encontram-se duas estratégias fundamentais para uma compreensão efi caz de um texto. São elas:
A
speaking and talking
B
running and stopping
C
skimming and scanning
D
brainstorming and fi shing
Ao recomendar atividades intensivas de leitura, a autora do texto sugere o uso de jornais produzidos na escola como uma maneira de exercitar a leitura superficial, em busca de informações específicas. Tal atividade é uma forma de exercitar a estratégia de leitura chamada de:
A
previous knowledge
B
logical deduction
C
skimming
D
scanning
On the use of textual genres in classrooms, analyze the statements below and mark T, iftrue, or F, if false.
( ) In Brazilian EFL classes, teaching of reading through textual genres should not be restricted to the decoding of words and structures and should involve reflection on the communicative purpose and social-discursive function of the texts. For instance, if students are asked to read an opinion piece on climate change and figure out the position of the writer, the evidence used to support their argument, and how this relates to their lives, they are engaging in critical reading. This methodology is in consonance with the theoretical statements of Kleiman (2013) and Rojo (2012), who suggest reading is a social practice and working with different text genres is key to develop students” critical stance and participation in the social debate.
( ) High School English teacher displays a job ad, asks students what it is for, how it is laid out, and who might read it. The teacher next directs students to write an ad of their own in small groups. This exercise fits in with a genre-based approach, according to Marcuschi (2008), by relating form, function, and communicative context.
( ) Reading strategies (e.g., skimming, scanning and inference) do not need to be taught when using genres since genre-based reading addresses the social function of texts but consider reading strategies as less relevant.
( ) In a 9th-grade class, students read Instagram captions and TikTok comments in English. The teacher asks them to analyze tone, abbreviations, emojis, and interactional purposes. This activity aligns with Rojo's (2012) view that digital and multimodal genres are essential for inclusive and socially relevant reading instruction.
The correct order of filling in the parentheses, from top to bottom, is:
A
T - F - T - F.
B
T - F - F - F.
C
F - T - F - T.
D
F - F - T - T.
E
T - T - F - T.
A high school English teacher decides to foster a debate on social justice with her students based on the situation described in the text. The goal of such activity is
A
to fight stereotypes: analyze and breed your assumptions, prejudices and preconceived thoughts.
B
to advocate for diversity: spread your voice and platform to share miscellaneous stories and dare prevailing narratives.
C
to promote a dialogue: conversations with people from different backgrounds contesting their unique experiences and perspectives.
D
to research standardized sources of information: read books, watch movies and follow media outlets that share unbiased narratives and perspectives.
The teacher’s approach reveals a concept of language as
A
a functional system that learners use to build meaning from the context, to develop strategies, and to engage in real-world tasks.
B
a linguistic system of grammar and vocabulary items that students should learn to ensure accuracy and internalization.
C
a structural system in which students learn through repetition and drilling of form-focused exercises based on the text.
D
a cognitive system that learners acquire internally, individually, with some strategic interaction with texts.
Considering the learning theory presented in the text, a pedagogically grounded proposal for application in the school context involves the
A
presentation of contents, accompanied by students listening to and noting down examples, with interaction occurring afterwards.
B
assignment of collaborative activities related to the content, focusing on rule assimilation and offering immediate positive feedback.
C
implementation of collaborative activities in which more experienced students assist peers, adjusting support as needed.
D
application of assessment, promoting construction of knowledge through reinforcement of correct answers and elimination of errors.
Student self-assessment is a powerful tool for increasing motivation and engagement because it provides them with the ability to take charge of their own education. Digital Learning Platforms (DLP) enable the teacher to help students evaluate their knowledge and learning processes. In order to promote students’ self-assessment, the teacher could
A
assign a short can-do checklist in a DLP to be completed at the end of the course and a question such as: “Would you recommend this course to a friend?”.
B
elaborate a collaborative story-writing activity in a DLP with a follow-up question such as: “Did your group manage to finish the story using the past tense correctly?”.
C
use a DLP for students to share cultural facts about English-speaking countries, ending with a question like: “Have you found out something new about another culture today?”.
D
create an asynchronous quiz related to the unit content in a DLP with a question like: “What was the most difficult part of the lesson and what can you do to overcome it?”.
Ano:
2025
Banca:
Instituto AOCP
Task-based language teaching is a branch of communicative language teaching that centers around the notion of “tasks”. Which learning philosophy lies behind the concept of tasks?
A
Learning as memorization.
B
Learning by doing.
C
Learning as acquiring behaviors.
D
Learning as developing critical thinking.
E
Learning by engaging with classic works of literature and art.
The audio-lingual method is based on the automatization of linguistic skills through grammatical patterns and oral practices. This method emphasizes listening and speaking, with a focus on immediate correction of errors.
Which of the following alternatives does not present an example of this method?
A
The teacher says a sentence, and the students repeat it several times until both pronunciation and intonation are correct. Example: “She is going to the store”, repeated multiple times.
B
The teacher gives a sentence and a word to be replaced. The students repeat the sentence, substituting the given word. Example: “She is going to the store” with “library” as the substitution word: “She is going to the library”.
C
The teacher proposes activities involving students in debates or discussions on various topics, where they express their opinions and arguments. Example: “Should homework be abolished?”
D
The students transform affirmative sentences into negatives, questions, or other tenses. Example: Transform “She is going to the store” into “Is she going to the store?”
E
The students memorize and recite dialogues, focusing on pronunciation and fluency. Example: A dialogue between a customer and a salesperson in a store.
The Institutional Internationalization Plan of your university seeks to address the criticism that internationalization often deepens the 'social gap' and promotes the 'commodification of education,' as high costs limit most students' access to physical mobility (study abroad). The University has limited resources to finance long-term student scholarships.
Picture that you are tasked with developing a practical and sustainable initiative under the umbrella of 'Internationalization at Home' (IaH) to ensure that all undergraduate students have an intercultural and international experience.
Which of the following initiatives aligns best with the objective of promoting comprehensive and inclusive internationalization using hybrid approaches?
A
Prioritize fundraising to fund 10 full scholarships for the highest-performing students to travel abroad for one semester.
B
Require every student to purchase and use an expensive, specialized English course software for self-study and certification.
C
Mandate that all faculty members teach their courses in English to prepare students for global communication, regardless of the subject area.
D
Cancel all internationalization activities due to limited resources, focusing predominantly on local and national community projects.
E
Develop a Collaborative Online International Learning (COIL) program, in which local courses incorporate virtual projects with foreign partner universities, using digital tools to facilitate exchange.
In the context of Educational Affairs and institutional policy, Internationalization at Home (IaH) is fundamentally distinguished from traditional physical mobility models by which core theoretical mechanism that ensures global, inclusive access for all students?
A
The systematic integration of international, intercultural, and global dimensions into the formal and informal curriculum and the entire learning environment.
B
The strict standardization of all teaching methodologies across departments to meet the common quality assurance criteria of foreign partner universities.
C
The creation of a massive institutional fund dedicated to eliminating tuition fees for outbound academic staff mobility.
D
Focus on attracting a large number of international degree-seeking students (incoming mobility) to generate a cosmopolitan campus atmosphere.
E
The mandatory implementation of English as the medium of instruction (EMI) across all technical and administrative courses to prepare students for the global labor market.
Ano:
2025
Banca:
Instituto Quadrix - Quadrix
Sentence (1) semantically entails that the teacher had been speaking before stopping.
C
Certo
E
Errado
Ano:
2025
Banca:
Instituto Quadrix - Quadrix
Teachers are expected to balance methodological rigor with contextual adaptability, promoting inclusivity, ethics, and global citizenship.
C
Certo
E
Errado
A abordagem lexical valoriza o aprendizado de vocabulário e expressões no contexto em que são utilizadas, promovendo o uso funcional e natural da língua. Acerca do assunto, marque V, para as afirmativas verdadeiras, e F, para as falsas:
(__)A abordagem lexical se concentra exclusivamente em listas de palavras sem contexto.
(__)O ensino lexical despreza a integração com habilidades comunicativas, focando apenas no vocabulário isolado.
(__)A abordagem lexical utiliza collocations e chunks para ensinar padrões de uso frequentes em contextos reais.
(__)O contexto é essencial para a abordagem lexical, pois permite que os alunos entendam como as palavras são usadas de forma apropriada.
A sequência está correta e
A
F − F − V − V.
B
V − V − V − V.
C
V − F − F − V.
D
F − F − V − F.
O ensino da língua inglesa demanda práticas pedagógicas que conectem os estudantes às situações do cotidiano, promovendo aprendizagens contextualizadas e significativas. Assinale a alternativa correta sobre como incorporar tais práticas ao ensino da língua inglesa.
A
Focar na leitura passiva de textos sem aplicação prática.
B
Utilizar atividades que promovam a comunicação autêntica em situações do dia a dia.
C
Privilegiar exercícios de tradução literal e memorização de regras gramaticais.
D
Evitar o uso de mídias e recursos audiovisuais para preservar métodos tradicionais.
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