BNCC approaches the use of digital information and communication technologies...

BNCC approaches the use of digital information and communication technologies (TDIC) as a student facilitator to familiarize them with the use of those resources and a learning aid for other conten...

Q1024345 • Inglês • Ensino da Língua Estrangeira Inglesa • FUNDATEC • IF Farroupilha RS • Inglês • 2025

BNCC approaches the use of digital information and communication technologies (TDIC) as a student facilitator to familiarize them with the use of those resources and a learning aid for other contents in a significant and autonomous way. Mark the correct statement about TDIC in English teaching.

a) TIDC replace the need for interaction in language learning.
b) All students can learn languages equally well through digital tools, regardless of their preferences.
c) It is only possible to improve passive skills with digital tools, like reading and listening, but notactive skills, like speaking and writing.
d) Digital technologies guarantee language fluency, as it makes the students more interested in asubject.
e) The use of resources such as videos, podcasts, and English-language news websites allows students to engage directly with the language in real-world contexts.

Questões sobre Ensino da Língua Estrangeira Inglesa

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Q1102285 • Inglês • Ensino da Língua Estrangeira Inglesa • UNIVALI • Prefeitura de Luiz Alves SC • Professor de Língua Inglesa • 2026
Pedagogical practices in the English classroom should consider student diversity and the development of the four skills. Analyze the following statements:
I.Scaffolding is a practice where the teacher provides temporary support to help students perform tasks that are just beyond their current independent ability.
II.Formative assessment is a continuous process used only at the end of the year to provide a final numerical grade for administrative reporting purposes.
III.The integration of the four skills (reading, writing, listening, speaking) reflects how language is used in real life and promotes a more comprehensive communicative competence.
Which of the statements above is/are CORRECT?
- a) I, II, and III.
- b) II only.
- c) III only.
- d) I and III only.
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Q1097814 • Inglês • Ensino da Língua Estrangeira Inglesa • IGEDUC • Prefeitura de Jati CE • Professor de Língua Inglesa • 2026
The distinction between text types (sequences) andgenres is fundamental for understanding how communicative purposes are institutionalized in English. Analyze the following statements regarding the classification of texts in the Common European Framework of Reference for Languages (CEFR):

I. A genre is a socially recognized communicative event, such as a business letter or a scientific article, with specific structural conventions.
II. A text type refers to internal rhetorical structures, such as narration or description, which may coexist within a single textual genre.
III. The primary difference between genre and type is that types are determined by social function, while genres are defined by linguistic internalities.

Which of the following are CORRECT:
- a) II and III only.
- b) I and II only.
- c) I and III only.
- d) I, II, and III.
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Q1097808 • Inglês • Ensino da Língua Estrangeira Inglesa • IGEDUC • Prefeitura de Jati CE • Professor de Língua Inglesa • 2026
English for Specific Purposes (ESP) or Instrumental English focuses on the development of reading skills through the identification of cognates and discursive markers. Analyze the following statements regarding the methodology of ESP for academic researchers:

I. The focus of ESP is primarily on developing a deep understanding of the target professional field's lexicon and genre conventions.
II. In an instrumental approach, the learner is encouraged to use background knowledge to facilitate the top-down processing of the text.
III. Grammar is taught as an end in itself, requiring students to master all irregular verbs before attempting to read any specialized article.

Which of the following are CORRECT:
- a) I and II only.
- b) I, II, and III.
- c) II and III only.
- d) I and III only.
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Q1089623 • Inglês • Ensino da Língua Estrangeira Inglesa • INEP • PND • Licenciatura • 2025
📖 Texto associado ▼

One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning process. It could also be hypothesized that compared to university students, elementary school students are less able to seize the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning took place: the management of technologies for learning, and the management of one’s image.

BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’
Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.

Considering the excerpt, what is the appropriate oral language intervention for public high school students that accounts for their developmental stage and the role of video in language learning?
- a) Designing a project where students plan and record oral texts using video, then reflect gradually with structured feedback. This supports the development of self-awareness and the ability to manage one’s image over time.
- b) Asking students to record unscripted monologues and self-assess them without prior guidance or support. This assumes readiness for self-correction and minimizes the need for guided learning in reflective video use.
- c) Avoiding using video to prevent emotional discomfort and prioritize written feedback and non-visual oral practices. This promotes the necessary management skills taught in oral practices in digital scenarios.
- d) Assigning live oral performances and emphasizing grades and external responses as sources of improvement. This relies on performance-based motivation, combining reflective learning and teacher guidance.
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Q1089622 • Inglês • Ensino da Língua Estrangeira Inglesa • INEP • PND • Licenciatura • 2025
📖 Texto associado ▼

A Digital Learning Platform (DLP) is one effective avenue for enhancing language learning. It connects real learning resources with the digital world for teaching and learning. By converting as many physical learning resources into digital formats as possible, the DLP offers an innovative combination of different learning concepts and structures. It can also ensure that different groups of learners have equal access to learning resources through interaction, communication, and knowledge sharing.

DLPs have transformed English language learning with their numerous advantages, although there are also some notable drawbacks. These platforms offer unmatched accessibility and flexibility, enabling learners to access materials anytime and anywhere and to progress at their own pace. They feature diverse resources such as videos, interactive exercises, quizzes, and reading materials, with multimedia integration enhancing comprehension and retention. Personalized learning experiences are supported through adaptive technologies and immediate feedback. Gamification and interactive activities boost engagement and motivation, while cost-effectiveness and global networking opportunities are notable benefits.

However, there are downsides to consider. Digital platforms may lack the personal touch and immediate feedback of face-to-face interactions, potentially reducing social learning opportunities. Technical issues such as internet reliability and online distractions can pose barriers, requiring learners to stay disciplined and motivated. Quality and credibility can vary, raising concerns about fraudulent or poorly designed courses. Assessment challenges, including cheating and assessing practical language skills, also exist. Moreover, self-study can sometimes leave learners feeling isolated and struggling with complex topics. Balancing digital resources with other learning methods can help address these challenges and ensure a more comprehensive language learning experience.

POONPON, K. et al. TIGA-Based English Learning Platform for Language Learner Competency Development in a Digital
Environment. International Journal of Learning, Teaching and Educational Research, n. 6, June 30, 2024 (adapted).

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?”.
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Q1083526 • Inglês • Ensino da Língua Estrangeira Inglesa • FEPESE • Prefeitura de Chapecó SC • Inglês • 2025
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.
- a) 1 • 3 • 4 • 2
- b) 2 • 1 • 3 • 4
- c) 2 • 3 • 4 • 1
- d) 4 • 2 • 3 • 1
- e) 4 • 3 • 1 • 2
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Q1083523 • Inglês • Ensino da Língua Estrangeira Inglesa • FEPESE • Prefeitura de Chapecó SC • Inglês • 2025
Identifique abaixo as afirmativas verdadeiras(V) e as falsas ( F ) em relação à avaliação de competências linguísticas.

( ) Compreende as seguintes habilidades: compreensão e produção oral e escrita.
( ) Baseia-se no Quadro Europeu Comum de Referência para Línguas (QECR).
( ) Quadro Europeu Comum de Referência para Línguas (QECR) é a única estrutura utilizada para descrever competências linguísticas.
( ) A capacidade de entender a língua falada, incluindo diferentes sotaques, estilos e níveis de complexidade, é desenvolvida na compreensão oral.

Assinale a alternativa que indica a sequência correta, de cima para baixo.
- a) V • V • F • V
- b) V • F • F • V
- c) V • F • F • F
- d) F • V • V • F
- e) F • F • V • V
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Q1082294 • Inglês • Ensino da Língua Estrangeira Inglesa • FEPESE • Prefeitura de Águas de Chapecó SC • Professor de Inglês • 2025
Identifique abaixo as afirmativas verdadeiras(V) e as falsas ( F ) sobre o tema Cultura e Interculturalidade no Ensino de Inglês: contextos globais e locais.
( ) A globalização deu início a uma perspectiva intercultural no ensino de inglês, presente nos negócios, na tecnologia e na comunicação internacional.
( ) No contexto local, o ensino de inglês leva em consideração a realidade local, incluindo a diversidade cultural brasileira e as experiências dos alunos.
( ) A abordagem intercultural no ensino de inglês destaca a importância de integrar apenas a cultura local na aprendizagem do idioma.
( ) O papel do professor de inglês, como mediador intercultural, é muito importante pois auxilia os alunos a compreenderem as diferenças culturais e a desenvolverem habilidades de comunicação intercultural.
Assinale a alternativa que indica a sequência correta, de cima para baixo.
- a) V • V • F • V
- b) V • F • V • F
- c) V • F • F • F
- d) F • V • V • F
- e) F • F • V • F
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9

Q1082292 • Inglês • Ensino da Língua Estrangeira Inglesa • FEPESE • Prefeitura de Águas de Chapecó SC • Professor de Inglês • 2025
The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning.
According to this sentence, mark the alternative that contains correct examples of this Approach.
- a) Practising question forms by asking learners to find out personal information about their colleagues.
- b) Analyzing and interpreting texts by using dictionaries.
- c) Translating texts between the native and target languages using the Skimming skill.
- d) It often involves mimicking native speakers and memorizing dialogues.
- e) Listening to source material, conduct internet research, as well as writing and delivering the written presentation.
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Q1082291 • Inglês • Ensino da Língua Estrangeira Inglesa • FEPESE • Prefeitura de Águas de Chapecó SC • Professor de Inglês • 2025
Communicative competence is made up of four competence areas. Match column 2 with the correct definitions of the competence areas in column 1.
Column 1 Competence
1. Sociolinguistic
2. Discourse
3. Linguistic
4. Strategic

Column 2 Definitions
( ) It’s knowing how to recognize and repair communication breakdowns.
( ) It’s knowing how to use and respond to language appropriately.
( ) It’s knowing how to interpret the larger context.
( ) It’ knowing how to use the grammar, syntax, and vocabulary of a language.
Choose the alternative which presents the correct sequence, from top to bottom.
- a) 1 • 4 • 2 • 3
- b) 2 • 1 • 3 • 4
- c) 3 • 2 • 4 • 1
- d) 4 • 1 • 2 • 3
- e) 4 • 3 • 1 • 2
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